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Journal articles on the topic 'Victorian certificate of education'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 January 2023

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1

Forgasz, Helen J., and Gilah C. Leder. "The Victorian Certificate of Education—A Gendered Affair?" Australian Educational Researcher 28, no. 2 (August 2001): 53–66. http://dx.doi.org/10.1007/bf03549790.

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2

Cox, Peter J., Gilah C. Leder, and Helen J. Forgasz. "Victorian Certificate of Education: Mathematics, Science and Gender." Australian Journal of Education 48, no. 1 (April 2004): 27–46. http://dx.doi.org/10.1177/000494410404800103.

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3

Freeman, Meredith. "Australian studies in the Victorian certificate of education." Journal of Australian Studies 15, no. 29 (June 1991): 1–5. http://dx.doi.org/10.1080/14443059109387050.

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4

Potts, Anthony. "Teachers' perspectives on the Victorian certificate of education and social responsibility." Melbourne Studies in Education 40, no. 1 (May 1999): 77–91. http://dx.doi.org/10.1080/17508489909556326.

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5

Keeble, Tony. "John’s story: Teaching Victorian Certificate of Education Outdoor and Environmental Studies." Journal of Outdoor and Environmental Education 9, no. 2 (October 2005): 57–68. http://dx.doi.org/10.1007/bf03400821.

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Warren, Lisa J. "School-related stress and coping strategies in Victorian Year II students." Australian Educational and Developmental Psychologist 17, no. 2 (2000): 44–57. http://dx.doi.org/10.1017/s0816512200028145.

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AbstractAdolescents who are coping with their final years of secondary schooling may be stressed. The Victorian Certificate of Education (VCE) has been the subject of considerable anecdotal controversy, including concerns over the level of stress that it places upon students and its effect on students’overall well-being. The present study provides some initial empirical data to inform this debate. The Australian Adolescent Problems Inventory, the Adolescent Coping Inventory, and the General Health Questionnaire were used to examine the constructs of school-related stress, coping, and well-being in 118 Year II Victorian secondary school students. Students reported a range of school-related problems. They coped by positive avoidance or problem-focused methods that promoted independence. Students reported feeling high levels of global stress. Anticipation of the final year of schooling placed pressure on young people, but students found several ways to cope with the demands. Therefore, it could not be concluded that the Victorian Certificate of Education was significantly related to unhealthy levels of stress, worry, and poor coping.

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7

Emery, Lee. "Verification in Victorian certificate of education (VCE) art: Quality control of aesthetic outcome." Melbourne Studies in Education 32, no. 1 (January 1991): 129–36. http://dx.doi.org/10.1080/17508489109556242.

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Hill, Peter W., Tim Brown, Kenneth J. Rowe, and Ross Turner. "Establishing Comparability of Year 12 School-Based Assessments." Australian Journal of Education 41, no. 1 (April 1997): 27–47. http://dx.doi.org/10.1177/000494419704100103.

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THIS paper briefly outlines the dilemma confronting assessment and certification authorities in ensuring comparability of end-of-school assessments and proceeds to outline approaches adopted in Victoria following the introduction of the Victorian Certificate of Education (VCE). In particular, a description is provided of a new system for maximising comparability of school-based assessments which was implemented for the first time in 1994. This system made use of a reference test (the General Achievement Test) to check on the reasonableness of schools' assessments and to identify those schools with unexpected results. If schools' assessments were within a specified tolerance band, the schools' assessments were automatically confirmed. If they fell outside the tolerance band, the schools' assessments were subject to re-marking by two external reviewers. This re-marking in turn led to a decision either to confirm or adjust schools' assessments. The paper concludes with some preliminary observations on the outcomes of implementing the new system.

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Brown, Trent, and Dawn Penney. "Learning ‘in’, ‘through’ and ‘about’ movement in senior physical education? The new Victorian Certificate of Education Physical Education." European Physical Education Review 19, no. 1 (December 6, 2012): 39–61. http://dx.doi.org/10.1177/1356336x12465508.

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Seddon, Terri. "II On Education and Context: Insights from the First Monash University Forum on the Victorian Certificate of Education." Australian Journal of Education 34, no. 2 (August 1990): 131–36. http://dx.doi.org/10.1177/000494419003400203.

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Filipi, Anna. "Interaction in an Italian oral test." Spoken Interaction Studies in Australia 11 (January 1, 1994): 119–36. http://dx.doi.org/10.1075/aralss.11.06fil.

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Abstract This paper presents findings based on a study of talk that occurred in a sample of 21 interactions during the 1992 Victorian Certificate of Education (VCE) Italian Oral Common Assessment Task. The purpose of the study reported here is to examine the interactions between assessors and students through a study of two features of sequence organisation – namely post sequences and insertion sequences. Five recurring types are described: student initiated repair via the clarification check, confirmation request and request for rephrasing; assessor initiated repair; sequences leading to emotional reaction; word supply; and the aside.

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12

Williamson, Kirsty. "Independent Learning and the Use of Resources: VCE Australian Studies." Australian Journal of Education 39, no. 1 (April 1995): 77–94. http://dx.doi.org/10.1177/000494419503900106.

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Independent learning and the use of resources are important to most, if not all, Victorian Certificate of Education subjects. This paper reviews the literature on independent learning, preference for resources and the teaching of information skills and then reports on a study carried out during 1990 which focused on the VCE subject, Australian Studies. The study included an examination of attitudes of teachers to independent learning, the use of resources by students and teachers and the level of students' information skills. A significant finding was that many students were not competent in using resources and few teachers were trained in teaching information skills. Information skills teaching was ad hoc and only limited moves had been made to integrate it into the curriculum on a co-ordinated, whole-school basis.

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13

Kouzma, Nadya M., and Gerard A. Kennedy. "Academic stress, self-efficacy, social support, and health behaviours in female Victorian Certificate of Education (VCE) students." Australian Educational and Developmental Psychologist 17, no. 2 (2000): 24–43. http://dx.doi.org/10.1017/s0816512200028133.

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AbstractThis study examined academic stress in female Victorian Certificate of Education (VCE) students in terms of somatic symptoms and mood disturbance before, during, and after the midyear examination period and also examined the role of self-efficacy, number of social supports, social support satisfaction, and health behaviours in mediating the effects of stress on symptoms and mood disturbance. It was hypothesised that (a) student would report increased somatic symptoms and mood disturbance during the examination period and that (b) self-efficacy, social support (number and satisfaction), and health behaviours would account for a significant proportion of variance for somatic symptoms and mood disturbance before, during, and after the exam period. The participants were 51 VCE students from a large Catholic girls’secondary college in Melbourne. Four weeks before the exam period, the Generalized Self-Efficacy Scale, Reported Health Behaviours Checklist, Short Form Social Support Questionnaire, Symptoms Checklist, and Profile of Mood States were administered.The Symptoms Checklist and Profile of Mood States were administered again during the exam week and four weeks after the exam period. Statistical analyses showed that the VCE examination period was associated with significantly increased self-reports of somatic symptoms and mood disturbances that were strongly indicative of high levels of stress. Self-efficacy was found to have a weak role in mediating the stress response during the exam week. Social support did not account for any of the variation in academic stress. Health behaviours accounted for a small but significant proportion of the variance in stress after the exam period. It was concluded that there is a need to study other factors that may attenuate the academic stress response in adolescent secondary school students. The perceptual and cognitive appraisal of academic stressors is suggested as an area that may be worthy of examination.The implications of the findings are discussed in terms of the impact that academic stress may have on adolescents’ health during this critical period of development.

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Fan, Cynthia, and Bernadette Hood. "Brief Research Report - An Analysis of the Relationship Between Secondary and Tertiary Psychology Performance." Australian Educational and Developmental Psychologist 12, no. 1 (May 1995): 25–29. http://dx.doi.org/10.1017/s0816512200027140.

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ABSTRACTThis study aimed to evaluate the effectiveness of the Victorian Certificate of Education (VCE) secondary psychology course in preparing students for studying psychology at a tertiary level. First semester results of 228 first year psychology students at Victoria University of Technology were analysed. Of these students 60 had completed VCE Psychology in 1992. No significant differences were observed in overall semester one psychology performance between students who had completed VCE Psychology and those who had not. Regression analysis suggested that VCE aggregate score was a better predictor than the VCE Psychology score of overall performance in the first year psychology course. Subsequent correlation analyses demonstrated that VCE Psychology scores correlated significantly with tertiary psychology examination results but not with coursework requirements. VCE aggregate scores correlated with both examination and coursework requirements. These results suggest that completion of VCE Psychology does not advantage students entering tertiary psychology courses and educators need to analyse both the content and process of both secondary and tertiary psychology courses to facilitate more effective articulations for students.

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Eilam, Efrat, Veerendra Prasad, and Helen Widdop Quinton. "Climate Change Education: Mapping the Nature of Climate Change, the Content Knowledge and Examination of Enactment in Upper Secondary Victorian Curriculum." Sustainability 12, no. 2 (January 13, 2020): 591. http://dx.doi.org/10.3390/su12020591.

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Climate change (CC) is widely accepted as the major threat of our time, posing unprecedented challenges to humanity. Yet very little is known regarding the ways in which upper-secondary curricula address the need to educate about this crisis. This study contributes to the field of CC education theoretically and empirically. From the theoretical perspective, the study contributes two CC conceptualisation frameworks: a characterisation of the nature of CC, and a mapping of the scope of CC content knowledge. The empirical contribution consists of examining CC education implementation within upper-secondary curriculum in the state of Victoria, Australia. Specifically we examined the CC conceptualisation and the scope of content present in the Victorian Certificate of Education (VCE) study designs. A total of 10 out of 94 study designs qualified for examination through referencing CC. The findings suggest that none of the study designs present a complete conceptualisation of the nature of CC. Common conceptualisations within the study designs perceive CC as a cause or an outcome, a problem of management, or of technological efficiency. CC content within the study designs is limited, and presents misconceptions, including the assumption that CC is a natural change caused by astronomical and solar systems. A cross-curriculum integration approach within the study designs is found to be ineffective. We conclude that CC presents a paradigm shift which brings about the new discipline of CC. There is a need for curricula reforms to address and incorporate CC as a coherent body of knowledge.

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Bowden, Mark P., Subhash Abhayawansa, and John Bahtsevanoglou. "Overconfidence of vocational education students when entering higher education." Education + Training 57, no. 4 (May 11, 2015): 429–47. http://dx.doi.org/10.1108/et-02-2014-0012.

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Purpose – There is evidence that students who attend Technical and Further Education (TAFE) prior to entering higher education underperform in their first year of study. The purpose of this paper is to examine the role of self-efficacy in understanding the performance of students who completed TAFE in the previous year in a first year subject of microeconomics in a dual sector university in Melbourne, Australia. Design/methodology/approach – The study utilises data collected by surveys of 151 students. Findings – A student’s self-efficacy is positively associated with their marks in a first year subject of microeconomics. However, the relationship between final marks and self-efficacy is negative for those students who attended TAFE in the previous year suggesting that they suffer from the problem of overconfidence. When holding self-efficacy constant, using econometric techniques, TAFE attendance is found to be positively related to final marks. Research limitations/implications – The findings are exploratory (based on a small sample) and lead to a need to conduct cross institutional studies. Practical implications – The research points to the need for early interventions so that TAFE students perform well in their first year of higher education. It also points to potential issues in the development of Victorian Certificate of Applied Learning (VCAL) programs. Originality/value – To the best of the authors’ knowledge, this is the first paper to examine the inter-related impact of attendance at TAFE in the previous year and self-efficacy on the subsequent academic performance of TAFE students.

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Filipi, Anna. "Interaction or interrogation? a study of talk occurring in a sample of the 1992 VCE Italian oral common assessment task (cat 2)." Australian Review of Applied Linguistics 21, no. 2 (January 1, 1998): 123–37. http://dx.doi.org/10.1075/aral.21.2.07fil.

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Abstract The study reported in this paper examined turn-taking and sequence organisation in a sample of twenty-one interactions derived from the 1992 Victorian Certificate of Education Italian oral Common Assessment Task. The most common adjacency pair was found to be the question and answer, the assessor having the right to ask questions and the student to answer. Student initiated questions occurred in five environments and only when conditions were created for them to do so. The assessor’s role was to open and close sequences and sections and to initiate topics principally through the question. Two types of sequences were identified, question/answer and expanded sequences. It was found that there were two groups of assessors. Those who predominantly set up question/answer sequences, and those who set up post sequences.

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18

Nanayakkara, Janandani, Claire Margerison, and Anthony Worsley. "Food professionals’ opinions of the Food Studies curriculum in Australia." British Food Journal 119, no. 12 (December 4, 2017): 2945–58. http://dx.doi.org/10.1108/bfj-02-2017-0112.

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Purpose The purpose of this paper is to investigate the food system professionals’ opinions of a new senior secondary school food literacy curriculum named Victorian Certificate of Education Food Studies in Victoria, Australia. Design/methodology/approach A purposive sample of 34 food system professionals from different sub-sectors within the Australian food system was interviewed individually in late 2015 and early 2016. Interviews were analysed using the template analysis technique. Findings Most participants appreciated the extensive coverage of food literacy aspects in this new curriculum. However, many suggested amendments to the curriculum including pay less emphasis on food history-related topics and pay more focus on primary food production, nutrition awareness and promotion, and food security, food sovereignty, social justice, and food politics. Practical implications A well-structured, comprehensive secondary school food literacy curriculum could play a crucial role in providing food literacy education for adolescents. This will help them to establish healthy food patterns and become responsible food citizens. The findings of this study can be used to modify the new curriculum to make it a more comprehensive, logical, and feasible curriculum. Moreover, these findings could be used to inform the design of new secondary school food literacy curricula in Australia and other countries. Originality/value The exploration of perspectives of professionals from a broad range of food- and nutrition-related areas about school food literacy education makes this study unique. This study highlights the importance of food professionals’ opinions in secondary school food-related curricula development.

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Markovics, Gabor. "The Victoria (Australia) Certificate of Education (VCE) in Geology for Senior Secondary-School Students." Journal of Geological Education 38, no. 5 (November 1990): 452–56. http://dx.doi.org/10.5408/0022-1368-38.5.452.

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Nanayakkara, Janandani, Claire Margerison, and Anthony Worsley. "Teachers’ perspectives of a new food literacy curriculum in Australia." Health Education 118, no. 1 (January 2, 2018): 48–61. http://dx.doi.org/10.1108/he-05-2017-0024.

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Purpose Implementation of a new food literacy curriculum provides multiple health and social benefits to school students. The success of any new curriculum execution is partly determined by teachers’ perceptions about the new curriculum contents, and barriers and challenges for its delivery. The purpose of this paper is to explore teachers’ views of a new food literacy curriculum named Victorian Certificate of Education Food Studies for senior secondary school students in Victoria, Australia. Design/methodology/approach A qualitative study design was used in this study. In total, 14 teachers who were planning to teach the new curriculum were individually interviewed in October-December 2016. The interviews were transcribed and analysed using the template analysis technique. Findings The majority of teachers appreciated the inclusion of food literacy and nutrition concepts in the new curriculum. However, half of the teachers had doubts about their readiness to teach it. Most teachers mentioned that they needed more training and resources to increase their confidence in teaching the curriculum. Practical implications These findings reveal that teachers need more awareness, resources, and guidance to increase their confidence in delivering the new curriculum. Provision of more resources and opportunities for training in food literacy concepts and instructional methods could facilitate its implementation. Originality/value These findings serve as an important first step to gain the perspectives of secondary school teachers’ opinions about the new curriculum. Moreover, these opinions and suggestions could inform the future design and implementation of similar food literacy curricula in Australia or elsewhere.

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Duggan, Shane B. "Becoming ‘I’." Narrative Inquiry 23, no. 1 (December 12, 2013): 214–26. http://dx.doi.org/10.1075/ni.23.1.11dug.

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This article draws upon the orientation ‘blog’ posts from a current PhD study focusing on identity formation in young people undertaking their final year of secondary schooling within the Victorian Certificate of Education (VCE). It critically investigates how participants define the ‘purpose’ of their engagement with the study and the subjectivities they employ in those interactions. The online blogs designed for this study are intended to create a space in which participants are able to act a-synchronously and discuss their ‘day-to-day’ experiences of the VCE. A key focus of this paper is to explicate the nature of this activity as performative, that is, participants contributing to blogs actively consider the nature of their engagement and construct an implicit ‘Other’ — a relationship that is informed by the purpose for participating in the research. Utilising Deleuze’s concept of ‘becoming’ (1987) along with a narrative methods framework (Riessman, 2008), it investigates the concept of ‘Other’ and will trace the process of ‘becoming storyteller’ as an active performance in Blog participation.

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Cafarella, Caterina. "Assessor accommodation in the V.C.E. Italian oral test." Australian Review of Applied Linguistics 20, no. 1 (January 1, 1997): 21–41. http://dx.doi.org/10.1075/aral.20.1.02caf.

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Abstract In oral proficiency tests there are occurrences of trouble in interaction such as misunderstanding, non hearing or lack of understanding which may cause breakdown in communication. Within the context of the question-answer framework of an oral proficiency test this study investigates the interactive nature of spoken discourse between students and assessors when there is trouble in talk as perceived by the assessors, with a focus on how they accommodate to the students. A sample of twenty oral transcripts and tapes of the 1992 Victorian Certificate of Education (V.C.E.) Italian Common Assessment Task (C.A.T. 2) were randomly selected and examined. By using Conversation Analysis methodology the purpose of the study was to investigate in repair sequences types of assessor accommodation – how the assessors modified their utterances – the kinds of trouble perceived by assessors, what triggered assessor accommodation and whether the accommodations facilitated student response and participation. This study has implications for assessor training since it highlights which strategies are most successful for ensuring student understanding, participation and appropriate responses as well as demonstrating why and in which environments assessors accommodate.

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Marriott, Mary E., and Esther Care. "Fluid and crystallised intelligence and their relationship to school outcome." Australian Educational and Developmental Psychologist 19, no. 2 (2004): 97–108. http://dx.doi.org/10.1017/s081651220002931x.

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AbstractFew studies exist that address the relationship between the higher order factors of fluid (Go and crystallised (Gc) intelligence and Victorian Certificate of Education (VCE) outcomes. In this study, for each of five cohorts, longitudinal data have been collected over a six-year span, consisting of results from standardised achievement and ability tests and ending with achievement outcomes.Two factors, interpreted as Gf and Gc, are derived from the standardised measures. In Year 7, these measures were the Progressive Achievement Test Mathematics (PAT Moths), Progressive Achievement Test Reading Comprehension (PAT Comprehension), and the jenkins Test of Nonverbal Ability. In Year 10, the measures were the subtests of the Differential Aptitude Test (DAT).These factors are investigated in order to identify whether they are differentially important in regard to VCE Performance. The standardised measures and final VCE results were collected at a Melbourne independent girls' school from 414 exiting Year 12 students, in 1998, 1999, 2000, 2001, and 2002. Both Gf and Gc accounted for a significant amount of the variance in VCE performance, with Gc being the most significant indicator.

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Poulter, Jim. "A birth certificate is not a biological property title: Has an insidiously persistent idea finally reached its use-by date?" Children Australia 32, no. 1 (2007): 37–42. http://dx.doi.org/10.1017/s1035077200011457.

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Particularly in western societies, the notion that children are biological property has been a strongly implicit idea for many generations. It has therefore also been an idea that has implicitly pervaded our child welfare legislation and practice for generations, despite frequent legal rhetoric about the rights of the child. In this paper, the author traces the negative effects on welfare practice that this notion of children as property has had over the last half century. In doing so, the author calls not only on his professional experience, but also on his personal experience as a foster, adoptive and permanent care parent. Some provisions within the new Victorian child protection legislation are examined to gauge their capacity to address the negative effects on practice of this persistent notion, and reason found for some guarded optimism.

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BUXTON, HILARY. "Health by design: teaching cleanliness and assembling hygiene at the nineteenth-century sanitation museum." British Journal for the History of Science 51, no. 3 (September 2018): 457–85. http://dx.doi.org/10.1017/s0007087418000493.

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AbstractIn 1878, amid a rapidly proliferating social interest in public health and cleanliness, a group of sanitary scientists and reformers founded the Parkes Museum of Hygiene in central London. Dirt and contagion knew no social boundaries, and the Parkes's founders conceived of the museum as a dynamic space for all classes to better themselves and their environments. They promoted sanitary science through a variety of initiatives: exhibits of scientific, medical and architectural paraphernalia; product endorsements; and lectures and certificated courses in practical sanitation, food inspection and tropical hygiene. While the Parkes's programmes reified the era's hierarchies of class and gender, it also pursued a public-health mission that cut across these divisions. Set apart from the great cultural and scientific popular museums that dominated Victorian London, it exhibited a collection with little intrinsic value, and offered an education in hygiene designed to be imported into visitors’ homes and into urban spaces in the metropole and beyond. This essay explores the unique contributions of the Parkes Museum to late nineteenth-century sanitary science and to museum development, even as the growth of public-health policy rendered the museum obsolete.

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Pietrobon, Ricardo, Jatin Shah, and Dimple Rajgor. "Education." Asia-Pacific Biotech News 13, no. 01 (January 2009): 54–58. http://dx.doi.org/10.1142/s021903030900007x.

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DuBois, Glenn, and Gloria Westerman. "Virginia Career Readiness Certificate." Community College Journal of Research and Practice 31, no. 6 (May 22, 2007): 535–36. http://dx.doi.org/10.1080/10668920701359961.

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Marlina and Mahmud Mulyadi. "THE LAW EDUCATION AND MAKING THE BIRTH CERTIFICATE AS PROTECTION FORM FOR THE CHILDREN." ABDIMAS TALENTA: Jurnal Pengabdian Kepada Masyarakat 4, no. 1 (May 22, 2019): 55–60. http://dx.doi.org/10.32734/abdimastalenta.v4i1.2385.

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The birth of a child is a gift and the happiness of parents. The birth is an important event in population administration. Each child must get clear and correct self identity. Birth certificate is an identity form of a child that needs to do by parents as a protection form for the child. The parents’ understanding about birth certificate is still lacking especially in partner village. The condition creates an idea to do a law education and accompaniment to make birth certificate with involves the role of village official, provision districts and related agencies. The used method is delivered the material by tutorial lecture to the society by bringing Department of population and civil registration in making birth certificate by involving village official, provision districts and society to find the policy form to protect child with clear and correct self identity. The next stage is accompaniment in making birth certificate and cooperation all materials to the ownership of child as a protection for the children. The result of service shows creating an understanding of partner society in the ownership of birth certificate and the protection form of the child status and the marriage status, and the fulfillment of other requirement in making certificate as the guide book. The result of accompaniment and cooperation in Department of population and civil registration succeed to publish 61 marriage certificate from 67 couples which presents with 2 witnesses when notes in Department of population and civil registration from 123 application marriage certificate submitted. Next form the marriage certificate submitted to publish of birth certificate. The birth certificate which succeeds to be published 107 birth certificate from 162 application birth certificate submitted by society. The failure of submitted certificate because the lack of data, lack of requirement, the discrepancy data, and published the birth certificate.

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Craven, Ruth Falk, and Martha Bassett DuHamel. "Certificate Programs in Continuing Professional Education." Journal of Continuing Education in Nursing 34, no. 1 (January 1, 2003): 14–18. http://dx.doi.org/10.3928/0022-0124-20030101-04.

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Littenberg-Tobias, Joshua, José A. Ruipérez-Valiente, and Justin Reich. "Studying Learner Behavior in Online Courses With Free-Certificate Coupons: Results From Two Case Studies." International Review of Research in Open and Distributed Learning 21, no. 1 (January 1, 2020): 1–22. http://dx.doi.org/10.19173/irrodl.v20i5.4564.

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The relationship between pricing and learning behavior is an important topic in research on massive open online courses (MOOCs). We report on two case studies where cohorts of learners were offered coupons for free certificates to explore how price reductions might influence behavior in MOOC-based online learning settings. In Case Study 1, we compare participation and certification rates between courses with and without free-certificate coupons. In the courses with a free-certificate track, participants signed up for the verified-certificate track at higher rates, and completion rates among verified students were higher than in the paid-certificate track courses. In Case Study 2, we compare learner behavior within the same courses by whether they received access to a free-certificate track. Access to free certificates was associated with lower certification rates, but overall, certification rates remained high, particularly among those who viewed the courses. These findings suggest that some incentives, other than simply the cost of paying for a verified-certificate track, may motivate learners to complete MOOCs.

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Galbraith, Gretchen R., and Joan Perkin. "Victorian Women." History of Education Quarterly 36, no. 3 (1996): 337. http://dx.doi.org/10.2307/369406.

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McMurray, George R., Sylvia Molloy, Daniel Balderston, Rosamel del Valle, and Anna Balakian. "Certificate of Absence." Hispania 75, no. 5 (December 1992): 1204. http://dx.doi.org/10.2307/344383.

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Murray, Susan L., Suzanna K. Long, Cassandra C. Elrod, and Susmitha Akula. "The Value Of Graduate Certificate Programs In Engineering Education: A Strategic Assessment." American Journal of Engineering Education (AJEE) 2, no. 1 (May 12, 2011): 51–62. http://dx.doi.org/10.19030/ajee.v2i1.4276.

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There has been a significant increase in the popularity of non-degree graduate certificates throughout the past decade. This increase has raised questions about the value of engineering graduate certificate programs from students, alumni, and employers. Do engineering certificate programs provide real world skills and knowledge? Do they serve as effective recruiting tools for universities? Do they provide opportunities for students to meet their professional goals in terms of salary increase and promotions? This study explores these questions. Eighty-three current and former engineering certificate students, as well as forty professionals from industry, were surveyed about their value perception of graduate certificate programs. Guidance for engineering educators and other professionals concerned with development and marketing of engineering graduate certificate programs is also presented.

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Brijnath, Bianca, Nabita Singh, and Danielle Mazza. "Stakeholder perspectives on the new sickness certificate in Victoria: results from a mixed-methods qualitative study." Australian Health Review 40, no. 1 (2016): 27. http://dx.doi.org/10.1071/ah14136.

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Objective The aim of this study was to present the views of four stakeholder groups, namely general practitioners (GP), employers (EMP), injured workers (IW) and compensation agents (CA), about the content and usability of the draft of the new Victorian sickness certificate. Methods A cross-sectional mixed-methods qualitative study was conducted in GP clinics and community settings in Melbourne, Australia. Interviews were conducted with GPs, EMPs and IWs and one focus group discussion was completed with CAs (n = 29). Data were collected between October and December 2013. Thematic analysis was performed. Results All stakeholders viewed the new draft certificate as an improvement on the old one. GPs saw the certificate as a form of communication, whereas EMPs and CAs saw it as a therapeutic device. GPs continued to certify based on incapacity and provided little information about what IWs could do on return to work. All groups said that assessments for mental health needed more clarity and specificity. GPs, EMPs and CAs also said that the new certificates must be electronically available and integrated into existing medical software to streamline uptake. Conclusions To ensure appropriate use of the new certificate, stakeholders must share a common understanding about its purpose and the certificate must be incorporated into existing medical software. Content on mental health assessment, an area of continued difficulty, needs additional refinement. The new certificate replaced the old certificate in March 2015; after it has been established in clinical practice, an impact evaluation should be completed to determine whether GPs are certifying capacity and earlier return to work. What is known about the topic? When it comes to sickness certification, GPs tend to focus on what injured patients cannot do, rather than what they can do. The new sickness certificate aims to change GP behaviour by focusing the certificate more on capacity (i.e. what the injured patient can do). What does this paper add? Four stakeholder groups agreed that the content and usability of the new certificate has improved. However, they agreed that the assessment of mental health capacity needs further specificity. Dissonances also remain between the stakeholders on the purpose of the certificate. What are the implications for practitioners? Appropriate use of the new certificate requires a common understanding about the purpose of the certificate, training on its appropriate use, incorporation into existing medical software and clarity on mental health assessment.

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Batho, G. R., and Kathryn Hughes. "The Victorian Governess." British Journal of Educational Studies 41, no. 3 (September 1993): 303. http://dx.doi.org/10.2307/3122291.

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Mulcahy, D. G. "Physical education, liberal education and the Leaving Certificate Examination." Irish Educational Studies 31, no. 3 (September 2012): 251–62. http://dx.doi.org/10.1080/03323315.2012.710064.

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Cronin, R. "DINAH BIRCH, Our Victorian Education." Notes and Queries 56, no. 3 (August 12, 2009): 466–67. http://dx.doi.org/10.1093/notesj/gjp075.

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Pritchard, Brenda, and Damon Anderson. "The Victorian Certificate of Applied Learning in TAFE: Challenges, issues and implications for teachers." International Journal of Training Research 7, no. 1 (January 2009): 19–37. http://dx.doi.org/10.5172/ijtr.7.1.19.

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Cao, Qipeng. "Comprehensive Education Course Based on "Job Course Competition Certificate" Reform Research." International Journal of Education and Humanities 2, no. 3 (May 19, 2022): 98–101. http://dx.doi.org/10.54097/ijeh.v2i3.371.

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"Job Course Competition Certificate" comprehensive education, that is, the comprehensive education of “job position”, “course content”, “skill competition”, and “skill certificate”. The thesis is aimed at the important course "Sensors and Detection Technology" of the mechanical major, and carries out the research on the curriculum reform of the comprehensive education of "Job Course Competition Certificate". According to the needs of jobs, skill certificates and student competitions, the content of the course is reconstructed, so as to achieve comprehensive education.

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Wayne, Chris. "Profiling Cartographic Education in GIS Certificate Programs." Cartography and Geographic Information Science 30, no. 2 (January 2003): 181–84. http://dx.doi.org/10.1559/152304003100011009.

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Jones, David R., Thomas Kelly, R. B. McDowell, and D. A. Webb. "Victorian Civic Universities." History of Education Quarterly 25, no. 1/2 (1985): 207. http://dx.doi.org/10.2307/368900.

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McKinney, Lyle, Andrea Burridge, and Moumita Mukherjee. "Occupational Certificates: Examining Student Characteristics and Enrollment Outcomes across the Public and For-Profit Sectors." Teachers College Record: The Voice of Scholarship in Education 119, no. 11 (November 2017): 1–34. http://dx.doi.org/10.1177/016146811711901106.

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Background/Context Sub-baccalaureate certificates can provide an accelerated pathway to gainful employment for the unemployed or underemployed. Certificates represented only 6% of postsecondary awards in 1980, but today they represent 22% of all credentials awarded and have superseded associate's and master's degrees as the second most common award granted by U.S. postsecondary institutions. Although enrollment in certificate programs has skyrocketed, empirical research on this student population is scarce. Focus of the Study The purpose of this study was to compare the demographic characteristics, college financing strategies, and enrollment outcomes of occupational certificate students across the three institutional sectors: community colleges, public career and technical centers, and sub-baccalaureate for-profit institutions. Research Design The data were derived from the Beginning Postsecondary Student Study (BPS:04/09) conducted by the National Center for Education Statistics. The sample included students across the three institutional sectors who enrolled in a sub-baccalaureate certificate program that was occupationally focused (unweighted n = 1,770). Data analysis included descriptive statistics, logistic regression, and multinomial regression techniques. Findings Six years after initial enrollment, certificate students beginning at for-profits had the lowest rates of credential completion but were much more likely than public sector students to have taken out loans and defaulted during repayment. Seventeen percent of certificate students beginning at a community college transferred to another institution at some point, suggesting that these programs can serve as a stepping stone to further education. Results from the regression models indicated that students’ race/ethnicity, income status, field of study, and institutional sector were associated with successful certificate completion and/or transfer. Conclusions Equipped with a better profile of certificate students and their educational outcomes, colleges can begin to design better support services and program structures that address the unique needs of this growing student population. These institutional efforts, along with well-designed public policies that boost the production of high-quality certificates, could help strengthen the U.S. workforce and increase educational attainment rates among students from less advantaged backgrounds.

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Hanes, Ioan. "The Future of the (European) Lifestyle Medicine Education." Revista de la Facultad de Medicina Humana 22, no. 1 (December 31, 2021): 13–14. http://dx.doi.org/10.25176/rfmh.v22i1.4388.

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Since 2019 the European Lifestyle Medicine Organization (ELMO), in cooperation with the Belgian Lifestyle Medicine Organization, has offered an online English eight-week course, which issues a European Lifestyle Medicine Certificate (Certificate), after the participant passes a final exam. Almost 200 health professionals and others participated in this interactive European program, which offers a theoretical and especially practical skills to realistically implement lifestyle medicine principles.

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Ling, Jinghui, and Daozhi Chen. "A Probe into the Talent Training Mode of Vocational Colleges with “1+X” Certificate System based on Credit Bank." Journal of Contemporary Educational Research 5, no. 6 (June 30, 2021): 96–102. http://dx.doi.org/10.26689/jcer.v5i6.2236.

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Based on credit bank, the “1+X” certificate system is a “flyover” for learners to interchange between the academic and vocational education. It is a significant innovation to promote high-quality vocational education development and enhance the influence of national vocational education. Vocational colleges can implement “1+X” certificate system via the credit bank and in turn, the popularization of the “1+X” certificate system would enrich and improve the former. China’s development of the credit bank and the existing research on the “1+X” certificate system are analyzed to look for a way in the collaboration of credit bank and the “1+X” certificate system. The firm collaboration as well as the connection and optimization between government, schools, and enterprises as one body form a new talent training mode with the “1+X” certificate system that integrates academy and certificates as well as involving both, schools and enterprises according to China’s credit bank concept.

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McCrone, Kathleen E., Patrick Scott, and Pauline Fletcher. "Culture and Education in Victorian England." History of Education Quarterly 33, no. 3 (1993): 414. http://dx.doi.org/10.2307/368214.

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Schroeder, Janice. "Victorian Education and the Periodical Press." Victorian Periodicals Review 50, no. 4 (2017): 679–85. http://dx.doi.org/10.1353/vpr.2017.0049.

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Macknight, Vicki. "Our Victorian Education (review)." Victorian Review 35, no. 2 (2009): 165–67. http://dx.doi.org/10.1353/vcr.2009.0048.

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McGoldrick, Robert. "Austin Community College Video Game Development Certificate." Community College Journal of Research and Practice 32, no. 11 (October 13, 2008): 918–19. http://dx.doi.org/10.1080/10668920802394750.

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Gleeson, Jim, and Gary Granville. "The case of the leaving certificate applied." Irish Educational Studies 15, no. 1 (January 1996): 113–32. http://dx.doi.org/10.1080/0332331960150111.

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McFadden, Kathleen L., Shi-Jie Chen, Donna J. Munroe, Jay R. Naftzger, and Evan M. Selinger. "Creating an Innovative Interdisciplinary Graduate Certificate Program." Innovative Higher Education 36, no. 3 (October 22, 2010): 161–76. http://dx.doi.org/10.1007/s10755-010-9164-6.

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