Dissertations / Theses on the topic 'Technical and Further Education Board'

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.

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.

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.

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.

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.

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.

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.

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.

This field study examines the comparative effectiveness of traditional and humanistic teaching methods. In part I the origins of humanistic teaching and their relationship to Gestalt therapy are considered. The influence of Humanistic education adult learning theory is also discussed. Part I concludes with an assessment of humanistic teaching. Part II: To measure the comparative effectiveness of the humanistic and traditional teaching methods, three groups of first year students in General English classess in a College of Technical and Further Education were selected. The effectiveness was measured in terms of differences in 1. Self-esteem. 2. Spelling Ability. 3. Attrition rates. 4 Academic Results. It can be concluded that there is: No difference in measures of self-esteem between groups, on the basis of the teaching method used. A large increase in the measure of self-esteem was observed in one of the groups that was taught with humanistic teaching strategies. Spelling measures showed no significant changes in any of the groups. Attrition rates were significantly reduced in groups that received humanistic teaching. Academic results of students completing the course showed no significant differences.

This research project examined the diffusion of change within one Victorian TAPE Institute by engaging action research to facilitate implementation of e-mail technology. The theoretical framework involving the concepts of technology innovation and action research was enhanced with the aid of Rogers's (1983) model of the diffusion of the innovation process. Political and cultural factors made up the initiation phase of innovation, enabling the research to concentrate on the implementation phase of e-mail Roger's (1983) model also provided adopter categories that related to the findings of a Computer Attitude Survey that was conducted at The School of Mines and Industries Ballarat (SMB), now the University of Ballarat—TAPE Division since amalgamation on 1st January 1998. Despite management rhetoric about the need to utilise e-mail, Institute teaching staff lacked individual computers in their work areas and most were waiting to become connected to the Internet as late as 1997. According to the action research reports, many staff were resistant to the new e-mail facilities despite having access to personal computers whose numbers doubled annually. The action research project became focussed when action researchers realised that e-mail workshop training was ineffective and that staff required improved access. Improvement to processes within education through collaborative action research had earlier been achieved (McTaggart 1994), and this project actively engaged practitioners to facilitate decentralised e-mail training in the workplace through the action research spiral of planning, acting, observing and reflecting, before replanning. The action researchers * task was to find ways to improve the diffusion of e-mail throughout the Institute and to develop theoretical constructs. My research task was to determine whether action research could successfully facilitate e-mail throughout the Institute. A rich literature existed about technology use in education, technology teaching, gender issues, less about computerphobia, and none about 'e-mailphobia \ It seemed appropriate to pursue the issue of e-mailphobia since it was marginalised, or ignored in the literature. The major political and cultural influences on the technologising of SMB and e-mail introduction were complex, making it impossible to ascertain the relative degrees of influence held by Federal and State Governments, SMB's leadership or the local community, Nonetheless, with the implementation of e-mail, traditional ways were challenged as SMB's culture changed. E-mail training was identified as a staff professional development activity that had been largely unsuccessful. Action research is critical collaborative inquiry by reflective practitioners who are accountable for making the results of their inquiry public and who are self-evaluating of their practice while engaging participative problem-solving and continuing professional development (Zuber-Skerritt 1992, 1993). Action research was the methodology employed in researching e-mail implementation into SMB because it involved collaborative inquiry with colleagues as reflective practitioners. Thoughtful questions could best be explored using deconstructivist philosophy, in asking about the noise of silence, which issues were not addressed, what were the contradictions and who was being marginalised with e-mail usage within SMB. Reviewing literature on action research was complicated by its broad definition and by the variability of research (King & Lonnquist 1992), and yet action research as a research methodology was well represented in educational research literature, and provided a systematic and recognisable way for practitioners to conduct their research. On the basis of this study, it could be stated that action research facilitated the diffusion of e-mail technology into one TAPE Institute, despite the process being disappointingly slow. While the process in establishing the action research group was problematic, action researchers showed that a window of opportunity existed for decentralised diffusion of e-mail training,in preference to bureaucratically motivated 'workshops. Eight major findings, grouped under two broad headings were identified: the process of diffusion (planning, nature of the process, culture, politics) and outcomes of diffusion (categorising, e-mailphobia, the survey device and technology in education). The findings indicated that staff had little experience with e-mail and appeared not to recognise its benefits. While 54.1% did not agree that electronic means could be the preferred way to receive Institute memost some 13.7% admitted to problems with using the voice answering service on telephones. Some 43.3% thought e-mail would not improve their connectedness (how they related) to the Institute. A small percentage of staff had trouble with telephone voice-mail and a number of these were anxious computer users. Individualised tuition and peer support proved helpful to individual staff whom action researchers believed to be 'at risk', as determined from the results of a Computer Attitude Survey. An instructional strategy that fostered the development of self-regulation and peer support was valuable, but there was no measure of the effects of this action research program, other than in qualitative terms. Nevertheless, action research gave space to reflect on the nature of the underlying processes in adopting e-mail. Challenges faced by TAPE action researchers are integrally affected by the values within TAPE, which change constantly and have recently been extensive enough to be considered as a 'new paradigm'. The influence of competition policy, the training reform agenda and technologisation of training have challenged traditional TAPE values. Action research reported that many staff had little immediate professional reason to use e-mail Theoretical answers were submerged beneath practical professional concerns, which related back to how much time teachers had and whether they could benefit from e-mail. A need for the development of principles for the sound educational uses of e-mail increases with the internationalisation of education and an increasing awareness of cultural differences. The implications for conducting action research in TAPE are addressed under the two broad issues of power and pedagogy. Issues of power included gaining access, management's inability to overcome staff resistance to technology, changing TAPE values and using technology for conducting action research. Pedagogical issues included the recognition of educational above technological issues and training staff in action research. Finally, seventeen steps are suggested to overcome power and pedagogical impediments to the conduct of action research within TAPE. This action research project has provided greater insight into the difficulties of successfully introducing one culture-specific technology into one TAPE Institute. TAPE Institutes need to encourage more action research into their operations, and it is only then that -we can expect to answer the unanswered questions raised in this research project.

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.

This study examines the reasons for student withdrawal from the Accounting Certificate Course at Woden TAFE College during the period 1981 to 1984 inclusive. The investigation concerns students enrolled in a demanding, four year course, which leads to a para-professional qualification including (subject to practical experience) registration with the Tax Agents Registration Board. A 100% survey was made of all students, both withdrawn and continuing for the relevant period. Students are adults, mostly between the ages of 20 to 50. Attrition rates in the early stages of the course were found to be very high, and reasons established were related to a variety of causes, including personal reasons. Follow up interviews by telephone were carried out and these showed no new trends from the results of the questionnaires. The main reasons for attrition within the control of the college, seemed to be related to inaccurate student perceptions of, and expectations from the course. The major recommendations and implications arising from the study suggest that counselling be given greater prominence at the time of enrolment. There is also a case for timetabling to include day classes at times and venues most beneficial for students. Another outcome of the investigation suggests that closer liaison be developed between the college, industry and commerce. An important issue which became evident from this research focused on staff development and the need for administrators and teachers to further their educational leadership knowledge and skills to provide the best possible service for students.

The research in this thesis attempts to study the ACT Institute of Technical and Further Education's marketing strategy, and it addresses a particular situation at a specific time. The research was undertaken in two studies. The first,through the use of a marketing audit, was focused on three key marketing areas within the Institute to indicate its overall marketing strategy. The second study involved a questionnaire to ascertain the effectiveness awareness of the Institute's advertising. The researcher first presents an historical review and an ordering of the historical aspects to illuminate the past and the current marketing posture of the ACT Institute of Technical and Further Education (ACTITAFE). The data are presented through four distinct historical periods from the establishment of the organisation in 1921 to 1991. Although technical and further education in the ACT has a history in excess of sixty years, data revealed that there is no clear evidence of a formal marketing strategy. The marketing audit interviews collected information from a broad but representative sample of eighteen staff members of the institution who are involved with marketing, media, career advice, publicity and similar marketing activities. The results revealed ACTITAFE has no formal marketing strategy. The attitude toward marketing and the marketplace has been ad hoc, uncoordinated, disjointed and reactive in its approach. Its principal approach is a reliance on awareness advertising. Because of the emphasis placed on advertising as the Institute's major concept for marketing, a questionnaire was distributed on advertising effectiveness and data were obtained from 252 completed responses. The results obtained from this study indicated that over the years the Institute has successfully built advertising awareness. Currently, it has no formal structured marketing strategy. The approach appears to be ad hoc, disjointed and uncoordinated. There are positive attempts to rectify this posture. However, the evidence available suggests that the journey will not be easy and the transition will not be rapid.

This research was concerned with identifying and finding solutions to serious dissemination problems existing in the curriculum change process in the Technical and Further Education (TAFE) sector in Western Australia. It explored the hypothesis that much of the frustration and inefficiency which occurs when TAFE courses are reviewed or upgraded can be eradicated by attention given to a well developed dissemination strategy.The research focused initially on four case studies of TAFE curriculum innovation and on the identification of the dissemination factors which the implementers believe affected them most. The difference between the ideal dissemination factors and the actual situation then was measured, and those considered most important in the dissemination process were identified. The findings then were brought together into a new dissemination strategy which was tested in the field with a newly accredited TAFE course.Three stages of research are reported. In the first stage, data for the case studies were collected through semi-structured interviews and then analysed to provide information for a questionnaire survey. The second stage, the survey, used a preferred and actual situation questionnaire, administered to 100 TAFE lecturers to gather measurable data on the factors affecting dissemination. Third, a dissemination strategy, consisting of tactics derived from the survey, the literature and from Curriculum Services staff, was put into place with the new Certificate of Horticultural Skills and its progress was observed and analysed as it affected the lecturers in the horticulture study area.The conclusions point to the importance of lecturer collaboration in the process of change and the need for TAFE administrators to employ a trained ‘change agent’ to encourage the development of teacher meaning and ownership. Shared development of teaching materials needs to be part of the change process. The existing ‘top-down’ mandated curriculum change process needs to exist alongside a ‘bottom-up’ involvement of lecturers, and change must be seen as a shared exercise between administrators and lecturers. It is recommended that the strategy evolved in this thesis be adopted for further TAFE curriculum projects and that it be evaluated and modified for universal application in the TAFE curriculum change process.

The purpose of this study was to investigate the roll played by Further Education and Training Colleges in delivering education in South-Africa, with specific reference to technical education. As technology developed, the need for well trained artisans also increased. Technical Colleges have helped in addressing that need by increasing the theoretical knowledge of apprentices and artisans. With the political changes in South-Africa, came changes in education. Technical Colleges changed to Further Education and Training Colleges, and with that the purpose of these institutions. No longer will supplementary theoretical training be done at Technical Colleges, instead complete trade training will be done at Further Education and Training Colleges. This study has shown some problems with this new approach that need to be addressed before Further Education and Training Colleges can take their place in the provision of quality education in South -Africa.
Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2008.

In this decade, the drive to improve the quality of learning environments at all levels has gathered pace, and accountability of providers has become a byword, particularly in secondary and tertiary educational institutions. In this process of meeting societal needs, the teacher's role is crucial to the provision of optimal conditions for learning. Teachers' adaptation to the changing clientele and technologies of the 1990's, also demands their flexibility and preparedness to contemplate anew their role in the learning transaction. Gage (1963) posed three topical questions about teaching: how do teachers behave, why do they behave as they do and what are the effects of their behaviour? The information gained by examining three types of variables, is required to answer these questions, the most central to research on teaching, is teaching behaviour, or the process of teaching. Secondly, there are the causes or determinants of those behaviours or processes and finally, there are the effects or consequences of the teaching behaviours or processes (Dunkin,1986). This research into teaching behaviours, conducted in three institutes of Technical and Further Education in the A.C.T., seeks to determine the quality of teaching for adult learners and the nature of the learning environment in TAFE. The design of the study incorporates comprehensive multi-variate instruments and a triangulating approach to data collection. In particular, a factor analysis of student questionnaires evaluates the main factors operant in the classrooms of the selected tertiary environments. The nature of the teaching behaviours and the contingent learning climate, enabled further conclusions to be drawn about the implications of these behaviours for adult learners eg. teacher expectancies, not found hitherto evaluated in a tertiary context.

This thesis examines the impact of neo-liberal economic restructuring on teachers, specifically teachers in technical and further education. Historically, there has been limited research undertaken on teachers as workers, and even less on TAFE teachers. During the period covered by the study, TAFE was buffeted by the massive changes, social, political, cultural and economic, that were occurring on a global scale. As a result, TAFE has been a system in crisis. The consequences are addressed by an empirical study that examines NSW TAFE teachers' experience of the great changes that have occurred to their work since the late 1980s. Forty-one teachers were interviewed in tape recorded sessions lasting around one hour each. The respondents were drawn from twenty-seven teaching sections across all the major industry areas represented in TAFE. Twenty of the teachers were from metropolitan locations, twenty-one were regional. Nine managers were also interviewed, from Head of Studies to senior management levels, covering those with local as well as state-wide responsibilities. The changes to TAFE have been driven by a pervasive neo-liberal ideology adopted by both major parties in Australia. This study documents the experience of TAFE teachers as that ideology led to a corporatised vocational education and training system strongly oriented to the market. It also records their responses to the narrowing of curriculum that resulted from the "industry-driven" vocational education and training policies of governments. The study gives voice to their grief, frustration and anger as their working conditions deteriorated and their commitment to quality education was undermined. The study documents the teachers' resistance to the processes of organisational fragmentation, the increasing incidence of cost-driven, rather than educational, decision-making, and the commodification of curriculum driven by a series of policy decisions taken at both national and state level. The study compares these experiences with those of the TAFE managers, whose response to the crisis, while differing from that of the teachers, supports the teachers' commitment to public education as a social good. The study concludes that the NSW TAFE teachers' resistance has continued to act as a brake on the excesses of neo-liberalism. Some possibilities for an alternative vision of technical and further education thus remain.

This field study discusses curriculum evaluation in technical and further education in Australia and the Australian Capital Territory. The study has been developed to include a case study of evaluation undertaken at the Bruce College of Technical and Further Education. The case study forms an integra1 part of the field study and provides the focus for discussion of evaluation standards developed by Stufflebeam and others (joint Committee, 1981) for evaluation and meta-evaluation. The standards suggested by the Joint Committee (1981) were applied to the case study to examine the value of the case study itself as a form of a meta-evaluation, together with the advantages and limitations of the standards themselves. Following this analysis a modified list of standards has been prepared for application in the TAFE sector.

There are various factors that accounting educators should consider when involved in accounting education. These include: A continuous changing business environment; A new generation of learners studying at universities; A lack of skills among learners; Accounting educators resisting changes in accounting education; and The requirements for continuing professional education. From the literature it seems that much research has been done in the field of accounting education, but that it did not find practical application in the classroom. It is therefore necessary to think creatively in order to find practical solutions for the challenges facing both lecturers and facilitators. In the study the following elements of the teaching-learning environment were identified: Learners; The lecturer/facilitator; The milieu; The subject content (including technical content and competencies); and the Teaching methodology. Each of these elements were investigated during the research in order to identify factors from literature that could be included in an improved teaching plan. As part of the plan (methodology) a board game "Commercium™" was developed to meet the requirements of the teaching-learning environment. The board game was evaluated by first year learners at the Potchefstroom Campus of the North-West University. The evaluation proved to be very positive. The learners indicated that technical skills, understanding of the roles of the accountant, soft skills as well as knowledge of the subject content improved as a result. What should especially be noted is their positive reaction due to the fact that the game simulated the business environment and linked theory to practice. They also enjoyed the social and group work aspects of the assignment. The learners further had a general positive attitude towards the game. The highest evaluated positive experiences were described as good, exciting and fresh. On the negative side words such as unhappy, uncomfortable and tensed were recorded. The learners were thus required to move outside their comfort zones. Learners were also required to summarise the project in one word. Two thirds of the remarks were positive, with the number one remark being the word "interesting". The largest negative comment was that the project was confusing at the start. This could, however, be addressed in future projects. In conclusion it can thus be said the Commercium™ game meets the requirements of an effective teaching-learning environment by providing an effective teaching methodology. Lecturers now have an empirically proven effective teaching tool for introductory accounting, based on research of the requirements of the teaching-learning environment.
Thesis (Ph.D. (Accounting))--North-West University, Potchefstroom Campus, 2007.

The central arguments in this thesis rest on two premises. Firstly language and context are intimately bound up in the social construction of workplace gender inequalities. Secondly, organisational understandings and management of women�s access to employment opportunities and rewards in modern bureaucratic organisations are constituted through discourses or systems of organisational knowledges, practices and rules of organising. This study uses the concept of discourse to account for the productive and powerful role of knowledge and language practices in constituting the organisational contexts and meanings through which people make sense of and experience complex organisations.

Magister Educationis (Adult Learning and Global Change) - MEd(AL)
Student dropout, certification and retention rate has played a pivotal role for academic institutions globally. There are various factors that affect student persistence which inevitably leads to a student’s failure to graduate. These factors may also result in voluntary withdrawal from institutions which could impact on the status and funding of tertiary institutions. To deal with such critical issues, there is a need to understand the reasons for the decline in student retention and the factors that influence goals and student departure. The aim of the current study was to explore the factors that may or may not contribute to persistence, which eventually has an influence on the retention rate. In the current qualitative study, Tinto’s longitudinal model was comprehensively explored. Therefore, the current study was located within Tinto’s longitudinal model of student departure. The researcher was prompted to explore the factors that influence student goals, institutional commitments, social and academic integration and persistence. The South African government expected that the role of the TVET colleges would become the cornerstone of the skills development landscape. According to the Department of Higher Education and Training (DHET, 2013b), it was estimated that the growth in the sector would escalate as follows: the projection of 345 000 students in 2010, 630 000 students in 2013. The total projection for 2030 was that 2.5 million students would be certified (DHET, 2013b). Unfortunately, the 2030 projection has been adversely affected by the poorly performing institution and the high dropout rate. (DHET, 2013b) Therefore, the setting for the research was a Technical Vocational College in Cape Town which offers the National Certificate Vocational NCV. The single institutional study linking academic integration, goal influencers, institutional commitments social and academic integration and persistence was based in a college in Cape Town. Thus the study has an overarching research question and three sub-questions. The college was selected conveniently and the researcher purposively selected the participants. A total of twenty participants (20) were interviewed after providing assent and consent. The qualitative design utilized in the current study allowed the researcher to identify themes. Therefore, thematic analysis was employed in the data analysis section. The researcher is currently an insider in this sector. The unique experience and academic background of the researcher has afforded the opportunity to ethically gain access to past results in the TVET, specifically, in a NCV programme at a Cape Town College.

碩士
國立暨南國際大學
比較教育學系
95
This research is to understand the implementation state of Australia’s Vocational and Technical Education (VTE), and probe into its the most important public education, Technical and Further Education (TAFE). Australia’s VTE is quite well-known. TAFE is a main training type of VTE, so TAFE is nearly equal to VTE. TAFE has been through different stages since it was developed from the middle of 1970s. The system has adapted different measures to solve the problems originated from its different development stages. The proposes of this research are as follows: First, to understand the operation way of VTE system in Australia. Second, to understand the predicament of TAFE under Australia’s VTE system, and the background of its transition, and to discuss the factors that affect the transition. Third, to probe the education system and implementation state of TAFE. Fourth, through the above research and analysis of TAFE, conclusions and suggestions are provided. By searching and analyzing the overall implementation of VTE system, this research concludes the following: First, the course is flexible and pluralistic. Second, student, after completing the TAFE courses, have higher employment rate. Third, TAFE certificates are wildly recognized and are accepted by tertiary education. Fourth, the teachers and teaching are professional. Fifth, The TAFE education is coordinated with industries. The followings are suggested for developing VTE education of Taiwan: First, strengthening conversion and link-up of Technical Education and General education. Second, emphasizing students’ further tertiary education and employment. Third, making training of teachers more practical. Fourth, strengthening the cooperation between the training of Technical Education and industries. Fifth, promoting the integrated qualification system of Technical Education. Sixth, advocating the teaching objectives and the management principals of Technical Education. Seventh, emphasizing international education and management.

D.Ed.
Die herstrukturering van Tegniese Kolleges tot Verdere Onderwys- en Opleidinginstellings in Gauteng, en in Suid-Afrika as 'n geheel, moet gesien word teen die agtergrond van transformasionele veranderings wat in die hele land plaasvind. Sedert 1994 het die hele land 'n transformasieproses ondergaan nadat 'n nuwe demokratiese regering oorgeneem het en verander het van 'n apartheidstelsel tot 'n verenigde demokratiese samelewing. Onderwys is ook nie onaangeraak gelaat deur die transformasieproses nie. Die hele onderwysstelsel, wat hoer onderwys, algemene onderwys en verdere onderwys insluit, is hierdeur geraak. Die fokus van hierdie navorsing is the Verdere Onderwys- en Opleidingsektor wat Tegniese Kolleges insluit. Met ander woorde, Tegniese Kolleges is net deel van die wyer Verdere Onderwys- en Opleidingsektor. Ander voorsieners van Verdere Onderwys- en Opleiding (VOO) sluit hoerskole wat Grade 10 to 12 aanbied, private voorsieners en indiensopleiers in. Seksie 29 (1) (b) van die Grondwet van die Republiek van Suid-Afrika (SA, 1996) maak voorsiening daarvoor dat almal die reg tot verdere onderwys het wat die staat, waar redelik moontlik, meer en meer sal voorsien en toeganklik sal maak. In 1998 is die VOO Wet No. 98 (SA, 1998) aanvaar wat as die wetlike basis vir die transformasie van die VOO-sektor dien. Hierdie Wet bemagtig onder andere Lede van die Uitvoerende Rade in elk van die nege provinsies van Suid-Afrika om hulle VOO landskappe te herstruktureer. As deel van hierdie proses kon hulle Tegniese Kolleges tot Verdere Onderwys- en Opleidingsinstellings verklaar, laat saamsmelt of sommiges self sluit. Die 33 Tegniese Kolleges in Gauteng is verklaar tot Verdere Onderwys- en Opleidingsinstellings en later het 32 van hierdie kolleges saamgesmelt tot 8 groter kolleges. Om suksesvol te wees het die hele herstruktureringsproses behoorlike bestuur vereis. Die proses is op verskeie vlakke bestuur, naamlik op nasionale, provinsiale en instellingsvlak. Hierdie navorsing ondersoek die bestuur van hierdie herstruktureringsproses.

The research in this portfolio is situated in Technical and Further Education (TAFE) in New South Wales. It examines the impact that changes to improve the competitiveness of the vocational education and training sector have had on the role of managers in TAFE. These managers are suffering a number of tensions associated with balancing the pedagogic, professional and managerial aspects of their role. While recommendations were made about how to improve the managers’ role, a concern remains that performance indicators in TAFE which emphasise quantitative measures of efficiency, marginalise educational quality. Many staff now view the managers’ role as unattractive, raising questions about who will step up to sustain valued leadership in TAFE. A major implication of the research is that close attention must be paid, at all levels of the TAFE hierarchy, to succession planning.
Doctor of Education (D.Ed.)

The research in this portfolio is situated in Technical and Further Education (TAFE) in New South Wales. It examines the impact that changes to improve the competitiveness of the vocational education and training sector have had on the role of managers in TAFE. These managers are suffering a number of tensions associated with balancing the pedagogic, professional and managerial aspects of their role. While recommendations were made about how to improve the managers’ role, a concern remains that performance indicators in TAFE which emphasise quantitative measures of efficiency, marginalise educational quality. Many staff now view the managers’ role as unattractive, raising questions about who will step up to sustain valued leadership in TAFE. A major implication of the research is that close attention must be paid, at all levels of the TAFE hierarchy, to succession planning.
Doctor of Education (D.Ed.)

碩士
國立彰化師範大學
工業教育學系在職進修專班
91
Abstract Students attending skill-education at junior high schools are frequently assumed as low academic achievement and low interest for further education. Schools often neglect the function of adaptability development that are provided through skill educa- tion. Even if these students are willing to go for further study, they are not generally respected, and do not obtain required appreciation. Therefore, this study was focused on students’ gender, parents’ socioeconomic status, classes of skill-education, personal factors, school factors and family factors. Furthermore, here wants to provide our educational authority good opinions and suggestions to reform skill-education at junior high schools and to give directions for career plan and further studies. This study was investigating the student popula- tion in skill-education classes in junior high schools (in total of 1,867 students from 42 schools) in taichung included. Through cluster sampling, we chose 4 classes from 2 different 102 schools to do preliminary testing. After subject analysis and re- liability and validity analysis, we revised the ques- tionnaires. Then we used the revised questionnaires on new samples of 881 students classes from 20 schools excluding the students from the preliminary testing. Through SPSS, there are, in total of 762 valid samples, 86% percent of total samples. We use paper work, such as means, t-test, one-way analysis of variance, Pearson’s product-moment correlation, Scheffé method for posteriori comparison, multiple regression ways to do the statistic analyses. The consequences was shown as follows. I. 1. Individual’s learning interest, learning attitudes, self-expectation and values are related to the willing for further study. 2. Parent’s education attitudes and expectations are not significantly influenced students in skill education classes. 3. Teacher’s expectations, attitudes, peer’s influ- ences, teaching equipments, teaching materials and contents have high positive relevance. Ⅱ.The differences among each research items： 1. Students’ willing for further study in gender factor: Female students were more willing to go for further study than schoolboys. 2. About students’ willing: Home Economics majors have higher willing than industry ones. 3. About parents’ occupations: Students whose parents working in government offices are more willing to go for further education than other students whose parents are served in high technology industry. 4. Individual factor, about gender: Female students have more positive learning attitude than male ones. 5. About learning attitude: Home Economics majors were better than industry ones. 6. In terms of school factor, about Peer’s influence: There were more students who want to go for further education than others who don’t. 7. In terms of family factor, about parents’ expectation: There were more students who want to go for further education than others who don’t. 8. In terms of family factor, about parents’ expectation: Parents who graduated form junior high schools have higher expectation towards their children than parent’s who graduated from senior high or vocational schools. 9. In terms of family factor, about socioeconomic status: Parents in level 5 have higher expectation than parents in level 3. Key words: Technical Programs of Junior-High Schools, Personal factor, Family factor, School factor, Teacher’s expectations, Peer’s influence, Parents’ expectations and Socioeconomic status.

Many claims have been made in the literature about the motivational effects of Information and Communication Technologies (ICT) on learners, leading them to have a positive perception towards their work, spend longer periods on tasks and be more committed to their learning. The author of the present study has utilized their previous research evidence of motivation and the results of other previous projects to investigate the factors which motivate educators to use ICT. This project was initiated to investigate the educator's perception, which has contributed to the continued use of ICT, by educators experienced in using it for teaching. The evidence discussed in this paper was collected through a literature search, educator documents, educators' reports or observations and interviews. Weiner's analysis of motivation research and cognitivists theories of reasoned action and planned behaviour have been used as a basis for the analysis of the results. Research findings show that the motivational factors which correlated most positively with the use of ICT were: perceived ability to use Information Technology (IT); level of resources available and their satisfaction with IT; and whether using IT in teaching is considered to be interesting, valuable and enjoyable. The most significant negative factor was difficulties experienced in using IT. Researcher also found that a whole range of other perception factors attributed by the educators to using ICT. Such as: making the lessons more interesting for the educator, increasing learners' motivation, improving presentation of materials, making the teaching more enjoyable, improving the content of the lesson, and making the lessons more fun for the learners, were considered by the educator respondents to contribute to the learners' progress in learning.
Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2006.

Science, Technology, Engineering and Math (STEM) are at the forefront of conversations in education, not only in Indiana, but across the country. This conversation is crossing boundaries from primary and secondary education, to academia, to government agencies, to industry. The inherent focus on STEM comes from an understanding of the impending job shortage in STEM jobs in the next decades. In the discipline of fluid power, the gap between education and industry with jobs is not easy to see because while the gap is known by industry experts there is a lack of literature documenting the gap. Most education is focused on the university level and preparation, and little effort is focused on gaining the interest of students in a K-12 education.

Through a partnership between Indiana 4-H, Purdue Polytechnic and the National Fluid Power Association, the creation of the 4-H NFPA Fluid Power Challenge was created to bridge the gap not only in STEM education through 4-H STEM programming, but to also give youth an opportunity to learn more about STEM and fluid power careers through this eight-week opportunity. The program focuses on collecting data on career interest, STEM attitudes, and fluid power interest. The focus of this dissertation is on the relationships between students participating in the 4-H NFPA fluid power challenge, years of participation, gender with career, STEM attitudes, and fluid power interest.

Gender and participation were two areas in which significant relationships were found in the data set. The relationship between the two as long as the relationship between before and after participation and career interest creates a picture that both answers the research questions posed in this dissertation, but also links to other research in this area on the matters of gender and STEM interest and careers. This study also highlights the importance of a focus on fluid power, and the impact that is seen specifically in sustained experiences in females who participate in Fluid Power programs.

Thesis (MEd. (Community and Continuing Education)) -- University of Limpopo, 2015
The research was carried out in Capricorn College for FET. The main aim of this study was to identify the educational needs of Capricorn College for FET. This study attempted to answer the following research question:  What are the educational needs of Capricorn College for FET? This study was designed within a qualitative research paradigm using multiple-case studies. A document analysis, semi-structured interviews, observations were used to identify the educational needs of Capricorn College for FET. Semi-structured interviews allowed me to ask questions to participants while allowing the flexibility to probe further details. Semi-structured interviews helped me to have a broader view and clear understanding of educational needs that might exist in all campuses of Capricorn College for FET. Through observation educational needs of learners, educators and campus managers were noted. Findings of this study show that there are educational needs at the Capricorn College for FET such as; the lack of funding, lack of staffing, poor learner recruitment, poor infrastructural resources and poor quality of teaching and learning. Recommendations were made for educators in the three campuses to be trained so that they can acquire knowledge about teaching methodologies. More funding should be provided to the college to enhance the smooth running of the college. The college should be equipped with resources that are required for teaching and learning. More learners should be able to study and equipped with relevant skills for job market. Capricorn College for FET should use recruitment strategies that may benefit almost learners in the country. The Department of Higher Education and Training should make sure that Capricorn College for FET be provided with necessary and enough infrastructural resources. Teaching and learning materials should be supplied to this institution and on time. In that way it will enhance the effective teaching and learning at the college.

This thesis examines the extent to which the private Technical and Vocational Education and Training (TVET) Sector in South Africa is responsive to national development. National development is understood as associated with a range of socio-economic imperatives which include challenges of poverty, unemployment, inequality, the ravages of the HIV/AIDS pandemic and its associated impacts. In addition to these, the educational component of national development is to ensure access, redress and equity, which are necessary to undo the impacts of an apartheid-related skills regime. Skills development is considered a crucial means to respond to these challenges. Without skills for formal and informal labour markets, as well as productive self-employment, South Africa’s capacity to respond to the new globalised era is likely to be considerably stunted and will negatively affect its developmental trajectory. The methodology used in this study included a mix of quantitative and qualitative strategies to obtain the size, shape and nature of provision. The quantitative component, undertaken in the course of 2002, was supplemented by randomly chosen qualitative case studies. Together, they provided the basis for unravelling a sector distinct in nature, form and content. Developing a comprehensive typology provides important insight into responsiveness of a sector characterised by wide-ranging provision forms. The typology of provider type based on profitability and form, i.e. ‘for-profit’, ‘non-profit’ and ‘in-house’ providers, was replaced with a multi-dimensional model. Learner type, as a primary typological category, includes the ‘pre-employed’, ‘unemployed’, the employed ‘self-funded employee’ and the ‘corporate client’. Provider types responding to these learner types are distinguished on the basis of location, delivery patterns and programming. The various provider forms include ‘multi-providers’, ‘specialist providers’, ‘consultants’, ‘in-house’ and ‘non-profit’ providers. Provider purposes include those responding to employment, either formal labour market or self-employment, and self-development, including leisure-related skilling and lifelong learning. Learner types and training purpose determine the manner, form and characteristics of provision. This understanding of a widely divergent and heterogeneous sector provides the context for assessing its contribution to national development in South Africa. The notions of responsiveness and receptiveness are used as conceptual devices to assess the role of the sector. Responsiveness describes specific labour market purpose, while receptiveness refers to the social development and educational imperatives of access, redress and equity. The sheer size of the sector suggests an important demand-led element of provision and represents an important measure of receptiveness to national development prerogatives. The conservative estimate of 706 884 learners, located at 4178 sites for 864 providers that pre-registered with the Department of Education in 2001, provide the basis for serious consideration of the sector. The sector adequately responds to the immediate short-term needs of employers. Programmes offered for corporate providers respond more deliberately to their immediate short-term skill requirements and which has made it possible for them to outsource a considerable proportion of their training. In addition, there is no other education and training form flexible enough to provide for the training needs of employees, and sometimes the customers of corporate concerns, as in product upgrading and support, at times and locations suitable to their requirements. Private providers did not necessarily have more linkages with the formal labour market than do public providers and are not necessarily able to secure more effectively employment opportunities for their pre- and unemployed learners With respect to receptiveness, the sector comprises learner patterns consistent with national demographics. The sector is associated with an older, employed learner type, typically enrolled in shorter-term courses. This demonstrates the sector’s accessibility. In comparison with their public counterparts, costs were not prohibitive and programme structure allowed adequate flexibility to enable learners to weave in and out of the system. Variable admission requirements also allowed learners to slot into appropriate levels. The absence of data makes comparative judgements of throughput, and quality, with public institutions difficult to make. The current need to regulate all providers equally may not be the most efficient way of dealing with the sector. In light of the national development prerogative to protect those most vulnerable from the risk of market failure, there is need to grant support to those providers most responsive to this group - in this instance, those ‘full time’ providers responding to the pre- and unemployed learner set. The market adequately regulates providers responding to the employed and corporate client groups.

Since 1994, the South African education system has been undergoing continuous transformation which has had an impact on the governance of Further Education and Training (FET) colleges. This study, which focused on an investigation of the principles of effective governance at FET colleges, was conducted in three purposefully sampled FET colleges. Qualitative content analysis was used to analyse data collected using semi-structured interviews, observation and document analysis. The main finding of this study revealed that college councils do not have either the capacity or the resources to develop policies for colleges, nor is there a clear and documented reporting process in place. The study highlighted that the roles and responsibilities of college council’s sub-committees are not clearly defined in the 2006 FETC Act. Based on the research findings, recommendations were made in respect of the effective participation of college councils in the governance of FET colleges.
Educational Leadership and Management
M. Ed. (Education Management)

The study focused on professional development of lecturers at Further Education and Training (FET) Colleges in the Eastern Cape Province. The effectiveness of lecturers at FET colleges depends on continuous development in order to meet challenges that they face due to continuous changes in technology and curriculum. Also, the development of the lecturers has a positive effect on their teaching with the result that both the students and the wider institution benefit from it. The literature reviewed revealed the effects, types, theories and nature of professional development. A qualitative research approach in the form of document analysis, interviews and observations was used in order to explore the implementation and/or lack thereof of professional development and its effects in teaching and learning within the institution. It is hoped that the qualitative study and the literature review will contribute to the implementation of professional development for the benefit of students and the college. Different strategies for the implementation of professional development were recommended that could further enhance the introduction of professional development in FET colleges.
Educational Leadership and Management
M. Ed. (Education Management)

South Africa is a developing country that contends with a serious skills deficit that hampers its economic growth prospects. To address this skills deficit particularly at intermediate level, the government identified the public Further Education and Training (FET) College sector to serve as a medium to counter the challenge. Subsequent to the aforementioned decision by the government, political and financial support was pledged to the sector. Legislation that is attributed to the sector was also enacted and amended to capacitate the sector to perform optimally. The focus of this research was the capability of the public FET College sector in the province of Gauteng to respond credibly and qualitatively to the skills needs of the province‟s labour markets. Thus, the primary purpose was to evaluate the role that the sector in the province plays to address the skills shortage. The research design for the study was triangulation in nature, encompassing qualitative and quantitative methods. Nine public FET colleges, six companies and the Indlela Training Centre were sampled for gathering information regarding the responsiveness, articulation and efficiency of the province‟s public FET College sector. Students, lecturers, HODs and company‟s skills development managers were interviewed and sampled for the completion of questionnaires. Some significant differences in perceptions relating to the role played by the province‟s public FET college sector in addressing the skills shortage were found. Findings indicated that the massive financial and political support pledged to the sector by the government did not translate into efficiency, credibility and responsiveness nor capacitate the sector. In terms of the findings employers are skeptical about the quality of graduates that the province‟s public FET colleges ect or produces. Further, it was found that the sector‟s lecturers are inappropriately qualified and this contributes to the inefficiency of the sector in performing optimally. The lack of a formal skills development partnership between the sector and the labour markets hampers the articulation and the responsiveness of the sector to the skills needs of labour market. However, the current development whereby all the skills development institutions have been placed under one department has the potential to add value to the skills development landscape, particularly the public FET College sector.
Educational Leadership and Management
D. Ed. (Educational Management)

У дисертації здійснено теоретичне узагальнення і запропоновано розв’язання наукової проблеми щодо обґрунтування педагогічної системи розвитку професійної компетентності керівників структурних підрозділів підприємств сфери зв’язку (на прикладі керівників структурних підрозділів з продажу послуг та обслуговування споживачів) . Професійну компетентність керівників структурних підрозділів підприємств сфери зв'язку репрезентовано як інтегративне утворення, що відображає систему професійних знань, умінь, цінностей, цільових настанов, професійно важливих якостей особистості тавизначає її здатність успішно реалізовувати комплекс управлінських завдань, пов’язаних з організацією клієнтоорієнтованої роботи структурного підрозділу з продажу послуг зв’язку та обслуговування споживачів. Відповідно представлено компонентну структуру професійної компетентності означеної категорії керівників: ціннісно-мотиваційний, інтелектуально-когнітивний, операційно-діяльнісний та суб'єктний компоненти.Відповідно до мети і поставлених завдань, дослідження розвитку професійної компетентності керівників структурних підрозділів підприємств сфери зв'язку здійснювалось у три етапи. На аналітико-пошуковому етапі дослідження (2013-2014 рр.) здійснювалось визначення поняттєво-категоріального апарату дослідження, аналіз досвіду українських та зарубіжних вчених щодо розв’язання проблем, аналогічних проблематиці 3дослідження, вивчення стану розробленості та реалізації педагогічних систем розвитку професійної компетентності на українських та зарубіжних підприємствах сфери зв’язку, проектування моделі компетенцій керівників, розроблення концептуальних засад дослідження, обґрунтування педагогічної системи розвитку професійної компетентності керівників структурних підрозділів з продажу послуг та обслуговування споживачів підприємств сфери зв’язку, визначення педагогічних умов, структурування змісту, форм, методів та технологій навчання, визачення критеріїв, показників та рівнів сформованості компонентів професійної компетентності керівників, засобів діагностування розвиненості їх професійної компетентності. На формувальному етапі дослідження (2014 р.) здійснювалось діагностування існуючих рівнів розвиненості компонентів професійної компетентності досліджуваної категорії керівників до та після здійснення педагогічного впливу; розвиток компонентів професійної компетентності керівників – ціннісно-мотиваційного, інтелектуально-когнітивного, операційно-діяльнісного, суб’єктного; експериментальна перевірка результативності педагогічної системи розвитку професійної компетентності керівників структурних підрозділів з продажу послуг та обслуговування споживачів підприємств сфери зв’язку. Дослідженням було охоплено: 19 заступників директорів обласних філій з питань маркетингу і продажу послуг та керівників відділів організації продажу послуг й обслуговування споживачів обласних філій ПАТ «Укртелеком та ПАТ «Укрпошта»; 84 клієнти ПАТ «Укрпошта» та ПАТ «Укртелеком»; 97 керівників різного рівня українських підприємств, 403 керівники структурних підрозділів з продажу послуг та обслуговування споживачів ПАТ «Укртелеком» та 392 керівники відповідного рівня ПАТ «Укрпошта», 5 працівників Центру післядипломної освіти ПАТ «Укртелеком». На узагальнювальному етапі дослідження (2015-2017 рр.) здійснено узагальнення кількісних та якісних даних, отриманих в ході формувального етапу експерименту, вивчення та пояснення шляхом порівняльного аналізу 4якісних та кількісних змін у рівнях розвиненості компонентів професійної компетентності керівників структурних підрозділів з продажу послуг зв’язку та обслуговування споживачів, формулювання загальних висновків проведеної дослідно-експериментальної роботи. За результатами експериментальної роботи встановлено, що рівень розвиненості професійної компетентності керівників структурних підрозділів підприємств сфери зв’язку за кожним компонентом зазнав істотних змін. Наукова новизна одержаних результатів полягає в тому, що: вперше: – теоретично обґрунтованотарозроблено авторську концепціюрозвитку професійної компетентності керівників структурних підрозділів підприємств сфери зв’язку, в основу якої покладено положення про інтегрований характер їхньої професійної діяльності; поєднання методологічних підходів і принципів розвитку професійної компетентності; науково обґрунтований добір змісту, форм, методів, інноваційних методик, технологій, що сприяє підвищенню рівня розвиненості професійної компетентності означеної категорії керівників з метою професійної діяльності, орієнтованої на результат; – обґрунтовано та розроблено педагогічну систему розвитку професійної компетентності керівників структурних підрозділів із продажу послуг та обслуговування споживачів підприємств сфери зв’язку на засадах системного, компетентнісного, діяльнісного, праксеологічного, аксіологічного, суб’єктного та андрагогічного підходів, що уможливлює розвиток практикоорієнтованих знань, умінь, цінностей та настанов, професійно важливих якостей через реалізацію: цілей (стратегічні, тактичні, оперативні); змісту (професійний, організаційно-управлінський, андрагогічний, психологічний, комунікативний компоненти); технологій (коучингових, технологій змішаного навчання, інтерактивних технологій дистанційного навчання, інноваційних тренінгових технологій); методів (демонстрація, ілюстрація з наступним обговоренням та рефлексією, перегляд відеозаписів, 5виконання завдань, вирішення кейсів, відпрацювання умінь, модерація, мозковий штурм, розповідь, пояснення, міні-лекція, інструктаж, консультація, дискусія, коучингові бесіди); форм (дистанційне навчання, тренінг, посттренінговий супровід, форми неформального та інформального навчання (бенчмаркінг, аналіз власного клієнтського досвіду, участь у стратегічних і форсайтних сесіях, нарадах та обговореннях); засобів (контент дистанційних курсів, методичні матеріали з проведення тренінгів і коучингових бесід із персоналом, методичні матерали з проведення посттренінгових заходів, оцінювання та самооцінювання рівнів розвиненості компонентів професійної компетентності); – обґрунтованопедагогічні умови розвитку професійної компетентності керівників структурних підрозділів підприємств сфери зв’язку (підвищення рівня мотивації до безперервного розвитку їхньої професійної компетентності; оновлення змісту розвитку професійної компетентності досліджуваної категорії керівників на основі моделі компетенцій; використання технологій змішаного навчання, коучингових технологій та технологій моделювання діяльності в процесі розвитку професійної компетентності керівників; здійснення посттренінгового супроводу учасників), що забезпечують позитивну динаміку розвиненості інтелектуально-когнітивного, операційно-діяльнісного, ціннісно-мотиваційного та суб’єктного компонентів професійної компетентності; – спроектованомодель розвитку професійної компетентності керівників структурних підрозділів підприємств сфери зв’язку, яка реалізується на рівні підприємства (передбачає реалізацію етапів цілепокладання, створення моделі компетенцій, проектування системи розвитку професійної компетентності керівників, забезпечення педагогічного впливу, оцінювання результативності та мультиплікацію) та індивідуальному рівні керівників (передбачає поетапний розвиток професійної компетентності під час дистанційного навчання, участі в тренінгах, посттренінговому супроводі та саморозвитку) й уможливлює безперервний професійний розвиток їхньої професійної 6компетентності та застосування набутих знань і вмінь у професійній діяльності; удосконалено: – зміст розвитку професійної компетентності керівників структурних підрозділів підприємств сфери зв’язку; удосконалення полягає у відборі та структуруванні змісту на основі використання моделі компетенцій; врахування поточних та перспективних потреб підприємства; забезпечення наступності змісту в процесі змішаного навчання («дистанційний курс – тренінг – посттренінговий супровід»); відображення у змісті актуального професійного контексту діяльності керівників структурних підрозділів підприємств сфери зв’язку; забезпечення поетапного набуття знань (професійні, психологічні, андрагогічні, організаційно-управлінські), вдосконалення умінь (професійні, комунікативні, організаційно-управлінські, андрагогічні), цінностей та цільових настанов (клієнтоорієнтованість, ефективна діяльність, безперервний професійний розвиток), врахування особистісних якостей (наполегливість, ініціативність, адаптивність, саморегуляція, здатність до самостійної організації роботи, спрямованість на результат, здатність до прискореного навчання тощо ); – технологіїрозвитку професійної компетентності керівників структурних підрозділів підприємств сфери зв’язку – коучингові (з метою реалізації навчальної взаємодії з керівниками, інкорпорування коучингу в зміст розвитку організаційно-управлінських знань і вмінь, використання коучингових технологій для мультиплікації філософії результативності на підприємстві), технології змішаного навчання («дистанційний курс – тренінг – посттренінговий супровід»), інтерактивні технології дистанційного навчання, тренінгові технології (технології ігрового імітаційного моделювання, бізнес-симуляції). Удосконалення полягає в оптимізації алгоритму використання педагогічних технологій, що спрямовується на гарантування результативності педагогічних впливів на персонал та 7використання набутих у процесі навчання знань і навичок у професійній діяльності;– діагностичний інструментарій оцінювання рівнів розвиненості компонентів професійної компетентності керівників структурних підрозділів підприємств сфери зв’язку. Удосконалення полягає у виокремленнікритеріїв та показників розвиненості професійної компетентності керівників структурних підрозділів підприємств сфери зв’язку – ціннісно-мотиваційний(система ціннісних орієнтацій та мотивів щодо здійснення орієнтованої на результат професійної діяльності), інтелектуально-когнітивний (знаннєва основа для здійснення ефек тивної професійної діяльності, мультиплікації знань у підпорядкованому структурному підрозділі, здатність до пізнання, розуміння та розв’язання професійних проблем, продовження мисленнєвої активності на основі попередньо набутого досвіду як основи креативних рішень), операційно-діяльнісний (сукупність умінь і навичок, необхідних для виконання завдань, орієнтованих на результативність професійної діяльності), суб’єктний (сукупність професійно важливих якостей, що сприяють самореалізації особистості професіонала, усвідомленню значення професійної діяльності з урахуванням власних цінностей і цілей); дістав подальшого розвитку: зміст поняття «професійна компетентність керівників структурних підрозділів з продажу послуг та обслуговування споживачів підприємств сфери зв’язку»; розвиток полягає у врахуванні особливостей контексту їх професійної діяльності та виокремлення специфічних сутнісних ознак поняття: усвідомлення керівниками впливу результатів їхньої діяльності на розвиток підприємства; переконаність у необхідності реалізації клієнтоорієнтованого підходу; мотивування персоналу підпорядкованого структурного підрозділу до професійного розвитку; прагнення до вдосконалення професійної компетентності; здійснення цілеспрямованого планування й реалізації особистої траєкторії професійного розвитку, аналізу й рефлексії його результатів. 8Практичне значення результатів дослідження полягає в розробленні та впровадженні в практику діяльності навчальних центрів підприємств сфери зв’язку комплексу навчально-методичного забезпечення, що включає: дистанційні курси «Якісне обслуговування як конкурентна перевага. Побудова ефективних відносин зі споживачами», «Сучасні інструменти управління діяльністю структурного підрозділу», «Підготовка тренерів. Базовий рівень» (відповідні навчальні плани і програми, контент дистанційних курсів, контрольні завдання); навчальні плани і програми тренінгів«Стандарти обслуговування», «Модуль 1. Навички проведення бізнес-тренінгу», «Модуль 2. Вдосконалення умінь у проведенні бізнес-тренінгу», «Модуль 3. Проведення бізнес-тренінгу. Поглиблений рівень», «Інструменти ефективного управління та мотивації персоналу з продажу»; сценаріїв проведення тренінгів «Стандарти обслуговування», «Модуль 1. Навички проведення бізнес-тренінгу», «Модуль 2. Вдосконалення умінь у проведенні бізнес-тренінгу», «Модуль 3. Проведення бізнес-тренінгу. Поглиблений рівень», «Інструменти ефективного управління та мотивації персоналу з продажу»; методичні рекомендації щодо розвитку професійної компетентності керівників структурних підрозділів підприємств сфери зв’язку. Методичні матеріали, навчальні курси (дистанційні курси та тренінги) безпосередньо впроваджено в навчально-методичну роботу корпоративних університетів, центрів післядипломної освіти, а також в освітній процес закладів вищої освіти, які здійснюють підготовку майбутніх керівників підприємств сфери зв’язку та педагогів професійного навчання.
In the thesis, it is presented the results of theoretical analysis and the solution of the scientific problem concerning the justification of the pedagogical system of professional competence development of heads of the structural subdivisions in communication companies (on the example of heads of the structural subdivisions for sale services and customer services). The professional competence of heads of structural subdivisions in communication companies is represented as an integrative entity that reflects the system of professional knowledge, skills, values, professionally important personal qualities that determines its ability to successfully implement a complex of managerial tasks related to the organization of client-oriented work of structural subdivisions for sale services and customer services. Accordingly, the component structure of the professional competence of the specified category of managers is composed of value-motivational, intellectual-cognitive, operational-activity and subjective components. According to the goals and objectives, research on professional competence development of heads of structural subdivisions in communication companies was carried out in three stages. At the analytical and research stage (2013-2014), it was defin ed the conceptual-categorical apparatus of the research; it was made the analysis of the experience of Ukrainian and foreign scientists in solving scientific problem similar to the problems of research; it was studied the current issues in development and implementation of pedagogical systems aimed development of professional competence in Ukrainian and foreign communication companies; it was designed the model of competencies of heads of structural subdivisions for sale services and 10customer services; it was justified the pedagogical system of professional competence development of heads of structural subdivisions in communication companies (on the example of heads of structural subdivisions for sale services and customer services); it was determined the pedagogical conditions, structured the content, defined forms, methods and technologies of training, set the criteria, indicators and levels of development of components of professional competence as well as means of its diagnosing. At the development stage of the research (2014), the diagnosis of existing levels of development of components of professional competence of the investigated category of managers before and after the pedagogical impact was carried out; it was implemented the process of development of components of professional competence of managers - value-motivational, intellectual-cognitive, operational-activity, subjective according to the auther’s concept; experimental verification of the effectiveness of the pedagogical system for professional competence development of heads of the structural subdivisions in communication companies (on the example of heads of the structural subdivisions for sale services and customer services) was made. The research covered: 19 deputy directors on sale services and customer services and heads of departments for sale services and customer services of regional branches of PJSC "Ukrtelecom" and PJSC "Ukrposhta"; 84 customers of PJSC "Ukrposhta" and PJSC "Ukrtelecom"; 97 heads of different levels of Ukrainian enterprises, 403 heads of sale services and customer services departments of PJSC "Ukrtelecom" and 392 heads of sale services and customer services departments of PJSC "Ukrposhta", 5 experts of the Ukrtelecom Center for postgraduate training. At the generalization stage of the research (2015-2017), a synthesis of quantitative and qualitative data obtained during the development stage of the experiment was made; it was studied and explaned by comparative analysis the qualitative and quantitative changes in the levels of development of the components of professional competence of heads of structural subdivisions in communication companies, it was formulated general conclusions of the conducted experimental verification. 11According to the results of experimental work, it has been defined that the level of development of professional competence of heads of structural subdivisions in communication companies for each component has undergone significant changes. Scientific novelty of the obtained results is that: for the first time: - the author's conception of professional competence development of heads of structural subdivisions in communication companies, the basis of which is the position of integrated nature of their professional context, a combination of methodological approaches and principles of professional competence development, scientifically substantiated selection of content, forms, methods, innovative pedagogical technologies, which contributes to development of professional competence of the specified category of managers for the purpose of result oriented professional activity, is theoretically substantiated and developed; - the pedagogical system of professional competence development of heads of structural subdivisions in communication companies (on the example of heads of structural subdivisions for sale services and customer services) is theoretically substantiated and developed. It is based on system, competence, activity, praxeological, axiological, subjective and andragogical approaches and enables development of practical oriented knowledge, skills, values and guidance, professionally important personal qualities. The component structure of the system contains goals (strategic, tactical, operational); content (professional, organizational and managerial, andragogical, psychological, communicative components); technologies (coaching, technologies of blended learning, interactive e-learning technologies, innovative training technologies); methods (demonstration, illustration with the following discussion and reflection, video training, case method, upskilling, moderation, brainstorming, storytelling, explanation, mini-lecture, briefing, consultation, discussion, coaching); forms (e-learning, training, post-training support, forms of non-formal and informal training (benchmarking, analysis of own client experience, participation in strategic and foresight sessions, meetings and discussions); tools (content of distance courses, methodical materials for conducting trainings and 12coaching sessions with personnel, post-training support, self-assessment and assessment centers); - pedagogical conditions of professional competence development of heads of structural subdivisions in communication companies (increase of level of motivation for continuous professional development; updating of content of professional competence development on the basis of the model of competences; use of technologies of blended learning, coaching technologies and simulation techniques in training process, implementation of post-training support) to ensure positive dynamics of development of value-motivational, intellectual-cognitive, operational-activity and subjective components of professional competence were defined; - the model of professional competence development of heads of structural subdivisions in communication companies was substantiated. It is defined that the model has to be implemented at the enterprise level (which icludes implementation of the stages of goal-setting, creation of a model of competencies, design of a system for professional competence development, providing the training, evaluating the effectiveness and multiplication) and individual level (which icludes phased development of professional competence through e-learning, training process, post training support and self development). The model of professional competence development of heads of structural subdivisions in communication companies enables continuous professional development of their professional competence and implementation of acquired knowledge and skills into professional activities; it is improved: - content of professional competence development of heads of the structural subdivisions in communication companies; improvement is in the selection and structuring of content based on the use of a model of competencies; taking into account current and future needs of the enterprise; ensuring continuity of content in the process of blended learning ("distance course - training - post-training support"); reflection in content of the current professional context of their activity; ensuring the phased acquisition of knowledge (professional, psychological, andragogical, organizational and managerial), improvement of skills (professional, communicative, organizational 13and managerial, andragogical), values and attitudes (client orientation, performance-based activity, continuous professional development), taking into account personal qualities (perseverance , initiative, adaptability, self-regulation, ability to independently organize work, focus on the result, ability to accelerate learning, etc.); - technologies of professional competence development of heads of structural subdivisions in communication companies - coaching (for the purpose of implementation of training process, integration of coaching in content of organizational and managerial knowledge and skills development, use of coaching technologies for multiplication of the philosophy of performance in companies), technology of blended learning ("distance course - training - post-training support"), interactive technologies of e-learning, training technologies (business simulation). Improvement is to optimize the algorithm of pedagogical technologies, aimed at ensuring the effectiveness of pedagogical influences on personnel and the use of acquired knowledge and skills in the process of professional activity; - diagnostic tool for assessment the levels of development of components of professional competence of heads of structural subdivisions in communication companies. Improvement is to distinguish the criteria and indicators of development of professional competence - value-motivational (the system of value orientations and motives for the implementation of the result oriented professional activity), intellectual-cognitive (a knowledge basis for the implementation of effective professional activities, multiplication of experience in the subordinate structural subdivision, the ability to know, understand and solve professional problems and continue intellectual activity), operational-activity (set of skills necessary for the performance-oriented activity), subjective (set of professionally important qualities); got further development: the content of the concept of "professional competence of heads of the structural subdivisions for sale services and customer services in communication companies; development is to take into account the specifics of the context of their professional activities and to identify the specific intrinsic features of the concept: awareness of the leaders about the impact of their activities on the development of the enterprise; a belief 14in the need to implement a client-oriented approach; motivation of staff of the subordinate structural subdivision for continuous professional development; desire to improve professional competence; realization of purposeful planning and personal trajectory of professional development, analysis and reflection of its results. The practical value of the results of the research is to develop and implement into the practice of training centers in communication companies a complex of training and methodological support, which includes: distance courses "Quality service as a competitive advantage. Building effective relationships with customers","Modern Management Tools","Training of Trainers. Basic level " (corresponding curricula and programs, content of distance courses, assignments); training plans, training programs and scenarios of training cources "Standards of service", "Module 1. Skills in conducting business training", "Module 2. Improvement of skills in conducting business training", "Module 3. Conducting business training. In-depth level","Tools for effective management and motivation of sales staff"; methodical recommendations for the professional competence development of heads of structural subdivisions in communication companies. Methodological materials, training courses (e-courses and trainings) are directly implemented in the teaching and methodological work of corporate universities, postgraduate education centers, as well as in the educational process of higher education institutions, which train the future managers of communication companies and vocational education teachers.

У дисертації здійснено теоретичне узагальнення і запропоновано розв’язання наукової проблеми щодо обґрунтування педагогічної системи розвитку професійної компетентності керівників структурних підрозділів підприємств сфери зв’язку. Розроблено авторську концепцію, визначено методологічні підходи, принципи, педагогічні умови, модель означеного розвитку. Обґрунтовано педагогічну систему розвитку професійної компетентності керівників структурних підрозділів підприємств сфери зв’язку; узагальнено експериментальні дані, що свідчать про правомірність висновків щодо її результативності. Результати дисертаційного дослідження впроваджено у практику діяльності корпоративних навчальних центрів та освітній процес закладів вищої освіти України й Республіки Польща.
В диссертации осуществлено теоретическое обобщение и предложено решение научной проблемы по обоснованию педагогической системы развития профессиональной компетентности руководителей структурных подразделений предприятий отрасли связи. Разработана авторская концепция, определены методологические подходы, принципы, педагогические условия, модель исследуемого развития. Обоснована педагогическая система развития профессиональной компетентности руководителей, обобщены экспериментальные данные, свидетельствующие о правомерности выводов о ее результативности. Результаты диссертационного исследования внедрены в практику деятельности корпоративных учебных центров и образовательный процесс высших учебных заведений Украины и Республики Польша.
In the thesis, it is presented the results of theoretical analysis and the solution of the scientific problem concerning the justification of the pedagogical system of professional competence development of heads of the structural subdivisions in communication companies. The author's conception of development of professional competence of heads of the structural subdivisions in communication companies, based on the integrated character of their professional activity, is theoretically substantiated and developed in the research. The pedagogical system of professional competence development of heads of the structural subdivisions in communication companies is substantiated and developed. Experimental verification data are summarized and indicate the validity of conclusions about effectiveness of the substantiated pedagogical system. The results of the research were implemented into the practice of intra-firm training centers, as well as into the training process of higher education institutions in Ukraine and Republic of Poland.

The aim of this study was to investigate the management of the function shift of Technical and Vocational Education and Training Colleges at the Department of Higher Education and Training. When the function shift of TVET Colleges took place, it provided an opportunity to research a phenomenon and obtain data that were not previously researched, as this was the first ever function shift or migration of colleges from the Department of Basic Education to the Department of Higher Education and Training. As such, this research not only explores a new phenomenon but also contributes to the body of knowledge regarding TVET in South Africa. This research was conducted at a TVET College in Newcastle, Kwa-Zulu Natal, South Africa. A qualitative, phenomenological study was conducted. The instruments for collecting data were individual and focus group interviews. Field notes were compiled during the various interviews, as deemed necessary by the researcher. All interviews were recorded digitally. The said digital recordings were transcribed and emanating themes were identified. Managers were selected as the interviewees. As this research was based on the management of the function shift, they were the most appropriate choice. A sample of staff was also interviewed, as two separate focus groups, to balance the scope and extent of the data, thus attempting to not only view the managerial paradigm as the sole reality. Findings made from the data were that the function shift was preceded by a previous migration of staff. That migration, however, saw colleges remaining in the same educational stream or level namely that of basic education. The staff at colleges, or technical colleges as they were called at the time, were previously employed by the State. This changed when the State created governing bodies for colleges or college councils, as they are known. Technical Colleges were then renamed Further Education and Training Colleges. These colleges were reporting to the Department of Education which saw a name change to the Department of Basic Education, as explained above. Employees were given the opportunity to migrate from State employment to council employment, which most staff members did. These college councils were later found to be dysfunctional, and the State arranged for colleges to be returned to the auspices of the State, but this time round they were usurped in the newly formed Department of Higher Education and Training. From a management perspective, the function shift was successful with minor challenges. Thus the staff felt that they did not receive adequate communication, thereby adversely affecting their financial positions. The researcher recommends further research among TVET Colleges regarding the management of this function shift. It is also recommended that all current channels of communication with staff be revisited, and improvement therein pursued, where possible. A final recommendation is that managers involved in a function shift be subject to a refresher course in change management before a function shift is implemented.
Educational Leadership and Management
M. Ed. (Education Management)