Relevant bibliographies by topics / Higher School Certificate

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Higher School Certificate'

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

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Journal articles on the topic "Higher School Certificate"

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Low, Brian, Moya Adams, Sam Ball, George Cooney, and Ruth Neumann. "School-based assessment in the 1986 NSW higher school certificate." Australian Educational Researcher 15, no. 3 (September 1988): 11–23. http://dx.doi.org/10.1007/bf03219416.

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Mindham, Joel, and Deanna Schultz. "The Impact of Youth Apprenticeship and Employability Skills Programs on Career & Technical Education Concentrator-Completer Post Graduation Outcomes." Career and Technical Education Research 44, no. 3 (December 31, 2019): 3–14. http://dx.doi.org/10.5328/cter44.3.3.

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Work-based learning is a key component of career and technical education programs. A variety of certificated and non-certificated work-based learning programs exist for high schools to implement. Wisconsin's Youth Apprenticeship program is a widely used model of work-based learning in high school Career and Technical Education (CTE) programs across the state, yet there is limited research on the impact of these programs related to student outcomes.<br/> This paper describes the findings from a study in which educational and employment outcomes of secondary CTE concentrator-completers participating in a Youth Apprenticeship and/or Employability Skills program were analyzed. Findings indicate that participating in a Youth Apprenticeship program while concentrating in a secondary CTE program of study may lead to a higher rate of continuing into one's area of concentration after high school than students earning Wisconsin's Employability Skills Certificate.
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Upahi, Johnson Enero, Ganiyat Bukola Issa, and Oloyede Solomon Oyelekan. "Analysis of senior school certificate examination chemistry questions for higher-order cognitive skills." Cypriot Journal of Educational Sciences 10, no. 3 (September 15, 2015): 218. http://dx.doi.org/10.18844/cjes.v1i1.67.

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Assessment as classroom activities is a fundamental process required to determine the extent to which intended learning outcomes has been achieved. Whatever form of assessment is employed to measure students’ learning, they should include tasks that are authentic, relevant and approximate skills students will need in real-life situations. These skills are well accentuated in the advocacy of the current reforms in science education to develop students’ higher-order cognitive skills (HOCS) through question-asking, critical thinking and problem solving. Therefore, this research analyzes chemistry questions of senior school certificate examination conducted by the National Examination Council (NECO) within the framework of Bloom’s revised taxonomy of cognitive objectives. The source of data consisted of 257 questions drawn from 5 years examination, from 2010 – 2014. The results from this research indicated that about 80% and 44% of the questions require lower-order cognitive skills (LOCS) and factual knowledge respectively. The results further revealed that there was no question in the evaluate category of the HOCS, and none of the questions required students to apply metacognitive knowledge. The research concludes that the chemistry questions were not as cognitively demanding as they should be, and it is recommended that, examination should ensure that examination questions reflect the dual perspective of the Bloom’s revised taxonomy of cognitive process skills and the knowledge dimensions.Keywords: higher-order cognitive skills, Bloom’s revised taxonomy, cognitive process skills, knowledge dimension, chemistry questions.
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Mok, Magdalena, and Marcellin Flynn. "Effect of Catholic School Culture on Students’ Achievement in the Higher School Certificate Examination: a multilevel path analysis." Educational Psychology 18, no. 4 (December 1998): 409–32. http://dx.doi.org/10.1080/0144341980180404.

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Ullah, Raza, and Hazir Ullah. "Teachers’ Perspectives on Boys’ Underperformance in Education in Khyber Pakhtunkhwa, Pakistan." Revija za elementarno izobraževanje 14, no. 1 (March 24, 2021): 113–23. http://dx.doi.org/10.18690/rei.14.1.113-123.2021.

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This article is an attempt to explore possible causes of boys’ underperformance in the Secondary School Certificate (SSC) and Higher Secondary School Certificate (HSSC) Annual examinations of the Board of Intermediate and Secondary Education (BISE) Peshawar, KP, Pakistan. T he a im o f t he s tudy i s t o e xplore t he i ssue o f b oys’ underperformance from the perspectives of school and college teachers. Thus, the data for the study come from qualitative interviews with 30 school and college teachers (15 male and 15 female). We employed purposive sampling technique for including teachers. The findings of the study recommend that evidence-based strategies need to be adopted to improve boys’ academic performance and attitudes to learning.
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Al – Khazalah, Mohammad Salman. "The Role of Family and School in Preparing Students for the General Secondary Certificate in Al-Ahsa Governorate." Journal of Educational and Psychological Studies [JEPS] 7, no. 1 (January 1, 2013): 15. http://dx.doi.org/10.24200/jeps.vol7iss1pp15-24.

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This study aimed at identifying the role of the family and the role of school in preparing students for the General Secondary Certificate (GSC) in Al-Ahsa Governorate. The study sample consisted of 2000 students who were randomly selected (boys=1059, girls=941). The study found that the role of the family in preparing students for the General Secondary Certificate was high, but the role of school in such preparation was medium. The results indicated that there was no statistically significant gender difference in the role of the school. Academic stream,on the other hand, produced a statistically significant effect on the role of school in students preparation to GSC. Scientific stream students were better prepared than literary stream students. There was an interaction effect between gender and academic stream. In the scientific stream, males were higher, but in the literary stream females were higher. Also, there was significant difference between males and females regarding the role of family.
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Mok, Magdalena, and Marcellin Flynn. "Quality of School Life and Students' Achievement in the HSC: A Multilevel Analysis." Australian Journal of Education 41, no. 2 (August 1997): 169–88. http://dx.doi.org/10.1177/000494419704100206.

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THIS study examines the relationship between Year 12 students' perceptions of life in Catholic schools and their achievement in the Higher School Certificate (HSC) examination. It investigates whether the quality of school life which students experience differs across Catholic schools and whether it still affects students' achievement in the HSC when school and student background variables are controlled. The study was conducted by surveying 4949 students from 44 Catholic high schools in New South Wales, in May 1990 regarding their perceptions of the quality of school life. Student achievement was measured by their Tertiary Entrance Score at the HSC examination in November 1990. The clear picture which emerges suggests that Catholic schools differ considerably in terms of students' HSC achievement and that the quality of school life which students experience in these schools has a significant impact on their academic achievement over and above student characteristics and background characteristics of the schools.
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Sarki, Zakariyya M., and Geshina Ayu Mat Saat. "Exploring the perception of forensic science among police investigators in Nigeria: The role of sociodemographic markers." International Journal of Police Science & Management 23, no. 3 (July 20, 2021): 265–78. http://dx.doi.org/10.1177/14613557211019761.

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Underlining the application of forensic science methods in police investigations is investigators’ perceptions of the methods. The premise is that a positive perception indicates a willingness to apply forensic science in criminal investigations, regardless of prior forensic training. This study compared common sociodemographic markers with regard to perceptions of forensic science application in criminal investigations among investigating police officers in Nigeria, controlling for forensic training. The six sociodemographic markers were: gender, age, marital status, highest educational qualification, rank, and years in service. The survey used a self-administered questionnaire for data collection. Based on a total population of 3771 investigating police officers, a sample size of 347 was determined using Krejcie and Morgan’s formula ( Krejcie RV and Morgan DW (1970) Determining sample size for research activities. Educational and Psychological Measurement 30(3): 607–610). A potential 20% dropout rate was added giving a sample size of 416. No difference was found across the sociodemographic markers with regards to the perception of forensic science utilization in criminal investigations ( p > .05), except for the highest educational qualification ( p = .008) and rank ( p = .042) of the respondents. The perception score was higher in the primary school category than in the secondary school and diploma certificate categories. Comparison between the categories secondary certificate and degree/HND certificate indicated a statistically significant lower perception score in the secondary certificate category. The perception score was lower in the diploma category than in the degree/HND certificate and postgraduate categories. For police rank, pairwise comparison showed that the officer category had a higher perception score than the constable category. There was also a statistically significant higher perception of forensic science among inspectors than among constables. It is recommended that educational qualification and rank should be considered when deploying police personnel to the criminal investigation department.
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MacCann, Robert. "Sex Differences at the NSW Higher School Certificate after Adjustment for the Effects of Differential Selection." Australian Journal of Education 39, no. 2 (August 1995): 163–88. http://dx.doi.org/10.1177/000494419503900205.

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Sex differences in Higher School Certificate achievement were analysed by adjusting for differential selection. A general ability criterion, favouring neither sex, was developed by modifying the Tertiary Entrance Score (TES). For each course, sex differences in achievement were displayed over eight Key Learning Areas (KLAs). Contrary to many studies based on a more restricted set of courses, it was found that females outperformed males overall. In five KLAs, females outscored males; in two, the results were mixed; and in one (Mathematics) males outscored females. Although the female TES median was 15 marks higher, males performed slightly better at high TES levels. The explanation given was that males tend to specialise in more highly intercorrelated courses than females, which creates variance in their aggregate.
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Haeusler, Colin, and Russell Kay. "School Subject Selection by Students in the Post-Compulsory Years." Australian Journal of Career Development 6, no. 1 (April 1997): 32–38. http://dx.doi.org/10.1177/103841629700600110.

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An investigation of Year 11 students’ (n=1580) responses to possible reasons contributing to subject selection for the Higher School Certificate in New South Wales indicated that the most important reasons were related to assistance in obtaining work or with future studies. The perception that particular subjects would be “scaled up” for inclusion in the Tertiary Entrance Rank was of limited importance in subject choice with the exception of Mathematics, Physics and Chemistry. Furthermore, interest in course content and the belief that they would do well were important in the selection of Creative Arts and Social Science subjects. Results are discussed in light of related research and the implications for career education in schools.
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Dissertations / Theses on the topic "Higher School Certificate"

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Dixon, Wendy. "Selection procedures relating to Australian vocal repertoire for mid-adolescent HSC performers." Connect to full text, 2006. http://hdl.handle.net/2123/1590.

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Thesis (M. Mus. (Mus. Ed.)--University of Sydney, 2006.
Title from title screen (viewed 19 March 2008). Submitted in fulfilment of the requirements for the degree of Master of Music (Music Education) to the Sydney Conservatorium of Music. Includes bibliographical references. Also issued in print format.
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Beck, Richard Alan. "Retention and dropout rates for a sample of national higher certificate students in the school of accounting." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1408.

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Higher Education retention rates in South Africa are among the lowest in the world. At the Nelson Mandela Metropolitan University, a trend has been noted for National Higher Certificate (NHC) students within the Faculty of Business and Economic Science’s School of Accounting. Dropout rates have increased and graduation rates have declined for students studying NHC programmes. Retention and dropout studies have rarely been undertaken for accounting students in higher certificate or diploma programmes, which provided the motivation for this study. The study aimed to determine the dropout and retention rates of NHC students and to identify the demographic and other characteristics of dropout students relative to those who persist with their studies. Furthermore, the study identified potential barriers to academic success in the sample. An exploratory descriptive research approach was adopted to achieve the general and specific aims of the study. Data were obtained from Management Information Services about NHC dropout students and students continuing with their studies for the period 2005 to 2009. Furthermore, information was gathered for separate samples from a Language Questionnaire and the Learning Enhancement Checklist (LEC) regarding barriers to student success. High dropout rates were found in that more than half of the students dropped out. Correspondingly, the retention rates were low. The findings for the gender, cultural and language groups were interesting but no definitive conclusions could be reached regarding trends related to student dropout and retention in relation to these biographical variables. Performance in Financial Accounting I and II yielded interesting trends. Students at risk for dropping out obtained a mark of 50 percent or less on average for Financial Accounting I and 40 percent or less for Financial Accounting II. The analysis conducted to determine barriers to student success revealed that students did not prepare adequately for lectures; experienced certain difficulties in lectures, tests and VIII exams; found it difficult to manage their studies and time; and experienced financial and psychological problems. The findings of the study can be used to identify students who might drop out at an early stage. Furthermore, the findings can guide the nature of the development and support that NHC students need to succeed. The limitations of the study are noted and suggestions are made for further research into the factors related to student dropout and retention in the field of accounting.
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Repetylo, Anna H., and n/a. "Factors influencing retention rates in secondary schools within the Wollongong region." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20061107.122538.

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Throughout the 1980s, there was a trend in Australia towards increased participation rates in post-compulsory education. This study examines factors that influence Year 12 retention rates in four Government secondary schools within the Wollongong Sub-Region. Factors that were thought to influence students to continue to Year 12 and sit for the New South Wales Higher School Certificate Examination included those related to Gender, Socio-economic (relating to occupation of parents, government financial assistance, and language background), Educational and Career. The study involved surveying over 400 Year 10 students in four schools by questionnaires. These schools were chosen for their geographical location and to include two schools with a history of high retention rates and two schools with low retention rates. The questions in the survey were incorporated with a larger survey conducted in 1989 by the Faculty of Education at the University of Wollongong under the coordination of Dr. Noeline Kyle ("Everyone expects you to know; A report on careers advice and industry attitudes towards female students in non-traditional study and work in the Illawarra", 1990). The questionnaire was piloted in 1988 and after seeking recommendations from students, teachers and the NSW Department of School Education Research Group, the survey was administered in 1989. The study used descriptive research methodology, and Chi-square analysis was used to establish significance levels in the data. With regard to gender, the data clearly demonstrated that female students were more inclined than male students to stay on to Year 12, and have positive reasons for their decision. Concerning Socio-Economic factors, the results of this study showed that students whose parents have a professional background are more likely to stay on to Year 12. In addition, the achievement of the Higher School Certificate as a preIV requisite for further study was a strong motivating factor for students staying on to Year 12. However, students in receipt of Austudy did not appear to relate in a statistically significant manner with any of the factors that influence the student to stay on to Year 12. As well, no statistical inference could be drawn from intention to sit for the HSC and the language most used at home by parents. With regard to educational factors, the responses from each of the four schools surveyed showed a high percentage (82 to 85%) of students intending to stay on to Year 12 and sit for the HSC examination. None of these schools had an appreciably higher proportion of students intending to sit the HSC exam. However, it was found that students from one particular school were more likely to undertake further study and students from this school had a high percentage of both parents with a professional occupation than any other school. The findings relating to career factors showed that students who have a professional career in mind are more likely to proceed to Year 12. It was also found that students who had school work experience in a professional occupation were more likely to proceed to Year 12. The study relates the survey findings to the research literature in Australia, and also includes a discussion of the limitations of the survey.
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Sorby, Janet, and n/a. "ASCIS subject headings and student terminology : the relationship between the subject headings used in manual school library catalogues in New South Wales and the subject access terms generated by NSW Higher School Certificate syllabus documents, textbooks and examination questions." University of Canberra. Communication, 1989. http://erl.canberra.edu.au./public/adt-AUC20050516.152713.

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The present study was undertaken to investigate the concerns of secondary school teacher-librarians, that the subject headings set down by the Australian Schools Catalogue Information Service (ASCIS) do not cover topics in senior sourses of study. NSW HSC Economics was chosen to test this perception. Terms were extracted from three textual sources (syllabus, textbook and examination papers) and checked against the subject headings in the ASCIS Subject Headings List. A comparison was made between terms which matched exactly, those which were only partially matched and those which had no match. The linguistic complexity of the term (single-word or multi-word) and the number of textual sources using the term were also taken into account. The results showed a varying degree of match between textual terms and subject headings. Single-word terms found in more than one textual source were much more likely to be found in the subject headings than those from only one textual source. Multi-word terms were found less frequently than single-word terms, but were also more likely to be found when they came from more than one textual source. There was a large number of partial matches in this group, and these were found to be more general in concept than the textual terms. Most of the terms were found, but the general nature of the partial matches and the lack of adequate cross references may cause problems in subject analysis and retrieval.
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Sullivan, Ian W., and n/a. "Explanation in human geography : some implications for teaching." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20061109.112319.

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As a teacher of the New South Wales Higher School Certificate Geography Syllabus in the 1970s, I became aware of problems of interpretation and implementation of syllabus documents dealing with models and theories of human aggregate behaviour. A positivistic underpinning allowed explanation in human geography to employ deductive - nomological methodology. This field study investigates a defined literature of academic geography including journals, and both secondary and tertiary documents to identify the extent and quality of nomothetic and idiographic traditions from the late 19th century to the mid 1970s. The literature prior to the late 1950s revealed a dominant regional tradition and idiographic methodology with an emphasis on description of uniqueness of areal phenomena. But underlying currents of a nomothetic nature, running parallel to this regionalidiographic tradition,exerted a noticeable challenge to gain acceptance in geographic circles. This kind of nomothetism was in the form of environmental determinism which held that physical laws operating in nature were also at work to shape and direct human societies. Environmental determinism contained generalised assertions, enjoyed some appeal, but lacked rigorous justification. Even within regional frameworks, authors used environmentally induced determinants to explain the unique character of regions. Not until the 1930s did environmental determinism lose its appeal, after which time the regional - idiographic tradition strengthened as an explanatory mode of human behaviour. Nomothetism emerged in the late 1950s in Australia in the application of models and theories explaining human behaviour. Normative theory was supported by an increased use of quantification and by the growing preference for systematic studies in geography. Neither mode of explanation exists at the total exclusion of the other; so that while nomothetism enjoyed widespread appeal in academic geography from the late 1950s, significant challenges were mounted against it because of its inadequacies as a mode of explaining human aggregate behaviour. Nomothetic explanation in human geography can be seen at the research level and in education circles. Many normative models and theories found their way into senior geography courses to the extent they promoted a systems approach. Teachers would have been aware of normative theory in geography from their university studies and teacher training courses during the late 1950s and throughout the 1960s. The tension between associated explanatory modes in systematic and regional geography becomes apparent in the analysis of the N.S.W. H.S.C. Geography Syllabus in which confusing statements raise problems for teachers interpreting and implementing this prescriptive document. Given these tensions and problems of explanation in human geography, the adoption of a critical rationalist viewpoint as propounded by Karl Popper is suggested as a possible solution for geography teachers when interpreting a syllabus such as that of the N.S.W. H.S.C. Falsification rather than verification should be the node of inquiry towards explanation of human aggregate behaviour.
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Ho, Man-yee Mandy. "Peer assessment a case study of a certificate geography class in Hong Kong /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37597620.

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Wong, Wai-man. "The implementation of project-based learning in economics at certificate level." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37343026.

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Athill, Cleon Pauline. "Caribbean Students' Experience of Readiness for the Secondary Education Certificate Exam." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6967.

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While there is general agreement about its importance, the construct of educational readiness is nebulous with much debate about what constitutes readiness. Readiness has been found to be a multidimensional psychological construct from a psychometric perspective. However, there is a growing awareness that this psychometric focus is lopsided, and that readiness does not only reside in the child. Further, there is an accompanying appreciation that readiness research may need to focus more on the subjective experience of individuals within the context of their environment. This phenomenological study, using Bronfenbrenner's social-ecological model, explored how Antigua and Barbudan students experienced readiness as they prepared to take the 2017 Caribbean Secondary Education Certificate Exam (CSEC). In an interview, each of the 12 participants recounted their experience as they readied themselves for the CSEC. The data were analyzed through content and framework analysis. The results support findings in the literature that showed that readiness is a complex and iterative process. It is the result of the dynamic interplay of various inputs of a host of individuals functioning at different levels of the readiness system. These results can then provide a point of entry for both national dialogue and policy formulation culminating in the provision of comprehensive services to support students' readiness experiences. The ultimate hope is that readiness for the CSEC Exam will lead to actual success on the exams, which in turn will translate into improved life chances of Antigua and Barbudan students.
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Ho, Man-yee Mandy, and 何敏兒. "Peer assessment: a case study of a certificate geography class in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37597620.

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Miao, Ching-wang. "The perception of F.5 students on the impact of environment protection education in certificate chemistry in Hong Kong." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18887338.

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Books on the topic "Higher School Certificate"

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University of Cambridge. Local Examinations Syndicate. General Certificate of Education, School Certificate, Higher School Certificate: Circulars and examination syllabuses. Cambridge: the Syndicate, 1989.

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C, Dutta T., and Dutta, A. C. b. 1899., eds. A class-book of botany: For pre-university, intermediate, pre-medical, higher secondary, and all-India school certificate students. Calcutta: Oxford University Press, 2000.

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French revision for Junior Certificate(Higher Level). Dublin: Gill & Macmillan, 1996.

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Kelly, Brad. Albert Speer: Personality study. Annandale, NSW: History Teachers' Association of NSW, 2012.

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Addis Ababa University. ESLCE Office. The Ethiopian School Leaving Certificate Examination handbook. Addis Ababa, Ethiopia: The Office, 2012.

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Aos, Steven. High school graduation rates in Washington and the United States: A long-run view. Olympia, Wash: Washington State Institute for Public Policy, 2005.

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Okoye, Norbert N. The challenge of Nigerian school certificate examination. [Ibadan, Nigeria]: Evans Brothers, 1986.

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Great Britain. Scottish Office. Education Department. Examination results in Scottish schools, 1991-93: Standard and Higher Grades, Certificate of Sixth Year Studies, National Certificate. EDI: HM Inspectors of Schools, 1993.

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Great Britain. Scottish Office. Education Department. Examination results in Scottish schools, 1993-95: Standard and Higher Grades, Certificate of Sixth Year Studies, National Certificate. EDI: Scottish Office, 1995.

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Great Britain. Scottish Office. Education Department. Examination results in Scottish schools, 1992-94: Standard and Higher Grades, Certificate of Sixth Year Studies, National Certificate. EDI: HM Inspectors of Schools, 1994.

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Book chapters on the topic "Higher School Certificate"

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Tante, Achu Charles. "A Critical Analysis of Teacher Involvement in the English Language Paper of the First School Leaving Certificate Examination (FSLC) in Cameroon." In Teacher Involvement in High-Stakes Language Testing, 31–46. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77177-9_3.

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Ringler, Marjorie Campo, and Karen D. Jones. "Preparing School Leaders for Dual Language Programs in Rural Settings." In Handbook of Research on Leadership and Advocacy for Children and Families in Rural Poverty, 344–58. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2787-0.ch016.

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The existing curriculum in public education needs to change to incorporate bilingual and bicultural education to address the needs of the growing Hispanic population that tend to settle in rural communities. Dual language education research indicates that students that are bilingual show higher levels of achievement than their monolingual peers. These programs are not widely implemented in rural regions of eastern North Carolina because school leaders are not aware of the research and benefits. This chapter describes an approach an educational leadership program took to educate practicing administrators about dual language education. The research results led to creation of a professional certificate accessible to administrators in rural regions.
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Piotrow, Phyllis T., Omar A. Kahn, V. L. Benjamin, and Salwa Khan. "Health Communication Program." In Web-Based Learning and Teaching Technologies, 272–81. IGI Global, 2000. http://dx.doi.org/10.4018/978-1-878289-60-5.ch017.

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The use of distance learning in higher education is not a new concept (Worlock, 1987). Old-fashioned correspondence courses served this purpose for many years, appealing to those who could not attend classes in an institutional setting. Radio learning programs have beamed lessons on mathematics, science and other subjects around the world. The Internet has brought a new dimension to this concept: distance learning now means the opportunity to mirror rather than merely supplement classroom experience (Taub, 1997). Distance learning options encompass a range of delivery options, both synchronous and asynchronous. The synchronous approach can include real-time interaction between course faculty and students, while asynchronous approaches rely more on downloading course slides, audio and video from a Web site, which may be supplemented by e-mail contact (Clark, 1999). In the current environment, it is increasingly common to find courses that mix synchronous and asynchronous modes of delivery. The virtual classroom can include real-time Web-based videoconferencing with teachers and students, Web pages with course slides and content to be reviewed by the user, and the more traditional e-mail and telephone exchanges (Clark, 1999). In addition, the synchronous modes such as videoconferencing are frequently backed up in an asynchronous format, usually as transcripts capable of being accessed by the user after the session has concluded. Along with modes of delivery, the expectations for Web-based learning have grown as well, with today’s users becoming ever more sophisticated. In the U.S. and around the world, individuals and corporations are increasing their spending on high-technology education (Clark, 1999) through a variety of institutions such as traditional universities, specialized institutes, in-house training divisions, and Web-based virtual education programs. The Johns Hopkins School of Hygiene and Public Health is an acknowledged leader in the teaching and practice of public health. In 1996, the School began exploring ways to reach beyond the walls of the traditional classroom to provide public health education through the technology now widely accessible. As a result of a competitive proposal submitted to the U.S. Centers for Disease Control, the School of Public Health was one of four schools selected with the purpose of developing a distance-education curriculum, to upgrade the knowledge and skills of mid-career public health staff of that agency. The overall curriculum was designed to lead to a Graduate Certificate in Public Health. This certificate also met approximately one-half of the core requirements for the MPH degree, the most frequently awarded degree in the school.
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Chanslor, Mike, and Janet Buzzard. "The Market-Driven Education." In Higher Education Response to Exponential Societal Shifts, 23–38. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2410-7.ch002.

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This chapter explores the current demographic and political/economic landscape of higher education and offers possible responses to challenges of retaining a useful, modern liberal arts perspective that addresses the needs of a career readiness emphasis. These responses include the possible compression of higher education through more efficient curricula design and delivery, partnerships with high schools to help build career pathways for traditional students, and the offering of alternative micro-credentials, such as certificate programs. The importance of aligning higher education with workforce needs is also addressed.
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Herrington, Jan, and Ron Oliver. "Professional Development for the Online Teacher." In Authentic Learning Environments in Higher Education, 283–95. IGI Global, 2006. http://dx.doi.org/10.4018/978-1-59140-594-8.ch020.

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While telecommunications and telematics have been available in schools and universities for decades, the speed of adoption of the Internet into general use has been unprecedented. This has placed a great deal of pressure on university teachers to re-evaluate their roles in the light of new teaching and learning opportunities. The Internet has opened up possibilities beyond the simple acquisition of information, and has created teaching and learning challenges that many teachers feel ill-equipped to meet. This chapter examines the impact of the Internet on the teacher’s role and explores the types of skills and strategies that teachers will need to be effective and efficient in online learning environments. The professional development needs for the new role of online teacher will be discussed within the context of a Graduate Certificate in Online Teaching and Learning designed to encapsulate authentic approaches to learning.
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Caywood, KayDee, and Dominique Langford Rousseau. "Transition to Gainful Employment of High School Students with ASD." In Advances in Early Childhood and K-12 Education, 44–64. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0816-8.ch004.

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The following action research study is focused on the effectiveness of the transition to work programs for students with a diagnosis of autism. The research was conducted in a middle-sized school district in Southern California. The study identified graduates from high school who were part of the transition work programs before receiving their certificate of completion or high school diploma. The objective of the study was to establish if the students were employed and to determine the effectiveness of the transition to work program. This qualitative study used surveys and interviews of the graduate students, the students' parents or legal guardians, and the students' previous employers. The researcher obtained information about the effectiveness of the transition work program in relation to the specific training provided by the program in the areas of social skills, knowledge of expectations, sequencing steps of a task and carryout steps until completion, and the ability to ask question when needed.
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Hoa, Nguyen Thi, and James Woodward. "Education and Services for Deaf People in Viet Nam." In Deaf Education Beyond the Western World, 195–210. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190880514.003.0011.

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This chapter provides an overview of education and services for deaf people in Viet Nam. The first section covers the three distinct but historically related sign languages in Viet Nam: Ha Noi Sign Language, Hai Phong Sign Language, and Ho Chi Minh City Sign Language. The second section discusses education for deaf people, which is provided in elementary schools and junior and senior high schools. Certificate programs are offered in sign language analysis, teaching, and interpretation. Few deaf learners go on to university. The third section of the chapter outlines the lack of audiological and sociocultural services for deaf people in Vietnam; either they are unavailable or too expensive for most people to afford. The chapter concludes with a summary and sets out recommendations for the future.
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Tsai, Chia-Wen. "Facilitating Students to Earn Computing Certificates via Blended Learning in Online Problem-Solving Environment." In Advancing Education with Information Communication Technologies, 112–25. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-468-0.ch010.

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The vocational schools in Taiwan regard professional certifications as a badge of skills achievement. However, due to a national policy, pure online courses are not permitted. Moreover, it remains unclear whether every subject is suitable to be delivered via online courses. In this regard, the author conducted a quasi-experiment to examine the effects of applying blended learning (BL) with different course orientations on students’ computing skills, and explored the appropriate combination for teachers who teach computing courses. Four classes in successive semesters, with a total of 195 students from the courses of ‘Database Management System’ and ‘Packaged Software and Application’, were divided into 2 (Design-oriented vs. Procedural-oriented) × 2 (BL vs. Traditional Learning) experimental groups. The results showed that students from both design-oriented and procedural-oriented courses delivered in BL environment, had significantly higher grades on the examination for certificates than those who learned in traditional learning environment.
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Conference papers on the topic "Higher School Certificate"

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Shahbazi, Zahra, MaryAnn Jacobs, Alexandra Lehnes, and Kathleen Mancuso. "Designing Integrated STEM Education: Linking STEM Teachers and Learners in a K-20 Continuum." In ASME 2016 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/detc2016-60288.

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To address the grand challenge of the severe shortage of qualified engineering workforce and equally important educators, engineering and education departments at Manhattan College created a holistic program called Engineering Scholars Training and Retention (STAR) program. Engineering STAR program created a collaboration among undergraduate education and engineering majors, the professors who teach them and current STEM teachers and their students in local urban middle and high schools. We developed three new academic programs (engineering education minor and certificate programs for both undergraduate and graduate engineering and education majors) to support engineering and education students who are passionate about promoting engineering for 6–12 grade students and become qualified and competent engineering educators. In addition, through partnership with local middle/high schools we developed an engineering ambassadors’ program where students from engineering and education majors develop hands-on design projects and present them to middle/high school students to encourage and inspire more students to study engineering. Next, we engaged in a professional development program to support current STEM teachers to develop skills in engineering and increase the number of teachers who possess the pedagogical content knowledge to prepare students to be successful in engineering fields. All three aspects of the STAR program employees engineering design projects to introduce engineering to students and teachers. This integrative model could serve initially as a template to design such programs.
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Faludi, Jeremy, and Adam Menter. "Sustainable Design Education Through a Self-Directed Online System." In ASME 2013 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/detc2013-12077.

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Sustainable design and engineering is an important topic, yet it is under-represented in educational institutions; moreover, it must be taught to practicing professionals, not just students. A free online system has been created to address both problems at once, providing educational materials for educators and also providing a self-paced program for professionals or students to earn a certificate in sustainable design. Called the Autodesk Sustainability Workshop, it is a collection of video tutorials and supporting materials (PDF reference guides, slide decks, quizzes, and other resources) that can be used either by individuals themselves or by educators (either in schools or the workplace) to learn principles and practical skills related to green design, mechanical engineering, and building science. Its dozens of video tutorials span the range from introduction to fundamental principles in sustainability, to specific operation of analytical software tools such as FEA and energy modeling. All videos are on focused topics and of short duration (typically 3–6 minutes) so they can be inserted into curricula as educators see fit, not forcing a full curriculum structure. For self-guided learners, or educators who desire a full curriculum, an interactive structure provides quizzes along with the learning resources; upon successful completion, they lead up to a certificate in green design. Currently there is only one certificate, in basic building science; future releases will expand the certificate program to sustainable product design as well, since many of the learning resources are on these topics. For content not covered by the certificate program, the website’s information architecture suggests a multi-threaded approach to learning sustainable design. As three-quarters of a million people around the world have already viewed content from the site, this self-directed online learning system is proposed to be a highly scalable method of providing sustainable design and engineering education.
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Jarrett, Lorna, Helen Georgiou, Michael Lerch, George Takacs, and William Zealey. "Supporting Physics Teachers to Deliver the New High School Certificate Syllabus: What are the Priorities?" In 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2018. http://dx.doi.org/10.1109/tale.2018.8615321.

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Shu, Biqing, Jun Zhang, Jie Shen, Congxiang Zhu, Zhongping Xiao, and JI Xiaolei. "Research on efficient coupling of the modem apprenticeship system and the 1+X certificate system in civil engineering training in higher vocational schools." In 2020 International Conference on Artificial Intelligence and Education (ICAIE). IEEE, 2020. http://dx.doi.org/10.1109/icaie50891.2020.00086.

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Reports on the topic "Higher School Certificate"

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Estrada, Fernando, Magaly Lavadenz, Meghan Paynter, and Roberto Ruiz. Beyond the Seal of Biliteracy: The Development of a Bilingual Counseling Proficiency at the University Level. CEEL, 2018. http://dx.doi.org/10.15365/ceel.article.2018.1.

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In this article, the authors propose that California’s Seal of Biliteracy for high school seniors can serve as an exemplar to advocate for the continued development of bilingual skills in university, graduate-level students—and counseling students in particular. Citing literature that points to the need for linguistic diversity among counselors in school and community agencies, the authors describe the efforts taken by the Counseling Program in the School of Education at Loyola Marymount University (LMU) in partnership with LMU’s Center for Equity for English Learners to address the need. Their pilot of a Certificate of Bilingual Counseling in Fieldwork (CBC-F) involved the development and testing of proficiency rubrics that adhered to current standards for teaching foreign languages and simultaneously measured professional competencies in counseling. Results of the CBC-F pilot with five female Latina students in the counseling program at LMU in the spring of 2017 appeared promising and were described in detail. These findings have implications for preparing and certifying professionals in other fields with linguistic and cultural competencies in response to current demographic shifts.
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Educational Attainment, 2001 - High School Graduation Certificate (by census division). Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 2010. http://dx.doi.org/10.4095/301314.

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Educational Attainment, 2001 - High School Graduation Certificate (by census subdivision). Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 2010. http://dx.doi.org/10.4095/301315.

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Highest Level of Educational Attainment, 2006 - High school graduation certificate or equivalent (by census division). Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 2010. http://dx.doi.org/10.4095/301324.

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Highest Level of Educational Attainment, 2006 - High school graduation certificate or equivalent (by census subdivision). Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 2010. http://dx.doi.org/10.4095/301325.

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