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Dissertations / Theses on the topic 'Employment and training (DEET)'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

Hulett, Steven T. (Steven Todd). "Revitalizing employment training--community development corporations and training policy." Thesis, Massachusetts Institute of Technology, 1992. http://hdl.handle.net/1721.1/67412.

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Thesis (M.C.P.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 1992.
Title as it appears in the June, 1990 MIT Graduate List: Enlisting local accountability--community development corporations and employment training policy.
Includes bibliographical references (leaves 92-96).
by Steven T. Hulett.
M.C.P.

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2

Barty, Karin, and edu au jillj@deakin edu au mikewood@deakin edu au kimg@deakin. "Students' experiences of e-learning at school." Deakin University. School of Education, 2001. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20040614.145900.

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The dissertation describes the experiences of senior secondary students taking an online course for the first time to further their language education. The experiences are presented from the perspective of students, of supervising teachers and the 'virtual' teacher. Issues of importance with younger learners are identified and discussed and guidelines for the conduct of online courses at school level developed. It is proposed that online courses may have a worthwhile place in school education if specific learning needs can be met using this medium.

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3

Gorman, C. Allen. "Selection for Training: The Forgotten Employment Decision?" Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/434.

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4

Ruther-Greaves, Renate. "Alternative employment and training projects in Berlin." Thesis, Open University, 1993. http://oro.open.ac.uk/57424/.

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The research presented in the thesis is a case-study of attempts to develop socially useful and environmentally sound technology (suest), products or services, as undertaken by alternative employment and training projects in West Berlin. The research is important for the exploration of several issues: the limits of training as a process of changing employment patterns and technological practices; the role of the voluntary/alternative sector; the role of "suest" generally. The initiator group and the eight member groups of the Kooperationsverbund Entwicklungswerkstatt comprised the focal point of the research. Findings from the study suggest that the "training" focus has nearly as many limits as the "products" focus: there were internal problems which in part reflect the confusion about the role of training as a social/technological change agent. The fate of these initiatives will depend largely on what happens to the German economy: will it re-expand conventionally or will "alternative" models prevail?

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5

Dahlström, Emilia, and Baleiro Helena Höglund. "”Mer än att leka träslöjd” : En kvalitativ studie om vad en sysselsättningsverksamhet kan betyda för dess deltagare." Thesis, Stockholms universitet, Institutionen för socialt arbete - Socialhögskolan, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-54223.

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This study was the foundation for an evaluation of an employment project in Sweden. The project offers occupations in carpentry as well as kitchen work for people with psychiatric disorders, substance abuse and other social difficulties. This studies purpose was to analyze the projects significance to its participants and also to distinguish weather the project influences the participant’s life in a professional or private way. The methodological tool was five qualitative interviews with the participants and three qualitative interviews with the employees. The theoretical framework was Bronfenbrenner’s bioecological model of human development. Results of the study showed that the employment project has had a notable value for its participants, in a professional as well as in a private way. By using the bioecological model of human development, we have also gained an understanding of how the project creates new roles for the participants. We found that interpersonal relationships emerged throughout the project. These relationships, which had a positive influence on the participants, were established between the participants and the employees as well as among the members themselves. In conclusion, the support given by the employees has had a deep impact on the participants’ developmental processes.

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6

Ball, Sally. "European Community vocational training law and policy." Thesis, University of Oxford, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365605.

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7

Wharton, Donna M. (Donna Marie). "Boston's job training linkage program : a new tool for developing alternative employment training strategies?" Thesis, Massachusetts Institute of Technology, 1990. http://hdl.handle.net/1721.1/70626.

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8

Bittle, Patton Sylvia. "Employment and welfare-to-work training initiatives the effects of pre-training attitudes on job-search behavior, employment status, and job-search intended effort /." College Park, Md. : University of Maryland, 2003. http://hdl.handle.net/1903/57.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2003.
Thesis research directed by: Psychology. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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9

Burkett, Randy P. "The training and employment of area specialists in the military." Thesis, Monterey, California. Naval Postgraduate School, 1989. http://hdl.handle.net/10945/27313.

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10

Skalangya, Gary G. "Formulation of the Comprehensive employment and training act of 1973." PDXScholar, 1985. https://pdxscholar.library.pdx.edu/open_access_etds/3544.

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This thesis was intended to delineate the factors contributing to the formulation of the Comprehensive Employment and Training Act (CETA) of 1973--a unique attempt at overhauling federal employment and training policy as well as one of the early efforts at devolving control over grants-in- aid to the subnational level.

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11

Joanis, Lara A. "Issues women face while training overseas." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998joanisl.pdf.

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12

Siu, Sau-yin Cindy. "An assessment of the implementation of the youth pre-employment training programme." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23295545.

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13

Boateng, Patrick. "New Deal and minority ethnic young people : training, employment and integration?" Thesis, University of Warwick, 2004. http://wrap.warwick.ac.uk/4066/.

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New Deal for Young People was hailed as the Labour government's flagship' initiative when it was introduced nationally in April 1998. The programme promised to help young people who have been unemployed and claiming Jobseeker's Allowance to find work and improve their prospects of gaining and sustaining employment. It is especially pertinent to young people from minority ethnic groups who have been identified as having an increased tendency to be unemployed. However, the government's expressed intention to bring about parity of job outcomes for minority ethnic young people has not been matched with any real commitment, nor has it been matched at local level by the Employment Service as well as employers with changes required to improve institutional procedures and practices for the delivery of the programme. This thesis presents the findings of research conducted in Southern Derbyshire. Using both qualitative and quantitative approaches, it examines the perspectives and experiences of young people from minority ethnic groups as they pass through the various stages of New Deal, including work-placements. It argues that young people from these groups have not benefited from the programme to the same extent as their White counterparts.

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14

Sweeting, Elizabeth Margaret. "Engineering in Indonesia : the transition from higher education into employment." Thesis, University of Sussex, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.360586.

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The relationship between higher education and the world of work is explored in this thesis in a case study of engineers in Indonesia. The research attempts to gain a deeper understanding of the perceived needs and expectations of employers with regards to engineering graduates, and examines the relevance of university education and training for initial occupations in the first few years of work after graduation. The study investigates these relationships through a variety of instruments, including interviews of employers and graduates, a tracer study of 1,800 reCent engineering graduates, and in-depth studies of two of the more successful engineering institutes in the country. The thesis comprises six chapters. Following an introductory chapter, the relevant literature, reviewed in chapter 2, highlights some shortcomings in the understanding of the ·relevance of university education to the world of work. In particular, studies investigating the views of various interested parties, such as employers and professional bodies, appear not to have given sufficient attention to recent graduates and the tasks they perform, the training they receive in the work place, and their opinions of the strengths and weaknesses of their education courses. The country context for the study is discussed in chapter 3. Indonesia is a large and low-income but rapidly developing Newly Industrializing Economy. Its economy has grown at the rate of 6%-7% per annum over the last 20 years, and manufacturing employment has grown at an annual rate of 10% in recent years, bringing in their wake profound structural changes. A number of issues in, higher education are discussed next, including the rapid expansion of engineering education, the quality of new entrants to the system and their achievement levels, the format of the engineering curriculum and teacher capabilities, and their consequences for the quantity and quality of educational delivery. Chapter 4 discusses the methodology used in the research. The general framework for the research is the case study method using a combination of qualitative and quantitative research methods. A purposive sample of thirty employers were interviewed in the rapidly expanding fabricated metals sub-sector of the manufacturing industry. The interviews were complemented by observations of the production processes involved. To assist triangulation, the views of recent engineering graduates employed in the same firms were canvassed. These graduates were also included in a more comprehensive tracer study of some 1,800 recent engineering graduates from public and private universities and some public polytechnics. Finally, two case studies were conducted in an attempt to understand the reasons for the high premium graduates from the top two engineering institutions can command in professional employment. Chapter 5 discusses the findings of the surveys and interviews and analyzes the results of the research. It is divided into two parts. In part A, both employers and graduates had little difficulty in pointing out the shortcomings of current engineering education programmes. These are documented here. They were also able to formulate constructive suggestions for their improvement. Many of the suggestions were common to both groups. Part B discusses the two special studies and attempts to assess their transferability to other engineering departments. The final chapter 6 highlights some of the more important issues raised by the study. It provides a number of recommendations for education policy makers and discusses the constraints to implementing change in Indonesian higher education institutions. One important suggestion is to encourage curriculum developers and teachers to become aware and take note of the valid and substantial contribution employers and graduates can make to curriculum development. Finally, the thesis argues for the more widespread use of needs identification in curriculum development in higher education for the professions.

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15

Rach, Margaret M. (Margaret Mannion). "The Impact of EEO Legislation Upon Selection Procedures for Transfer, Training and Development and Promotion." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331995/.

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Legislation, court decisions, and the changing political and social climate provide evidence of the importance of the outcomes of EEO litigation involving challenged selection procedures for transfer, training and development, and promotion. These selection procedures are being challenged by more informed employees and, in many cases, result in costly litigation. Thus, organizations must be aware of the continuing developments in employment law especially as found in court decisions and related legislation. This study investigates judicial and EEOC decisions in discrimination cases to provide answers to these questions: Are organizations aware of the outcomes of EEO litigation involving challenged selection procedures for transfer, training and development, and promotion? Are organizations aware of what constitutes a discriminatory practice in the selection of employees for transfer, training and development, and promotion? Does management recognize and follow nondiscriminatory procedures in selecting personnel for transfer, training and development, and promotion? The purposes of the study are 1. To analyze outcomes of EEO litigation involving challenged selection procedures for transfer, training and development, and promotion; 2. To develop a model set of guidelines to aid organizations in developing nondiscriminatory procedures for use in selecting employees for transfer, training and development, and promotion. This study concludes that many employers are aware of the outcomes of EEO litigation involving challenged selection procedures for transfer, training and development, and promotion. Many employers are also aware of what constitutes a discriminatory practice in the selection of employees for some employment advantage. However, management does not always recognize and follow nondiscriminatory procedures when selecting employees for transfer, training and development, and promotion. The number of cases in which selection procedures were found discriminatory supports this conclusion.

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16

Day, Phyllis M. "Coordination in Wisconsin's one-stop job centers an effective delivery system of employment & training services /." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000dayp.pdf.

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Achatz, Daniel R. "Supported employment: A manual for Community Industries." CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/503.

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18

Siu, Sau-yin Cindy, and 蕭秀燕. "An assessment of the implementation of the youth pre-employment training programme." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31966639.

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19

Hooper, Colleen. "Public Movement: Dancers and the Comprehensive Employment Training Act (CETA) 1974-1982." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/372703.

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Dance
Ph.D.
For eight years, dancers in the United States performed and taught as employees of the federal government. They were eligible for the Comprehensive Employment and Training Act (CETA), a Department of Labor program that assisted the unemployed during the recession of the late 1970s. Dance primarily occurred in artistic or leisure contexts, and employing dancers as federal government workers shifted dance to a labor context. CETA dancers performed “public service” in senior centers, hospitals, prisons, public parks, and community centers. Through a combination of archival research, qualitative interviews, and philosophical framing, I address how CETA disrupted public spaces and forced dancers and audiences to reconsider how representation functions in performance. I argue that CETA supported dance as public service while local programs had latitude regarding how they defined dance as public service. Part 1 is entitled Intersections: Dance, Labor, and Public Art and it provides the historical and political context necessary to understand how CETA arts programs came to fruition in the 1970s. It details how CETA arts programs relate to the history of U.S. federal arts funding and labor programs. I highlight how John Kreidler initiated the first CETA arts program in San Francisco, California, and detail the national scope of arts programming. In Part 2 of this dissertation, CETA in the Field: Dancers and Administrators, I focus on case studies from the Philadelphia, Pennsylvania and New York, New York CETA arts programs to illustrate the range of how dance was conceived and performed as public service. CETA dancers were called upon to produce “public dance” which entailed federal funding, free performances in public spaces, and imagining a public that would comprise their audiences. By acknowledging artists and performers as workers who could perform public service, CETA was instrumental in shifting artists’ identities from rebellious outsiders to service economy laborers who wanted to be part of society. CETA arts programs reenacted Works Progress Administration (WPA) arts programs from the 1930s and adapted these ideas of artists as public servants into the Post-Fordist, service economy of the 1970s United States. CETA dancers became bureaucrats responsible for negotiating their work environments and this entailed a number of administrative duties. While this made it challenging for dancers to manage their basic schedules and material needs, it also allowed for a degree of flexibility, schedule gaps, and opportunities to create new performance and teaching situations. By funding dance as public service, CETA arts programs staged a macroeconomic intervention into the dance field that redefined dance as public service.
Temple University--Theses

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20

Swaddling, Judith. "Greek sculptors : their employment, training and materials (with special emphasis on bronze)." Thesis, University College London (University of London), 1986. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337339.

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21

Elsey, Ena. "The rehabilitation and employment of disabled ex-servicemen after the two World Wars." Thesis, Teesside University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311355.

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22

Simon, Frances H. "Prison work in the context of social exclusion." Thesis, Brunel University, 1999. http://bura.brunel.ac.uk/handle/2438/6511.

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Social exclusion is a multi-dimensional concept, but for most people an important component of social inclusion is work, meaning paid employment. The harshest form of social exclusion is imprisonment. Yet prisoners are required to work, which raises the question of the relationship between prison work and social exclusion or inclusion. Historically the purposes of prison work have been shifting and various, and in recent decades have been the subject of confusion and ambivalence. Empirical research on prison work in the 1990s suggests that underlying the confusion is the tension between opposing pressures: for social inclusion and social exclusion. In some respects prison work resembles normal work, and some prisoners receive training leading to qualifications which should help them get employment on release. Yet in other respects the prison's requirements to keep the workers captive and to maintain the system prevent inmates' work and training from being a socially inclusive experience. Other matters, like the funding of prisoners' training, reinforce a sense that prisons are separate from the rest of society. Efforts by the Prison Service since the Woolf Report to make prison regimes aid inmates' rehabilitation, i.e. their eventual social inclusion, have been hamstrung by the reappearance of three constraints which dogged progress in former years: an increasing prison population, preoccupation with security, and lack of money. These have arisen from public and political pressure for the social exclusion of offenders. Since 1997 the Labour government has initiated wide policies to promote a more inclusive society, has shown interest in restorative justice, and has given prisons more money for constructive regimes. Yet Labour has also endorsed measures which perpetuate offenders' social exclusion, like the Crime (Sentences) Act and the proposal to allow employers to demand criminal record certificates from all job applicants. Thus the conflict between pressures for social inclusion and social exclusion continues, and the tension is well illustrated by the issues surrounding prison work.

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23

Wilkinson, Suzanne. "Entry to employment : choices made by qualified women civil engineers leaving higher education." Thesis, Oxford Brookes University, 1993. http://radar.brookes.ac.uk/radar/items/616678db-a3ca-2eac-614e-a038b3016cad/1.

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The subject of this thesis is the career choice of final year women civil engineering students. Though a considerable body of general literature exists on women in the labour market, including women in engineering and women in construction, there is a lack of knowledge about women in civil engineering specifically. Present attitudes are largely based on unproven assumptions unsupported by empirical data. By examining the career choice of the group, the aims of the thesis were to examine the factors affecting career choice of women civil engineers; to extend the knowledge base and to test some of the current thinking about women in engineering and construction. Four objectives were formulated. These concerned the initial reasons for the career choice, differences in male and female choices, whether there is a relationship between college experiences and career choice and whether there is a relationship between career expectations and career choice. These objectives were explored in a comprehensive literature review, and in an extensive series of interviews followed by a national survey of all final year women civil engineering students and an equivalent number of final year male civil engineering students. The data was analyzed by testing a number of hypotheses for each of the four objectives using advanced statistical techniques. The results of the study showed that there were a very large number of complex factors involved in women's career choice. Of particular interest were the differences in the career choices of male and female civil engineering students, that some college experiences of women were related to career choice and that generally the beliefs women had of a career in civil engineering did not appear to be related to their choice of sector of civil engineering. The thesis, in its original research, has clearly made an important contribution to the study of women in civil engineering and there is ample scope for future research projects to build on this original research. These findings have important implications for career advisors, teachers, lecturers in higher education as well as employers in the construction industry.

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Duckworth, Stephen Charles. "Disability and equality in employment : the imperative for a new approach." Thesis, University of Southampton, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.295608.

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Chung, Wan-sze Doris, and 鍾韻詩. "A comparative institutional analysis of the youth employment training schemes in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B45012398.

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Sweenie, Sandra. "'NEETS' : perceptions and aspirations of young people Not in Education, Employment or Training." Thesis, University of Glasgow, 2009. http://theses.gla.ac.uk/1877/.

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The increasing emphasis on the relationship between participation in education and social inclusion through employment views non-participating young people negatively by what they are not, exemplified in the label Not in Education, Employment or Training (NEET). The UK’s strategy to reduce the numbers of NEET young people includes the provision of government training courses resulting in their increased attendance at further education colleges. This study was motivated by a need to understand these young people in order to work with them and to inform my professional practice. By engaging in purposeful conversation with a group of 14 young people, aspects of their lives, their experiences and perceptions of education, and their aspirations for the future are unfolded through the stories they chose to share. A consideration of the impact of forces of globalisation on opportunities for employment along with a recent history of youth training schemes sets the scene here for the analysis and discussion of these stories. Providing a fair account of stories in a way that allows the teller’s voice to be heard follows an uncharted course employing methods drawn from ethnographic, phenomenographic and narrative inquiry and resulting in a dissertation that blends theory, research and policy with the stories heard. Hearing such stories and considering their implications for working with these young people had a significant personal impact whilst confirming my conviction that in order to work successfully with such young people it is necessary to go beyond the label of NEET to understand something of their lives. Reflective and reflexive discussion around the methods adopted in this study consequently forms a major part of this dissertation as does explicit attention to the research journey travelled. The analysis of the stories of the young people centres here on notions of wellbeing and flourishing using a capabilities approach as a framework. By mapping themes identified in the conversations recorded in this study onto Martha Nussbaum’s list of central capabilities a re-framed version of her capabilities list, contextualised to NEET young lives is presented. It emerges that the perceptions of education and training and aspirations for future employment and wellbeing amongst this particular group do not justify the frequently negative connotations of the NEET label. Individual’s expressed anxieties around contemporary youth culture, their attitudes towards schooling and education and their hopes for their lives lead, in the final chapter of this study, to suggestions for ways forward for schools and colleges working with such young people. Here I emphasise the need for teachers to make space to understand the people behind the labels, to see them as individuals who may flourish more successfully if we are able to construct more compassionate institutions that allow young people to do and to be, to develop the capacities to lead the meaningful lives they desire and will have reason to value.

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MacDonald, R. F. "Schooling, training, working and claiming : Youth and employment in local, rural labour markets." Thesis, University of York, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.382968.

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Mokolwane, Shodzani Tina. "The training, employment and job effectiveness description of public relations practitioners in Botswana." Thesis, Cape Peninsula University of Technology, 2015. http://hdl.handle.net/20.500.11838/2304.

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Thesis (MTech (Public Relations Management))--Cape Peninsula University of Technology, 2015.
Public relations (PR) is still a generally unexplored terrain in Botswana and many public relations practitioners (PRPs) are therefore experiencing challenges to either obtain worthwhile training and valid and applicable job descriptions or support from management where they are working. This is due to a large misunderstanding of what the profession entails. This career and study discipline certainly seems to be misconceived, misunderstood and misappropriated in many organisations and even in individual managers’ minds. Some of these misconceptions reflect that public relations is not sufficiently separated and distinguished from the other study fields and career descriptions in the discipline of communication studies, such as marketing, journalism, integrated marketing communications, corporate communication, branding, propaganda, publicity and advertising. This is a residual effect of earlier appointments of so-called public relations practitioners as the wine-and-dine attendees on the social circuit of a company who need to make a favourable impression of the business and the people on other stakeholders. There is no formal and professional public relations body in Botswana. The Public Relations Institute of Southern Africa (PRISA) is in the process of establishing a local chapter, which could be the beginning of an answer to the misconceptions about the country’s public relations industry. Qualitative and quantitative research approaches were used to collect data, the questionnaires were self-administered and the researcher carried out interviews. The triangulation method was used as one of the strategies to validate the research results. The total population of the study amounted to 110 participants. Unfortunately not all participants completed and returned the questionnaires, but 89 have completed and returned them, while seven interviewees participated. As for the collection of data, the pilot questionnaires were carried out with 18 participants and the pilot findings formed part of the research findings. For sampling of the population, the purposive or judgmental sample was used, based on the fact that the sample had knowledge on the researched title.

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Cherry, Donna J., Bruce Dalton, and A. Dugan. "A Comparison of Self-Reported Preparedness for Employment Between Child Welfare Training Programs." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/7657.

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Correa, Daniel Traxler Greg. "Determinants of rural non-farm employment and income in Paraguay." Auburn, Ala., 2008. http://hdl.handle.net/10415/1555.

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Sambili, Hellen Jepkemboi. "A case study of employment related experiences of Kenya's first 8-4-4 graduates." Thesis, Lancaster University, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.358938.

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Mastracci, Sharon Hogan. "Labor and service delivery training programs for women in non-traditional occupations /." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3037525.

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Byrne, Heather Louise. "The psychological dimensions of employability : training effectiveness with the long-term unemployed." Thesis, University of Glasgow, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390735.

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McNickle, Cathy, and n/a. "Enhanced access for re-entry into education, training is is seen to enable women to achieve self-fulfilment and to enhance employment opportunities." University of Canberra. Education, 1994. http://erl.canberra.edu.au./public/adt-AUC20061013.143535.

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The study topic undertaken was "Enhanced access for re-entry into education, training is seen to enable women to achieve self-fulfilment and enhance employment opportunities". Thesis Proposition and Study Problem : The topic was undertaken to study groups of women during different stages of education, training to see whether they did achieve self-fulfilment and had better employment opportunities if they did have enhanced access for re-entry into education, training. The study briefly looks at the progress by women chronologically, from the late nineteenth century until today, noting the major changes that have given greater gender eguity within the workplace. Methodology : The study focused on four different case studies; each case study focusing on different women who were at different stages of education, training. The study ensured it also focused on women who had gone into nontraditional roles to gain a greater insight as a result of women being given greater access, whether it has played a role in women having the opportunity to gain greater career opportunities and self-fulfilment as a result. Results : Some of the key results were that if women were given the opportunities of education, training that they were able to achieve self-fulfilment and their employment opportunities were enhanced. It was also evident that women were increasing in numbers to study at university. There were a number of inequalities noted still, although there have been a number of changes in recent times. These changes were also noted, as well as the barriers that are still evident. The study identifies different areas within education/employment whereby there are barriers and inequalities. The changes in training/legislation are also noted. Conclusions : The study is concluded by compiling the results of the four case studies and presenting these as well as other evidence from a variety of sources clarifying the investigation that "Enhanced access for re-entry into education, training is seen to enable women to achieve self-fulfilment and enhance employment opportunities".

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Whiteley, A. M. "The low achievers in YTS." Thesis, University of Newcastle Upon Tyne, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.378865.

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Scantlebury, Barbara Ellen. "An evaluation of the role of information technology in preparing Barbadian school-leavers for employment." Thesis, University of Salford, 1995. http://usir.salford.ac.uk/14712/.

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Barbados, like other countries, has been influenced by the introduction of the computer in the education system. Much has been invested in this new 'tool' in education. The local industrial sector in its quest to keep abreast of world-wide technological developments, is increasingly making use of computer technology and so in turn, is making certain demands on the education system, about the way in which it is preparing young people for work in modern business organisations. This study seeks to examine the wide-ranging influence of Information Technology in education and its role in preparing school-leavers for employment in the business environment in Barbados. It also analyzes the need for the implementation of meaningful I. T. programmes as an integral part of the school curriculum in the light of the technological developments which obtain in the business environment worldwide. This was done by analyzing the views of students, educators and employers in Barbados and a small cohort of secondary school teachers in the U.K. It is anticipated that the recommendations made as a result of the outcomes of the study will be useful in assisting in the establishment and implementation of effective I.T. programmes in the Barbadian school system.

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Loh, S. H., and n/a. "Resettlement training and factors affecting employment of ex-servicemen in Malaysia - a case study." University of Canberra. Education, 1994. http://erl.canberra.edu.au./public/adt-AUC20050426.140714.

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Unemployment was a major problem faced by the ex-servicemen in Malaysia since the early seventies. Recognising the needs of ex-servicemen, the government through the organisation of the Veterans Affairs Division (VAD) introduced the resettlement program for the ex-servicemen with the aim of assisting the veterans to find employment. However despite the implementation of training programs, the rate of unemployment among the ex-servicemen was relatively very high, whilst the extent of the as well as the underlying factors remained unknown, with the resultant ambiguity of the role of VAD. This case study was designed to investigate issues related to the employment situation of the ex-servicemen by surveying those in the capital territory of Kuala Lumpur and the states of Selangor, Negeri Sembilan and Melaka, who participated in resettlement training and were discharged in 1993. In addition the states of Johor, Perak and Penang were included for the survey on the non participants of resettlement training. The study found that the rate of employment of the ex-servicemen in the states surveyed was substantially lower than that of the national average. The study also found that participation in the resettlement training organised by the VAD had significant effect on increasing the rate of employment besides higher income, shorter period of unemployment, better readjustment and higher satisfaction with civilian life. Among the factors analysed, ability to speak English and the economic activity and the stage of development of the states were found to have significance influence on the rate of employment. Other factors found to be associated with the employment of the ex-servicemen included age, education level, rank, urban or rural background, and matching of training to application. Based on the findings of this case study recommendations were made to improve the selectivity of, and access to, resettlement training by all ex-servicemen. Other recommendations included improving the standard of education and spoken English before discharge, lowering age of discharge with pension, provision of information related to employment and counselling service, setting up of data bank of ex-servicemen and further research.

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Cheung, Ching-mang, and 張靜雯. "A study of the effectiveness of social skills training for probationers with employment instability." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31249164.

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Aiken, Diane Rose. "The Central Committee on Women's Training & Employment : tackling the servant problem, 1914-1945." Thesis, Oxford Brookes University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289144.

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Cheung, Ching-mang. "A study of the effectiveness of social skills training for probationers with employment instability /." [Hong Kong : University of Hong Kong], 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13417526.

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Lawson, Holly Michelle. "Adult Outcomes, Reported Self-Aptitude, and Perceived Training: A Follow-up Study of Individuals with Visual Impairment." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/193774.

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The purpose of this study was to examine factors that relate to successful adult outcomes for 28 individuals with visual impairment ages 23-30. The primary dependent variable was current employment. Independent living and completion of postsecondary educational program were secondary, related outcome measures. A secondary goal of this research was to explore self-perceived aptitude in specific skills that are related to adult outcomes and to understand how and how well participants learned these skills.A mixed-methods design was implemented and quantitative and qualitative data were collected using a highly structured 151-item telephone survey. A series of Fisher's Exact and Mann Whitney-U tests were run to explore statistically significant relationships between variables. Past employment experience was positively related to current employment. Receipt of Social Security benefits and profound vision loss were negatively related to current employment. The longer a participant had been out of high school, the more likely he/she was to have a postsecondary educational degree.Eight essential skills were examined: daily living, college preparation, social, self-advocacy, technology, transportation management, and job seeking. Overall on a scale of 1-10, participants rated their aptitude and training in essential skills areas high. Job seeking was scored the lowest and those who had worked in the past five years rated their job seeking skills higher than those without past work experience. Adults who had completed a postsecondary educational degree rated their college preparation skills higher than those who had not completed a degree program. Those who were living independently rated their overall daily living skills higher than those who were living with a parent or parents.Qualitative data suggest that some skills, such as transportation management and technology, were taught primarily by professionals in the field of visual impairment. In contrast, daily living, social and self-advocacy skills were often learned from the support of family or friends. Many adults reported that they did not receive direct instruction in social and self-advocacy skills; instead they learned them on their own. Further empirical research is needed to understand best practices for integrating effective instruction in compensatory training and their relationship to successful adult outcomes.

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Senekal, Janine. "Employment and employability profiles of postgraduate psychology alumni from a historically disadvantaged university." University of the Western Cape, 2018. http://hdl.handle.net/11394/6221.

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Magister Artium - MA (Psychology)
The present study aimed to determine the employment and employability profiles of alumni from structured professional Masters programmes in psychology. Issues of low enrolment rates and high attrition rates are at the fore of transformation efforts in the South African higher education sector. The concern of graduate employability and the relevance of skills training received to the labour market are of international concern. Graduate tracer studies have been successfully implemented internationally to attempt to understand these issues. Training relevance is of particular concern for the field of psychology in South Africa, as there is a significant shortage of mental health professionals. Understanding where graduates from professional Masters degrees in psychology find employment, as well as understanding their employability, may lead to greater absorption of graduates from these programmes into the workforce. Permission to conduct the present study and ethics clearance was obtained from the Senate Research Committee of the University of the Western Cape, and all relevant ethics principles were adhered to. An incentivised, online survey was conducted with a sample of 29 Masters-level graduates from two professional psychology programmes at a historically disadvantaged university. The study used a modified version of the Standard Instrument for Graduates. The survey had a 50% response rate (29 of 58) after at least four electronic reminders. Respondents graduated between 2008 and 2013, 13 from the clinical Masters programme and 16 from the research Masters programme. Descriptive statistics were used to depict the employment and employability profiles of the alumni. Most of the respondents were female (n=21), and about a third were first generation students (n=11). Most of the respondents were currently employed (n=25). They were employed in a variety of fields, predominantly health (n=10) and higher education (n=7), and largely clustered in the public sector (n=17). This suggested a transferability of skills. The training received was perceived to be relevant, in terms of accessing employment and conducting current work. Most of the clinical graduates were registered as clinical psychologists (n=12) with the Health Professionals Council of South Africa. There were varied registrations held by graduates from the research programme and some were not registered. The respondents held generally positive attitudes towards their alma mater. These descriptive results were interpreted through the use of McQuaid and Lindsay's (2005) framework of employability, based on the interaction between their individual factors, personal circumstances and external factors. Through this frame, the results highlighted the complex nature of the employability of these graduates.

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Sands, Melody Gail. "Finding Empowerment: Appalachian Ohioans’ Experience with the Digital Works Computer Training Program." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1573041551351926.

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Leslie, Mildred Ann. "Supported employment: Job coach versus natural support." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/991.

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Brawley, Beverly Ann. "Questionnaire development and validation for re-entry women in a federal government training program." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28581.

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The purpose of this study was to develop a questionnaire designed to obtain valid and reliable information which might contribute to an explanation as to why some Re-entry women make successful transitions from home to work while others do not. The questionnaire development entailed three phases, each building on the results of the previous phase. In the first phase, Re-entry project coordinators in British Columbia were surveyed to determine what variables gleaned from the literature they felt were most important to the transition process. The second phase involved generating questionnaire items for the variables resulting from the literature and validating the items by a panel of expert judges. The questionnaire was constructed of the resulting items. In the third phase empirical validation of the questionnaire was determined by the responses of 106 Re-entry women who were administered the questionnaire in the last quarter of their training program. Item and factor analyses were conducted on the responses and discriminant function analysis was employed to determine which variables distinguished between those women who made successful transitions and those who did not. Five main factors - a) attitude regarding appropriate job in the current labour market; b) marital status; c) self-esteem; d) educational attainment and e) support from mate were found to distinguish with a 7 6.4% accuracy rate, between women who made a transition within 56 days of completing their training program and those who did not.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

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Mutirwara, Miriam. "Graduateness and employability: a case of one polytechnic in Zimbabwe." Thesis, University of Fort Hare, 2015. http://hdl.handle.net/10353/6125.

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The study explored the domains of graduateness and employability at one polytechnic in Zimbabwe. The focus was on how instructional delivery strategies and assessment tools could embed domains of graduateness and employer expectations. A phenomenological research approach was used in conducting the study. This qualitative research paradigm allowed the research to take place in a natural setting which enabled a holistic picture and use of an inductive mode of inquiry through the researcher’s immersion in the research setting. Human capital, teaching methods and flexible training models, among others, emerged as major strengths in training. However, these key strengths were marred by unprofessional practices and limited resources. In assessment, proficiency schedules, trade testing and use of external assessors emerged as key strengths. Pertaining to the curriculum, it emerged that on paper, curriculum specifications and design for implementation appeared relevant to the production of a graduate exhibiting attributes of graduateness. It however emerged that there was need to revisit the hidden curriculum, as training was dependent on the availability of resources. The study proposes a framework for promoting graduateness and enhancing employability through creation of mutual partnerships to collectively develop a curriculum that is acceptable to institutions and industry. Moreover, graduateness domains should be enshrined in the curriculum. A need for strategic selection of teaching and assessment methods which promote critical thinking, interaction, decision making and retention of information was identified. Major recommendations are that institutions should align themselves with market demands and technological changes to ensure employability. Institutions should also prepare graduates for transition to the world of work, by rendering adequate preparation through teaming up with industry and the use of appropriate teaching methodology.

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Ahmad, Khodori Haji. "The role of the certificate of vocational education in Malaysia and its relationship to schooling and employment." Thesis, University of Sussex, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.385337.

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48

Bounds, Marion Betsy. "Effects of summer employment training on the employability and social skills of mildly handicapped students." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184468.

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During the summer of 1987 a study was conducted to determine the effects of a summer employment training program. Forty-eight mildly handicapped (learning disabled, emotionally handicapped, educable mentally handicapped) students participated. There were two types of treatment conditions: work experience plus employability and social skills training (WE + ESST); and work experience only (WE). Fifteen students served as a control group. All students had participated in a work experience program during the preceding Spring and again in the following Fall. Students in the WE + ESST group received direct instruction on employability and social skills in a classroom setting for on hour a day, twice a week for six weeks. Work experience for both treatment groups consisted of working for a minimum of fifteen hours a week. They were monitored by job developers on at least a weekly basis.

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McGuire, John A. "An analysis of the effect of reserve participation and training on civilian employment and earnings." Thesis, Monterey, California. Naval Postgraduate School, 1993. http://hdl.handle.net/10945/39871.

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Utilizing data from the 1986 Reserve Components Surveys, this thesis implements a test of the hypothesis that a positive relationship exists between occupational training received in the reserves and increased benefits and wages on reservists' civilian jo

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Bromiley, Richard. "Third sector employment and training initiatives : an analysis of institutional influences on success and failure." Thesis, Durham University, 2001. http://etheses.dur.ac.uk/4236/.

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This thesis presents a multi-scalar analysis of the institutional influences upon Third Sector Employment and Training Initiatives (TSEIs) which have become de rigueur as a response to the seemingly intractable unemployment problems of many localities in the UK. To address the efficacy of third sector initiatives in the development of local economies, previous evaluations have attempted to define the features of 'best practice' initiatives in the UK. However, such analyses focus upon the internal organisation of TSEIs and are biased towards what are regarded as successful organisations while neglecting the impacts of failure. Consequently, this thesis addresses the institutional influences upon TSEIs within a comparative analysis of successful and failing initiatives, while recognising that 'success' and 'failure' are relative rather than absolute concepts. The thesis combines approaches from the social sciences in order to create an informed theoretical basis which is able to incorporate broader explanatory issues of social change and structure that are explored through empirical study. An approach is therefore applied which emphasises the multiple scales at which theories operate, from the essentially grand meta-theories of the regulation approach to the more locally contingent theories of governance and institutions. This subsequently informs the debate into changes in economic, social, political and governance structures which affect labour markets and job creation strategies in the UK. The thesis suggests a number of common factors which influence the development of TSEIs, allied to a number of specific factors which are related to the aims of particular initiatives. The need for flexibility within frameworks leads to a conceptualisation of the key organisational factor influencing TSEIs as Structured Flexibility. From this, I suggest a number of policy directions which ought to facilitate the third sector’s attempts to develop local economic growth.

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