Relevant bibliographies by topics / Technical education Victoria History

Academic literature on the topic 'Technical education Victoria History'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Technical education Victoria History"

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Preston, Lesley. "Voices from technical education: Shepparton South Technical School, Victoria, Australia." History of Education Review 37, no. 2 (October 14, 2008): 26–39. http://dx.doi.org/10.1108/08198691200800008.

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Pardy, John, and Lesley F. Preston. "The great unraveling; restructuring and reorganising education and schooling in Victoria, 1980-1992." History of Education Review 44, no. 1 (June 1, 2015): 99–114. http://dx.doi.org/10.1108/her-03-2014-0025.

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Purpose – The purpose of this paper is to trace the restructure of the Victorian Education Department in Australia during the years 1980-1992. It examines how the restructuring of the department resulted in a generational reorganization of secondary schooling. This reorganization culminated in the closure of secondary technical schools that today continues to have enduring effects on access and equity to different types of secondary schooling. Design/methodology/approach – The history is based on documentary and archival research and draws on publications from the State government of Victoria, Education Department/Ministry of Education Annual Reports and Ministerial Statements and Reviews, Teacher Union Archives, Parliamentary Debates and unpublished theses and published works. Findings – As an outcome the restructuring of the Victorian Education Department, schools and the reorganization of secondary schooling, a dual system of secondary schools was abolished. The introduction of a secondary colleges occurred through a process of rationalization of schools and what secondary schooling would entail. Originality/value – This study traces how, over a decade, eight ministers of education set about to reform education by dismantling and undoing the historical development of Victoria’s distinctive secondary schools system.
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F. Preston, Lesley. "“How do we learn about sex?”." History of Education Review 43, no. 1 (May 27, 2014): 19–30. http://dx.doi.org/10.1108/her-11-2012-0037.

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Purpose – Using sex education at Shepparton South Technical School (South Tech) as a prism, the purpose of this paper is to analyse the Victorian Technical Schools Division policies and practices during the 1970-1980s. Design/methodology/approach – The paper draws on a documented history of South Tech by using a blended methodology consisting of interviews, media-centred debates and a range of documentary sources. Findings – The Technical Director, Edward “Ted” Jackson's 1970 policy empowered principals as educational leaders, in partnership with their community, to develop courses responding to student needs. This paper analyses a controversy concerning sex education in 1980 that brought such courses under the scrutiny of the Victorian public. Social implications – Identifying the policies and practices of a sex education course that proved successful in the past enhances the development of contemporary courses. Originality/value – Victoria's former secondary technical schools provide an important insight into current social and vocational problems.
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Preston, Lesley. "The focus wasn’t on ‘boomsa‐daisy’: sex education at Shepparton South Technical School, Victoria, 1973‐1986." History of Education Review 36, no. 2 (October 14, 2007): 19–32. http://dx.doi.org/10.1108/08198691200700007.

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Tatnall, Arthur. "Computer education and societal change." Information Technology & People 28, no. 4 (November 2, 2015): 742–57. http://dx.doi.org/10.1108/itp-09-2014-0202.

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Purpose – It is widely acknowledged that the computer has caused great societal changes over recent years, but the purpose of this paper is to relate specifically to those due to the use of computers in education and teaching about computing. The adoption and use of computers in education was very much a socio-technical process with influence from people, organisations, processes and technologies: of a variety of human and non-human actors. Design/methodology/approach – This paper makes use of actor-network theory to analyse these events and their educational and societal impact. Data were collected from published sources, interviews with those involved at the time, discussions and from personal experience and observations. Findings – Computers have, of course, had a huge impact on society, but particularly in relation to the use of computers in school education there was a different societal impact. Some of this related directly to education, some to school administration and some to student attitudes, experiences and knowledge. Research limitations/implications – The paper investigates the development of early courses in computing in universities and schools in Victoria, Australia. The paper does not, however, consider the use of computers in university research, only in education. Practical implications – The paper describes the significant educational events of the era from punch-card tabulating machines in the 1930s to micro-computers in the late 1980s, and investigates the relationship between the development of courses in the Universities and those in the more vocationally oriented Colleges of Advanced Education. It examines whether one followed from the other. It also investigates the extent of the influence of the universities and CAEs on school computing. Social implications – The advent of the computer made a significant impact on university and school education even before the internet, Google, Wikipedia and smart phones in the late 1990s and 2000s. Computers in schools cause a rethink of how teaching should be handled and of the role of the teacher. Originality/value – This paper investigates the history of computers and education in both universities and schools in Victoria, Australia over the period from the 1930s to the early 1990s. It considers how and why this technological adoption occurred, and the nature of the resulting educational and societal change this produced. Primary and High School use of computers did not commence until the 1970s but prior to this there is a considerable and interesting history associated with the development of Higher Education courses relating to computing.
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Rushbrook, Peter, and Lesley Preston. "Constructing the good worker: policies, practices and assumptions informing Victorian technical schools division reform, 1967‐1973." History of Education Review 38, no. 2 (October 14, 2009): 69–81. http://dx.doi.org/10.1108/08198691200900014.

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Lacy, Tim. "Dreams of a Democratic Culture: Revising the Origins of the Great Books Idea, 1869-1921." Journal of the Gilded Age and Progressive Era 7, no. 4 (October 2008): 397–441. http://dx.doi.org/10.1017/s1537781400000840.

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British and American intellectuals began to formulate ideas about so-called great books from the mid-1800s to 1920. English critic Matthew Arnold's writings served as the fountainhead of ideas about the “best” books. But rather than simply buttress the opinions of highbrow cultural elites, he also inspired those with dreams of a democratized culture. From Arnold and from efforts such as Sir John Lubbock's “100 Best Books,” the pursuit of the “best” in books spread in both Victorian Britain and the United States. The phrase “great books” gained currency in the midst of profound technical, cultural, educational, and philosophical changes. Victorian-era literature professors in America rooted the idea in both education and popular culture through their encouragements to read. Finally, the idea explicitly took hold on college campuses, first with Charles Mills Gayley at the University of California at Berkeley and then John Erskine's General Honors seminar at Columbia University.
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Phythian-Adams, Charles. "Local History and National History: The Quest for the Peoples of England." Rural History 2, no. 1 (April 1991): 1–23. http://dx.doi.org/10.1017/s0956793300002594.

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It is arguable that what has most bedevilled the recent academic practice of history in Britain has been the triumph over integrative history - or that mode of history which seeks to reconstitute and to explain the multi-dimensional nature of past experience - of what might be called the disintegrative historical approach, that is, specialised thematic history. The former mode includes local history, national history (by which here is meant much more than the political or constitutional history of the Nation State), international history - even histories of ‘civilisations’ or of the world - and takes ‘society’ as the central organising principle over time. The latter mode comprises, for example, political history, demographic history, economic history and so on through to such exotic sub-species of the so-called new social history as the histories of class, gender, sex, crime or leisure. Put crudely, if this second type of historical approach concerns itself with particular categories of persons or activities, with pre-selected processes and with highly specific tendencies in the relatively short term, then the first has to do with the fluctuating development of recognisable social entities in the round, and with their changing interrelationships usually over longer time scales. Instructive and fascinating as is undoubtedly the detailed thematic approach, and vital as it continues to be as the indispensable technical preliminary to the accurate reconstruction of the past in a multi-dimensional sense, it is hardly deniable that - as the Victorians recognised - it is the broader interdisciplinary approach which should represent the ultimate aspiration of the historical practitioner, simply because it is that which is most culturally relevant to the education of the citizen. It is equally clear, however, that few professional historians today are seeking either to construct their undergraduate syllabuses on such lines or to write connectedly for a wider public about such matters over periods much longer than a century or two.
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Speransky, Andrei V. "SOVIET SPORTS IN THE POST-WAR YEARS: INTEGRATION INTO THE WORLD COMMUNITY." Ural Historical Journal 76, no. 3 (2022): 170–78. http://dx.doi.org/10.30759/1728-9718-2022-3(76)-170-178.

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The paper analyses the processes of development of Soviet sports in the post-war years. It shows that despite huge losses, the revival of the sports economy, management structures and the system of competitive events were successfully carried out with the most active support of the Party and state bodies. Based on the given statistical data, it is proved that consequences of the war had been eliminated by the end of 1947. However, the process of strengthening and expanding the material and technical base of Soviet sports continued until the end of the 1950s, ensuring its threefold expansion compared to 1940. The paper demonstrates measures aimed at increasing the number of sports specialists, improving programs for physical education of the population and increasing the popularity of sports. An analysis of the post-war physical culture movement showed that the successes enabled the authorities to set an ambitious task not only to bring Soviet sports to the international arena, but also to train outstanding professional athletes capable of establishing the sports leadership of the USSR. At the same time, the author examines in detail the forms and methods used by the Soviet top leadership both to stimulate victories and to prevent defeats that could have harmed the image of the “first country of socialism”. A conclusion is drawn that successful entry of Soviet athletes into the international arena, despite their political motivation, contributed to strengthening of the USSR in the world and raising the overall level of world sports.
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Martínez Martínez, Francisco Daniel, and Higinio González García. "Efecto de marcar primero en la final de la UEFA Champions League y la UEFA Europa League (Effect of scoring first in finals of UEFA Champions League and UEFA Europe League)." Retos, no. 37 (July 26, 2019): 134–38. http://dx.doi.org/10.47197/retos.v37i37.67933.

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Este estudio tiene como objetivos: i) conocer cómo influye el efecto de marcar primero en el resultado final del partido; ii) comparar el efecto de marcar primero, los goles totales, el periodo de marcar en el partido y el minuto de marcar el primer gol (ganador y perdedor), en las finales de ambas competiciones; y iii) analizar la evolución que tienen estas variables a lo largo de la historia. La muestra estuvo formada por todas las finales (N = 78) disputadas a lo largo de la historia a partido único y en campo neutral de las competiciones europeas UEFA Champions League (UCL) y UEFA Europa League (UEL). La probabilidad de ganar el equipo que marca primero fue del 75.6%. Cuando se analizó el efecto de marcar primero los resultados no mostraron diferencias estadísticamente significativas entre ambas competiciones, aunque sí se aprecian al analizar la evolución de este efecto a lo largo de la historia en la UCL a favor de las décadas de 1950 y 1960 (X2 = 14.15; p < .05). Se concluyó que el efecto de marcar primero en una final continental resulta determinante pues el equipo que se adelanta en el marcador aumenta en gran medida sus probabilidades de conseguir la victoria. En este sentido, los cuerpos técnicos de los clubes que luchan por el título en estas competiciones deben utilizar esta información para trabajar en los entrenamientos y plantear estrategias que les permitan salir al terreno de juego con la intención clara de abrir el marcador.Abstract. The objectives of this research were: i) to study the effect of scoring first on the final result of the match; ii) to compare the effect of scoring first, the total goals, the goal scoring period, and scoring minute of the first goal (winner and loser) in the finals of both competitions; and iii) to analyse the evolution of these variables throughout history. The sample consisted of all the single-match, neutral-field finals (N = 78) played over the history of the UEFA Champions League (UCL) and UEFA Europa League (UEL) European competitions. The team scoring first had 75.6% probabilities of winning. When analysing the effect of scoring first, the results showed no statistically significant differences between the two competitions, although they become significant in regard to the evolution of the scoring first effect throughout the UCL history, in favour of the finals played within 1950s and 1960s (X2 = 14.15, p <.05). As a conclusion, the effect of scoring first in a continental final is decisive because any team leading the scoreboard has major chances of winning. In this sense, technical staff at clubs should use this information to work on the training and propose strategies that allow them to go out onto the pitch with the clear intention of scoring first.
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Dissertations / Theses on the topic "Technical education Victoria History"

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Wotley, Susan Elaine 1936. "Immigration and mathematics education over five decades : responses of Australian mathematics educators to the ethnically diverse classroom." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8359.

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Matthew, L., J. Okpeyen, and Ryan Andrew Nivens. "The History of Career Technical Education in the USA & Nigeria." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/2647.

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Roche, Vivienne Carol. "Razor gang to Dawkins : a history of Victoria College, an Australian College of Advanced Education." Connect to digital thesis, 2003. http://eprints.unimelb.edu.au/archive/00000468.

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Tatnall, Arthur, and mikewood@deakin edu au. "A curriculum history of business computing in Victorian Tertiary Institutions from 1960-1985." Deakin University, 1993. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051201.145413.

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Fifty years ago there were no stored-program electronic computers in the world. Even thirty years ago a computer was something that few organisations could afford, and few people could use. Suddenly, in the 1960s and 70s, everything changed and computers began to become accessible. Today* the need for education in Business Computing is generally acknowledged, with each of Victoria's seven universities offering courses of this type. What happened to promote the extremely rapid adoption of such courses is the subject of this thesis. I will argue that although Computer Science began in Australia's universities of the 1950s, courses in Business Computing commenced in the 1960s due to the requirement of the Commonwealth Government for computing professionals to fulfil its growing administrative needs. The Commonwealth developed Programmer-in-Training courses were later devolved to the new Colleges of Advanced Education. The movement of several key figures from the Commonwealth Public Service to take up positions in Victorian CAEs was significant, and the courses they subsequently developed became the model for many future courses in Business Computing. The reluctance of the universities to become involved in what they saw as little more than vocational training, opened the way for the CAEs to develop this curriculum area.
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Lau, Wai-wah, and 劉偉華. "A narrative inquiry into the formation, development and challenges of secondary technical education in Hong Kong, 1945-2008." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B44783206.

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Vick, Malcolm John. "Schools, school communities and the state in mid-nineteenth century New South Wales, South Australia and Victoria /." Title page, contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09PH/09phv636.pdf.

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Lucas, Norman. "A history of technical and further education colleges in England from the nineteenth century to 2000." 名古屋大学大学院教育発達科学研究科 技術・職業教育学研究室, 2009. http://hdl.handle.net/2237/12369.

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Cruz, Lúcia Pedroso da 1956. "Bento Quirino e COTUCA : os passos do ensino profissional em Campinas." [s.n.], 2008. http://repositorio.unicamp.br/jspui/handle/REPOSIP/252103.

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Orientador : Maria Helena Salgado Bagnato
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-10T14:59:57Z (GMT). No. of bitstreams: 1 Cruz_LuciaPedrosoda_M.pdf: 2459599 bytes, checksum: 73a5f0cd8b2ab88ddc8a26f25555ebcc (MD5) Previous issue date: 2008
Resumo : Este trabalho apresenta uma leitura de aspectos históricos de duas instituições de Ensino Profissional do município de Campinas, São Paulo. Ambas ocuparam, em tempos diferentes, um espaço especialmente construído para o funcionamento de uma escola de formação profissional, no início do século XX. O Instituto Profissional Bento Quirino ocupou o referido espaço de 1915 a 1965. O Colégio Técnico da Unicamp (COTUCA) iniciou suas atividades em 1967, teve sua instalação oficializada em 1970 e ainda permanece no local. Portanto, o estudo delimitou um recorte temporal de 1915 a 1970. Documentos diversos, tais como: atas, relatórios, artigos de jornais e revistas da época, fotografias, entrevistas e legislação referente ao Ensino Profissional no Brasil serviram de base para a pesquisa. Contribuíram para as análises, aportes do campo da História. Esses documentos permitiram elaborar uma reconstrução histórica permeada por elementos de ordem política, social e cultural do referido período
Abstract : This paper presents a interpretation of the historical aspects of two Professional Teaching Institutions in the municipal district of Campinas, in São Paulo. Both of them occupied, at different periods, one place especially built for the functioning of a professional education school, in the beginning of the 20th century. Bento Quirino Professional Institute occupied the above-mentioned place from 1915 to 1965. The Unicamp Technical School (COTUCA) begun its activities in 1967. In 1970, this school installation became official and it has remained at the place since then. Therefore, this study was delimited in a period of time between 1915 and 1970. Several documents, such as: proceedings records, reports, magazines' and newspapers' articles, pictures, interviews and legislation regarding the Professional Teaching in Brazil gave base to the research. Some inputs from the History field also contributed to the research. Theses documents allowed the elaboration of a historical reconstruction surrounded by elements of political, social and cultural natures of the referred period
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Ensino, Avaliação e Formação de Professores
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Parker, Pauline Frances, and paulinefparker@gmail com. "Girls, Empowerment and Education: a History of the Mac. Robertson Girls' High School 1905-2005." RMIT University. Global Studies, Social Science and Planning, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080516.164340.

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Despite the considerable significance of publicly funded education in the making of Australian society, state school histories are few in number. In comparison, most corporate and private schools have cemented their sense of community and tradition through full-length publications. This history attempts to redress this imbalance. It is an important social history because this school, Mac.Robertson Girls' High School can trace its origins back to 1905, to the very beginnings of state secondary education when the Melbourne Continuation School (MCS), later Melbourne High School (MHS) and Melbourne Girls' high School (MGHS) was established. Since it is now recognised that there are substantial state, regional and other differences between schools and their local communities, studies of individual schools are needed to underpin more general overviews of particular issues. This history, then, has wider significance: it traces strands of the development of girls' education in Victoria, thus examining the significance and dynamics of single-sex schooling, the education of girls more generally, and, importantly, girls' own experiences (and memories of experiences) of secondary schooling, as well as the meaning they made of those experiences. 'Girls, Education and Empowerment: A History of The Mac.Robertson Girls' High School 1905-2005', departs from traditional models of school history writing that tend to focus on the decision-makers and bureaucrats in education as well as documenting the most 'successful' former students who have made their mark in the world. Drawing on numerous narrative sources and documentary evidence, this history is organised thematically to contextualise and examine what is was like, and meant, to be a girl at this school (Melbourne Continuation School 1905-12; Melbourne High School 1912-27; Melbourne Girls' High School 1927-34, and Mac.Robertson Girls' High School from 1934) during a century of immense social, economic, political and educational change.
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Campbell, Coral, and mikewood@deakin edu au. "Science education in primary schools in a state of change." Deakin University, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050815.101333.

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Through a longitudinal study of one teacher's science teaching practice set in the context of her base school, this thesis records the effects of the structural and policy changes that have occurred in Victorian education over the past 6-7 years - the 'Kennett era'. Initially, the purpose of the study was to investigate the teacher's practice with the view to improving it. For this, an action research approach was adopted. Across the year 1998, the teacher undertook an innovative science program with two grades, documenting the approach and outcomes. Several other teachers were involved in the project and their personal observations and comments were to form part of the data. This research project was set in the context of a single primary school and case study methodology was used to document the broader situational and daily influences which affected the teacher's practice. It was apparent soon after starting the action research that there were factors which did not allow for the development of the project along the intended lines. By the end of the project, the teacher felt that the action research had been distorted - specifically there had been no opportunity for critical reflection. The collaborative nature of the project did not seem to work. The teacher started to wonder just what had gone wrong. It was only after a break from the school environment that the teacher-researcher had the opportunity to really reflect on what had been happening in her teaching practice. This reflection took into account the huge amount of data generated from the context of the school but essentially reflected on the massive number of changes that were occurring in all schools. Several issues began to emerge which directly affected teaching practice and determined whether teachers had the opportunity to be self-reflective. These issues were identified as changes in curriculum and the teaching role, increased workload, changed power relations and changed security/morale on the professional context. This thesis investigates the structural and policy changes occurring in Victorian education by reference to documentation and the lived experiences of teachers. It studies how the emerging issues affect the practices of teachers, particularly the teacher-researcher. The case study has now evolved to take in the broader context of the policy and structural changes whilst the action research has expanded to look at the ability of a teacher to be self-reflective: a meta-action research perspective. In concluding, the teacher-researcher reflects on the significance of the research in light of the recent change in state government and the increased government importance placed on science education in the primary context.
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Books on the topic "Technical education Victoria History"

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

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Pinto, Benedicta F. Woman power: Technical education & development. New Delhi: Classical Pub. Co., 1993.

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Sahar, Hamouda, and Clement Colin, eds. Victoria College: A history revealed. 260 Cairo: American University in Cairo Press, 2002.

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1927-, Scott Munroe, ed. Educating Victoria County: A local history of public education. Lindsay, Ont: Tri-M Pub., 1987.

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Guthrie, Geneva. History of Arkansas public vocational technical schools, 1941-1988. [Little Rock, Ark.?]: Vocational & Technical Education Division, Arkansas Dept. of Education, 1988.

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Technik und Bildung: Eine systematisch-problemgeschichtliche Rekonstruktion bildungstheoretischer Konzeptionen technischer Bildung in Ost- und Westdeutschland im Zeitraum von 1945-1965. Frankfurt am Main: P. Lang, 1999.

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Historic Schools Society of Victoria and Victoria. Education Department, eds. School days: Looking back on education in Victoria. Melbourne: Robert Andersen & Associates, 1985.

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Haines, Gregory. A history of pharmacy in Victoria. Melbourne: Australian Pharmaceutical Pub. Co. in association with the Pharmaceutical Society of Australia (Victorian Branch), 1994.

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Schools and work: Technical and vocational education in France since the Third Republic. Montreal: McGill-Queen's University Press, 2001.

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Rossokhin, Leonid Trofimovich. Ocherki istorii proftekhobrazovanii︠a︡ Respubliki Komi: K 60-letii︠u︡ sistemy gosudarstvennykh trudovykh reservov. Syktyvkar: KRIROiPK, 2000.

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Book chapters on the topic "Technical education Victoria History"

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Bingöl, Verda, and Zeynep Kuban. "Art History Education at Istanbul Technical University." In Kunstgeschichte an Polytechnischen Instituten, Technischen Hochschulen und Technischen Universitäten, 235–44. Wien: Böhlau Verlag, 2021. http://dx.doi.org/10.7767/9783205209164.235.

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Tatnall, Arthur, and Bill Davey. "Reflections on the History of Computer Education in Schools in Victoria." In IFIP Advances in Information and Communication Technology, 243–64. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-33899-1_16.

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Clarke, Marie. "The Development of Vocational and Technical Education in Ireland, 1930–2015." In Essays in the History of Irish Education, 297–319. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-51482-0_11.

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Matoušek, Václav, and Josef Psutka. "Short history and present state of the artificial intelligence education at the technical university in pilsen." In Artificial Intelligence in Higher Education, 134–37. Berlin, Heidelberg: Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/3-540-52952-7_18.

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Tatnall, Arthur, and Bill Davey. "History of the Use of Computers and Information Technology in Education in Universities and Schools in Victoria." In IFIP Advances in Information and Communication Technology, 214–25. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-662-44208-1_18.

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Ballatore, Maria Giulia, Claudia De Giorgi, Arianna Montorsi, and Anita Tabacco. "Balance4Better: “We Are HERe” More Than a Gender Campaign." In Women in STEM in Higher Education, 85–97. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-1552-9_5.

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AbstractAchieving gender equality and empowering all women and girls are part of the ultimate global challenge (Goal 5 of SDGs). The gender balance in STEM education is a challenge that has both horizontal and vertical dimensions. This paper focuses only on the first one. Politecnico di Torino, an Italian technical university with Engineering and Architectural courses, has a long history of attraction campaigns aiming to reduce the gender gap in its engineering enrolment. Despite these efforts, more remains to be done for the student population and high-level academic positions. During the academic year 2018/19, considering the engineering first-year enrolled students (around 4500), 25% were female, and a new innovative project was set, “WeAreHERe”. This campaign aims to introduce a new vision to overcome both recruitment and retention: the female students become the main actors of the project by a guided training that let establish them as fresh role models. The use of social media and new technology support this storytelling and reach a variety of Italian girls. In this paper, the structure of “WeAreHERe” is described with some data analysis of its impact.
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Kitainge, Kisilu M. "Challenges of Training Motor Vehicle Mechanics for Changing World Contexts and Emergent Working Conditions." In Handbook of Research on E-Learning Applications for Career and Technical Education, 34–46. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-739-3.ch003.

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This chapter is an extract from a study that examined how institute-based automotive training in the retail, service and repair (RS&R) sector could be made more responsive and effective to the changes in workplace demands and new technology. It dealt with the promotion of vocational relevance in the training of motor mechanics in the contexts of a changing world and emergent working conditions. It was an applied learning study that followed a comparative case study research design aimed at advancing reciprocal lessons between the two regions of Kenya and State of Victoria, Australia. The research was propelled by the fact that technology used in this area is now changing faster than at any other time in modern history and is impacting upon most of the human lifestyles. This chapter deals with a summary of the main issues that were researched. Specifically the chapter deals with relevance of institute-based automotive training, stakeholders’ involvement in programs development, and program transfer from one region to another: and learning for work and at workplace. It highlights the views if trainers, trainees and industry practitioners on equity in program development, relevance to workplace requirements and ownership of the automotive training programs. It was found that Australian trainers felt somehow sidelined in the program design while the Kenyan trainers complained of being left alone by relevant industry in the program development venture. None of these two cases produces optimal results since participation in program design should be equitably distributed among the stakeholders.
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Sarker, Sonita. "Victoria Ocampo." In Women Writing Race, Nation, and History, 139–65. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780192849960.003.0006.

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Ocampo has primarily been read as a modernist cosmopolitan (literally, a citizen of the world), and as quintessentially Argentinian at the same time; she claimed citizenship in “America” as a continent. This chapter explores how her lineage, relationship to land, learning, and labor form the foundation of her “native-ness.” With the advantage of an education in English and French provided to her at home, and with the cultural capital of being from a prominent family, Ocampo undertook a literary career that spanned continents and brought about an international meeting of the minds across the USA, France, Spain, Argentina, and India. Belonging, for Ocampo, was about thinking beyond national borders to a human solidarity against oppression and discrimination.
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Green, Andy. "Technical Education and State Formation in Nineteenth-Century England and France." In The RoutledgeFalmer Reader in History of Education, 100–117. Routledge, 2020. http://dx.doi.org/10.4324/9781003060352-10.

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Bak, Tao. "‘Embodied knowing’: exploring the founding of the Melbourne Rudolf Steiner school in 1970s Victoria, Australia." In Sight, Sound and Text in the History of Education, 135–50. Routledge, 2020. http://dx.doi.org/10.4324/9780429202650-9.

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Conference papers on the topic "Technical education Victoria History"

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Almstrum, Vicki L., Bill Aspray, Mary Anne Egan, and John Impagliazzo. "Perspectives on history in computing and education." In the 39th SIGCSE technical symposium. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1352135.1352139.

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Farr, Graham, Barbara Ainsworth, Chris Avram, and Judy Sheard. "Computer History on the Move." In SIGCSE '16: The 47th ACM Technical Symposium on Computing Science Education. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2839509.2844575.

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McCarthy, Brendan, and Paul Hawking. "Teaching SAP's ABAP Programming Language to IS Students: Adopting and Adapting Web-based Technologies." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2530.

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This paper describes the experiences of Victoria University in adopting and adapting web-based technology to enhance the teaching of SAP’s ABAP programming language. The involvement of SAP relates to Victoria University integrating Enterprise Resource Planning (ERP) systems into their curricula and research programs through a strategic alliance with SAP. The SAP technical infrastructure facilitates the development of courses using Internet technology and has particular suitability to the teaching of programming. This paper describes the Web-based technologies used and how they have been adapted to improve both the teaching of programming and management of assessment. Each technology is discussed and advantages identified with possible future research developments put forward.
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Rosa, Francesco, and Edoardo Rovida. "History and Creativity in Mechanical Engineering Education." In ASME 2009 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2009. http://dx.doi.org/10.1115/detc2009-86989.

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In spite of its common perception as a static matter, the history of mechanical engineering is always a surprisingly rich source of ideas and constructive solutions. In fact, a historical perspective leads to a deeper understanding of the reasons why some technical solutions are commonly adopted, and that may not emerge from a technical and economical analysis of the present situation. Moreover, the power of invention of a “creative engineer” is limited to what can actually be done and is useful; therefore his/her creativity relies on a wide and deep technical knowledge. These two apparently simple and obvious considerations are the starting points to establish a relationship between history and creativity in the mechanical engineering field. The introduction of the historical heritage in purposely developed courses to stimulate the creativity of young engineers is one of the beneficial effects of this association. The breadth of the historical heritage is the more evident difficulty of this approach. The proposed way to overcome this difficulty, making it more easily accessible especially for younger engineers, consists in organizing the historical heritage in archives and data-bases. Two strategies (named abstraction and evaluation) to develop new solutions starting from the results of the search in these data-bases are also presented and discussed. This approach has been introduced in the syllabus of the courses “History of mechanical engineering” and “Design Methods” that are comprised in the Master of Science in the Mechanical Engineering Programme of the Politecnico di Milano.
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Pugh, Sydney, and David Binkley. "Change Impact using Dynamic History Analysis." In SIGCSE '18: The 49th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3159450.3162347.

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Hazzan, O. "Session details: Using history of computing to address problems and opportunities." In SIGCSE05: Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2005. http://dx.doi.org/10.1145/3259443.

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Shlykova, Ludmila Anatolievna. "HISTORY EDUCATION IN RUSSIAN TECHNICAL UNIVERSITIES: STATE, DIFFICULTIES AND TASKS." In Историческая наука и историческое образование в условиях глобальных трансформаций. Екатеринбург: [б.и.], 2021. http://dx.doi.org/10.54351/978-5-7186-1774-0_2021_25_81.

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Shlykova, Ludmila Anatolievna. "HISTORY EDUCATION IN RUSSIAN TECHNICAL UNIVERSITIES: STATE, DIFFICULTIES AND TASKS." In Историческая наука и историческое образование в условиях глобальных трансформаций. Екатеринбург: [б.и.], 2021. http://dx.doi.org/10.26170/978-5-7186-1774-0_2021_25_81.

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Walker, Henry M., and John F. Dooley. "The History of the SIGCSE Submission and Review Software." In SIGCSE '19: The 50th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3287324.3287427.

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Pentecost, Lillian. "Introducing Programming Concepts via A Social History of Computing." In SIGCSE '21: The 52nd ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3408877.3439574.

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Reports on the topic "Technical education Victoria History"

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Crooks, Roderic. Toward People’s Community Control of Technology: Race, Access, and Education. Social Science Research Council, January 2022. http://dx.doi.org/10.35650/jt.3015.d.2022.

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This field review explores how the benefits of access to computing for racialized and minoritized communities has become an accepted fact in policy and research, despite decades of evidence that technical fixes do not solve the kinds of complex social problems that disproportionately affect these communities. I use the digital divide framework—a 1990s policy diagnosis that argues that the growth and success of the internet would bifurcate the public into digital “haves” and “have-nots”—as a lens to look at why access to computing frequently appears as a means to achieve economic, political, and social equality for racialized and minoritized communities. First, I present a brief cultural history of computer-assisted instruction to show that widely-held assumptions about the educational utility of computing emerged from utopian narratives about scientific progress and innovation—narratives that also traded on raced and gendered assumptions about users of computers. Next, I use the advent of the digital divide framework and its eventual transformation into digital inequality research to show how those raced and gendered norms about computing and computer users continue to inform research on information and communication technologies (ICTs) used in educational contexts. This is important because the norms implicated in digital divide research are also present in other sites where technology and civic life intersect, including democratic participation, public health, and immigration, among others. I conclude by arguing that naïve or cynical deployments of computing technology can actually harm or exploit the very same racialized and minoritized communities that access is supposed to benefit. In short, access to computing in education—or in any other domain—can only meaningfully contribute to equality when minoritized and racialized communities are allowed to pursue their own collective goals.
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Investing in youth: Testing community-based approaches for improving adolescent sexual and reproductive health. Population Council, 1999. http://dx.doi.org/10.31899/rh1999.1019.

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The world is now sustaining the largest number of youth in human history; today there are nearly 900 million 10–19-year-olds and their health and livelihood issues are becoming increasingly important to policymakers worldwide. In Zambia, as in many other countries, young people face severe problems, including limited access to jobs, secondary education, and health care. The social, economic, and peer pressures that youth face often lead to high levels of sexual activity, often with subsequent negative impacts on their sexual and reproductive health. In spite of the magnitude of the reproductive health problems facing youth, they still have limited access to effective programs and services to address these problems. In an effort to address this need, CARE Zambia, in collaboration with the Planned Parenthood Association of Zambia and Makeni Ecumenical Center, with technical assistance and funding from the Population Council’s Africa Operations Research and Technical Assistance Project II, have conducted a study to test community-based approaches for improving adolescent sexual and reproductive health. As noted in this report, the study followed a pre-post test design to assess the impact of the interventions and to make comparisons between the different interventions.
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