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Clark, Judith. "To Hell in a Handcart Educational realities, teachers' work and neo-liberal restructuring in NSW TAFE." Thesis, The University of Sydney, 2003. http://hdl.handle.net/2123/590.
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This thesis examines the impact of neo-liberal economic restructuring on teachers, specifically teachers in technical and further education. Historically, there has been limited research undertaken on teachers as workers, and even less on TAFE teachers. During the period covered by the study, TAFE was buffeted by the massive changes, social, political, cultural and economic, that were occurring on a global scale. As a result, TAFE has been a system in crisis. The consequences are addressed by an empirical study that examines NSW TAFE teachers' experience of the great changes that have occurred to their work since the late 1980s. Forty-one teachers were interviewed in tape recorded sessions lasting around one hour each. The respondents were drawn from twenty-seven teaching sections across all the major industry areas represented in TAFE. Twenty of the teachers were from metropolitan locations, twenty-one were regional. Nine managers were also interviewed, from Head of Studies to senior management levels, covering those with local as well as state-wide responsibilities. The changes to TAFE have been driven by a pervasive neo-liberal ideology adopted by both major parties in Australia. This study documents the experience of TAFE teachers as that ideology led to a corporatised vocational education and training system strongly oriented to the market. It also records their responses to the narrowing of curriculum that resulted from the "industry-driven" vocational education and training policies of governments. The study gives voice to their grief, frustration and anger as their working conditions deteriorated and their commitment to quality education was undermined. The study documents the teachers' resistance to the processes of organisational fragmentation, the increasing incidence of cost-driven, rather than educational, decision-making, and the commodification of curriculum driven by a series of policy decisions taken at both national and state level. The study compares these experiences with those of the TAFE managers, whose response to the crisis, while differing from that of the teachers, supports the teachers' commitment to public education as a social good. The study concludes that the NSW TAFE teachers' resistance has continued to act as a brake on the excesses of neo-liberalism. Some possibilities for an alternative vision of technical and further education thus remain.
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Clark, Judith. "To Hell in a Handcart Educational realities, teachers' work and neo-liberal restructuring in NSW TAFE." University of Sydney. Education, 2003. http://hdl.handle.net/2123/590.
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This thesis examines the impact of neo-liberal economic restructuring on teachers, specifically teachers in technical and further education. Historically, there has been limited research undertaken on teachers as workers, and even less on TAFE teachers. During the period covered by the study, TAFE was buffeted by the massive changes, social, political, cultural and economic, that were occurring on a global scale. As a result, TAFE has been a system in crisis. The consequences are addressed by an empirical study that examines NSW TAFE teachers' experience of the great changes that have occurred to their work since the late 1980s. Forty-one teachers were interviewed in tape recorded sessions lasting around one hour each. The respondents were drawn from twenty-seven teaching sections across all the major industry areas represented in TAFE. Twenty of the teachers were from metropolitan locations, twenty-one were regional. Nine managers were also interviewed, from Head of Studies to senior management levels, covering those with local as well as state-wide responsibilities. The changes to TAFE have been driven by a pervasive neo-liberal ideology adopted by both major parties in Australia. This study documents the experience of TAFE teachers as that ideology led to a corporatised vocational education and training system strongly oriented to the market. It also records their responses to the narrowing of curriculum that resulted from the "industry-driven" vocational education and training policies of governments. The study gives voice to their grief, frustration and anger as their working conditions deteriorated and their commitment to quality education was undermined. The study documents the teachers' resistance to the processes of organisational fragmentation, the increasing incidence of cost-driven, rather than educational, decision-making, and the commodification of curriculum driven by a series of policy decisions taken at both national and state level. The study compares these experiences with those of the TAFE managers, whose response to the crisis, while differing from that of the teachers, supports the teachers' commitment to public education as a social good. The study concludes that the NSW TAFE teachers' resistance has continued to act as a brake on the excesses of neo-liberalism. Some possibilities for an alternative vision of technical and further education thus remain.
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Matos, Francilene do Rosário de. "O PROGRAMA NACIONAL DE ACESSO AO ENSINO TÉCNICO E AO EMPREGO E A CONCEPÇÃO DE EDUCAÇÃO PROFISSIONAL NA BASE NORMATIVA E NA OBJETIVAÇÃO DA BOLSA-FORMAÇÃO NUMA EXPERIÊNCIA INSTITUCIONAL." Universidade Federal do Maranhão, 2015. http://tedebc.ufma.br:8080/jspui/handle/tede/102.
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Previous issue date: 2015-03-31The research deals with ""The National Programme for Access to Technical Education and Employment (Pronatec) and the conception of vocational and technological education in basic standards and objectification of bag-training an institutional experience" " in an effort to understand the meaning of the Professional Education, while Brazilian public policy in the context of productive restructuring capitalism. It has links with the research group Policy and Basic Education, State and Educational Management research line of the Post-Graduate Education, Federal University of Maranhão. The methodology is oriented on historical dialectic materialism and uses literature, document analysis and descriptive study. Among the referenced authors are: Braverman, Castells Chesnais, Coriat, Franco, Friedmann, Frigotto, Harvey, Kuenzer, Milk, Lopes, Axe, Manacorda, Marx, Netto, Paiva, Ramos, Saviani, Zarifian, Anderson, Araújo Batista, Cabral Neto, Cardozo, Carnoy, Cunha, Daros, Gold, Fagnani, Gohn, Haddad, Manfredi, Sousa, Rodrigues, Tauile, Veiga, Yanaguita, among others. His argumentative text systematized into four sections, the first being reserved for the demarcation of the object, the methodological approach and the text organization. The second part analyzes the relationship between productive restructuring, work organization and professional qualification. In the third, is a brief history of EFA policies, since the second half of the twentieth century. And, in the fourth section are the data and analysis on the design of EPT Pronatec expressed in the normative basis of the Exchange Training and its objectification in a public institution. The results showed the relationship of design EPT Pronatec to the Brazilian educational reform and the CLAIMS of organized society. Proved instrumental character of the program, supporting economic growth and social control, without any commitment to confronting the hegemonic ideology or overcoming social inequality. The EPT is designed to meet the demands of the market, ensuring the diversity of skill levels of the workforce. The resolutions, implementation and evaluation of the program are alien to the active participation of society. Thus, the design of EPT Pronatec does not break with the historical duality between manual and intellectual work, however, ratified the educational functionality, a fragile conjunction with high school and a disconnect between initial training and technical training.
A pesquisa trata sobre O Programa Nacional de Acesso ao Ensino Técnico e ao Emprego e a concepção de educação profissional na base normativa e na objetivação da bolsa-formação numa experiência institucional , no esforço de compreender o sentido dado à Educação Profissional, enquanto política pública brasileira, no contexto da reestruturação produtiva do capitalismo. Tem vinculação com o grupo de pesquisa Política e Educação Básica, da linha de pesquisa Estado e Gestão Educacional, do Programa de Pós-Graduação em Educação, da Universidade Federal do Maranhão. A metodologia aplicada orienta-se no materialismo histórico dialético e utiliza pesquisa bibliográfica, análise documental e estudo descritivo. Entre os autores referenciados, destacam-se: Braverman, Castells, Chesnais, Coriat, Franco, Friedmann, Frigotto, Harvey, Kuenzer, Leite, Lopes, Machado, Manacorda, Marx, Netto, Paiva, Ramos, Saviani, Zarifian, Anderson, Araújo, Batista, Cabral Neto, Cardozo, Carnoy, Cunha, Daros, Dourado, Fagnani, Gohn, Haddad, Manfredi, Sousa, Rodrigues, Tauile, Veiga, Yanaguita, entre outros. Seu texto dissertativo sistematiza-se em quatro seções, sendo a primeira reservada à demarcação do objeto, o percurso metodológico e a organização do texto. Na segunda, analisa-se a relação entre reestruturação produtiva, organização do trabalho e qualificação profissional. Na terceira, encontra-se um breve histórico das políticas de EPT, desde a segunda metade do século XX. E, na quarta seção encontram-se os dados e análises sobre a concepção de EPT do Pronatec expressa na base normativa da Bolsa-Formação e na sua objetivação numa instituição pública. Os resultados demonstraram a relação da concepção de EPT do Pronatec com a reforma educacional brasileira e as reinvindicações da sociedade organizada. Revelou-se o caráter instrumental do Programa, subsidiando o crescimento econômico e o controle social, sem qualquer compromisso com o enfrentamento da ideologia hegemônica ou a superação da desigualdade social. A EPT é concebida para atender às demandas do mercado, garantindo a diversidade dos níveis de qualificação da força de trabalho. As deliberações, execução e avaliação do Programa são alheias à participação ativa da sociedade. Dessa forma, a concepção de EPT do Pronatec não rompe com a histórica dualidade entre trabalho manual e intelectual, pelo contrário, ratifica a funcionalidade educacional, numa frágil articulação com o ensino médio e uma desconexão entre a formação inicial e a formação técnica.
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Borchers, Tracy Schneider. "A study to define secondary computer literacy programs: Implications for restructuring vocational education policy directions." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1059.
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Wilkinson, James Max. "Vocationalism in Australia: A qualitative study of the impact of restructuring on education." Thesis, Queensland University of Technology, 1995. https://eprints.qut.edu.au/36523/1/36523_Digitised%20Thesis.pdf.
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This research was an exercise in educational policy interpretation and analysis, focussing, in particular, on the policies of vocationalism which have been instrumental in the restructuring of education in Australia.
The research findings showed that the policies, being a pragmatic response by a government to a perceived political crisis, lack, as White (1989) argued, an appropriate, underpinning educational theory. The study' s findings of a theoretical model integrating general and vocational education informed by the literature review, the research analysis and by Dewey's educational philosophy, are offered as a possible solution to the problem of vocationalism.
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Cheng, Yi'En. "Restructuring of education, youth, and citizenship : an ethnographic study of private higher education in contemporary Singapore." Thesis, University of Oxford, 2015. http://ora.ox.ac.uk/objects/uuid:d7ee615b-6d54-4ce5-a518-0f47d69e3c5a.
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In spite of widespread critiques about the neoliberalisation of higher education and its production of citizenship in relation to the market, transformation of students into profit-maximising individuals, and the vitalisation of a self-enterprising subjectivity, many of these claims remain under-examined with respect to cultural production. The objective of this research is to explore the neoliberal production of middle-class citizenship through the lens of educated non-elite local youth in Singapore. By combining geographical, sociological and anthropological insights about education and youth, I develop a theoretically informed ethnographic case study to examine how this segment of young people reproduce themselves as middle-class citizens. The research is based on eleven months of fieldwork at a local private institute of higher education, where I hanged around, talked to, and observed Singaporean young people between ages 18 and 25 studying for their first degree. The ethnographic materials are written up into four substantive papers, demonstrating the ways in which educated non-elite Singaporean youth in private higher education engage with state disseminated ideas around neoliberal accumulation and human capital formation. I argue that these students draw on class-based sensibilities and feelings to produce vibrant forms of normativities, subjectivities, and politics that pose a challenge to dominant assumptions of a "hollowed out" citizenship under neoliberalism. The research makes two overall interventions in geographic and social scientific writings about neoliberal restructuring of higher education and its implications for youth citizenship. First, it cautions against a straightforward claim that neoliberal technologies of control have extended market values into citizenship subjectivity and, with it, the erosion of progressive political projects. Second, it provides a much-needed analysis of middle-class citizenship formation among young people caught at the losing end of a diversifying educational landscape.
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Liang, Yental C. T. "The effects of economic transformation upon selected high school vocational education programs in Southern California." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1165.
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Prosser, Jean Blamire. "Vocational education and training and the labour market : an economic curriculum model." Thesis, University of Surrey, 1993. http://epubs.surrey.ac.uk/916/.
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Zhang, Ning. "Underpinning China's economic growth : a study of urban secondary vocational and technical education 1978-2000 /." Title page, table of contents and abstract only Title page, table of contents and abstract only, 2005. http://web4.library.adelaide.edu.au/theses/09PH/09phz6321.pdf.
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Lee, Ying-fan, and 利影芬. "Vocational education and training and economic development in Hong Kong: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962312.
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Lee, Ying-fan. "Vocational education and training and economic development in Hong Kong a case study /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23427474.
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Mbewe, Mambwe Luka. "Assessing the Zambian technical and vocational training." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1132.
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Wang, Molin 1975. "Globalization and higher vocational education (HVE) in China : a case study in Shanghai." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=102767.
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In China, higher vocational education (HVE) is a specific educational form in terms of its the educational goals, management structure, and close relationship with the economy. During the past quarter century, China has experienced not only a substantial increase in economic progress, but also the influence of globalization on its political, socio-economic, and educational development. This thesis examines how HVE has changed since the emergence of a socialist market economy (SME) in 1992. It interprets the relationship between globalization and HVE in terms of actual changes that have occurred at the Vocational College of Shanghai Jiaotong University (VCSJTU).The thesis is significant for three reasons. First, it generates useful insights into the process of HVE policy implementation in China since its economic transformation in the early 1990s, and interprets the relationship between globalization, SME, and HVE. The case study also generates insights which can contribute to understanding HVE policy on learning in relation to the context of the economic situation within China and the impact of globalization. Second, the thesis puts special emphasis on analyzing the culture and value changes in VCSJTU since its foundation and explores the deep roots between different values and their implications for people's understanding and appreciation of globalization in the school context. Third, the academic contributions of this case study include theoretical frames of reference on culture, education, and economic globalization. In particular, the study outlines and analyzes (with reflections) the experience gained during the internal economic transformations within China---an analysis which contributes to the international sociology of education, to an understanding of the values within education in relation to the impact of globalization.
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Wu, Wai Yin Helen. "A case study of the quality management system in the Hong Kong Institute of Vocational Education with reference to its organizational restructuring." Thesis, University of Bristol, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341489.
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Ramsaroop, Errol Vishnu. "Vocational and Technical Education Changes that are Potential Contributors to the Economic Development of Trinidad and Tobago." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/27355.
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The objectives of this study were to determine what perceived changes to VTE have the potential to improve development of the economy in the next 3 to 5 years and which of these identified changes will have the greatest impact. To achieve this objective, a selected group of experts representing international development, business, economies, labor, manufacturing, service industries, and education were asked to participate in the study. First, the experts were requested to list five to eight statements, based on their experience and perceptions, about what changes to VTE have the potential to improve the development of Trinidad and Tobago economy in the next 3 to 5 years. Next, they were asked to rank-order their identified 60 statements on a continuum that approximated a normal distribution from â most importantâ to â least important.â Rank-ordered statements were analyzed using Q-factor analysis (PQMethod).
From the rank-ordered statements, eight factors were identified as having the potential to improve the development of Trinidad and Tobagoâ s economy. These factors were (a) access to and quality of VTE, (b) VTE higher education programs, (c) VTE program quality, (d) VTE program comprehensiveness, (e) fundamental aspects of VTE, (f) preparation for and advancement in VTE careers, (g) meeting VTE student and program needs, and (h) understanding VTE's purpose. Statements associated with each factor serve to clarify the focus of VTE related activities that may be initiated to improve development of the economy.
The most important of the identified factors was Factor 1(access to and quality of VTE) which accounted for 15% of the explained variance in the factor matrix. The second most important factors were Factor 3 (VTE program quality) and 5(fundamental aspects of VTE) with each accounting for 13% of the explained variance. All three of these factors (Factors 1, 3, and 5) had an average reliability coefficient of .800, a composite reliability of .889 at a significant value of p<.05.Ph. D.
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Oguamah-Okojie, Mabel Chibuzor Philip. "An assessment of the perceived economic benefits and attitudes toward vocational education programs in Nigeria : a comparative analysis /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487950658545652.
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Mykerezi, Pavli K. "The Potential Contribution of Vocational and Technical Education to the Future Social-Economic Development of Albania." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/27259.
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The purpose of this study was to determine the potential contribution of vocational and technical education to the future social-economic development of Albania. To achieve this purpose, a panel of experts was involved in the formulation of statements and the determination of each statement's value as a contributor to future social-economic development. This study was conducted using a Modified Delphi Technique to identify and prioritize statements generated as part of this research methodology. The study was accomplished through solicitation of responses from a 17 member panel of experts. The panel consisted of individuals representing government service, non-government organizations, Albanian educators, and international educators involved in different educational projects in Albania in the last ten years. Each of the experts was asked to identify statements that vocational and technical education can contribute to the future social-economic development of Albania. Responses provided by the panel members and the statements added by the researcher were edited and organized into a list with 71 statements. The panel of experts was asked to rate this list and means and standard deviations were calculated for each statement. The criterion to determine the importance of statements was defined as a mean being equal or higher than 3.5 on a 5-point Likert scale. The criteria employed to determine panel consensus was defined as a standard deviation being equal or less than 1.00. From the list of 71 statements, 68 were concluded to have been important and have reached consensus by the panel. The 68 statements on which the panel of experts reached consensus were rank ordered according to their means.A content analysis of the ranked statements revealed that statements clustered around common themes. These themes included VTE's Planning Procedures and Policy, Program and Institutional Development, Values and Work Ethics, Productivity, Communication and Analytical Skills, and Linkages.From these results, it was concluded that the process for the development of an effective VTE program that will contribute to the social-economic development of Albania will be long and complex. This process will involve many people, agencies, and organizations all working together. Hence, it was recommended that the Ministry of Education and the Ministry of Labor and Social Affairs take the lead in this process.Ph. D.
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Al-Ghamdi, Abdulkareem S. "Factors influencing advancement of technical education and vocational training and their impact on economic development in Saudi Arabia." Thesis, University of Hull, 1994. http://hydra.hull.ac.uk/resources/hull:4710.
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Saudi Arabia is considered one of the fastest developing countries in the world today. The main problem facing its development programmes, is the severe shortage of national trained manpower, especially in industry. To overcome this problem, a huge number of expatriate workers have been imported to contribute in executing the massive projects undertaken under the series of five-year development plans, as well as the rapid growth in the activities of the private sector. The shortage of qualified manpower, such as technicians, skilled and semi-skilled workers, is largely attributable to the failure of technical education and vocational training to supply the country with its requirements of trained manpower in scope of industry, agriculture and construction. Only a very small number of Saudi youths enter this type of education, compared with the huge number who join academic education each year. Therefore, the major target of this study is to examine the factors preventing many Saudi male youths from entering technical education and vocational training programmes and their effect on the progress of education itself. ' Furthermore, it seeks to discover why some graduates from this kind of education do not practise vocational work after graduation. To obtain comprehensive information about this problem, three groups of students in three different types of education in Riyadh, were chosen randomly. These groups were: intermediate school, secondary industrial institute and vocational training centre students, with a total of 494 respondents. Data were analyzed using frequency analysis and cross-tabulation techniques.The findings of the study show that the major factors influencing students to join technical education and vocational training programmes or practising vocational work are: social, economical, policy, administrative, organization, technical, educational and personal factors, as well as the impact of lack of cooperation between the General Organization for Technical Education and Vocational Training (GOTEVT) and government agencies in general and the industrial sector in particular. These factors not only affect the attitudes of students, but have also strongly affected the efficiency and the advancement of Technical and Vocational Education. The study concludes with recommendations which it is believed would improve the attitudes of society in general and youths in particular toward this type of education. Some suggestions are also made for further research.
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Reneau, Cecil E. "Vocational education's potential contribution to the future development of Belize : a delphi study /." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-163256/.
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Tšiame, Cyprian Mafata. "The investigation of the impact of technical and vocational education on the socio-economic development of Lesotho with special reference to Maseru district." Thesis, Bloemfontein : Central University of Technology, Free State, 2006. http://hdl.handle.net/11462/95.
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Thesis (M. Tech.) - Central University of Technology, Free State, 2006The demand for continuing reform to technical and vocational education system and its products and services had been inevitable. The challenge for both the Lesotho Ministry of Education and Training Department of Technical and Vocational Education and Training and the Lerotholi Polytechnic had been to develop strategies, which would enable both economic and social goals to be realized. However, it had been a major concern that the present training system had been having some limitations and the Government’s investments in technical and vocational education produced un-healthy results and returns. The private sector had a poor few of the quality and relevance of the training offered by the public technical institutions; more specifically the Lerotholi Polytechnic, and majority of the labour market had been reluctant to employ the graduates from the institution. If quality assurance and relevance prevailed the private sector would send their employees, supervisors and managers for skills upgrading to the Lerotholi Polytechnic. The Government of Lesotho could promote its economic growth and poverty alleviation objectives if the existing tailored training substantiated to impact on the socio-economic development. The study was intended to investigate the impact of the Lerotholi Polytechnic programmes on the socio-economic development on Lesotho with special reference to Maseru district. The premises lied upon access to the Lerotholi Polytechnic technical and vocational education programmes, relevance of these programmes towards socioeconomic development, their quality assurance for the contribution towards the socioeconomic development and the training and learning strategies employed in the Lerotholi Polytechnic. Management issues such as planning, control and coordination also had to be envisaged with respect to the legal framework of technical and vocational education. Both the Lesotho Ministry of Education and Training Department of Technical and Vocational Education and Training and the Lerotholi Polytechnic formed the sample population whose responses had been triangulated in the quest for the imperative epistemic of the impact of technical and vocational education on the socio-economic development of Lesotho with special reference to Maseru district. Results had been presented and findings acknowledged. Recommendations had been advocated for the better functioning of the Lerotholi Polytechnic programmes in the contribution towards socio-economic development of Lesotho with special reference to Maseru district.
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Schmidt, Klaus. "A comparative study of traditional dual vocational training programs and non-company based training programs on educational achievement, economic outcomes, job satisfaction, and training satisfaction /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841332.
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Merry, William. "Comparison of social-economic backgrounds of vocational students taking automobile mechanics II in the French and English sector on the Island of Montreal." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=64081.
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Tilley, Jack Lucas. "Can in-prison interventions affect post-release outcomes? Evidence from correctional education programs based on an econometric analysis of recidivism." Oberlin College Honors Theses / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1354550128.
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Lindqvist, Alexander. "A 'welfarist' political economy of skills? : A study of Sweden's vocational education and training system, as an arena för welfare policies, 1946-1991." Thesis, Umeå universitet, Ekonomisk historia, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-124288.
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This study takes its starting point in the problematic relationship between skills and welfare policies. It poses Sweden’s vocational education and training (VET) as a case which has seen the kind of tripartite efforts that might help us better understand the dynamics underlying a highly developed mixture of social citizenship and efficiency. To better approach this case the study also seeks to combine the theoretical insights provided by the Varieties of Capitalism (VoC) and Power Resources Theory (PRT) schools of thought, capitalizing on an ability to see “both sides of the coin” that such a combination may entail. But to avoid the presumptions that have formed around notions of stable “models” or “worlds”, the study also takes an inductive stance, forming a dialectic strategy that leans heavily on the work of historical institutionalism. Thus a general research question is posed: how can we explain the developments of Sweden's VET as an arena for welfare policies - during the period 1946-1991 - by combining an inductive approach with the insights gained from the theoretical frameworks represented by PRT and VoC? The study proceeds by tracing developments in Sweden’s VET during two sub-periods, taking into account both ideological and business-interest concerns. The aim is first to establish an account of “how” the institutions changed over time. The subsequent analysis brings back the theoretical framework to provide explanations. The study arrives at a number of conclusions: it first of all finds that Sweden’s school-based VET of 1971 itself rested on a firm “cross-class settlement”, which persisted through the reforms of 1991. But when seen as an arena for welfare policies, the foundation appears much weaker: while the reforms of 1971 were influenced by an ambitious welfare policy agenda, the ensuing changes arguably rolled back some of the comprehensiveness and universality previously associated with the labor movement’s education policy. Two underlying hypotheses are presented that focus on the strategic role played by “general skills”: the first hypothesis is that organized capital’s reliance on large firms played an important role in weakening its position vis-a-vis labor, thanks to its dependence on the kind of widely diffused general skills that the labor movement had strategic access to. The second hypothesis is that the same reliance on general skills created difficulties for the Social Democratic Party to create a new cross-class settlement, as circumstances changed. The conclusion suggests further studying the area of general skills as a power resource itself in a comparative perspective.
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Reams, Guy Mitchell. "Integrating distance learning technologies with information technology curricula: A solution for economic and workforce development at Mt. San Jacinto College." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2264.
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The goal of this project being to provide a unique strategy that integrates new curriculum, instructional methods, and distance technology to position higher education as a key participant in workforce and economic development.
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Rodrigues, Maria Ediene Pinheiro Soares. "Educação profissional e questão social na sociedade contemporânea: um estudo sobre o CETAM." Universidade Federal do Amazonas, 2014. http://tede.ufam.edu.br/handle/tede/3921.
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This paper presents the results of research conducted on the relationship between Vocational Education and conquer a place in the labor market within the context of Productive Restructuring. The challenge was to understand what is at stake today in regards to worker education. And the empirical basis of the research consisted of the records obtained on the Professional Education and Social Issues in contemporary society, regarding the performance of CETAM. The aim was to critically analyze the guiding principles of the education and training of CETAM and its relation to the inclusion in the labor market in Manaus policy. The research aimed to clarify the following question: "Through Professional Education policy practiced by CETAM, there entering the job market? . This research is divided into three chapters: The first chapter presents discussion of the concepts and features of Vocational Education in Brazilian contemporary; The second chapter shows the historical context of the emergence and development of Vocational Education in the Amazon; The third chapter is a study and analysis of institutional Center for Technological Education of Amazonas - CETAM, its legislation, operation and look of graduates regarding the effectiveness of inserting them into the labor market, as does also the questioning of the policy of Vocational Education the CETAM if there actually entering the job market. The final consideration of the questions raised departed from their own research, trying to answer them as well as provide new questions and criticisms to be made in the future.
Este trabalho apresenta o resultado da pesquisa realizada sobre a relação entre a Educação Profissionalizante e a conquista de uma vaga no mercado de trabalho dentro do contexto da Reestruturação Produtiva. O desafio era compreender o que está em causa, hoje, no que diz respeito à educação do trabalhador. E a base empírica da pesquisa foi constituída pelos informes obtidos sobre a Educação Profissional e a Questão Social na sociedade contemporânea, no contexto da atuação do CETAM. O objetivo foi analisar criticamente os princípios norteadores da política de educação e formação profissional do CETAM e sua relação com a inserção no mercado de trabalho em Manaus. A investigação se propôs a esclarecer o seguinte questionamento: “Através da política de Educação Profissional praticada pelo CETAM, há inserção no mercado de trabalho?. Esta pesquisa está estruturada em três capítulos: O primeiro capítulo apresenta discussão acerca dos conceitos e das características da Educação Profissional na contemporaneidade brasileira; O segundo capítulo mostra a contextualização histórica do surgimento e desenvolvimento da Educação Profissional no Amazonas; O terceiro capítulo faz um estudo e análise institucional do Centro de Educação Tecnológico do Amazonas – CETAM, sua legislação, funcionamento e o olhar dos egressos quanto à efetividade da inserção dos mesmos no mercado de trabalho, como também faz o questionamento quanto à política da Educação Profissional do CETAM, se há realmente inserção no mercado de trabalho. As considerações finais partiram dos questionamentos suscitados a partir da própria pesquisa, buscando além de respondê-los propiciar novas indagações e críticas a serem feitas futuramente.
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Shelden, Mary Lee Moat 1941. "Vocational students' economic status and prestige following training at a rural community college on the Mexican border: A field study informed by critical theory of the state." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/282095.
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This study identifies overt mechanisms by which working class students at a rural community college were aligned with entry level service employment following the AAS degree. It examines socio economic and state constraints upon the college, its vocational faculty and students. These models explain the state structuring process on social institutions: Brint and Karabel's political niche, Carnoy and Levin's dominant class ideology, and O'Connor's value theory of crisis during late capitalism. The literature review looks at critical sociology, including the reproduction school as well as vocational education literature on the community college. The data were structured interviews with 74 students and four faculty. Classrooms were also observed. A critical theory of the state provided the interpretative frame for analysis. Recommendations for greater student choice to provide for increased equity and equality are offered in conclusion.
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Katsikopoulou, Ioanna. "Finding one's place in life : exploring the relation between upper secondary vocational education and social cohesion in times of economic crisis : the cases of Greece and England." Thesis, University of York, 2016. http://etheses.whiterose.ac.uk/15382/.
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This study explores the relation between upper secondary vocational education and social cohesion in times of economic crisis. Greece and England frame the specific context of research. I have set two research questions to investigate how vocational education is envisaged to support vocational students to find their place in life. The first concerns their inclusion in the labour market (as an aspect of the economy), and the second their inclusion in society (as distinct from the labour market). I am using the concepts of human capital and social capital as analytical lenses to address the research questions. This is an inductive study of perceptions of vocational education, as articulated in selected education policy documents and interviews with participant teachers. The first source of evidence includes six (sets of) state education policy documents produced over the period of 2003-2013, and the second semi-structured interviews with twenty-eight vocational teachers in total, equally distributed between the cases of Greece and England. Findings from the documentary analysis indicate that vocational education is directed towards strengthening human capital development through specialised preparation for immediate employment and the acquisition of a wide range of knowledge and skills, in an attempt to address the social cohesion challenges of economic disruption and youth unemployment. If successful development appears to be more a matter of collective effort in Greece, in England it would depend more on the individual student. Findings from the interview data show that participant teachers recognise the importance placed on human capital development and support the role of vocational education in the creation of social capital and social ties. Despite structural differences between Greece and England, vocational education is envisaged to foster social cohesion by assisting its students in the development of a sense of acceptance and belonging possibly to the detriment of excellence. Such findings invite further research.
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King-Bailey, Shirley Ann. "Student and employer perceptions of work-based learning in rural community colleges in Mississippi." Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-04062009-082500.
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Lekhelebana, Letlatsa George. "Learnership program's effectiveness at an FET college." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1020314.
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High levels of unemployment and skills shortages in key parts of the South African economy are well documented. The failure of the South African economy to absorb new entrants to the job market is also well documented. The paradox of an economy that was growing for over a decade during the late nineties and early 2000s creating a lot of vacancies and yet at the same time seeing ever growing levels of unemployment numbers also makes for interesting reading. Learnership programs are intended to address this situation by reducing the problem of skills shortages and leading in the human capital development that is aligned to industry needs. Thus is the purpose of this study to determine whether the beneficiaries of the learnership programs, the graduates, find benefit from having completed these learnership programs. It is to evaluate whether they find the program to have been effective in either equipping them sufficiently to improve prospects of finding permanent employment or successfully starting their own businesses. An extensive literature study of the history of the FET and its development, the concept of learnership and legislation and statutes applicable to the sector in South Africa was undertaken so that the skills development initiatives in the country are contextualised. The empirical part of the study involved a self-constructed questionnaire designed to illicit perspectives of the FET training and learnership within the FET graduate population that have completed their studies at an FET institution within Nelson Mandela Bay. The data collected indicate that a substantial majority of the sample find The data collected indicate that a substantial majority of the sample find the training to be effective and confirm the literature findings that learnerships can improve the issue of skills shortage in industry. The study makes recommendations that encompass work-based strategies and training based strategies to further improve the program. The recommendations are targeted at the FET college, the work-place training providers and the MERSETA and are meant solely to assist the organisations in overcoming the identified challenges emanating from learnership implementation.
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Cheng, Xing. "Measuring the educational attainment of proprietary students : an assessment of equal opportunity from national data /." Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-09162005-115022/.
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McMillan, Gregory Neil. "30 years on from Kangan: an analysis of the current policy position of TAFE Queensland." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16569/1/Greg_McMillan_Thesis.pdf.
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Within Australia, Vocational Education and Training (VET) encompasses the
Technical and Further Education (TAFE) sector, private providers, community
education and training, and work-based training. Additionally, some VET activities
are embedded within the secondary school and university sectors. As the major
provider of Government-funded vocational education and training, TAFE has
undergone significant change since its establishment in the 1970's. Historically,
TAFE has provided broader education and social opportunities for individuals
beyond a narrower focus on the achievement of training outcomes for economic
benefits. However, shifts in policy direction in 1980's and 1990's have seen the
delineation between broader education and economic outcomes becoming less
distinct. While this is perhaps true of all education sectors, it has potentially
impacted more on TAFE than any other sector. This thesis investigated these
impacts within the context of TAFE's social service and economic utility roles. This
was undertaken by analysing seven seminal Commonwealth and Queensland
documents and by analysing the findings of interviews with six senior executives
within Queensland's Department of Employment and Training and TAFE. The key
findings of this thesis indicate that TAFE Queensland continues to perform a number
of functions or activities that can be associated with a social service role. However,
the findings also indicate that, for TAFE Queensland, there has been a shift towards
an economic utility role. Since the Kangan Report (1974), TAFE's role has become
more focussed on meeting Queensland's economic and industry needs within a broad
view that Australia needs a flexible workforce, qualified to industry standards of
competence and able to compete in a globalised world.
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McMillan, Gregory Neil. "30 years on from Kangan: an analysis of the current policy position of TAFE Queensland." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16569/.
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Within Australia, Vocational Education and Training (VET) encompasses the Technical and Further Education (TAFE) sector, private providers, community education and training, and work-based training. Additionally, some VET activities are embedded within the secondary school and university sectors. As the major provider of Government-funded vocational education and training, TAFE has undergone significant change since its establishment in the 1970's. Historically, TAFE has provided broader education and social opportunities for individuals beyond a narrower focus on the achievement of training outcomes for economic benefits. However, shifts in policy direction in 1980's and 1990's have seen the delineation between broader education and economic outcomes becoming less distinct. While this is perhaps true of all education sectors, it has potentially impacted more on TAFE than any other sector. This thesis investigated these impacts within the context of TAFE's social service and economic utility roles. This was undertaken by analysing seven seminal Commonwealth and Queensland documents and by analysing the findings of interviews with six senior executives within Queensland's Department of Employment and Training and TAFE. The key findings of this thesis indicate that TAFE Queensland continues to perform a number of functions or activities that can be associated with a social service role. However, the findings also indicate that, for TAFE Queensland, there has been a shift towards an economic utility role. Since the Kangan Report (1974), TAFE's role has become more focussed on meeting Queensland's economic and industry needs within a broad view that Australia needs a flexible workforce, qualified to industry standards of competence and able to compete in a globalised world.
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Sancak, Merve. "Finding skills in middle-income countries : the case of auto parts suppliers in Mexico and Turkey." Thesis, University of Cambridge, 2019. https://www.repository.cam.ac.uk/handle/1810/288420.
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This thesis studies the determinants and outcomes of the skill systems in Mexico and Turkey, two crucial cases of middle-income countries (MICs). Despite the similarities in their previous institutional environments and links to the global economy, Turkey has experienced higher economic growth and better social development compared to Mexico. This PhD project focuses on the Mexican and Turkish skill systems, which have been significant institutions that affect the (different) economic and social characteristics of advanced industrialised countries in the literature on comparative capitalisms (CCs). This study builds its theoretical approach on the arguments of CCs literature and the claims of globalisation, where it draws from the studies on global value chains (GVCs). It scrutinises the patterns of convergence due to globalisation and ongoing divergence because of the variation of institutional structures. It examines the complementarities and outcomes of the skill systems, which will then help to understand the divergence of development experiences between Mexico and Turkey. This PhD project carries out a multi-level research and focuses the empirical study on auto parts-automotive value chains (AACs), which is an important industry for many MICs including Mexico and Turkey. The multi-level research first includes a macro-level study of local institutions in Mexico and Turkey, as well as the convergence patterns through the AACs. This is complemented with a micro-level analysis of firms' strategies to find workers with technical skills in production functions. The findings show that while there is some convergence in the Mexican and Turkish auto parts producers' skill needs, firms from these two countries adopt different strategies to address their needs. The distinctive national institutions in Mexico and Turkey, which are shaped by the differences in the state's involvement, are the main reasons for this divergence. The differences between the Mexican and Turkish skill systems have created different outcomes for both the firms and workers in these countries, and hence are expected to have contributed to their diverging development paths.
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Selemani-Meke, Elizabeth. "An assessment of the implementation of continuing professional development programmes for primary school teachers in Malawi: a case of Zomba rural education district." Thesis, University of Fort Hare, 2011. http://hdl.handle.net/10353/501.
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This study assessed the implementation of Continuing Professional Development (CPD) Programmes for primary school teachers in Zomba Rural Education District in Malawi. The study arose from a concern that, despite the Government of Malawi putting in place structures to facilitate the implementation of CPD for primary school teachers, research has shown that teachers have not improved their classroom practice. As a result, there has been poor learner performance at all levels of the primary education system to the extent that learners scored the lowest in the 2005 international examinations for the Southern Africa Development Community. From the literature, it appears that no thorough and conclusive studies to look into the issues behind the implementation of CPD programmes in Malawi have been conducted. Hence the researcher was motivated to assess how the CPD programmes are implemented with the view to explore better ways of implementing CPD programmes for teachers that can result in teacher change. The study was placed within the post-positivism paradigm and used a mixed method research design that incorporated concurrent procedures in the collection, analysis and interpretation of the data. Questionnaires were used to collect quantitative data while qualitative data were collected through interviews, focus group discussions, CPD observations and document analysis. A total of 798 teachers filled the questionnaires. This figure represented 47% of the total number of teachers in the district. The researcher conducted 34 focus group discussions with teachers from various schools. She also held interviews with 34 head teachers and CPD programme facilitators (12 Primary Education Advisors and 3 CPD facilitators from organizations). Other interviews were held with the District Education Manager, the Coordinating Primary Education Advisor, the Coordinator of the New Curriculum, and the Coordinator for the Department of Teacher Education and Development. Further, the researcher made 3 CPD observations. The study revealed weaknesses in the implementation of CPD programmes for teachers in the district. Generally the study noted that there was much emphasis on the transmissive model of CPD implementation, to the neglect of transitional and transformative models such that the personal, social and occupational aspects of professional learning were not holistically considered in the programme designs. Specifically, the duration of the programmes was found to be inadequate for meaningful assimilation of new knowledge and skills; the expertise of facilitators was sometimes questionable; and the use of the cascade mode left teachers unsure and with knowledge gaps. Further, the study noted that the monitoring and support mechanisms for the programmes were weak; the consultation processes for teacher inputs in the CPD programme designs were dismal; and the welfare of teachers at the CPD venues was poorly handled.. At school level the study revealed that the teaching and learning environment compounded the problem of teachers’ difficulty in implementing what they learnt from CPD training. Large classes, inadequate teachers, lack of teaching and learning resources, limited infrastructure, lack of accommodation for teachers, lack of support from colleagues and learner absenteeism were some of the factors hindering implementation of CPD programmes at school level. The study has put forth recommendations for the effective implementation of CPD programmes for teachers in the district. Furthermore, based on the findings of the study and an extensive literature search, the researcher has suggested an alternative model for CPD implementation that can result in teacher change. Overall there is need for collaborative effort among stakeholders in education to ensure effective delivery of CPDs and their subsequent translation into practice at classroom level.
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Mwingi, Mweru P. "An interpretive inquiry into girls' educational choices and aspirations: a case study of Murang'a district, Kenya." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1003465.
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Global consensus on the importance of gender equity in education is perhaps one of the greatest agreements reached in the twentieth century. However, for countries in the sub Saharan African region where disparities of gender are wide and primary education takes priority, secondary education continues to remain in the periphery. As countries make progress towards the attainment of Universal Primary Education (UPE), the concerns for gender equity and equality have become associated with school access and pupil retention. Yet, patterns and trends in school enrollment suggest that disparities of gender are more complex. As lessons are learned from the achievements and challenges of attaining UPE, it is increasingly apparent that gender disparities within education occur in, within and beyond access to schooling. In other words, the challenge of making education gender equal goes beyond school access and school enrollment. Kenya is a signatory to the 1990 Jomtein Declaration on Education For All (EFA). It is also among the few countries in the sub Saharan Africa region with a significantly reduced gender gap in primary and secondary education. This is in tandem with the third of the eight Millennium Development Goals whose aims bear a broad social and economic development agenda. While education equity is important in Kenya and tremendous progress has been made in primary education, beyond the attainment of Universal Primary Education (UPE) there is an even more significant target; gender equity in education both in primary and secondary education by 2015. The attainment of this target requires more than access to schooling and for this reason it poses great challenges to governments and schools. In light of the progress made in Kenya and the need for more equitable education beyond primary education, this study conceives a need for an incisive examination of education equity priority areas in Kenya. The study argues on the need for a shift of concern and debate from primary education to secondary education because the gains of UPE only become meaningful when education equity is secured in secondary education. The study underscores that beyond school access and retention, education output and outcomes need to become prominent variables because they gauge trends and patterns and the quality of gains made where education is claimed to be both accessible and equitable. Using case study method, the study makes a critical interpretation of the schooling experiences, educational choices, preferences and aspirations of girls taking secondary education in single-sex schools in Murang’a district, Kenya. The study shows that girls schooling experiences are not homogenous and that there are contradictions in the ways that girls experience their schooling and make educational choices. It also shows that girls do not necessarily stand good chances with their education simply because they are enrolled in single-sex schools. The study reveals individual subjectivities and schooling culture to be at the centre of the differences between schools and the schooling experiences that girls have. The two have impact on how girls perceive themselves and their abilities, the preferences they nurture and the educational choices they make. The study draws attention to nuances in access and equity within girls’ education. It draws out issues and nuances linked to gender access, equity and equality with respect to school, teacher and subject access. Though the study is not generaliseable, it shows that in contexts where female access and survival is secured, there is need for attention to be paid to the environments that nurture educational choices and preferences so that the high rates in school access become translated into equally high educational output and outcomes.
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Van, Hulle Paul Allen. "An effective curriculum for teaching computer numerical control machining." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2131.
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The purpose of this project was to develop and document curricular content for Computer Numerical Control education program for Mt. San Jacinto Community College. The design of the curriculum focuses on showing students how skills learned in academic classes can be applied to the workplace.
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Chatziangelidou, Kalliopi. "The implementation of the Lisbon strategy in an heterogeneous Europe : the case of the southern countries concerning the education and training systems." Thesis, Aix-Marseille, 2013. http://www.theses.fr/2013AIXM1102/document.
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L'objet de la présente thèse est d'analyser l'incidence des politiques menées dans le cadre des systèmes d'éducation et de formation grec et italien afin de se conformer aux exigences de la stratégie de Lisbonne 2000. Le niveau d'influence de la politique de l'UE sur les structures des deux pays et ses effets sur les réformes nationales sont liés à la relation, entre structures nationales et internationales en ce qui concerne les politiques d'éducation et de formation. Les réformes ne sont pas nécessairement le résultat de la politique de l'Union européenne ; elles peuvent également être le résultat de la voie nationale suivie et intervenir indépendamment des politiques européennes. Cela permet de se demander si le changement de la politique nationale est lié aux directives internationales ou s'il est le résultat indépendant de l'évolution de l'ÉtatThe present thesis attempts a policy impact analysis through the Greek and Italian education and training policies undertaken to respond to the Lisbon's Strategy 2000 requirements. The level of influence of the EU policy within the domestic structure of both countries and its dynamic on national reforms is related to the relationship, - level of influence-, between national and international structure as concerns the educational and training policies. Reforms are not necessarily results of the European's Community policy, but they can be results of the national pathway and they would have taken place in any case. The above hypothesis leads to the query if national policy change is linked to the international directives or it is the independent result of the State's development
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Diogenes, Elione Maria Nogueira. "UMA AVALIAÇÃO POLITICA E DO PROCESSO DE IMPLEMENTAÇÃO DA REFORMA DO ENSINO MÉDIO NO CEARÁ." Universidade Federal do Maranhão, 2010. http://tedebc.ufma.br:8080/jspui/handle/tede/762.
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Previous issue date: 2010-02-26Conselho Nacional de Desenvolvimento Científico e Tecnológico
Research into practice with a focus on educational policy "New School: Education is now for life" in two dimensions: political assessment of the policy and implementation process in the State of Ceará, in the period 1996 to 2006.
Pesquisa concretizada com foco na política educacional "Novo Ensino Médio: Educação agora é para a vida" em duas dimensões: avaliação política da política e do processo de implementação no Estado do Ceará, no período compreendido entre 1996 a 2006.
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Daly, Marwa El. "Challenges and potentials of channeling local philanthropy towards development and aocial justice and the role of waqf (Islamic and Arab-civic endowments) in building community foundations." Doctoral thesis, Humboldt-Universität zu Berlin, Philosophische Fakultät III, 2012. http://dx.doi.org/10.18452/16511.
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Diese Arbeit bietet eine solide theoretische Grundlage zu Philanthropie und religiös motivierten Spendenaktivitäten und deren Einfluss auf Wohltätigkeitstrends, Entwicklungszusammenarbeit und einer auf dem Gedanken der sozialen Gerechtigkeit beruhenden Philanthropie. Untersucht werden dafür die Strukturen religiös motivierte Spenden, für die in der islamischen Tradition die Begriffe „zakat“, „Waqf“ oder im Plural auch „awqaf-“ oder „Sadaqa“ verwendet werden, der christliche Begriff dafür lautet „tithes“ oder „ushour“. Aufbauend auf diesem theoretischen Rahmenwerk analysiert die qualitative und quantitative Feldstudie auf nationaler Ebene, wie die ägyptische Öffentlichkeit Philanthropie, soziale Gerechtigkeit, Menschenrechte, Spenden, Freiwilligenarbeit und andere Konzepte des zivilgesellschaftlichen Engagements wahrnimmt. Um eine umfassende und repräsentative Datengrundlage zu erhalten, wurden 2000 Haushalte, 200 zivilgesellschaftliche Organisationen erfasst, sowie Spender, Empfänger, religiöse Wohltäter und andere Akteure interviewt. Die so gewonnen Erkenntnisse lassen aussagekräftige Aufschlüsse über philanthropische Trends zu. Erstmals wird so auch eine finanzielle Einschätzung und Bewertung der Aktivitäten im lokalen Wohltätigkeitsbereich möglich, die sich auf mehr als eine Billion US-Dollar beziffern lassen. Die Erhebung weist nach, dass gemessen an den Pro-Kopf-Aufwendungen die privaten Spendenaktivitäten weitaus wichtiger sind als auswärtige wirtschaftliche Hilfe für Ägypten. Das wiederum lässt Rückschlüsse zu, welche Bedeutung lokale Wohltätigkeit erlangen kann, wenn sie richtig gesteuert wird und nicht wie bislang oft im Teufelskreis von ad-hoc-Spenden oder Hilfen von Privatperson an Privatperson gefangen ist. Die Studie stellt außerdem eine Verbindung her zwischen lokalen Wohltätigkeits-Mechanismen, die meist auf religiösen und kulturellen Werten beruhen, und modernen Strukturen, wie etwa Gemeinde-Stiftungen oder Gemeinde-„waqf“, innerhalb derer die Spenden eine nachhaltige Veränderung bewirken können. Daher bietet diese Arbeit also eine umfassende wissenschaftliche Grundlage, die nicht nur ein besseres Verständnis, sondern auch den nachhaltiger Aus- und Aufbau lokaler Wohltätigkeitsstrukturen in Ägypten ermöglicht. Zentral ist dabei vor allem die Rolle lokaler, individueller Spenden, die beispielsweise für Stiftungen auf der Gemeindeebene eingesetzt, wesentlich zu einer nachhaltigen Entwicklung beitragen könnten – und das nicht nur in Ägypten, sondern in der gesamten arabischen Region. Als konkretes Ergebnis dieser Arbeit, wurde ein innovatives Modell entwickelt, dass neben den wissenschaftlichen Daten das Konzept der „waqf“ berücksichtigt. Der Wissenschaftlerin und einem engagierten Vorstand ist es auf dieser Grundlage gelungen, die Waqfeyat al Maadi Community Foundation (WMCF) zu gründen, die nicht nur ein Modell für eine Bürgerstiftung ist, sondern auch das tradierte Konzept der „waqf“ als praktikable und verbürgte Wohlstätigkeitsstruktur sinnvoll weiterentwickelt.This work provides a solid theoretical base on philanthropy, religious giving (Islamic zakat, ‘ushour, Waqf -plural: awqaf-, Sadaqa and Christian tithes or ‘ushour), and their implications on giving trends, development work, social justice philanthropy. The field study (quantitative and qualitative) that supports the theoretical framework reflects at a national level the Egyptian public’s perceptions on philanthropy, social justice, human rights, giving and volunteering and other concepts that determine the peoples’ civic engagement. The statistics cover 2000 households, 200 Civil Society Organizations distributed all over Egypt and interviews donors, recipients, religious people and other stakeholders. The numbers reflect philanthropic trends and for the first time provide a monetary estimate of local philanthropy of over USD 1 Billion annually. The survey proves that the per capita share of philanthropy outweighs the per capita share of foreign economic assistance to Egypt, which implies the significance of local giving if properly channeled, and not as it is actually consumed in the vicious circle of ad-hoc, person to person charity. In addition, the study relates local giving mechanisms derived from religion and culture to modern actual structures, like community foundations or community waqf that could bring about sustainable change in the communities. In sum, the work provides a comprehensive scientific base to help understand- and build on local philanthropy in Egypt. It explores the role that local individual giving could play in achieving sustainable development and building a new wave of community foundations not only in Egypt but in the Arab region at large. As a tangible result of this thesis, an innovative model that revives the concept of waqf and builds on the study’s results was created by the researcher and a dedicated board of trustees who succeeded in establishing Waqfeyat al Maadi Community Foundation (WMCF) that not only introduces the community foundation model to Egypt, but revives and modernizes the waqf as a practical authentic philanthropic structure.
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Carlson, Patricia W. "Policy analysis: The restructuring of the delivery of vocational education in the North Shore area of Massachusetts." 1990. https://scholarworks.umass.edu/dissertations/AAI9100510.
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This study assessed the political acceptability and efficacy of a theoretical policy for the restructuring of the delivery of vocational education in the North Shore area of Massachusetts. The theoretical policy, proposed by the author, was analyzed and assessed employing Wergin's (1976) Open Systems Model. The researcher found Wergin's (1976) Model to be particularly useful in assessing the political issues surrounding policy formation. Data for the study were collected from a survey of documents generating from the North Shore Regional Vocational School District, such as minutes of meetings and various reports conducted for the District over the period of its existence, from accounts in the print media about the District, from the proceedings of meetings and presentations involving community and school officials throughout the District, and from the personal knowledge and observations of the researcher from her many years of contact with the District. The results indicate that the theoretical policy, when analyzed, using Wergin's (1976) major proposition and corollary propositions, in light of identified organizational constraints, problem and positive elements, has a low predictability of acceptance, and must be modified by developing strategies to accommodate the value conflicts which exist between and among organizations which were part of this study. It was concluded that a policy which has a high predictability of political acceptance and efficacy can be formulated, and that implementation of such a policy is anticipated to provide a vehicle for the restructuring of the delivery of vocational education in the North Shore area of Massachusetts.
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Kelly, Geoffrey W. "From vocational schools to community colleges : an investigation of this restructuring process in a Newfoundland setting /." 1987. http://collections.mun.ca/u?/theses2,5419.
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Kaur, Daljit. "Educational and vocational aspirations of students belonging to different socio-economic locale of Jammu division." Thesis, 1990. http://hdl.handle.net/2009/3227.
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"Effect of vocational and technical education on earnings with reference to family background." Chinese University of Hong Kong, 1991. http://library.cuhk.edu.hk/record=b5886870.
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by Wong Wai Yin, Brian.Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1991.
Bibliography: leaves 117-124.
Abstract
Acknowledgements
Content
List of Tables
List of Figures
Chapter Chapter 1 --- Introduction --- p.1
Chapter Chapter2 --- Literature Review
Chapter 2.1 --- Vocational and Technical Education --- p.5
Chapter 2.2 --- Theories in the Economics of Education --- p.8
Chapter 2.3 --- Theories in the Sociology of Education
Chapter 2.3.1 --- Arguments in the concept of Social Stratification --- p.17
Chapter 2.3.2 --- Status Attainment Researches --- p.21
Chapter 2.4 --- Related Findings in Hong Kong --- p.29
Chapter 2.5 --- Related Findings in Other Areas --- p.35
Chapter 2.6 --- Education in Hong Kong
Chapter 2.6.1 --- Development of the Hong Kong Education System --- p.38
Chapter 2.6.2 --- The School Ladder --- p.41
Chapter Chapter 3 --- Research Methodology and the Hypotheses
Chapter 3.1 --- Research Problems --- p.46
Chapter 3.2 --- Areas of Investigation: Theoretical Framework & the Research Methodology
Chapter 3.2.1 --- Family Background and the Choice of Education --- p.48
Chapter 3.2.2 --- Effect of Vocational and Technical Education on earnings --- p.49
Chapter 3.2.3 --- Influence of Family Background --- p.51
Chapter 3.3 --- Hypotheses --- p.53
Chapter 3.4 --- The Data Set --- p.55
Chapter Chapter 4 --- Results and Interpretations
Chapter 4.1 --- Relation between Family Background and the Choice of Type of Education --- p.59
Chapter 4.2 --- Analysis of the Effect of Vocational and Technical Education on Earnings --- p.68
Chapter 4.3 --- Influence of Family Background on Earnings through the Choicein Type of Education --- p.76
Chapter Chapter 5 --- Conclusion
Chapter 5.1 --- Summary of Findings --- p.100
Chapter 5.2 --- Further Discussion
Chapter 5.2.1 --- Different Impacts from Different Levels of Vocational and Technical Education --- p.102
Chapter 5.2.2 --- Influence from Government --- p.105
Chapter 5.2.3 --- Effect of Family Background on Choice of Type of Education and Earnings --- p.106
Chapter 5.3 --- Suggestion on Further Investigation --- p.110
Chapter Appendix 1 --- The Hong Kong Education System
Chapter Appendix 2 --- Course Structurre of Technical Education
Chapter Appendix 3 --- Variables of the Study
Bibliography
45
Keating, Maree. "Learning from retrenchment: local textile workers redefine themselves after global restructuring." Thesis, 2010. https://vuir.vu.edu.au/8622/.
Full textAbstract:
This thesis analyses the ways in which recent changes in the global field of work have resonated in the lives of one group of retrenched workers. In order to conceptualise the relationships between changing conditions and changes in individual lives, the author has drawn from the work of sociologist Pierre Bourdieu. Of particular importance to the study are his notions of the ‘habitus’, the ‘field’ and the ’disposition’.
The research focuses on workers leaving the textile industry, in which a diversity of individual ‘dispositions’ once flourished as part of another system or work ‘habitus’. This allows examination of how changing conditions of work have generated specific transformative possibilities for workers at the lower end of the economy.
The author asks what transformations were undergone in the lives of seventeen retrenched textile workers and how adequately their learning process was supported by vocational education and training.
46
Zhang, Ning 1957. "Underpinning China's economic growth : a study of urban secondary vocational and technical education 1978-2000 / by Ning Zhang." 2005. http://hdl.handle.net/2440/22211.
Full textAbstract:
Bibliography: leaves 244-276.xi, 276 leaves ; 30cm.
Title page, contents and abstract only. The complete thesis in print form is available from the University Library.
This dissertation not only examines the achievements and problems in the structure, funding, teaching resources, curriculums as well as employment opportunities of secondary vocational and tertiary education (VTE) in China, but also assesses political, social and psychological effects on secondary VTE students and parents. --p. ix.
Thesis (Ph.D.)--University of Adelaide, School of History and Politics, 2005
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Masakona, Morongwa Florence. "Self-efficacy in vocational development of women in low-socio-economic communities." Thesis, 2019. http://hdl.handle.net/11602/1430.
Full textAbstract:
PhD (African Studies)Department of African Studies
This study sought to investigate self-efficacy in vocational development of women in low socio-economic communities. The main aim of the study was to investigate the sociocontextual factors influencing self-efficacy of women. The objectives were fourfold: to examine the levels of self-efficacy of these women; to ascertain the extent to which selfefficacy influences vocational development of women and to propose a pragmatic women developmental model for acceleration of access to vocational development. The study utilised Self-Efficacy Theory (SET) as its theoretical frame-work which originated from Bandura’s (1986) Social Cognitive Theory (SCT). The study employed the qualitative phenomenological approach which is concerned about the everyday experiences of individuals and how human beings experienced a certain phenomenon. The population of the study comprised of women in low socio-economic communities, traditional leaders; Community leaders; health workers and religious leaders. The sample for this study was 60 participants. Data were collected through interviews; participant observation; and focus group discussions. The study recommended the pragmatic Partnership of the Family, Church and the Society (F.C.S) Women Developmental Mode. The model emphasizes the importance of teamwork between all the community structures to help in building up the confidence of women in low socio-economic communities.
NRF
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Mokwena, Gladys Kedibone. "Vocational education and training programmes for unemployed women in Winterveldt, Pretoria." Thesis, 2018. http://hdl.handle.net/10500/25268.
Full textAbstract:
The plight faced by unemployed rural communities in South Africa and particularly the women folks of Winterveldt does not differ much from other rural areas globally in terms of poverty and the need for development. In the light of this problem, the study attempted to answer the main research question guiding it, namely, what is the role of Vocational Education and Training programmes for unemployed women in Winterveldt? Few, if any, studies in South Africa have investigated how unemployed women with little formal education engage in Vocational Education and Training programmes for purposes of employment creation, environmental awareness and cultural preservation. This thesis presents three streams of Vocational Education and Training programmes that were introduced in Winterveldt, Pretoria, namely, the embroidery, vegetable gardens and beadwork.
Using a multi-focal theoretical framework consisting of empowerment, human capital, feminism, and critical pedagogy theories, the study investigates whether the programmes reduced women’s vulnerability to poverty in post-apartheid South Africa. To carry out the investigation, the study employed a multiple case study research design based on an interpretive paradigm. In addition, the researcher using individual and focus group interviews, observations and document analysis was able to acquire qualitative data. The data were collected from 17 unemployed women, seven from embroidery stream, five from vegetable garden section and five from beadwork division as well as three coordinators. All the interviewees were selected purposively because they were deemed information rich with regard to the programmes of their studies.
Data were analysed manually through hand coding that led to the emergence of the research findings. The research findings were categorised into various ideas that were eventually used to form the themes to this study.
The research findings revealed the followings:
That all human beings have the capacity to realise their potential in their own way;
That women with little or no formal learning, usually go unnoticed in any systematic way;
That despite being unnoticed, women have achieved success by using their own hands and available resources to create artefacts or produce crops to turn their impoverished situation around; and
That Vocational Education and Training programmes serve as a primary livelihood strategy for unemployed women who had no alternative means of employment.
In conclusion, the research findings are a reminder of the true African spirit that says; Rutang bana ditaola, le se ye natšo badimong, broadly translated as teach insights into the secrets of life to the young ones; you are not to take them with you when you depart to the land of ancestors. Finally, this study proposes a partnership framework as a formation that could enhance the performance of the women participants in the area of Winterveldt. The idea is that by sharing their knowledge and expertise the unemployed women who participate in the various community-based Vocational Education and Training programmes can achieve far better results than when they work in silos.Educational Studies
Ph. D. (Education)
49
"impact of education expansion and economic restructuring on income distribution: a case study of Hong Kong = 敎育擴張及經濟轉型對收入分佈之影響 : 一個香港的個案分析." Chinese University of Hong Kong, 1996. http://library.cuhk.edu.hk/record=b5888824.
Full textAbstract:
by Lee Chi Yung.Thesis (M.Phil.)--Chinese University of Hong Kong, 1996.
Includes bibliographical references (leaves 82-87).
by Lee Chi Yung.
Chapter Chapter One --- Introduction --- p.1
Chapter Chapter Two --- Nature of theroblem and Review of Literature --- p.5
Chapter 2.1. --- Education Expansion and Earnings Distribution --- p.7
Chapter 2.2. --- Economic Development and Structural Change --- p.19
Chapter 2.3. --- Structural Change and Earnings Distribution --- p.21
Chapter 2.4. --- Education Expansion and Economic Restructuring --- p.24
Chapter 2.5. --- The Researchroblem --- p.26
Chapter Chapter Three --- "Economic Restructuring, Educational Development and Income Distribution in Hong Kong" --- p.28
Chapter 3.1. --- Economic Growth and Restructuring --- p.28
Chapter 3.2. --- Educational Development in Hong Kong --- p.36
Chapter 3.3. --- Income Distribution --- p.44
Chapter Chapter Four --- Research Methodology and the Hypotheses --- p.47
Chapter 4.1. --- Researchroblems --- p.47
Chapter 4.2. --- Theoretical Framework and Research Methodology --- p.48
Chapter 4.3. --- The Data Set --- p.55
Chapter Chapter Five --- Results and Interpretations --- p.59
Chapter 5.1 --- Changes in Variances of log Earnings --- p.59
Chapter 5.2 --- Changes in Means of log Earnings --- p.67
Chapter 5.3 --- Summary --- p.76
Chapter Chapter Six --- Conclusion --- p.77
Bibliography --- p.82
50
Kasita, Mokotsi Patricia. "Exploring student absenteeism at technical and vocational education colleges in North West, Bojanala District." Diss., 2019. http://hdl.handle.net/10500/26866.
Full textAbstract:
Student non-attendance is a main challenge in TVET Colleges, especially in teaching and learning and the academic functioning of students. Various studies on student absenteeism and absenteeism in schools were reviewed in the literature. However, not much has been written about the challenges in TVET colleges. The focus of this research is on the three TVET College campuses in the Bojanala District in the North West Province. The qualitative method was used. Semi-structured interviews and non-participative observation were employed to gather information and the views of the participants about student absenteeism. The researcher selected the participants purposefully, as they have experienced the problem of absenteeism. Students and lecturers were selected as participants in the study. Lecturers acknowledged that the poor background of students was a contributing factor to poor attendance. The study concludes with recommendations on how to reduce the challenge of student non-attendance. The lack of transport money is a socioeconomic factor that contributes to student absenteeism in TVET colleges. It is recommended that NSFAS pays the transport money directly to the service provider. When students apply for a NSFAS bursary, they should provide proof of the transport that they use to help the bursary office in terms of transport arrangements. It is further recommended that all campuses should have student accommodation, and that bursary money should be paid directly to the accommodation services.Educational Management and Leadership
M. Ed. (Education Management)