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Books on the topic 'Formal vocational education'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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1

Christensen, B. R. Getting a free education. Sacramento, CA: Effective Living Pub., 1994.

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2

Great Britain. Equal Opportunities Commission. Formal investigation into the publicly-funded vocationaltraining system in England and Wales. Manchester: E.O.C., 1993.

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3

Gumne, Ngwang. Non formal education practices and institutions in the Bamenda Highlands. [S.l: s.n., 1988.

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4

Education, Alberta Alberta. Off-campus education handbook. Edmonton, AB: Alberta Education, 2008.

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5

Maryland State Council on Vocational-Technical Education. Feasibility of a formal apprenticeship program in Maryland public schools. [Annapolis, Md.]: State Council on Vocational-Technical Education, 1987.

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6

Hudson, Lisa. Labor force participation in formal work-related education in 2000-01: Statistical analysis report. Washington, D.C: U.S. Dept. of Education, National Center for Education Statistics, 2005.

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7

Open learning and formal credentialing in higher education: Curriculum models and institutional policies. Hershey PA: Information Science Reference, 2016.

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8

Asociación de Investigación y Estudios Sociales (Guatemala). Propuesta preliminar sobre educación para el trabajo. Ciudad de Guatemala, Guatemala, C.A: ASIES, 1991.

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9

János, Szüdi. Az iskolarendszeren kívüli oktatás: Magánoktatás, képzés, átképzés. Budapest: Közgazdasági és Jogi Könyvkiadó, 1991.

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10

Vergara, Mario Espinoza. Educación para el trabajo en áreas rurales de bajos ingresos: Una estrategia viable de educación no-formal. Montevideo: Oficina Internacional del Trabajo, CINTERFOR, 2000.

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11

Becoming women, becoming workers: Identity formation in a French vocational school. Albany: State University of New York Press, 1994.

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12

Dubrovin, Vivian. Guide to alternative education and training. New York: F. Watts, 1988.

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13

Mullen, Carol A. The handbook of formal mentoring in higher education: A case study approach. Norwood, Mass: Christopher-Gordon Publishers, 2008.

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14

E, McCabe Charles, ed. New horizons: The education and career planning guide for adults. Princeton, N.J: Peterson's Guides, 1985.

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15

Credits and careers for adult learners. Jefferson, N.C: McFarland, 1985.

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16

Burnie, Brian. Getting the credit you deserve: Portfolio development course for ESL speakers. Toronto: George Brown College, 1994.

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17

Burnie, Brian. Getting the credit you deserve: PLA pilot project report : portfolio development course for second language speakers in declining industries. Toronto: George Brown...College, 1994.

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18

Archaeological field schools: A guide for teaching in the field. Walnut Creek, Calif: Left Coast Press, 2008.

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19

C, Johnson Chantell, Flint Thomas A, and Council for Adult and Experiential Learning (U.S.), eds. Prior learning assessment: A guidebook to American institutional practices. Chicago: Council for Adult and Experiential Learning, 1999.

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20

Gallagher, Susan. The Transition Year Programme in Irish Secondary schools: A longitudinal study of self-concept and career deceisiveness. Dublin: University College Dublin, 1998.

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21

Candeias, António. Educar de outra forma: A Escola Oficina No. 1 de Lisboa, 1905-1930. Lisboa: Instituto de Inovação Educacional, 1994.

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22

Achenbach, Peter. Formale und ökonomische Aspekte bei der Qualifizierung von Fachhochschulingenieuren zu Berufspädagogen im Kontext der Gesamthochschulidee: Der Aufbaustudiengang "Lehrer beruflicher Fächer" für Fachhochschulabsolventen an der Gesamthochschule Kassel als Realisierung der Berufsschullehrerausbildung innerhalb der Bildungsreformdiskussion der siebziger Jahre und als Paradigma zukünftiger berufspädagogischer Studiengangmodelle. Frankfurt am Main: P. Lang, 1987.

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23

Formal technical college instructional programmes in the RSA. Pretoria: Department of Educaiton, 1997.

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24

Productive work in education and training: A state-of-the-art in Eastern Africa. The Hague: Centre for the Study of Education in Developing Countries, 1995.

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25

Employment and Skills Formation Council (Australia), ed. The recognition of vocational training and learning: A report. Canberra: Australian Government Publishing Service, 1990.

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26

Jahn, Billie Jane. AN INVESTIGATION OF CHANGES IN PERCEPTION OF CAREER MOBILITY WITH ADVANCED FORMAL EDUCATION BY REGISTERED AND LICENSED VOCATIONAL NURSES (NURSES). 1990.

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27

Instituto Nacional de Estadística y Censos (Argentina), ed. La calificación ocupacional y la educación formal: Una relación difícil? Buenos Aires, Argentina: República Argentina, Ministerio de Economía y Obras y Servicios Públicos, Secretaría de Política Económica, Instituto Nacional de Estadística y Censos, 1998.

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28

Creating Spaces. Non-Formal Art/s Education and Vocational Training for Artists in Africa between Cultural Policies and Cultural Funding: Non-Formal Art/s Education and Vocational Training for Artists in Africa between Cultural Policies and Cultural Funding. Nairobi, Kenya: Contact Zones NRB, 2014.

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29

India. Dept. of Education., ed. Mahila Samakhya: Programme for education for women's equality. New Delhi: Ministry of Human Resource Development, Dept. of Education, Govt. of India, 1988.

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30

McCabe, Charles E. The Education and Career Planning Guide for Adults. Peterson's Guides, 1985.

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31

La Calificación ocupacional y la educación formal entre 1991 y 1995: Una relación difícil? Buenos Aires: República Argentina, Ministerio de Economía y Obras y Servicios Públicos, Secretaría de Política Económica, Instituto Nacional de Estadística y Censos, 1997.

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32

Teaching the museum: Careers in museum education. 2014.

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33

Meeting Basic Learning Needs in the Informal Sector: Integrating Education and Training for Decent Work, Empowerment and Citizenship (Technical and Vocational ... Training: Issues, Concerns and Prospects). Springer, 2005.

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34

Staff, CAEL. Prior Learning Assessment. Kendall/Hunt Publishing Company, 1999.

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35

Micle, Maria, and Gheorghe Clitan, eds. Innovative Instruments for Community Development in Communication and Education. Trivent Publishing, 2021. http://dx.doi.org/10.22618/tp.pcms.20216.

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Abstract:
The multiple facets of this volume belong to five large themes. The first theme, that of persuasion and manipulation, is studied here through electoral campaigns (i.e., mental filters used in voting manipulation, the mechanisms of vote mobilisation, manipulation and storytelling models). The institutionalization of education represents the second theme, approached here through specific interdisciplinary instruments: the intersection of higher education with public learning, the answers of the knowledge society to the issues of contemporary work problems, the institutional relationships used to solve educational problems specific to childhood and adolescence, as well as the role of media competencies in professional development. The third theme is related to the inheritance and transmission of cultural identity, instrumentalized through issues such as: the duty of intergenerational justice with regard to cultural heritage, education and vocational training in library science, the social inclusion role of public and digital libraries. The collective and cultural identity of communities represents the fourth large theme, being approached through a triple perspective: the philosophical background of restoring the political dignity of communities, the communication space as a point of a needle towards the community space, and the communicational issue of the European capital of culture programmes. Lastly, the fifth theme belongs to practical and applied philosophy, specifically philosophical counselling, debating issues such as: the identification of the communicational background for this type of counselling, the secular approach to the problem of evil from a philosophical counselling perspective, the discussion of Platon’s attitude towards suicide and of frank speech in the Epicurean school, the socio-anthropological perspective of immortality, as well as the formal approach of the relationship between real and imaginary.
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36

Williams, S. C. Gender. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780199683710.003.0020.

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Abstract:
Ministerial training throughout the nineteenth century was dogged by persistent uncertainties about what Dissenters wanted ministers to do: were they to be preachers or scholars, settled pastors or roving missionaries? Sects and denominations such as the Baptists and Congregationalists invested heavily in the professionalization of ministry, founding, building, and expanding ministerial training colleges whose pompous architecture often expressed their cultural ambitions. That was especially true for the Methodists who had often been wary of a learned ministry, while Presbyterians who had always nursed such a status built an impressive international network of colleges, centred on Princeton Seminary. Among both Methodists and Presbyterians, such institution building could be both bedevilled and eventually stimulated by secessions. Colleges were heavily implicated not just in the supply of domestic ministers but also in foreign mission. Even exceptions to this pattern such as the Quakers who claimed not to have dedicated ministers were tacitly professionalizing training by the end of the century. However, the investment in institutions did not prevent protracted disputes over how academic their training should be. Many very successful Dissenting entrepreneurs, such as Charles Haddon Spurgeon, Thomas Champness, William Booth, and Adoniram Judson Gordon, offered unpretentious vocational training, while in colonies such as Australia there were complaints from Congregationalists and others that the colleges were too high-flying for their requirements. The need to offer a liberal education, which came to include science, as well as systematic theological instruction put strain on the resources of the colleges, a strain that many resolved by farming out the former to secular universities. Many of the controversies generated by theological change among Dissenters centred on colleges because they were disputes about the teaching of biblical criticism and how to resolve the tension between free inquiry and the responsibilities of tutors and students to the wider denomination. Colleges were ill-equipped to accommodate theological change because their heads insisted that theology was a static discipline, central to which was the simple exegesis of Scripture. That generated tensions with their students and caused numerous teachers to be edged out of colleges for heresy, most notoriously Samuel Davidson from Lancashire Independent College and William Robertson Smith from the Aberdeen Free Church College. Nevertheless, even conservatives such as Moses Stuart at Andover had emphasized the importance of keeping one’s exegetical tools up to date, and it became progressively easier in most denominations for college teachers to enjoy intellectual liberty, much as Unitarians had always done. Yet the victory of free inquiry was never complete and pyrrhic in any event as from the end of the century the colleges could not arrest a slow decline in the morale and prospects of Dissenting ministers.
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