Journal articles: 'Technical and Further Education'

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

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

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

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

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

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

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

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

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

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

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

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BARTOŇ, Aleš. "ANALYSIS OF SELECTED PRE-CONCEPTS TO TECHNICAL EDUCATION WITH SUGGESTION FOR FURTHER RESEARCH." Journal of Technology and Information 3, no. 2 (August 1, 2011): 53–58. http://dx.doi.org/10.5507/jtie.2011.027.

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de-Fontcuberta-Balaguer, María-del-Mar. "FoundMedia: high quality further programmes on media education." Comunicar 12, no. 24 (March 1, 2005): 47–51. http://dx.doi.org/10.3916/c24-2005-08.

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A survey carried out by CEPAL shows that the percentage of high qualified people in the developed countries, those who finished university and technical studies, almost doubles the percentage in Latin America. Further programmes make sense because they contribute to the creation of a human capital of high quality. The International FoundMedia Association is promoting the creation of an international association of high quality further programmes on media education, a platform for cooperation between universities that teach and develop qualified researches on that field. Un estudio de la CEPAL señala que el porcentaje de población altamente calificada en los países desarrollados, es decir, aquélla que cursó educación técnica terciaria o profesional universitaria, casi duplica el de la región latinoamericana. La formación en el nivel de postgrado tiene sentido en la medida que contribuya a la creación de capital humano y para ello debe ser de calidad. La asociación internacional «FoundMedia» propone la creación de una asociación internacional de estudios de postgrado en educación en medios como plataforma de cooperación entre universidades que impartan la docencia y desarrollen investigaciones de calidad en ese campo.

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Abbott‐Chapman, Joan. "Moving from technical and further education to university: an Australian study of mature students." Journal of Vocational Education & Training 58, no. 1 (March 2006): 1–17. http://dx.doi.org/10.1080/13636820500507666.

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Ojodale, Odoma, Aiyedun O., and Emeje M. "ATTITUDES OF VOCATIONAL AND TECHNICAL EDUCATION STUDENTS TOWARDS (SIWES) PROGRAMME AT KOGI STATE COLLEGE OF EDUCATION (TECHNICAL) BABBA." International Journal of Advanced Research in Social Sciences, Environmental Studies & Technology 5, no. 2 (December 21, 2020): 67–79. http://dx.doi.org/10.48028/iiprds/ijarssest.v5.i2.07.

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This research work investigated the attitude of students towards Students’ Industrial Work Experience Scheme (SIWES) using the descriptive survey research design. The research was conducted among undergraduates students of the Kogi State College of Education (Technical), Kabba, 40 students were randomly sampled from the school of Vocational and school Technical education. The instrument was the questionnaire in likert type response format; Strongly Agree (5), A =Agree (4), U= Undecided (3), DA= Disagree (2), and SD =Strongly Disagree (1). the research questions were analyzed using the mean rating, and the findings are that: School equipment were not found replicating those in the industries, the schools lack adequate infrastructures that discouraged students further in showing concern for industry’s based training, Knowledge of I.T was found to be valuable in giving students an idea of industrial management and SIWES enhance student’s ability to tackle technical problems. It was observed that student attitude toward SIWES has improved over time, regardless of challenges on ground. It was however recommended that ITF should ensure regular visitation of the IT officers to supervisors, agencies, institution, employers and students on attachment. Also, checking of log –book issued to students at place of attachment by institutions is recommended so that the average vocational students can develop a good sense of work commitment.

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King, Madeleine, Melinda Waters, John Widdowson, and Arti Saraswat. "Higher technical skills." Higher Education, Skills and Work-Based Learning 6, no. 4 (November 14, 2016): 329–44. http://dx.doi.org/10.1108/heswbl-06-2016-0039.

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Purpose The purpose of this paper is to report the findings of a joint study carried out with groups of colleges in England and technical and further education (TAFE) institutes in Australia. It looks at the factors which promote the delivery of higher technical skills and the infrastructure arrangements that are needed for success. It relates these to the debate concerning the promotion of higher and degree apprenticeships (HAs and DAs) in England. Design/methodology/approach The report is derived from a series of interviews with college and TAFE staff. A policy comparison is also included to provide context. Findings The outcome of the study suggests that similar factors affect the decision to offer, pursue and contribute to the development of higher technical skills in both countries. HAs and DAs are an English construct and the experience of colleges involved in HAs adds a valuable contribution to discussions surrounding the marketing and delivery of DAs. The Australian decision not to pursue either structure encourages reflection on what it is that governments are trying to achieve and what lessons can be learned from their approach. Research limitations/implications The study was carried out within the non-university sector in both countries. Colleges and TAFE institutes are more likely to offer practice-based higher education (HE), have teaching staff with industry backgrounds and have long-established engagement with employers that may be found within universities. The paper was therefore written from a distinctive environment. However, it is likely that the issues identified apply to universities and private providers of HE as much as to colleges and TAFEs. Practical implications The findings suggest that developing HAs or DAs should not be seen merely as just another marketing opportunity. The hybrid nature of both structures requires a holistic approach to delivery on the part of institutional leaders that leads to significant overhaul of internal communications networks, quality assurance schemes and staff development. Originality/value The paper is one of relatively few published documents which focus on the role of dual sector colleges and TAFE institutes in the delivery of HE and higher technical skills. It offers insight into how government pressure for a particular style of HE, deemed necessary for the national economic interest of both countries, can be made into a reality. By using the expertise that already exists within the college and TAFE sectors and their established links with employers, more effective changes can be made at a faster pace.

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Gambhir, Victor, N. C. Wadhwa, and Sandeep Grover. "Quality concerns in Technical Education in India." Quality Assurance in Education 24, no. 1 (February 1, 2016): 2–25. http://dx.doi.org/10.1108/qae-07-2011-0040.

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Purpose – The paper aims to discuss current Technical Education scenarios in India. It proposes modelling the factors affecting quality in a technical institute and then applying a suitable technique for assessment, comparison and ranking. Design/methodology/approach – The paper chose graph theoretic approach for quantification of quality-enabled model. Further, the paper has validated the approach by taking examples of institutions and applying the methodology. Findings – The paper provides a systematic methodology to build a quality model for quantification of various factors in a technical institute. The qualitative effect represented in form of a single numerical index is a novel method for such representations. The illustrated methodology in the paper is equally useful for comparison and ranking of a set of institutes. Research limitations/implications – Because of the chosen factors in the approach, the methodology may not be equally suitable based on type and size of institute and the geographical location. Practical implications – The paper includes demonstration on application of methodology for comparing the quality in a quantitative manner. The dynamic model allows changing factors and/or their effects as per requirement. Social implications – In future, the methodology can be taken up by government/regulatory bodies and can convey the comparisons of institutions to stakeholders including students and parents. Originality/value – This paper attempts to develop a novel method for comparing quality that can be used by accreditation bodies.

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Fang, Qian Hua, and Hui Kang. "Research on the Courses Setting of Undergraduate Physical Education in China." Advanced Materials Research 217-218 (March 2011): 1896–900. http://dx.doi.org/10.4028/www.scientific.net/amr.217-218.1896.

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The use of literature, survey interviews, comparative and other research methods, a comprehensive analysis of Physical Education undergraduate technical courses setting conditions, the results show that the technical courses in physical education majors in an important position, but In recent years Technical Course hours are on a downward trend; enhance the Physical Education Major of course construction, need to focus on technical elective and required courses in a reasonable setting, to strengthen technical subjects main course construction, attention to developing basic technical skills and enhance the technical courses of teachers. This article aims to further deepen the new era of Undergraduate Physical Education Major of reference for curriculum reform.

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Fang, Qian Hua, and Hui Kang. "Research on the Courses Setting of Undergraduate Physical Education in China." Advanced Materials Research 271-273 (July 2011): 751–55. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.751.

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The use of literature, survey interviews, comparative and other research methods, a comprehensive analysis of Physical Education undergraduate technical courses setting conditions, the results show that the technical courses in physical education majors in an important position, but In recent years Technical Course hours are on a downward trend; enhance the Physical Education Major of course construction, need to focus on technical elective and required courses in a reasonable setting, to strengthen technical subjects main course construction, attention to developing basic technical skills and enhance the technical courses of teachers. This article aims to further deepen the new era of Undergraduate Physical Education Major of reference for curriculum reform.

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Mokhothu, Khojane, J. R. Maimane, and M. P. Rankhumise. "The Integration of Technical Subjects in Civil Technology Curriculum with Special Reference to Further Education and Training(FET) Technical Schools." International Journal of Educational Sciences 9, no. 1 (April 2015): 11–18. http://dx.doi.org/10.1080/09751122.2015.11890289.

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Baba, Rozita, Zulkefly Abdul Karim, Mariani Abdul-Majid, and Noorasiah Sulaiman. "TECHNICAL EFFICIENCY OF SECONDARY SCHOOLS IN MALAYSIA." Journal of Nusantara Studies (JONUS) 6, no. 1 (January 28, 2021): 265–83. http://dx.doi.org/10.24200/jonus.vol6iss1pp265-283.

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Background and Purpose: The purpose of this study is to investigate the level of technical efficiency of Malaysia’s secondary education. Education efficiency has become an important issue since the education sector is the recipient of high priority budget allocation. An evaluation of whether the budget distribution for secondary education is technically efficient is necessary because secondary education represents almost 40% of the national education budget. Methodology: The study applied the Data Envelopment Analysis (DEA) in examining the level of technical efficiency for a sample of 626 secondary schools from four selected states, namely, Selangor, Melaka, Kedah, and Terengganu. The sample was further split into schools from developed and less developed states, and urban and rural areas. Findings: The results revealed that secondary schools in the four sample states were technically inefficient (almost 98%). Most schools were at a moderate level of technical efficiency (score range between 0.5-0.79). Interestingly, schools in rural areas and less-developed states showed better technical efficiency than those in urban areas and developed states. Given the government's total expenditure, academic achievement could be increased by almost 30 percent with an improvement in inefficiency. Contributions: The study's fundamental implications are that inefficient secondary schools need to increase their efficiency by ensuring effective budget spending and adequate expenditure distribution monitoring. More schools need to be constructed or repaired, and old schools/buildings upgraded. The sector also needs to expedite compliance with the 17:1 student-teacher ratio set by the Education Ministry to improve teaching delivery quality. Keywords: Data envelopment analysis, government spending, secondary school, student and teacher ratio, technical efficiency. Cite as: Baba, R., Abdul Karim, Z., Abdul-Majid, M., & Sulaiman, N. (2021). Technical efficiency of secondary schools in Malaysia. Journal of Nusantara Studies, 6(1), 265-283. http://dx.doi.org/10.24200/jonus.vol6iss1pp265-283

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Duke, Chris. "Links between Further and Higher Education: The Case of New Zealand." Journal of Adult and Continuing Education 8, no. 1 (November 2002): 104–19. http://dx.doi.org/10.7227/jace.8.1.8.

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This article sketches distinctive and partly unique features of New Zealand society, its recent history, and its adult, community and tertiary education system, as a prelude to considering linkages. The absence of a distinct further education (FE) sector analogous to the British further education colleges (FECs) or Australian technical and further education (TAFE) institutes combined with a recent period of extreme economic rationalism to privilege competition over collaboration. A sharp change of direction in 1999 is leading into a new more planned tertiary system under a Tertiary Education Commission in 2002. This is likely to reward and drive up inter-institutional collaboration, probably also more sharply differentiating roles within the more planned tertiary sector. The article concludes by reflecting on distinctive strengths and shortcomings, and on lessons from New Zealand of possible interest elsewhere.

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Lysenko, R. B. "ORGANIZATION OF STUDENTS' EDUCATIONAL WORK TECHNICAL UNIVERSITIES." Educational Dimension 14 (May 26, 2022): 52–60. http://dx.doi.org/10.31812/educdim.5675.

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DEDIC, Velimir, Marko RANKOVIC, Svetlana ANDELIC, and Branislav MITIC. "E-EDUCATION IN ACADEMIC ENVIRONMENT." Annals of Spiru Haret University. Economic Series 19, no. 4 (December 8, 2019): 35–42. http://dx.doi.org/10.26458/1942.

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This paper discusses the major features of e-learning systems used by higher education institutions. A short historical overview provides the necessary perspectives and introduces the subjects of distance learning and e-learning. Major system features are further analyzed and concepts of content personalization and system standardization are given as technical constructs. Elements of further possibilities are displayed at the conclusion of this paper.

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Serafin, Cestmir. "Information Science in Technical Education Process in Czech Republic." International Journal of Engineering Pedagogy (iJEP) 9, no. 5 (November 22, 2019): 89. http://dx.doi.org/10.3991/ijep.v9i5.11142.

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Information and Communication Technologies are one of the basic educa-tions of areas in the Framework Educational Programme for Basic Education to enable students to acquire a basic level of information literacy. The aim is to equip students with elementary skills in operating of computer equipment and modern information and communication technologies, but also to navi-gate in the world of information, creatively work with information and use them in further education and in practical life. The paper deals with the analysis of the situation and draws conclusions on the system of education in the Czech Republic in the context of the chal-lenges of INDUSTRY 4.0 in response to the capture, the robotics industry and services.

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Trindyk, Tatiana Vladimirovna, and Nataliya Gennadievna Kochetova. "The ways to develop students’ self-organization and self-education competences in the process of studying further mathematics." Samara Journal of Science 11, no. 1 (March 1, 2022): 332–39. http://dx.doi.org/10.55355/snv2022111312.

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The paper describes the way of pedagogical conditions implementation that ensures the development of self-organization and self-education competences among technical university students. The theoretical substantiation of the need to create an integral complex of such conditions at a technical university is presented, the definition of organizational, pedagogical, psychological and didactic conditions for the development of self-organization and self-education competences among students is given, and the means of their implementation developed by the authors are listed. The possibilities of the traditional subject content are shown on the example of the course Further Mathematics for the purposeful development of cognitive, personal and activity components of self-organization and self-education competences. Examples from the developed set of tasks for the course Further Mathematics are given, as well as tasks of a project and research nature. All these tasks are aimed at the development of such regulatory actions that are part of self-organization and self-education competences, as forecasting, goal setting, planning, control, reflection, as well as such qualities of thinking as flexibility (variability), rationality, speed. Some results of experimental verification of the developed tasks effectiveness (for the activity and personal components of self-organization and self-education competences) are presented, proving the expediency of using them in the educational process at the university. The methods described in the paper for the pedagogical conditions implementation that ensure the development of self-organization and self-education competences among students of a technical university are invariant with respect to the subject content and can be extended to teaching other disciplines.

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Amin, Salma. "Technical and Vocational Education (TVE): Role in Individual and National Growth." International Journal of Computer Applications Technology and Research 10, no. 9 (September 2021): 213–15. http://dx.doi.org/10.7753/ijcatr1009.1001.

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This paper focuses on understanding the role of Technical and Vocational Education (TVE) in individual development by gaining better employment and higher earnings. It further explores the relationship between Technical & Vocational Education and the growth of national economy. Technical and Vocational Education is the form of education that consists of training all necessary skills required for profitable employment as well as acquisition of basic educational foundation. TVE enables the individual to gain all necessary skills and competencies for employability which affect the national growth and development

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Gono, Jr., Exequiel Reposposa. "Estimating Technical Efficiency of Academic Departments of a Philippine Higher Education Institution." International Journal of Management Excellence 11, no. 3 (October 31, 2018): 1665–71. http://dx.doi.org/10.17722/ijme.v11i3.1034.

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The main thrust of this research is to measure the relative technical efficiency of the six (6) colleges of San Pedro College from school year 2004-2014. The technical efficiency of the academic units can be derived based on its ability to produce the optimum number of output (number of research outputs, number of graduates, and number of community extension conducted) based on a given set of inputs (budget allocation and ratio of the full-time and part-time faculty) using data envelopment analysis. The Nursing/Respiratory Therapy Department is consistent as the highest for the ratio of full-time to part-time faculty while the lowest ratio was observed by Medical Laboratory Sciences Department in 2016, Arts and Sciences in 2015 and Accounting and Business in 2014. In terms of technical efficiency, all departments are technically-efficient during 2014. The Nursing/Respiratory Therapy Department, Physical Therapy Department and Medical Laboratory Sciences Department did not obtain 100% efficiency. In 2016, only the Accounting and Business Management Department did not obtain full technical efficiency score. Further, using the Tobit model, the age of the department, number of baccalaureate teachers, proportion of faculty members with doctorate degree with those who are masters’ degree holders, and the dean’s qualification were found to be insignificant as sources of inefficiency.

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Liashenko, V. I., I. Y. Pidorycheva, and N. V. Trushkina. "Improving the Institutional Support for Ukraine’s Further Integration into the EU Research and Educational Spaces." Business Inform 11, no. 526 (2021): 119–30. http://dx.doi.org/10.32983/2222-4459-2021-11-119-130.

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The purpose of this research is to define and summarize the competent opinion of representatives of both the academic science and the higher education of Ukraine as to the level of involvement, opportunities, prospects and forms of expanding the presence of Ukrainian scientific institutions together with higher education institutions in the EU research and educational spaces, substantiating on this basis proposals for finalization of international agreements and legislation of Ukraine to increase the effectiveness of European integration processes in the educational and scientific spheres. The expert survey method was used as an instrument for identifying the opinions of representatives of the Ukrainian scientific and educational expert community. The general conclusion that can be drawn from the survey results is that Ukrainian higher education institutions and academic research institutions are interested, have successful experience and potential to expand educational, scientific and scientific-technical cooperation with the EU universities and research organizations. It was found that most experts support the idea of creating branches and representative offices of scientific institutions as well as institutions of higher education of Ukraine at research organizations and universities of the EU Member States. Based on the results of the survey, in order to form favorable institutional conditions for the further integration of Ukraine into the EU research and educational spaces, it is proposed to amend the Association Agreement with the EU, the laws of Ukraine «On Scientific and Scientific-Technical Activities», «On Higher Education» in terms of assigning rights to the scientific institutions of the NAS of Ukraine, the national branches of academies of sciences, regional scientific centers of the NAS of Ukraine and the Ministry of Education and Science of Ukraine, higher education institutions of Ukraine to establish branches/representative offices at research organizations and universities of the EU Member States. Prospects for further research are to substantiate organizational and institutional proposals to increase the level of involvement of Ukrainian organizations and enterprises in the EU research and educational spaces according to the strategic priority areas of educational and scientific-technical cooperation, based on the global challenges, potential and achievements of Ukrainian education and science systems.

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Karanikas, Marianthe. "Describing Acupuncture: A New Challenge for Technical Communicators." Journal of Technical Writing and Communication 27, no. 1 (January 1997): 69–85. http://dx.doi.org/10.2190/g5mr-jpjm-wrhu-pwdb.

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Acupuncture is increasingly popular as an alternative medical therapy. Its description presents a challenge for technical communicators. Traditional Chinese medical explanations of acupuncture are unscientific, and scientific explanations of acupuncture are inconclusive. Technical communicators must translate acupuncture theory (traditional and scientific) for not only lay-people, but also for both traditional Chinese and Western health practitioners. Further research is needed.

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Adelaja, Ayotunde Adetola. "Entrepreneurial education exposure: a comparative investigation between technical and nontechnical higher education." Journal of Small Business and Enterprise Development 28, no. 5 (May 10, 2021): 711–23. http://dx.doi.org/10.1108/jsbed-12-2020-0429.

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PurposeThe aim of this study is to investigate the significance of entrepreneurial education on entrepreneurial intention between students of technical and nontechnical higher education institution after exposure to entrepreneurial education.Design/methodology/approachThis study adopts the TPB model and tests the difference in intention between two different samples after they have been exposed to entrepreneurial education. Therefore, the data were analyzed using linear regression and students T-test. Data were collected from students studying at technical and nontechnical higher education institutions in Nigeria at the end of the semester to verify that they have been exposed to entrepreneurial education.FindingsThe findings reveal a weak significant relationship between entrepreneurial education and entrepreneurial intention among nontechnical students, and no significant relationship was found among technical students after entrepreneurial education exposure. Further findings reveal no significant relationship between entrepreneurial education and entrepreneurial intention when the samples are combined.Practical implicationsIn response to the volatile economy and uncertain employment opportunities for graduates in Nigeria, the ministry of education and the management of higher education institutions (universities and polytechnics) have to integrate into the entrepreneurial education curriculum change of mindset, needed entrepreneurial skills, capabilities and entrepreneurial competence that is able to nurture the intention of students toward entrepreneurship opportunities identification and exploration in their immediate and extended markets.Originality/valueThis study provides a comprehensive empirical evidence of effectiveness of entrepreneurial education and intention between students with technical and nontechnical education background after entrepreneurial education exposure. This study is among the first that will put the survey timing into consideration. Therefore, fills important gap in the entrepreneurship literature.

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Hrbáček, Jiří, Martin Kučera, Zdeněk Hodis, and Martin Dosedla. "ICT in Technical Subjects." International Journal of Information and Communication Technologies in Education 3, no. 1 (June 1, 2014): 5–16. http://dx.doi.org/10.1515/ijicte-2014-0001.

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Abstract ICT have currently spread almost into all areas of human interests. These technologies accompany us during our rest and entertainment and enable fast and easy communication across vast distances. Moreover, they are used in education and science and control systems around us allowing easier design and construction of these systems. However, they cannot be taken as the only one perfect and best technology. Our research and experience in education of technical subjects shows that they cannot replace the work with real systems and models. In fact, no simulation or animation, even the most perfect one, can fully replace reality. Nevertheless, reality properly completed with animations or simulations offers many possibilities that were previously unthinkable. It is very important in education to show proper interdisciplinary relationships which are the true image of the real world. Also, it is essential for pupils and students to acquaint themselves with the practical problems from their practice. They have accustomed to computer design and project and assembly documentation and they understand technical documentation. Further, they have realized that these are direct images of real systems and they have learned to create and use them. At our department, we have focused on those issues. Students profit from acquired knowledge and skills in one subject that can be used in other subjects. This contribution aims to summarize up to now experience and show some practical results of research that have been conducted.

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James, David. "Professional Identity, Learning Cultures and Educational Quality: Some Lessons from Further Education." Cylchgrawn Addysg Cymru / Wales Journal of Education 19, no. 1 (March 1, 2017): 107–24. http://dx.doi.org/10.16922/wje.19.1.6.

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This article argues that professional identity is central to the quality of educational provision, especially in vocational Further Education (FE). It revisits a relational and sociological approach to the study of teaching and learning, developed over a decade ago in Transforming Learning Cultures in FE, which is still the only large independent research project of its kind. The article illustrates the capacity of the 'learning cultures' approach to foster a deep understanding of professional identity and practice in context. More specifically, the analysis underlines the importance of 'dual professionalism' in vocational provision. Brief attention is given to the current process of Area Based Reviews and the currently influential Sainsbury review of technical education. The article concludes that there continues to be insufficient attention paid to professional identity as a resource in high quality provision.

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Mittal, Raj Kumar, Namita Garg, and Sunil Kumar Yadav. "Quality assessment framework for educational institutions in technical education: a literature survey." On the Horizon 26, no. 3 (September 10, 2018): 270–80. http://dx.doi.org/10.1108/oth-08-2017-0066.

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Purpose This study aims to identify the key indicators for quality enhancement in an educational institute which affect student’s outcome in terms of employability and entrepreneurship. These indicators can be used for improving the quality of engineering institutions imparting technical education. Design/methodology/approach Review of conceptual and empirical literature has been done to establish a linkage between institutional factors and quality output. The paper further identifies existing quality gaps in engineering education that make their students misfit to the requirements of market. Findings The relevant literature reviewed suggests that quality of technical institutions can be viewed form two perspectives: first, students’ achievement in the form of placements, entrepreneurial output, enrollment in higher studies and university ranks. Second, faculty research output in the form of publication in refereed journals, consultancy projects and patents. The study concludes by stating that when these two important stakeholders are provided with the infrastructural support and environment to showcase their skill, the quality of technical institutions improves automatically. Research limitations/implications The study is conducted on technical institutions engaged in providing engineering education. This research can be extended to other disciplines. Originality/value The framework proposed in the study will help technical institutions in evaluating their service quality levels which will further help them in improving the same.

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Н.И., Самойленко, and Сембрат А.Л. "Особенности системы высшего образования Северной Кореи." Revistă de Ştiinţe Socio-Umane = Journal of Social and Human Sciences 41, no. 1 (April 2019): 50–57. http://dx.doi.org/10.46727/jshs.2019.v41.i1.p50-57.

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The article analyzes the features of higher education in North Korea and determines that it consists of two systems: academic higher education and higher education for further education. The academic system of higher education includes three types of institutions: universities, vocational schools and technical schools. Training programs consist of academic and political subjects. Higher education for further education corresponds to postgraduate and doctoral studies. Also in the DPRK, there are in parallel two sectors of higher education: regular and education for the working population. Higher education is not compulsory in North Korea.

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Hlaďo, Petr. "Information Sources, Information, and Their Effectiveness in Determining Secondary School Students’ Choices of Further Educational Pathway and Careers." Lifelong Learning 2, no. 2 (2012): 19–39. http://dx.doi.org/10.11118/lifele2012020219.

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The present study is an overview of formal and informal sources of information that are currently used by students of upper-secondary technical and vocational schools in deciding on the course of their education and careers, and their availability and effectiveness evaluate on the basis of respondents’ subjective assessment. It also maps information that students consider to be important in career desicion-making. These findings are necessary to make the work of educational consultants, school psychologists and career counsellors more effective. They are also necessary for teachers of career education. For this purpose, a quantitatively oriented empirical survey, designed by the National Institute of Education, School Counselling Centre and Centre for Further Education of Teachers was carried out. Data was collected via paired questionnaires for students in the final year of upper-secondary school and their parents. Data collection was carried out in 2011 at twenty secondary technical schools and vocational schools in four regions of the Czech Republic. The sample consists of 442 students and their parents.

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Bailey, Bill. "The establishment of centres for the training of teachers in technical and further education in England, 1933–1950." Journal of Vocational Education & Training 59, no. 3 (September 2007): 279–94. http://dx.doi.org/10.1080/13636820701520260.

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Zorbas, Mark, Anne Chapman, and Marnie O'Neill. "Choices and decisions: perspectives of young males on withdrawing from business certificate courses in technical and further education." Research in Post-Compulsory Education 10, no. 2 (July 2005): 165–82. http://dx.doi.org/10.1080/13596740500200199.

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White, Michael A. "Community Colleges in Western Australia — Historical Accidents and Policy Dilemmas." Australian Journal of Education 30, no. 1 (April 1986): 92–106. http://dx.doi.org/10.1177/000494418603000106.

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This paper traces the establishment of Western Australia's three community colleges. Features of this development are significant government initiatives, historical accidents, and policy issues concerning the coordination, control, and future directions of new post-secondary institutions. All this is examined against a background of debates about the control and management of the state's system of technical and further education. The policy issues that are raised are similar to issues discussed in most Australian states, and invite speculation about the future shape of technical and further education in Western Australia that is highly relevant to what is happening in other parts of the nation.

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Catelly, Yolanda Mirela. "Engineering Education In Scientific And Technical Communication – Checking Course Impact." Balkan Region Conference on Engineering and Business Education 1, no. 1 (August 15, 2014): 79–84. http://dx.doi.org/10.2478/cplbu-2014-0017.

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AbstractIn the increasingly interconnected contemporary society, employers commonly expect the engineering graduates to possess, alongside academic success evidence, a range of soft skills, of which scientific and technical communication, particularly in a language of international circulation, ranks first. This demand has led to creating and implementing a modular flexible Scientific and Technical Communication in English - STCE original course of the CLIL (content and language integrated) type. The paper aim is to evaluate the course impact, with a view to increasing its effectiveness and success by further amendments. This has been done by designing research, based on triangulating questionnaires and interviews addressed to both graduates who took (or not) the STCE course during their Master’s or Doctoral education, as well as to their employers.

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Sangita, Seema. "Higher Education, Vocational Training and Performance of Firms." Margin: The Journal of Applied Economic Research 15, no. 1 (February 2021): 122–48. http://dx.doi.org/10.1177/0973801020976605.

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This article contributes to the debate on the efficacy of traditional forms of education versus vocational training. The effects of technical education (leading to an engineering degree or diploma) and vocational training in engineering on the performance of Indian firms are analysed using regression models based on the Cobb–Douglas production function, enhanced to incorporate education and training. Instrumental variable approach is used to establish the direction of causality. It is found that that when a larger share of workers in a particular sector has a college or university-level technical education or vocational education in technical fields, there is a positive impact on firm performance in those sectors. Further, higher education in a general field seems to consistently benefit the organised manufacturing sector, while some levels of school education appear to benefit the unorganised sectors. JEL codes: I-23; L-60; M-53

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Yek, Tiew Ming, and Dawn Penney. "Curriculum as praxis: Ensuring quality technical education in Singapore for the 21st century." education policy analysis archives 14 (October 20, 2006): 26. http://dx.doi.org/10.14507/epaa.v14n26.2006.

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Singapore, a small island city-state, has achieved notable economic advancement within 40 years since independence. It is fast becoming a global city and a knowledge society. In education and training, the Singapore system has evolved from its British roots. Macro performance indicators of participation rate, literacy rate and mean years of schooling, show that the current education system can be regarded as highly successful. The contributions of general education as well as technical education and training to the overall success of the nation are often cited. Technical education and training, which is globally perceived as having a lower status than "academic" curricula, has largely overcome its "image" problem in Singapore. Singaporeans have seemingly embraced technical education and training as an accessible, attractive mode of education, which therefore enjoys a high participation rate. The success and quality of technical education and training were affirmed when its main provider, the Institute of Technical Education, became the first educational institution in Singapore to win the Singapore Quality Award in October 2005. This paper provides a review of the contemporary education system and curriculum in Singapore with a focus on technical education and training vis-à-vis a vision of education and training in and for postmodern knowledge societies. Suggestions are made on how the technical education and training sector in Singapore can further develop and thrive in the 21st century, while continuing to be accessible and of high quality.

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Vanchukhina, Lyubov, Tatyana Leybert, Anastasia Rogacheva, Yulia Rudneva, and Elvira Khalikova. "New model of managerial education in technical university." International Journal of Educational Management 33, no. 3 (April 8, 2019): 511–24. http://dx.doi.org/10.1108/ijem-08-2018-0270.

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Purpose A modern trend in the educational environment in recent years has been the permanent education system with the involvement of online study modes. It is based on multidisciplinarity and adaptivity of educational technologies, starting with the basic level of education – bachelor’s degree, and ending with gaining competences in the field of engineering and economics throughout the whole professional life of a student. The purpose of this paper is to perform a detailed analysis of development of permanent education in Russian universities, focusing on statistical data on popularity of jobs as to professional groups among employers and determining peculiarities of permanent education, based on the distinguished peculiarities of permanent education and requirements of business to develop a model of engineering and managerial education that would integrate two blocks of the educational process – engineering and economic, as well as include modern technologies of teaching. Design/methodology/approach The authors propose the modern model of engineering management education that is implemented in the Russian technical universities. Its distinctive feature as compared to the conventional educational technologies is gaining competences in the field of economics and management at the same time with engineering education at the second stage of education – the master’s program. The proposed model of engineering and management education results in obtainment of two diplomas by the student who is awarded with a master’s degree in engineering and a master’s degree in economics. A difference of the offered model from the traditional educational technologies is obtaining competences in the sphere of economics and management together with engineering education at the master’s program. The result of the offered model of engineering and managerial education is graduate’s receiving two diplomas with master’s degree of engineer and master of economics. The paper shows the existing mechanism of implementing the model of engineering and economic education in a technical university by the example of the master’s program in Economics “Evaluation of economic risks during technological decisions (in oil processing and oil chemistry).” Findings The offered model of engineering and managerial education will allow training the engineers of a new type, who will be able to adapt to new tendencies and initiate the changes that are necessary for effective functioning of business in the conditions of digital economy. Originality/value The offered model of engineering and managerial education should be acknowledged as an innovational educational project that raises demand for graduates through their adaptability to employer’s needs and their usage of new tools of management that are based on exchange of information data and that form managerial task for information provision of the process of decision making and their further execution.

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Ullah, Azmat, and Farnaz Parveen. "SIGNIFICANCE ROLE OF TVET FOR DEVELOPING COUNTRY: STUDY ON BANGLADESH PERSPECTIVE." International Journal of Research -GRANTHAALAYAH 6, no. 7 (July 31, 2018): 300–305. http://dx.doi.org/10.29121/granthaalayah.v6.i7.2018.1310.

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This paper emphasis on the role of Technical Vocational Education and Training (TVET) in development of our traditional education system into technical vocational education and training aspects in Bangladesh. The analysis in this paper reveals the limitations and opportunities of TVET in Bangladesh and provides recommendations for further enhancement of this concept application. The research has also addressed the need for an organized review of TVET in Bangladesh and its implications.

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Lee, Jiwon, and Jang Hoon Lee. "Effects of simulation-based education for neonatal resuscitation on medical students’ technical and non-technical skills." PLOS ONE 17, no. 12 (December 1, 2022): e0278575. http://dx.doi.org/10.1371/journal.pone.0278575.

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Simulation is a learner-centered practice that helps develop and maintain knowledge, skills, and competencies. This study evaluated the effect of neonatal resuscitation simulation-based education for medical students in the fifth year (part of the regular clinical clerkship program) on the perceived performance of their technical and non-technical skills. In addition, we analyzed the difference between instructor’s and learners’ evaluations of technical skills after the simulation. A one-group pretest-posttest design was adopted. The simulation-based education of the neonatal resuscitation program (NRP) was conducted for 40 medical students from July to November 2020 at a medical school in South Korea. The simulation-based education comprised 5 minutes of pre-briefing, 10 minutes of running the simulation, and 30 minutes of debriefing (using a recorded video). The perceived performance of students’ technical and non-technical skills before and after the simulation was compared by collecting and analyzing the pre- and post-questionnaires. The perceived performance of technical (p = .001) and non-technical skills (p < .001) was found to have significantly increased after the simulation. Particularly, the performance of technical skills, such as diagnostic (p = .007) and therapeutic actions (p < .001) and non-technical skills, such as leadership (p < .001), teamwork (p = .001), and task management (p = .020) improved significantly. There was no significant difference in the evaluations of the technical performance of the instructor and learners after the simulation (p = .953). Simulation-based education can improve technical skills, such as diagnostic and therapeutic actions for neonatal resuscitation. It is also effective in enhancing non-technical skills, such as leadership, teamwork, and task management. Further, after the simulation-based education, students can fully self-evaluate through objective reflection and improve their clinical competency.

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Upadhayay, Lalit, and Prem Vrat. "Policy boomerang in technical education: a system dynamics perspective." Journal of Advances in Management Research 14, no. 2 (May 8, 2017): 143–61. http://dx.doi.org/10.1108/jamr-08-2016-0065.

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Purpose The Indian technical education has experienced an exponential growth since 1995. However, the technical education system was not able to sustain it and the enrollments, particularly in engineering, fell down considerably. The purpose of this paper is to analyze the growth of Indian technical education from system dynamics (SD) perspective. Design/methodology/approach Technical education is a complex system in which the outcome of a decision comes with a third order delay. SD is an appropriate tool to analyze the causal structure and behavior of complex systems. This study developed an analogy from the physics of a boomerang to do the comparative assessment of “sudden overshoot and collapse” phase in the growth of Indian technical education. Further, it compared the technical education growth with the Gartner hype cycle. The growth model of Indian technical education was developed using SD software STELLA (version 10.0). Findings The model was simulated for five different policy scenarios. The outcome of the SD analysis shows that the “goal-seeking behaviour,” which produces stable growth without hampering quality, is the best proposition amongst all scenarios considered in the study. It identifies policies which will enable long-term stability in the Indian technical education system as well as policies which will lead to perpetual instability in the system. Research limitations/implications The study conducted will encourage researchers to use SD in analyzing complex systems for sustainability and in the selection of appropriate policies. Originality/value The paper uses boomerang analogy for analyzing the growth in engineering enrollments and highlights the presence of “the boomerang effect,” a term coined by the authors for sudden overshoot and collapse behavior, in the causal structure which is injurious to the education system.

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Buková, Alena, Klaudia Zuskova, Agata Horbacz, Erika Chovanová, Natalia Bielikova, and Svitlana Indyka. "Current Situation in Teaching Physical Education at Universities in the Slovak Republic." Physical education, sport and health culture in modern society, no. 2 (50) (July 1, 2020): 38–43. http://dx.doi.org/10.29038/2220-7481-2020-02-38-43.

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The aim of the study was to draw an accurate picture of the current situation in teaching physical education at universities in the Slovak Republic. The authors seek further ways of sustaining and developing it as a prerequisite for a healthy lifestyle of the university population. The analysis confirmed that technical universities in Slovakia show a substantially more positive approach towards physical education in their curriculum than social and natural sciences universities. Of the 105 monitored faculties of public universities, physical education is listed as a compulsory subject at 13 out of 27 faculties of technical universities and only at 9 out of 78 faculties with a humanities focus. Physical edu- cation is present at every faculty of technical universities in our research; the situation is much less favorable at all other universities, where as many as 45 faculties do not offer physical education in their curriculum. Among them are faculties that educate future primary and secondary school teachers. We further found that directly affiliated university departments of Physical Education have a better chance of maintaining sport and physical activity at university, whether as compulsory part of the higher education curricula or as extracurricular optional sporting activities.

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Butler, Jim, and Ross Brooker. "The learning context within technical and further education colleges as perceived by apprentices and their workplace supervisors." Journal of Vocational Education & Training 50, no. 1 (March 1998): 79–96. http://dx.doi.org/10.1080/13636829800200035.

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Lyesnikova, Maryna. "DEVELOPMENT OF REGIONAL VOCATIONAL (VOCATIONAL AND TECHNICAL) EDUCATION SYSTEMS." Educational Analytics of Ukraine, no. 5 (2021): 79–90. http://dx.doi.org/10.32987/2617-8532-2021-5-79-90.

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The entry campaign for vocational education institutions in Ukraine traditionally starts in May-June and lasts until 1 September, but enrolment is not interrupted throughout the calendar year. During 2011-2020, there was a steady decline in the number of students and trainees admitted to vocational education institutions. The main reason for the considerable reluctance of young people and adults to acquire working professions is the false stereotype of its prestige. As a result of the admission campaign launched in 2021, for the first time in the last ten years, there has been an increase in the number of entrants to vocational education institutions. New entrants are offered integrated, consolidated professions that will help them to acquire wide-ranging qualifications and competencies. The article ranks the most popular integrated professions among this year's entrants. Factors contributing to the prestige of vocational education were identified. In particular, vocational guidance is being actively provided to young students and the number of Training аnd Practical Centres is increasing. The process of optimizing the network of vocational education institutions will also enhance the prestige and competitiveness of vocational education. The study found that Lviv, Dnipropetrovsk, Kharkiv, Donetsk, Odesa, Zaporizhzhia, Vinnytsіa, and Kyiv are the leaders in terms of the number of persons admitted to vocational institutions, the number of Training аnd Practical Centres established, the number of dual vocational training students. The main direction of further increase in the number of entrants to vocational education institutions is the adoption of the new Law of Ukraine "On Vocational Education" in the draft of which changes are proposed regarding the image of vocational education, as well as the terminology, content and mechanisms of functioning have been updated.

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Lyesnikova, Maryna. "DEVELOPMENT OF REGIONAL VOCATIONAL (VOCATIONAL AND TECHNICAL) EDUCATION SYSTEMS." Educational Analytics of Ukraine, no. 5 (2021): 79–90. http://dx.doi.org/10.32987/2617-8532-2021-5-79-90.

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The entry campaign for vocational education institutions in Ukraine traditionally starts in May-June and lasts until 1 September, but enrolment is not interrupted throughout the calendar year. During 2011-2020, there was a steady decline in the number of students and trainees admitted to vocational education institutions. The main reason for the considerable reluctance of young people and adults to acquire working professions is the false stereotype of its prestige. As a result of the admission campaign launched in 2021, for the first time in the last ten years, there has been an increase in the number of entrants to vocational education institutions. New entrants are offered integrated, consolidated professions that will help them to acquire wide-ranging qualifications and competencies. The article ranks the most popular integrated professions among this year's entrants. Factors contributing to the prestige of vocational education were identified. In particular, vocational guidance is being actively provided to young students and the number of Training аnd Practical Centres is increasing. The process of optimizing the network of vocational education institutions will also enhance the prestige and competitiveness of vocational education. The study found that Lviv, Dnipropetrovsk, Kharkiv, Donetsk, Odesa, Zaporizhzhia, Vinnytsіa, and Kyiv are the leaders in terms of the number of persons admitted to vocational institutions, the number of Training аnd Practical Centres established, the number of dual vocational training students. The main direction of further increase in the number of entrants to vocational education institutions is the adoption of the new Law of Ukraine "On Vocational Education" in the draft of which changes are proposed regarding the image of vocational education, as well as the terminology, content and mechanisms of functioning have been updated.

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Volkov, S. L., L. V. Kolomiets, O. I. Kiseleva, and А. М. Prokopenko. "ORGANIZATIONAL AND INFORMATION DESIGN OF TECHNICAL HIGHER EDUCATION INSTITUTIONS." Key title: Zbìrnik naukovih pracʹ Odesʹkoï deržavnoï akademìï tehnìčnogo regulûvannâ ta âkostì -, no. 1(16) (2020): 6–13. http://dx.doi.org/10.32684/2412-5288-2020-1-16-6-13.

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The educational services provided to applicants for higher education in accordance with the Law of Ukraine on Education and the Law of Ukraine on Higher Education are analyzed in the article. The provision of educational services as a separate type of commercial activity, where the leading role is played by the quality of educational services as a key point of competitiveness is defined. The general approach and a kind of organizational design of institutions of higher education which corresponds to the necessary commercial character of their activity is offered; the content and structure of organizational and information design of technical institutions of higher education are determined; the role of each structure in the coordination of the functioning of higher education institutions and the differences in the coordination mechanisms used by them (information links) are analyzed; it is shown that one of the differences in terms of organizational design of technical institutions of higher education from ordinary commercial organizations is the presence of legally defined collegial and advisory authorities at all hierarchical levels of the organizational structure; it is proposed on the basis of these authorities to create a new coordination mechanism that allows the transformation of existing information links into a single information flow of decision-making, thus eliminating contradictions in their approaches, which will coordinate the activities of all departments to maximize the achievement of expected learning outcomes. The general structure of organizational design of technical institution of higher education and the simplified example (variant) of the coordination mechanism of activity of the specified structures are given. Further development of the proposed approach to the organizational design of institution of higher education is the study of the quality of processes that provide coordination mechanisms (information links) and the development of methods for estimating their quality and quality of educational services.

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Journal articles on the topic 'Technical and Further Education'

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