Relevant bibliographies by topics / Technical and Further Education

Contents

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

Academic literature on the topic 'Technical and Further Education'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Technical and Further Education"

1

Stevenson, John. "Technical and further education reforms: Theoretical issues." Australian Educational Researcher 34, no. 3 (December 2007): 15–34. http://dx.doi.org/10.1007/bf03216863.

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Middleton, Howard. "Creativity in Technical and Further Education in Australia." Open Education Journal 4, no. 1 (November 18, 2011): 95–104. http://dx.doi.org/10.2174/1874920801104010095.

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Navaratnam, K. K. "Quality assurance audits in technical and further education." Total Quality Management 5, no. 4 (January 1994): 219–26. http://dx.doi.org/10.1080/09544129400000043.

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Fieger, Peter, Renato Villano, and Ray Cooksey. "Efficiency of Australian technical and further education providers." International Journal of Training Research 14, no. 1 (January 2, 2016): 62–75. http://dx.doi.org/10.1080/14480220.2016.1152030.

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Rice, Ann. "Technical and further education (TAFE) head teachers: their changing role." Research in Post-Compulsory Education 10, no. 1 (March 2005): 39–56. http://dx.doi.org/10.1080/13596740500200191.

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SHAH, CHANDRA. "Employment Shifts in the Technical and Further Education Workforce in Victoria." Education Economics 11, no. 2 (August 2003): 193–208. http://dx.doi.org/10.1080/09645290210135779.

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Peak, Grahame, and Max Kelly. "Memory modes and mathematics among technical and further education trade students." Vocational Aspect of Education 44, no. 1 (January 1992): 121–33. http://dx.doi.org/10.1080/10408347308003871.

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Ryan, R. J. "The research vacuum in commonwealth policy on technical and further education." Australian Educational Researcher 15, no. 3 (September 1988): 1–9. http://dx.doi.org/10.1007/bf03219415.

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Clemans, Allie, and Terri Seddon. "Technical and further education: Social justice solution and social justice problem." Australian Educational Researcher 27, no. 3 (December 2000): 117–30. http://dx.doi.org/10.1007/bf03219734.

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Muzyka, Olha, Yurii Lopatiuk, Tetiana Belinska, Anna Belozerskaya, and Iryna Shvets. "Modern aesthetic education and its further directions." Linguistics and Culture Review 5, S4 (October 22, 2021): 12–21. http://dx.doi.org/10.21744/lingcure.v5ns4.1537.

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The relevance of the research topic lies in the fact that in the field of modern education there are numerous discussions and study of such an aspect as updating the education methods. The leading task of educational policy is to ensure a high-quality level of education at all stages of education – from preschool to professional. The above also applies to arts education, as it is part of the general education system. The purpose of the study is to study the issue of modern art education, to analyses further possible directions in which it can develop. The main results that can be highlighted in the analysis of aesthetic education at the present time: education in the field of creativity is underestimated in the learning process, although it is an important aspect of the development of a particular individual; artistic and aesthetic education in the context of modern educational activities is not a primary task of society current principles embedded in education provide for the dominance of authoritarian models of regulation art education is insufficiently equipped with a material, technical and personnel base within the framework of the general educational process.
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Dissertations / Theses on the topic "Technical and Further Education"

1

Forsell, Caroline. "Technical Interest : Does earlier technology education influence the choiceto further studies in technical subjects?" Thesis, KTH, Skolan för industriell teknik och management (ITM), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-226568.

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This thesis investigates if a student’s interest in technology at lower secondary school can influence their choice to attend an upper secondary school technical program (Teknikprogrammet). Factors like the choice of course book, teacher, practical and theoretical technology were investigated. For example, the frequency of course book use during the education and how many students that used a course book. The differences between female and male students was specially investigated. The study was performed by a web form that was sent out to 145 students at first year Teknikprogrammet. Quantitative analysis was done on all the questions except the open-ended questions, where a qualitative analysis was used. Results show that approximately half of the students did not think technology in lower secondary school had much effect on their choice to select Teknikprogrammet in upper secondary school. Male and female students did not like technology much in lower secondary school, and there was no difference between genders. Approximately half of the students said that lower secondary school effected their choice of Teknikprogrammet, at least a little. None of the things specifically looked at had any special effect, like the book used and more than half of the students did not have a course book at all. When looking at the open-ended questions the students’ interest seemed to lie in the technique that they were going to study, like computers, programming and games. The lower secondary school technology did not have much influence. That the students did not seem to like the Technology education was not correlated to the amount of theoretical versus practical education they have had.
Uppsatsen undersöker om intresse för teknik på högstadiet påverkar valet till gymnasieskolans Teknikprogram. Vissa faktorer, läroboken, läraren, den praktiska delen och den teoretiska delen av tekniken undersöktes speciellt. När det gällde lärobok ingick frågor om hur många som använt bok och hur mycket. Skillnaden mellan kvinnliga och manliga studenter studerades. Studien utfördes med hjälp av en webbform som skickades ut till 145 studenter som gick första året på Teknikprogrammet. En kvalitativ och en kvantitativ analys gjordes på olika delar av svaren. Resultaten visar att ungefär hälften av eleverna inte tyckte att tekniken i högstadiet hade stor inverkan på valet till gymnasieskolan, Teknikprogrammet. Ingen skillnad mellan könen sågs när det gällde vad åsikter om teknikundervisningen på högstadiet. Cirka hälften av eleverna som genomförde studien tyckte högstadet påverkade åtminstone lite, men ingen av de specifika sakerna som studerades var speciellt betydelsefulla. Läroboken hade ingen stor effekt och mer än hälften av eleverna hade inte haft någon lärobok alls. Sammantaget så tyckte studenterna inte om teknikundervisningen på högstadiet särskilt mycket, inga könsskillnader sågs här. Intresset hos eleverna tycks snarare ligga i tekniken som de skulle studera mer om på Teknikprogrammet som datorer, programmering och spel än Tekniken som de pluggade på högstadiet. Att studenterna inte verkade gilla undervisningen var inte korrelerat till mängden praktisk versus teoretisk undervisning de haft.
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Whitley, Peter J. "The leadership of entrepreneurialism in technical and further education colleges." Thesis, Curtin University, 2004. http://hdl.handle.net/20.500.11937/1435.

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The provision of vocational education and training is largely provided by the Technical and Further Education (TAFE) colleges and institutes, which have been established throughout Australia. All of these colleges and institutes are the responsibility of the respective State governments and are generally considered by those governments as strategic instruments of government particularly in regard to the preparation of people for employment and addressing deficiencies within the workforce. As more emphasis has been placed upon government entities to be more entrepreneurial and corporate in their outlook, pressures for reform of the TAFE sector have also increased. These pressures have included changes to funding arrangements, increased compliance regimes and a freeing of the training delivery to encourage the establishment of private providers. This thesis explores how Chief Executive Officers and Middle Level Managers within the TAFE environment are responding to those challenges. Forty-seven senior TAFE managers are interviewed to ascertain their perspectives on the community and government expectations of TAFE and how they believe TAFE is reacting to these challenges. Resulting from the research has been the emergence of entrepreneurship in TAFE. The notion of entrepreneurship in TAFE seems to capture a sense of change, a sense of emerging vibrance, and is often used to describe innovation and risk taking within the TAFE environment. The word entrepreneurial, entrepreneurialism, entrepreneurship and other derivations of the word are loosely employed by TAFE personnel to describe particular phenomenon within TAFE. Within this thesis the treatment of entrepreneurship as a definitive concept is recognised as problematic and it is therefore treated in a way that aligns to the TAFE environment and not necessarily as defined by traditional entrepreneurial theory.The resulting research has found that TAFE leaders are working in an environment that has a multiplicity of expectations and demands that challenge the leadership of TAFE. The research finds that many of the TAFE leaders strive to act entrepreneurially whilst attempting to manage an environment that is constrained by its policy frameworks, industrial relations requirements, funding arrangements and national and state compliance frameworks. The research questions whether governments should provide TAFE with greater capacity to act entrepreneurially; governments might, as a result be rewarded through greater achievements from the TAFE sector. While the research points to a number of highly successful leaders and leadership practices in TAFE it has also found that many leaders seem to rely upon intuitiveness and past experience to lead within their environments. Finally the research posits a framework for leadership within TAFE where the leadership styles of emotional intelligence, path-goal and leader-member exchange (LMX) are merged and integrated to provide a comprehensive quality leadership framework that will achieve positive outcomes: A framework that seeks to provide a practical guide to future leadership training and development in TAFE. In addition to the leadership framework the research has identified a number of intrinsic transformational drivers and extrinsic transformational drivers, which contribute to the success of leadership in TAFE and similarly a number of impediments, which restrict TAFE leaders.
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Whitley, Peter J. "The leadership of entrepreneurialism in technical and further education colleges." Curtin University of Technology, Graduate School of Business, 2004. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16514.

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The provision of vocational education and training is largely provided by the Technical and Further Education (TAFE) colleges and institutes, which have been established throughout Australia. All of these colleges and institutes are the responsibility of the respective State governments and are generally considered by those governments as strategic instruments of government particularly in regard to the preparation of people for employment and addressing deficiencies within the workforce. As more emphasis has been placed upon government entities to be more entrepreneurial and corporate in their outlook, pressures for reform of the TAFE sector have also increased. These pressures have included changes to funding arrangements, increased compliance regimes and a freeing of the training delivery to encourage the establishment of private providers. This thesis explores how Chief Executive Officers and Middle Level Managers within the TAFE environment are responding to those challenges. Forty-seven senior TAFE managers are interviewed to ascertain their perspectives on the community and government expectations of TAFE and how they believe TAFE is reacting to these challenges. Resulting from the research has been the emergence of entrepreneurship in TAFE. The notion of entrepreneurship in TAFE seems to capture a sense of change, a sense of emerging vibrance, and is often used to describe innovation and risk taking within the TAFE environment. The word entrepreneurial, entrepreneurialism, entrepreneurship and other derivations of the word are loosely employed by TAFE personnel to describe particular phenomenon within TAFE. Within this thesis the treatment of entrepreneurship as a definitive concept is recognised as problematic and it is therefore treated in a way that aligns to the TAFE environment and not necessarily as defined by traditional entrepreneurial theory.
The resulting research has found that TAFE leaders are working in an environment that has a multiplicity of expectations and demands that challenge the leadership of TAFE. The research finds that many of the TAFE leaders strive to act entrepreneurially whilst attempting to manage an environment that is constrained by its policy frameworks, industrial relations requirements, funding arrangements and national and state compliance frameworks. The research questions whether governments should provide TAFE with greater capacity to act entrepreneurially; governments might, as a result be rewarded through greater achievements from the TAFE sector. While the research points to a number of highly successful leaders and leadership practices in TAFE it has also found that many leaders seem to rely upon intuitiveness and past experience to lead within their environments. Finally the research posits a framework for leadership within TAFE where the leadership styles of emotional intelligence, path-goal and leader-member exchange (LMX) are merged and integrated to provide a comprehensive quality leadership framework that will achieve positive outcomes: A framework that seeks to provide a practical guide to future leadership training and development in TAFE. In addition to the leadership framework the research has identified a number of intrinsic transformational drivers and extrinsic transformational drivers, which contribute to the success of leadership in TAFE and similarly a number of impediments, which restrict TAFE leaders.
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Van, Der Linde Christopher Jae. "Technical and further education diploma graduates : personal capital investments and returns." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16579/1/Christopher_Jae_Van_Der_Linde_Thesis.pdf.

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This research has examined the personal capital investments and returns of a group of TAFE Diploma of Community Work graduates through the use of qualitative research methodology. Recognising that the concept of personal capital is distinct from human capital in that it considers the intrinsic reasons, impetus and values that individuals ascribe to their motivation to undertake and complete a course of study. Personal capital is not quantifiable within the present human capital outcomes paradigm, however the personal capital paradigm allows for a deeper exploration of a range of further tangible and valid outcomes not addressed in the human capital approach. There is a gap in the current research literature regarding evaluation of TAFE outcomes and it stems from a predominant human capital focus. The existing paradigm of human capital, which values the acquisition of knowledge and skills for their economic value, has been of primary interest and significance, particularly in terms of government policy in relation to vocational education and training By using an interpretivist approach comprising in-depth interviews, the researcher was able to explore the intrinsic drives, motivations and aspirations and impetus that brought the TAFE graduates to initially undertake their studies in the diploma program. This approach also allowed for an examination as to whether the graduates perceived that they had obtained a return on this personal capital investment in the study program. Through the conceptual framework, the research established a set of predetermined personal capital investments and returns, although the research was not constrained by these pre-determined themes. The use of grounded theory data analysis procedures in the study allowed for the evolution and analysis of emergent categories or themes relating to personal capital investments and returns. Consequently, the qualitative analysis of the in-depth interviews has revealed a broader range of themes relating to personal capital investments and returns than otherwise might have been discovered if the research had been limited to the pre-determined themes arising from the conceptual framework. It is the author's contention that this qualitative study of TAFE diploma graduate's personal capital investments and returns gives insights about the notion of personal capital and its importance to decision-making as to why individuals undertake the Diploma of Community Work. This study also reveals what they personally and professionally expect from study in such a program. Neither of which the current quantitative data about TAFE graduates, namely the Student Outcomes Surveys; by design and intent are as yet capable of acknowledging or exploring.
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Van, Der Linde Christopher Jae. "Technical and further education diploma graduates : personal capital investments and returns." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16579/.

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This research has examined the personal capital investments and returns of a group of TAFE Diploma of Community Work graduates through the use of qualitative research methodology. Recognising that the concept of personal capital is distinct from human capital in that it considers the intrinsic reasons, impetus and values that individuals ascribe to their motivation to undertake and complete a course of study. Personal capital is not quantifiable within the present human capital outcomes paradigm, however the personal capital paradigm allows for a deeper exploration of a range of further tangible and valid outcomes not addressed in the human capital approach. There is a gap in the current research literature regarding evaluation of TAFE outcomes and it stems from a predominant human capital focus. The existing paradigm of human capital, which values the acquisition of knowledge and skills for their economic value, has been of primary interest and significance, particularly in terms of government policy in relation to vocational education and training By using an interpretivist approach comprising in-depth interviews, the researcher was able to explore the intrinsic drives, motivations and aspirations and impetus that brought the TAFE graduates to initially undertake their studies in the diploma program. This approach also allowed for an examination as to whether the graduates perceived that they had obtained a return on this personal capital investment in the study program. Through the conceptual framework, the research established a set of predetermined personal capital investments and returns, although the research was not constrained by these pre-determined themes. The use of grounded theory data analysis procedures in the study allowed for the evolution and analysis of emergent categories or themes relating to personal capital investments and returns. Consequently, the qualitative analysis of the in-depth interviews has revealed a broader range of themes relating to personal capital investments and returns than otherwise might have been discovered if the research had been limited to the pre-determined themes arising from the conceptual framework. It is the author's contention that this qualitative study of TAFE diploma graduate's personal capital investments and returns gives insights about the notion of personal capital and its importance to decision-making as to why individuals undertake the Diploma of Community Work. This study also reveals what they personally and professionally expect from study in such a program. Neither of which the current quantitative data about TAFE graduates, namely the Student Outcomes Surveys; by design and intent are as yet capable of acknowledging or exploring.
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Pyle, N. T. "Principalship in colleges offering non-advanced further education in the northwest of England and technical and further education in Queensland : An illuminative study." Thesis, Lancaster University, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.374152.

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Tyler, Mark A. "Critical spirit manifestations in TAFE teachers and their work." University of Southern Queensland, Faculty of Education, 2009. http://eprints.usq.edu.au/archive/00006204/.

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This thesis reports on research conducted with Technical and Further Education (TAFE) teachers from Queensland and Western Australia. The research is located atthe intersection where teachers’ identities met the discourse of new vocationalism. Scholars have highlighted the tensions that this discourse has produced in therelationships between TAFE and its teachers, and noted that TAFE teachers are pressured to change their subjectivities to reflect themselves more effectively asworkers in an educational market focused on economic imperatives. This is often in contrast to these teachers’ personal notions of themselves as liberal educators, with afocus on lifelong learning, personal transformation, collaborative relationships and social responsibility. This research was driven by the possibility that the concept of ‘critical spirit’ might provide a means for TAFE teachers to stand their ground in relation to the continued reshaping of the TAFE teacher terrain produced by the adoption of the new vocational discourse.This interpretative research was conceptualised by synthesising sociocultural perspectives of discourse as a reality building tool (Gee, 2005) with notions of criticalthinker dispositions referred to as critical spirit (Siegel, 1988; Oxman-Michelli, 1992). The elements of critical spirit: openmindedness, independence of mind,wholeheartedness, intellectual responsibility and respect for others (Oxman-Michelli,1992) were used as central components to the development of a coding framework forthe explication of critical spirit from TAFE teacher artefacts and in positioning critical spirit as a discourse. An examination of 12 TAFE teacher case narrative artefacts revealed that elements of critical spirit were evident. Subsequent participantcredibility checks and semi-structured interviews provided diverse data related to teacher embodiment of a critical spirit in relation to the building of certain teacher identities. In some cases participants expressed that their identities were bolstered by engaging in a critical spirit discourse, others cautioned its public embodiment, suggesting that deploying critical spirit made them more visible to surveillance and control. The major finding of this research was that an explicit engagement with acritical spirit discourse was of value to these TAFE teachers. Furthermore, this critical spirit discourse was seen to perform the work of a borderland discourse (Gee, 2005; Alsup, 2006). It afforded a means to traverse the terrain “between disparate personal and professional subjectivities” (Alsup, 2006, p. 5).The research also uncovered other discourses pertinent to participant artefacts. These were identified as a test of fortitude discourse and a community of support discourse.It was postulated that these would extend the critical spirit discourse by adding to Oxman-Michelli’s (1992) five elements of critical spirit. The findings suggested littleevidence to support this position.The significance of this research was in: (a) the production of a methodological construct for explicating particular notions of critical spirit; (b) its contribution to furthering understandings of the professional lives of TAFE teachers and their workworld; and (c) the value that a critical spirit discourse had in strengthening these TAFE teachers’ notions of themselves and their effectiveness. Its contribution tosubstantial knowledge was in its expansion of our understanding of teacher identities within the Vocational Education and Training sector in Australia.
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Blomme, Paul. "A study of the models and trends in information science education and their implications for Tafe curriculum planning, computing lecturers and learners." Thesis, Curtin University, 1997. http://hdl.handle.net/20.500.11937/1029.

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This chapter provides an introduction to two contrasting vocational course: the Associate Diploma in Applied Science (Computing) award, based on the content driven curriculum model and the first year Diploma of Information Technology award, based on the National Information Technology curriculum model. It develops the research questions pertaining to each model. It provides a full description of the present study and the adoption of a system approach in evaluating two contrasting curriculum models. Finally, this chapter justifies the study in terms of the significant impact the Information Technology has on society.Chapter Two reviews the literature on the theories from different disciplines and research findings in order to guide the present study. This eclectic section discusses theories related to Cognitive Science, Instructional Theories, Information Technology (IT) and Science Education, and Vocational Curriculum Models.Chapter Three describes the environment in which the content driven model has developed. It examines the historical changes and influences that have occurred in the Western Australian Technical and Further Education (WA TAFE) computing curriculum in terms of educational goals, content mix and profile, and assessments types. It investigates the relevance of the curriculum and the syllabi to meet the changing needs of industry; and assess the desirable and undesirable consequences of the content driven curriculum model.Chapter Four evaluates the effect of the content driven model. It examines the degree of satisfaction of the graduates with aspects of their Associate Diploma of Applied Science (Computing) courses in 1991/2/3 based on the NCVER study (1993), Dawe (1993) and Arrowsmith (1993/4) surveys. The results from each relevant question are provided, discussed and evaluated. This evaluation provides an in-depth view of graduates educational backgrounds prior to enrolment in the course, their satisfaction levels of teaching effectiveness and course organisation, present employment status, their preferences for further studies and their demographic profile.Chapter Five evaluates the current state of affairs under the new policy directions of the National Curriculum based on the CBT approach. Through classroom surveys, this chapter provides an evaluation of learners degree of satisfaction with aspects of their Advanced Certificate IV of the National IT Curriculum. For comparison purposes, these surveys also provide information on students educational backgrounds, level of satisfaction, their present employment status and preferences for further studies. It is most useful for curriculum planners, wanting to be cognisant in implement a CBT driven curriculum model.Chapter Six compares, evaluates and summarises the differences between the content and the CBT driven curriculum models. This chapter pays particular attention to the shifting of graduates and students satisfaction levels with their two different courses and the effects of moving from a content to a CBT driven curriculum model. It examines the changes in learners satisfaction levels and explains the reasons of patterns of changes, given that learners educational backgrounds, teachers effectiveness and other factors have remained constant over the last five years. This comparison is useful for curriculum planners, computing lecturers and employers as it makes them aware of the strength and weaknesses of these two contrasting curriculum models.Chapter Seven answers the question of the effectiveness of these two contrasting models. This has considerable implication for curriculum planners, computing lecturers and employers in terms of the ability of students to transfer skills and adapt to the rapidly changing IT environment. This study cannot predict the future, however, it makes long and short term recommendations for the sector based on historical evidence, research findings from the literature, surveys and interviews.
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Edwards, David. "Smoking knowledge, attitudes and behaviour among students attending Regency Institute of Technical and Further Education /." Title page, contents and abstract only, 1996. http://web4.library.adelaide.edu.au/theses/09MPM/09mpme26.pdf.

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Turner, Stanley. "An interrelated approach to teaching mathematics in further education." Thesis, Loughborough University, 1986. https://dspace.lboro.ac.uk/2134/10505.

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Reports and consultative documents published at national level since about 1980 have indicated that British Industry must look to modern technology and also educate and train its workers on a 'broad base', with an 'integrated' approach. Traditionally, and still very much the mode of operation, teaching has been confined within subject boundaries. A research group was established by Professor Bajpai consisting of the author, Mr Rod Bond (Burleigh Community College, Loughborough) and a few others working overseas to investigate a teaching strategy based on an interrelated approach to teaching mathematics. Measurement was chosen as the first topic of investigation using this approach which then formed the basis for further research undertaken by the two research workers of the group whose work is reported in the form of two theses. This thesis aims to show that mathematics is naturally related to science and technology in industrial practice and that when taught in an interrelated way it would be more interesting and have more relevance to real applications in technology-based employment at craft and technician levels. To help establish the case experiments carried out by the author are referred to; these include a few case studies, a questionnaire survey and results analysed from more than five hundred basic mathematics tests. The various kinds of mathematics taught in further education are described and compared with mathematics in a practical context as seen from a case study within an engineering training school. Next a survey of mathematics at work shows that, like the training school, there is a task associated with the mathematics which is also related to science or technology or both. Another case study in the pharmaceutical industry lends further support to the way mathematics is used in industry. Much of the mathematics also seems to be basic and used in association with measurement and a particular task. It was decided by the research group that a tape/slide programme on measurement for students and educators should be developed by the author and tested in different situations. Teaching modules on relevant mathematical topics based on the interrelated approach were constructed for students with strong support from industry in the form of materials and advice. Testing of these modules, in their original and revised forms after feedback, is described. These trials were also carried out in other establishments. Modules based upon the interrelated approach developed by the author formed a basis for promoting the underlying philosophy behind this approach. These were presented to educators in in-service training and staff development programmes in the north western region of the UK with success. Observations and conclusions drawn clearly indicate that this type of method makes mathematics more interesting and relevant for students of different abilities and backgrounds. Finally pointers are given in the thesis as to the wider use and promotion of this approach for teaching mathematics in further education.
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Books on the topic "Technical and Further Education"

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Neill, Norm. Technically & further: Sydney Technical College, 1891-1991. Sydney, NSW: Hale & Iremonger, 1991.

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Auditor-General, Victoria Office of the. Teaching equipment in the Technical and Further Education sector. [Melbourne]: Govt. Printer, 2001.

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A, Elsner Paul, Boggs George R, and Irwin Judith T, eds. Global development of community colleges, technical colleges, and further education programs. Washington, DC: Community College Press, 2008.

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Graham, Hall, ed. Transforming further education and training in South Africa: A case study of technical colleges in Kwazulu-Natal. Pretoria: Human Sciences Research Council, 1999.

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Davenport, P. R. Technical and further education in Western Australia: Graduate outcomes survey, 1984-85, conducted December 1984 to February 1985. East Perth: Technical Education Division, Education Dept. of W.A., 1985.

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Western Australia. Office of the Auditor General. Value for money in TAFE: Vocational education and training services : performance examination. West Perth, WA: The Office, 1995.

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E, Lane Jason, and Brown M. Christopher, eds. Unique campus contexts: Insights for research and assessment. San Francisco: Jossey-Bass, 2004.

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Turner, Sandra. Social class, status, and teacher trade unionism: The case of public sector further and higher education. London: Croom Helm, 1988.

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Department of Education & Science. Statistics of education: Further education. London: DES, 1986.

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Chartered Institute of Public Finance and Accountancy. Further education finance. London: CIPFA, 1995.

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Book chapters on the topic "Technical and Further Education"

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Esmond, Bill, and Liz Atkins. "Technical and further education after COVID." In Education, Skills and Social Justice in a Polarising World, 1–18. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003049524-1.

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Gara, Nic. "Lifelong Learning and Technical and Further Education." In International Handbook of Lifelong Learning, 569–89. Dordrecht: Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-010-0916-4_29.

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Gara, Nicholas. "Lifelong Learning as a Reference Framework for Technical and Further Education." In Second International Handbook of Lifelong Learning, 557–79. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2360-3_34.

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Sarfo, Abraham, and Caroline Mutepfa. "Transformative technical and vocational training in tertiary agricultural education in Africa." In Transforming tertiary agricultural education in Africa, 212–26. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789246544.0013.

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Abstract This chapter deals with the role of technical and vocation training in African tertiary agricultural education, pointing out the vital contribution of agricultural technical and vocational education and training (TVET) institutions in preparing youth both for employment and for further studies. The chapter discusses: the challenges to agricultural TVET; the current status of agricultural training centres; the goals identified for reforming agricultural TVET in Africa; innovative approaches for improving teaching and learning systems; the role of the private sector in the successful development of agricultural TVET; and the linkages between agricultural TVET and tertiary agricultural education.
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Fisher, Roy, and Mike Saunders. "International Students and Further Education Colleges in England: The Context, Policy Tensions, and Some Aspects of Practice." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 95–114. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-47859-3_6.

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Kocdar, Serpil, and Aras Bozkurt. "Supporting Learners with Special Needs in Open, Distance, and Digital Education." In Handbook of Open, Distance and Digital Education, 1–16. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_49-1.

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AbstractOpen, distance, and digital education (ODDE) is meant to provide unique educational opportunities for everyone, including learners with special needs. While promising flexible and accessible learning experiences for learners with special needs, ODDE may simultaneously result in the creation of certain barriers. Supporting learners with special needs in ODDE environments, therefore, becomes a critical task for all educational institutions. This chapter focuses on the challenges that learners with special needs encounter during their learning process in ODDE, as well as those mechanisms that can be used to support them in order to overcome these challenges, such as means of increasing accessibility, recognizing Universal Design for Learning principles, using assistive technologies, providing accommodations, and adaptations in terms of pedagogical, managerial, social, and technical support. The chapter suggests that ODDE is inclusive in nature and that it should therefore further focus on empathy and care-oriented pedagogies. ODDE, inspired by openness philosophy, envisions equity, equality, and justice for every learner, including learners with special needs.
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Kocdar, Serpil, and Aras Bozkurt. "Supporting Learners with Special Needs in Open, Distance, and Digital Education." In Handbook of Open, Distance and Digital Education, 881–95. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_49.

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AbstractOpen, distance, and digital education (ODDE) is meant to provide unique educational opportunities for everyone, including learners with special needs. While promising flexible and accessible learning experiences for learners with special needs, ODDE may simultaneously result in the creation of certain barriers. Supporting learners with special needs in ODDE environments, therefore, becomes a critical task for all educational institutions. This chapter focuses on the challenges that learners with special needs encounter during their learning process in ODDE, as well as those mechanisms that can be used to support them in order to overcome these challenges, such as means of increasing accessibility, recognizing Universal Design for Learning principles, using assistive technologies, providing accommodations, and adaptations in terms of pedagogical, managerial, social, and technical support. The chapter suggests that ODDE is inclusive in nature and that it should therefore further focus on empathy and care-oriented pedagogies. ODDE, inspired by openness philosophy, envisions equity, equality, and justice for every learner, including learners with special needs.
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Păun, Gheorghe. "Further Technical Results." In Membrane Computing, 329–66. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/978-3-642-56196-2_8.

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Ashida, Akemi. "The Role of Higher Education in Achieving the Sustainable Development Goals." In Sustainable Development Goals Series, 71–84. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-4859-6_5.

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AbstractThis chapter focuses on the relationship between Sustainable Development Goal (SDG) 4 and higher education. Higher education has traditionally been expected to play three significant roles: education, research, and social contribution. However, due to globalization, these societal roles and expectations are gradually evolving. There are two targets under SDG 4 that are directly related to higher education. Target 4.3 aims to “ensure equal access for all women and men to affordable and quality technical, vocational, and tertiary education, including university.” It is noteworthy that the target mentions not only accessibility to higher education, but also quality. Additionally, the Times Higher Education released the Impact Ranking and visualized a university’s global performance, which assesses universities according to the framework of SDGs. Japan was the most represented nation in 2019, highlighting Japanese universities’ active efforts to work on global issues. While various efforts have been made to achieve the indicators of SDG targets, the global impact of COVID-19 has provided a significant opportunity for the role of higher education to be reconsidered. Considering this background, this chapter introduces various activities and initiatives at Japanese higher education institutions, such as the Science and Technology ResearchPartnership for Sustainable Development (SATREPS), which promotes international joint research on global issues. Finally, this chapter presents the further expected roles and challenges for higher education in society through the indirect spillover effects on the other goals of the SDGs.
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Pinion, F. B. "Further Education." In Thomas Hardy: His Life and Friends, 23–38. London: Palgrave Macmillan UK, 1992. http://dx.doi.org/10.1007/978-1-349-11426-9_3.

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Conference papers on the topic "Technical and Further Education"

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Zarb, Mark, Janet Hughes, and John Richards. "Further Evaluations of Industry-Inspired Pair Programming Communication Guidelines with Undergraduate Students." In SIGCSE '15: The 46th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2676723.2677241.

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Kearney, Kevin G., Elizabeth M. Starkey, and Scarlett R. Miller. "Digitizing Dissection: A Case Study on Augmented Reality and Animation in Engineering Education." In ASME 2020 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/detc2020-22773.

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Abstract Advancing virtual education through technology is an important step for engineering education. This has been made evident by the educational difficulties associated with the 2020 Covid-19 pandemic. Maintaining educational standards while using virtual learning is something possibly solved through researching new educational technologies. A potential technology that can enhance virtual education is Augmented Reality, since it can show information that would otherwise not be easily experienced or obtained. Traditional learning tools fail to offer the ability to control objects and explore numerous perspectives the way augmented reality can. Augmented reality can be even further enhanced through the addition of animation. Animation could add the ability to see motion, increasing overall understanding as well as increasing the motivation to learn. When motion is not visualized, it must be perceived, which can increase cognitive load and cause the limitations of working memory to be met. Reaching the limits of working memory has been shown to negatively affect learning. Therefore, the purpose of this study was to identify the impact of digitizing product dissection on engineering student learning and cognitive load. Specifically, we sought to identify the impact of Augmented Reality and Animations through a full factorial experiment with 61 engineering students. The results of the study show that the virtual condition with animation exhibited increased effectiveness as a learning tool. It also showed that augmented reality is not significantly different than a virtual environment in the context of product dissection. The results of this study are used to explore future uses of augmented reality and animation in education, as well as lay the groundwork for future work to further explore these technologies.
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Kalinichenko, Elena D. "Problems of obtaining technical and professional education for people with cerebral palsy." In Особый ребенок: Обучение, воспитание, развитие. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-474-3-2021-354-362.

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The article deals with the problems faced by students with cerebral palsy in primary vocational education. The article focuses on three aspects of inclusion of students with cerebral palsy: physical, academic, and socio-emotional. Suggests ways to eliminate these barriers. As a final note, the article highlights the need for further research.
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Knudson, Joel, Candice Handjojo, and Ashley Sunde. "Computer Science Education Policy: What California Can Tell Us about Contributing Factors to Success and Opportunities for Further Progress." In SIGCSE 2022: The 53rd ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3478432.3499096.

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Furman, Natalia, Evgeniia Frantcuzskaia, Svetlana Sheveleva, Anna Bogdanova, Inga Slesarenko, Natalia Fedorova, and Marina Polonskaya. "BUILDING PHONOLOGICAL COMPETENCE OF INTERNATIONAL STUDENTS AT A TECHNICAL UNIVERSITY FOR THEIR FURTHER TRAINING IN RUSSIAN AS A MEDIUM OF INSTRUCTION." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0727.

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Günster, Mirco, Hans-Joachim Mittag, and Benjamin Wallenborn. "Employment of new technical platforms for interactively visualizing statistical methods and statistical data." In Statistics education for Progress: Youth and Official Statistics. International Association for Statistical Education, 2013. http://dx.doi.org/10.52041/srap.131201.

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For a long time, classical media for learning and teaching, such as textbooks and teacher-centred instruction, have been complemented by e-learning components and virtual campus systems. Smartphones and tablets have impressive functionality, and are becoming ubiquitous. There is an urgent need to create resources that will run on these platforms, so that educators are providing resources that run on the tools that students actually use. This paper illustrates how an extended media mix can broaden the scope of statistics and further education. Two complementary approaches are described. The first approach is tailor- made for desktop applications (repository containing interactive Java) whereas the second one is fully platform-independent (statistics app containing interactive learning objects based on HTLM5, CSS3 and JavaScript). The layout of the learning objects belonging to the statistics app is automatically adapted to the size of the viewing environment (responsive web design). The output of both approaches can be embedded in different educational settings, for example as a complement to face-to-face-lecturing or as a supplement to printed textbooks.
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Birch, John, Paola Jaramillo, Karen Wosczyna-Birch, Ronald Adrezin, and Beth Richards. "Integrating Professional Skills in the 21st Century Engineering and Technical Curriculum." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-68811.

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The Engineering Challenge for the 21st Century Program was initially based on concepts from the Transferable Integrated Design Engineering Education (TIDEE) model. The TIDEE model was developed in the mid 1990s to focus on continuous improvement of engineering design education. The primary thrust of the TIDEE model focuses on team-based activities that allow students to effectively develop the necessary skills to become qualified, productive, and successful engineers and technologists of the future. The Engineering Challenge Program focuses on project based learning in a team environment and targets two important educational groups: underrepresented students as well as faculty from high schools and community colleges in Connecticut. In order to further develop the students’ interpersonal and organizational skills, the Engineering Challenge Program expands on the TIDEE model through development of technical writing and professional skills including project management, teamwork skills, understanding behavioral diversity using DISC behavioral profiles, and personal accountability. Interdisciplinary teams of high school teachers and college faculty work with a CT-based management consultant group to deliver the program by “teaching teachers” effective methods to assess and coach teamwork in the classroom and labs. The Engineering Challenge Program has impacted over 250 students composed of high school and undergraduate students from community colleges and to a lesser degree four-year universities. By targeting underrepresented student participants, the program has been effective in engaging its participants in pursuing education and careers in STEM-related disciplines. Approximately 35% of the participants have been females and 53% of the participants’ non-Caucasian.
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Egarievwe, Stephen U., Jamie A. Johnson, and Ezekiel O. Agbalagba. "Vertical Education Enhancement Approach to Meeting Emerging Skillset Needs in Oil and Gas Industry." In SPE Annual Technical Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/206087-ms.

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Abstract Emerging technologies often bring new opportunities to enhance productivity and safety in the oil and gas industry. New technologies and opportunities often come with the challenges of workforce development to provide entry-level and current professionals with the necessary training and skillset. This paper presents a vertical education enhancement (VEE) model approach to providing emerging skillset needs in the oil and gas industry with emphases on curriculum continuous improvement and lifelong learning. The top new and emerging technologies that are critical to the future of the oil and gas industry in enhancing productivity and safety include Internet of Things (IoT), artificial intelligence, big data analytics, cloud computing, and 3D modeling/visualization. As part of the solution to train the oil and gas industry workforce to meet the challenges of adopting these technologies, the VEE model features a vertical education structure that encompasses outreach to K-12 education, recruitment, tertiary education, professional training, and lifelong learning. It has an interwoven fundamental structure consisting of curriculum and mentorship, partnerships with stakeholders (industry, government, and community), and research and funding. The VEE model has periodic assessment continuous improvement processes for identifying emerging technologies and new skillset needed to improve the workforce. These processes are like those practiced by accreditation bodies such Accreditation Board for Engineering and Technology (ABET), United Kingdom Accreditation Services (UKAS), and Offshore Petroleum Industry Training Organization (OPITO). Diversity to increase the participation of underrepresented minority groups and women in engineering would further increase the workforce. The novelty that the VEE model approach brings is the effectiveness in providing skillset training in new and emerging technologies for the oil and gas industry at all levels of workforce development. These include content infusion in existing courses, special-topic and specialized courses at senior and graduate levels, and professional development education and training through lifelong learning platforms.
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Maksimović, Mirjana, and Nikola Davidović. "The role of Digital Twin technology in transforming engineering education." In 9th International Scientific Conference Technics and Informatics in Education. University of Kragujevac, Faculty of Technical Sciences Čačak, 2022. http://dx.doi.org/10.46793/tie22.264m.

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Higher education institutions (HEIs) have acknowledged the significance of digital transformation in the educational environment, especially during the COVID-19 pandemic. The adoption of new technologies has enabled HEIs to change their education, research, and business models. The goal of digital transformation in HEIs is to create new, advanced, and efficient techniques and practices to further the mission of higher education. Digital Twin (DT), one of the most promising new technologies at the moment, has the ability to give engineering students learning opportunities that go beyond the confines of the classroom. This paper, with a focus on engineering education, aims to understand the underlying concept of DT technology and to emphasize the benefits that may be gained through its use in engineering education as well as the challenges associated with its adoption in HEIs.
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Chao, Joseph, and Jennifer Brown. "Cross-Departmental Collaboration for the Community: Technical Communicators in a Service-Learning Software Engineering Course." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3292.

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This paper discusses a collaborative service-learning approach to a software engineering course that involved partnering with local non-profit organizations and collaborating with a technical communication class. The main goals of the collaboration with the technical communication class were to provide the students with a real-world project that gave them experience with a crossdepartmental team collaboration and to improve the documentation accompanying the software that was developed for the non-profit organizations. Another goal was to, in turn, reduce the burden on the computer science instructor to provide technical support for the software after the end of the semester. We describe the courses involved, the goals for and method of collaboration, limitations, student survey responses, and lessons learned from this collaboration. As expected with a first attempt at a cross-departmental collaborative project, student survey results showed both positive and negative impressions of the collaboration. With further transforming of the curriculum, we believe this type collaboration holds value as an effective method of providing real-world experience, not only with developing software and working with a client, but also with collaborating with team members from other disciplines.
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Reports on the topic "Technical and Further Education"

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Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, May 2019. http://dx.doi.org/10.53328/guxy9244.

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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities
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Braslavskaya, Elena, and Tatyana Pavlova. English for IT-Specialists. SIB-Expertise, June 2021. http://dx.doi.org/10.12731/er0464.21062021.

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The course is designed in the e-learning environment LMS MOODLE AND INTENDED FOR REMOTE SUPPORT of the 2d-year students' INDEPENDENT WORK IN THE DISCIPLINE «ENGLISH language» of the institute of radio electronics and information security and the Institute of Information Technology and Management in technical systems in Sevsu. The aim of the course is the bachelor training, who can speak foreign language in various situations of interpersonal and professional communication at the level of at least B1+ according to the international scale EVALUATION; IMPROVING THE INITIAL FOREIGN LANGUAGE level reached at previous levels of education; mastering of the necessary and sufficient level of competence FOR SOLVING SOCIO-COMMUNICATIVE TASKS IN VARIOUS spheres OF PROFESSIONAL AND SCIENTIFIC ACTIVITIES WHEN COMMUNICATING WITH FOREIGN PARTNERS; FURTHER SELF-EDUCATION.
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Tahir, Imran, and Luke Sibieta. Further education and sixth form spending in England. Institute for Fiscal Studies, August 2021. http://dx.doi.org/10.1920/bn.ifs.2021.bn0333.

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Rauh, Christopher, Jonathan Shaw, Teodora Boneva, and Chris Belfield. Money or fun? Why students want to pursue further education. IFS, August 2016. http://dx.doi.org/10.1920/wp.ifs.2016.1613.

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Apperson, C. E., and R. L. Webb. Further code validation of Technical Specification Bases. Office of Scientific and Technical Information (OSTI), September 1992. http://dx.doi.org/10.2172/10165488.

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Haßler, Björn, and Gesine Haseloff. TVET Research in SSA: Recommendations for Thematic Priorities. Undefined, February 2022. http://dx.doi.org/10.53832/opendeved.0268.

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This paper builds on our study on research on Technical and Vocational Education and Training (TVET) in sub-Saharan Africa (SSA). The study was commissioned by the German Federal Ministry of Education and Research (Bundesministerium für Bildung und Forschung, BMBF) and was conducted in 2019. Our study undertook a systematic literature review, which evaluated over 2,000 scientific publications, classifying some 300 as relevant to the topic and examined them in greater detail. One focus area was the institutionalisation of research on TVET in sub-Saharan Africa, its actors, networks and funding. A second area focused on the topics and content addressed by researchers on TVET in SSA. Our comprehensive study allows us to derive indications for future TVET research in SSA, which form the content of the present paper. Our recommendations for future research emerge from: The research literature analysed; A series of expert interviews; and A Structured Community Review. Our key contribution is an extension of the Mulder-Roelofs Vocational Education and Training Research Framework of categories for TVET research. The framework reflects the focus and quality criteria of European/German TVET, and is an ideal starting point. Through our research, we revised and extended the framework for use in SSA. Our goal was to build on international standards on the one hand, but on the other hand to extend and apply those for use in SSA. It therefore makes it possible to respond to the latest state of research both from a European perspective (e.g., donors/organisations like BMBF), as well as to examine the broad spectrum of very different aspects of TVET research in SSA. After presenting the relevant categories of TVET research, the authors go into detail on the topics for further research. Their conclusion recommends continuous research monitoring based on a constantly updated international network of researchers and institutions with an interest in TVET research in SSA. In particular, we propose a coordinated effort for an online, international community of stakeholders and researchers involved in TVET research in sub-Saharan Africa (https://convet.org).
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Hitchcock, David, and Dan Bullock. Texas Hydrogen Education Final Scientific/Technical Report. Office of Scientific and Technical Information (OSTI), June 2011. http://dx.doi.org/10.2172/1132634.

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Truett, L. F., and E. T. Carnes. Further perspectives on computer documentation: System developer vs. technical writer. Office of Scientific and Technical Information (OSTI), February 1996. http://dx.doi.org/10.2172/208341.

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Rozelle, Scott, Albert Park, Sangui Wang, Linxiu Zhang, Wang Rong, Yingquan Song, Prashant Loyalka, and Yaojiang Shi. Investment in vocational versus general schooling: evaluating China`s expansion of vocational education and laying the foundation for further vocational education evaluation. International Initiative for Impact Evaluation, 2015. http://dx.doi.org/10.23846/ow2208.

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Branson, Robert K., and Joan L. James. Job Skills Education Program: Semi-Annual Technical Report. Fort Belvoir, VA: Defense Technical Information Center, March 1985. http://dx.doi.org/10.21236/ada163013.

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