Journal articles on the topic 'Vocational education Australia Case studies'
To see the other types of publications on this topic, follow the link: Vocational education Australia Case studies.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Vocational education Australia Case studies.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Papier, Joy. "Table of Contents." Journal of Vocational, Adult and Continuing Education and Training 3, no. 1 (October 22, 2020): 1. http://dx.doi.org/10.14426/jovacet.v3i1.114.
Full textAbstract:
page iv. Editorial team
page v. Acknowledgements
page vi. Editorial - Joy Papier
page 1. Incorporating principles of expansive learning and activity theory in curriculum design to bridge work and education contexts for vocational teachers - James Garraway and Christine Winberg
page 22. Developing a WIL curriculum for post-school lecturer qualifications - André van der Bijl and Vanessa Taylor
page 43. Teacher industry placement in Australia: Voices from vocational education and training managers - Annamarie Schüller and Roberto Bergami
page 67. Motivating styles in dual, initial vocational education and training: Apprentices’ perceptions of autonomy support and control - Valentin Gross, Jean-Louis Berger, Matilde Wenger and Florinda Sauli
page 89. Factors that influence the employability of National Certificate (Vocational) graduates: The case of a rural TVET college in the Eastern Cape province, South Africa - Nduvazi Obert Mabunda and Liezel Frick
page 109. Experiences of women students in Engineering studies at a TVET college in South Africa - Sophia Matenda
page 126. Growing the TVET knowledge base in the south: South African postgraduate output, 2008–2018 - Joy Papier and Simon McGrath
page 143. Interview with Adrienne Bird - Johann Maree
page 153. Contributor biographies
page 156. Editorial policy
page 158. Call for papers: JOVACET 4(1), 2021
2
McLaughlin, Patricia, and Anthony Mills. "Combining vocational and higher education studies to provide dual parallel qualifications – an Australian case study." Journal of Vocational Education & Training 63, no. 1 (March 2011): 77–86. http://dx.doi.org/10.1080/13636820.2010.541563.
Full text
3
Grace, Lauris J., and Peter J. Smith. "Flexible delivery in the Australian vocational education and training sector: Barriers to success identified in case studies of four adult learners." Distance Education 22, no. 2 (January 2001): 196–211. http://dx.doi.org/10.1080/0158791010220202.
Full text
4
Waters, Melinda, Linda Simon, Michele Simons, Jennifer Davids, and Bobby Harreveld. "A case for scholarly activity in vocational education in Australia." Higher Education, Skills and Work-Based Learning 5, no. 1 (February 9, 2015): 14–31. http://dx.doi.org/10.1108/heswbl-08-2014-0038.
Full textAbstract:
Purpose – As neoliberal reforms take hold in the vocational education and training (VET) sector in Australia, there is renewed interest in the quality of teaching practice. However, despite the value of practitioner inquiry to the quality of teaching in schools, scholarly practice in higher education, and established links between the quality of teaching and outcomes for learners and between practice-based inquiry and pedagogic innovation in VET, the practices has received little attention. The purpose of this paper is to explore the value of a college-wide culture of scholarly activity to learners, enterprises, VET institutions, educators and the national productivity agenda. Design/methodology/approach – Drawing on the education literature, empirical examples of scholarly activity drawn from the authors’ experiences of working with VET practitioners, this paper asks what constitutes research and inquiry in VET, why should these practices be integral to educative practice and what value do they bring to the sector? In addressing the questions, the authors explore how research and inquiry is defined in the literature and draw on three empirical examples of scholarly activities to provide a national, institutional and individual view. A discussion about the value of scholarly activities to VET stakeholders and how the practices might be fostered and sustained concludes the paper. Findings – The paper concludes that practice-based scholarly activities in VET cultivate rich potential for renewed and innovative pedagogies that improve outcomes for learners, respond to industry demands for innovative skills, build “pedagogic capital” for VET institutions, enrich the knowledge base of policy makers and build resilience and professionalism. The authors conclude by positioning VET educators as scholars in their own right along a continuum of scholarly activity and posing the proposition that when valued, scholarly activities are practices for new times that will build a strong and vibrant profession for the future. Research limitations/implications – This paper brings together the authors’ experiences of working with VET practitioners as the authors engage in scholarly activities. While each vignette was drawn from a formal research project in each case, the paper itself was not structured around a formal research activity, although a small survey was undertaken for vignette 1. This poses limitations to the findings of the study. However, the purpose of the paper is not to be conclusive but to forward an argument for more scholarly activity in VET in order to promote further research and debate. Originality/value – This paper contributes to the current debate in Australia about the quality of teaching in VET and the sectors’ capability to produce “work-ready” graduates. It brings to the fore the value of scholarly activity for educators, learners, industry and communities, VET institutions and the broader national innovation agenda. As such, it has relevance to all VET stakeholders, most particularly policy makers, leaders and practitioners in VET.
5
Young, Michael. "Bridging the Academic/Vocational Divide: Two Nordic Case Studies." European Journal of Education 28, no. 2 (1993): 209. http://dx.doi.org/10.2307/1503387.
Full text
6
Choi, Su-Jung, Yeong-Uk Jeon, Ji-Eun Ryu, Eun-Pyo Lee, Gwi-Young Ko, and Ye-Lin Suh. "Comparative Studies on Credit Systems of Secondary Vocational Education in Australia and Finland." Korean Comparative Education Society 27, no. 6 (December 20, 2017): 191–210. http://dx.doi.org/10.20306/kces.2017.27.6.191.
Full text
7
Aizenman, Joshua, Yothin Jinjarak, Nam Ngo, and Ilan Noy. "Vocational Education, Manufacturing, and Income Distribution: International Evidence and Case Studies." Open Economies Review 29, no. 3 (February 23, 2018): 641–64. http://dx.doi.org/10.1007/s11079-017-9475-7.
Full text
8
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.
Full textAbstract:
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.
9
Whitelaw, Paul A., and Jeffrey Wrathall. "Developing practice oriented undergraduate courses in a quality framework." Quality Assurance in Education 23, no. 4 (September 7, 2015): 395–409. http://dx.doi.org/10.1108/qae-04-2015-0017.
Full textAbstract:
Purpose – The purpose of this paper is to reflect upon the stakeholder, scholarly, academic and jurisdictional influences on course development for a vocationally oriented bachelor’s degree. Design/methodology/approach – This paper takes the form of a case study. Findings – Vocationally oriented bachelor’s courses can be developed, especially when the developers focus on scholarly rigour while paying due heed to jurisdictional requirements as well as the needs of key stakeholders. Research limitations/implications – This case study is limited to a specialist vocational college in Australia. Practical implications – The paper provides a framework by which others can develop vocationally oriented bachelor’s degrees. Social implications – The study can provide impetus to the development of scholarly, and academically rigorous, yet industrially relevant vocational degrees. Originality/value – This is a relatively novel paper from a non-self accrediting higher education provider.
10
Schüller, Annamarie, and Roberto Bergami. "Teacher industry placement in Australia: Voices from vocational education and training managers." Journal of Vocational, Adult and Continuing Education and Training 3, no. 1 (October 22, 2020): 24. http://dx.doi.org/10.14426/jovacet.v3i1.123.
Full textAbstract:
An important aspect of vocational education and training (VET) teaching is education that is strongly linked to current industry practices. While this is a desirable pursuit, there are considerable challenges in it being implemented owing to increasingly changing work environments and the notion of ‘industry currency’. One way for VET teachers to remain up to date with contemporary industrial practices is for VET to pursue teacher placement in industry (TPI) opportunities. TPI is an agreement in terms of which the VET teacher is seconded to a firm for a period of time in order to perform predefined tasks. The resulting benefits include enhanced teaching practices and the development of deeper, long-term links with industry. However, TPI opportunities are not without their challenges. This article reports on an exploratory study of the views of VET education managers of business studies on the value of TPI. Because management support is integral to creating TPI opportunities, we explored the extent to which TPI is desired and supported by education managers. We found that policies supporting TPI initiatives, if they are in place, are not well formulated, and that a lack of resources and difficulties in finding industry partners exist. Despite these problems, education managers believe that these activities are of value to teaching programmes and of benefit to their department. We conclude that TPI should be an integral part of any VET professional development for teachers, but that, in order for TPI to be successful, appropriate resourcing and the development of strong industry networks are paramount.
11
Scholtz, Desiree. "Case studies as pedagogy for reading development within a vocational education context." Southern African Linguistics and Applied Language Studies 35, no. 2 (April 3, 2017): 155–67. http://dx.doi.org/10.2989/16073614.2017.1373362.
Full text
12
Tyson, Ruhi. "What Would Humboldt Say: A Case of General Bildung in Vocational Education?" International Journal for Research in Vocational Education and Training 3, no. 3 (December 19, 2016): 230–49. http://dx.doi.org/10.13152/ijrvet.3.3.4.
Full textAbstract:
A classic philosopher in the Bildung tradition, Humboldt argued that general Bildung was the opposite of specialist training (vocational education). This has been a matter of contention and the aim here is to revisit the issue through an empirical case study. In the vocational education biography of craft master Wolfgang B. he speaks about aspects of his education that have much in common with Humboldt’s ideal of general Bildung but transposed into the context of vocational education and training (VET). The concept of vocationalism (Beruflichkeit) provides context to the present argument which is that the contrast Humboldt made is relevant but not in the sense of there being two categories of education (general and vocational) but rather two expressions of pedagogy: one expansive and one exclusive. Furthermore, there are two versions of general or expansive Bildung present in the case. The conclusions are that empirical studies of vocational Bildung expand on the concept of Bildung, increase our understanding of how VET contains affordances of Bildung and of the curriculum-patterns related to this.
13
Saputro, Ida Nugroho, Soenarto Soenarto, Herminarto Sofyan, Maulida Catur Riyanita, Purwita Sari Rebia, and Anggita Listiana. "The Effectiveness of Teaching Factory Implementation in Vocational Education: Case Studies in Indonesia." Universal Journal of Educational Research 9, no. 11 (November 2021): 1841–56. http://dx.doi.org/10.13189/ujer.2021.091104.
Full text
14
Doyle, Lesley. "Conceptualising a Transition: The Case of Vocational and Academic Learning in England, Scotland and the USA." Research in Comparative and International Education 7, no. 4 (January 1, 2012): 446–64. http://dx.doi.org/10.2304/rcie.2012.7.4.446.
Full textAbstract:
The contention of this article is that the potentially productive developmental learning experience of the transition which young people in secondary school make between concurrent vocational and academic courses is largely unrecognised and thus unexploited. To support this contention, and to suggest a more productive way forward, understandings of, and attitudes towards, vocational learning and the rationales behind them are analysed. Following on from this, findings are presented from three related empirical studies on the experiences of young people, and their teachers, as they transition between vocational and academic courses. The findings are then conceptualised through the lens of theoretical approaches which privilege and highlight the importance of supported developmental learning, as distinct from the current focus on societal and policy rationales. Particular attention is paid to Beach's notion of ‘consequential transitions’. The article concludes with an outline of the opportunities that an approach based on symbiosis between vocational and academic learning can offer for the improved acquisition of skills, knowledge and understanding by young people.
15
Panko, Mary, and Rashika Sharma. "Integrating Waste Management and Pollution Control in Tertiary Vocational Education Programmes: Case Studies." International Journal of Information and Education Technology 6, no. 3 (2016): 228–31. http://dx.doi.org/10.7763/ijiet.2016.v6.690.
Full text
16
Şahin, Mustafa, Semiha Şahin, Canan Akyol, and Hale Sucuoğlu. "Opinions of social studies teachers about vocational education design." Journal of Human Sciences 19, no. 4 (December 31, 2022): 680–92. http://dx.doi.org/10.14687/jhs.v19i4.6343.
Full textAbstract:
The aim of this research is to determine the professional development of social studies teachers in accordance with their views on the in-service education program. The research was carried out with the case study design, one of the qualitative research methods. The study group of the research was composed of 30 social studies teachers working in the Bergama district of Izmir province, who were selected by purposeful sampling method. The opinions of the teachers were collected through structured interview forms. When the findings were examined, the educational titles were shaped in the field of social studies and pedagogy. Gaining professional experience, deciphering new teaching methods, being aware of current developments, searching for solve to problems in teaching, increasing general culture, seeing ways to communicate with students and getting acquainted with issues such as university education. The field-specific expectations are; learning field-specific methods, seeing ways to popularize the course, recognizing new approaches to field courses, evaluating textbooks, attaching importance to values education, proposing concrete and feasible solutions to problems, being applicable, and being aware of new developments. As a result, it was found that the teacher education workshop largely meets the expectations of teachers, and teachers are willing to apply what they have learned from these trainings in their classrooms. Extended English summary is in the end of Full Text PDF (TURKISH) file. Özet Bu araştırmanın amacı sosyal bilgiler öğretmenlerinin mesleki gelişimlerini hizmet-içi eğitim programına ilişkin görüşleri doğrultusunda belirlemektir. Araştırma, nitel araştırma yöntemlerinden durum çalışması deseni ile gerçekleştirilmiştir. Araştırmanın çalışma grubunu amaçlı örneklem yöntemiyle seçilen İzmir ili Bergama ilçesinde görev yapmakta olan 30 sosyal bilgiler öğretmeni oluşturmuştur. Öğretmenlerin görüşleri, yapılandırılmış görüşme formları aracılığıyla toplanmıştır. Bulgular incelendiğinde, eğitim başlıkları alan eğitimi ve pedagoji alanında şekillenmiştir. Mesleki deneyim kazanma, yeni öğretim yöntemlerini tanıma, güncel gelişmelerden haberdar olma, öğretimdeki sorunlarına çözüm yolları arama, genel kültür artışı, öğrencilerle iletişim kurma yollarını görme ve üniversite eğitimi gibi konularda bilgilenme olarak dikkat çekmektedir. Alana özgü beklentileri ise; alana özgü yöntemleri öğrenme, dersi sevdirme yollarını görme, alan derslerine yönelik yeni yaklaşımları tanıma, ders kitaplarını değerlendirme, değerler eğitimine önem verme, sorunlara somut ve uygulanabilir çözüm önerileri getirme, uygulanabilir olma ve yeni gelişmelerden haberdar olma bakımından ifade edilmiştir. Sonuç olarak, öğretmen eğitimi atölyesinin, büyük ölçüde öğretmenlerin beklentilerini karşıladığı ve öğretmenlerin bu eğitimlerden öğrendiklerini kendi sınıflarında uygulamakta istekli olduğu saptanmıştır.
17
Mahfud, Tuatul, Ibnu Siswanto, Danar Susilo Wijayanto, and Putu Fajar Puspitasari. "ANTECEDENT FACTORS OF VOCATIONAL HIGH SCHOOL STUDENTS' READINESS FOR SELECTING CAREERS: A CASE IN INDONESIA." Jurnal Cakrawala Pendidikan 39, no. 3 (October 26, 2020): 633–44. http://dx.doi.org/10.21831/cp.v39i3.32310.
Full textAbstract:
Vocational graduates' readiness for selecting careers is an important topic for vocational education research. Although there have been many studies on vocational student career selection readiness, there are only few studies on the roles of teaching quality, social capital, and psychological capital in shaping vocational students' readiness for selecting careers. This study aims to examine the antecedent factors of high school students' readiness for career selection which involve teaching quality, psychological capital, and social capital factors. This study employed the quantitative approach with ex-post facto design. The data were randomly collected from 279 vocational high school students in North Lampung-Indonesia by means of online questionnaires. SEM analysis was carried out in this study to see the effects among variables. The results show that readiness for selecting careers is influenced by teaching quality and psychological capital, as social capital does not directly influence student readiness. Besides, psychological capital is influenced by teaching quality and social capital. Then, social capital is influenced by teaching quality. Social and psychological capitals together mediate the effect of teaching quality on the readiness for selecting careers. The research findings present some implications for vocational education practitioners wishing to make further improvements.
18
Hong, Jin. "How can a design-based research methodology that utilises Mixed-Reality (MR) Technologies be utilized to effectively enhance learning for authentic, high-risk situations?" Pacific Journal of Technology Enhanced Learning 2, no. 1 (December 2, 2019): 24. http://dx.doi.org/10.24135/pjtel.v2i1.25.
Full textAbstract:
Even experienced mountain climbers underestimate key dangers and make poor decisions in stressful, high-risk situations when climbing, leading to injury and death. My own experience indicates that effective education can play a key role in managing these risks and improving experienced climber’s decision making. Current educational approaches for climbers, however, are generally limited to textbooks and ‘on the mountain’ learning. It is vital, therefore, that new approaches and methods are developed to improve learning.
My own experience and emergent case studies indicate that AR (Augmented), VR (Virtual Reality) and MR (Mixed Reality), have affordances (possibilities offered by the technology) to underpin new forms of learning and therefore have the potential to enhance education for high-risk environments. Emergent use of MR immersive technologies includes classroom learning, firefighting and military training. An initial review of literature has indicated though that there are very limited examples of rigorous research on the design and application of MR technologies in authentic education, especially for extreme situations such as mountaineering i.e., no one has rigorously designed for these technologies for learning in extreme environments, evaluated learning outcomes and theorised about how learning can be enhanced.
In response to this gap/opportunity, this research explores the potential of MR technologies to effectively enhance learning for authentic, high-risk situations. The research will use a Design-based research methodology (DBR) to develop design principles informed by key learning theories as they offer recognised and critical approaches for a new way of learning in an extreme environment. Underpinned by a Constructivist paradigm, initial theoretical frameworks identified include Authentic Learning and Heutagogy (student-determined learning).Herrington and co-authors (2009) recommended 11 design principles for the incorporation of mobile learning into a higher education learning environment, and Blaschke and Hase (2015)’s 10 principles of designing learning for heutagogy. Other theories and frameworks include Constructivist Learning and the ZPD (the Zone of Proximal Development), design for mobile MR learning and user-centred design. Activity Theory will also be utilised in the data analysis.
Initial design principles will be developed by the DBR methodology. These design principles will be tested through the implementation and evaluation of an MR ‘prototype’ app design solution.’ The prototype solution will be iteratively redesigned using further evaluation and feedback from sample cohorts of end-users. Data will be collected from key participant interviews, researcher observation/reflections and biometric feedback. Methodological triangulation (multimodal data approach) will be used to evaluate learning outcomes. The iterative development will lead to transferable design principles and further theorising that can be transferred to other learning situations involving preparation and decision-making as well as knowledge in high-risk contexts.
Reference
Amiel, T., & Reeves, T. (2008). Design-Based Research and Educational Technology:
Rethinking Technology and the Research Agenda. Educational Technology
& Society, 11(4), 29-40.
Blaschke, L., & Hase, S. (2015). Heutagogy, Technology, and Lifelong Learning for Professional
and Part-Time Learners. In A. Dailey-Hebert & K. S. Dennis (Eds.), Transformative Perspectives and Processes in Higher Education (Vol. 6, pp. 75-94). Switzerland: Springer
International Publishing.
Cochrane, T., et al., (2017) ‘A DBR framework for designing mobile virtual reality learning
environments’, Australasian Journal of Educational Technology, vol. 33,
6, pp. 27–40. doi: 10.14742/ajet.3613
Engeström, Y. (2015). Learning by expanding: An activity-theoretical approach
to developmental research (2nd ed.). Cambridge, UK: Cambridge University Press.
Hase, S & Kenyon, C. (2001). Moving from andragogy to heutagogy: implications for VET',
Proceedings of Research to Reality: Putting VET Research to Work: Australian
Vocational Education and Training Research Association (AVETRA), Adelaide,
SA, 28-30 March, AVETRA, Crows Nest, NSW.
Kesim, M & Ozarslan (2012), Y. Augmented Reality in Education: Current
Technologies and the Potential for Education, Procedia - Social and
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological
processes. Cambridge, MA: Harvard University Press. Behavioral Sciences volume 47, 2012, 297-302.
19
Jaccomard, Hélène. "Work Placements in Masters of Translation: Five Case Studies from the University of Western Australia." Meta 63, no. 2 (December 18, 2018): 532–47. http://dx.doi.org/10.7202/1055151ar.
Full textAbstract:
In Australia work placements are an essential part of most postgraduate qualifications in Translation Studies as a way to guarantee graduates’ job-readiness. Work placements, however, are not always run ethically and efficiently. This research paper analyzes the pragmatic and theoretical aspects of professional placements in Translation Studies, and reports on work placements of five Masters students at the University of Western Australia. The students’ experiences were diverse and proved that safeguards need to be put in place for work placements to be successful tripartite collaborations between universities, trainees and hosts. Flexibility and students’ autonomy seemed to play an important part in the success of work placement arrangements. Both work supervisor and subject coordinator must be properly prepared for their tasks, perhaps taking guidance from their counterparts in vocational studies. Nonetheless, all students in these cases studies were confronted with real-life issues that translators have to routinely solve and this rapidly increased their job-readiness.
20
Baumann, Fabienne-Agnes. "Book Review: Collective Skill Formation in Liberal Market Economies? The Politics of Training Reforms in Australia, Ireland and the United Kingdom." International Journal for Research in Vocational Education and Training 5, no. 4 (December 17, 2018): 328–32. http://dx.doi.org/10.13152/ijrvet.5.4.5.
Full textAbstract:
The book was published as the 16th volume of the series Studies in Vocational and Continuing Education. Series Editors-in-Chief are Philipp Gonon and Anja Heikkinen. Janis Vossiek is a post-doctoral researcher at the School of Educational and Cultural Studies of the University of Osnabrück, Germany.
21
Wang, Shang, Fei Peng, and Mengjie Li. "Improving the Comprehensive Ability of Vocational Education Students Through Skills Competitions." Scientific and Social Research 5, no. 1 (January 6, 2023): 1–6. http://dx.doi.org/10.26689/ssr.v5i1.4545.
Full textAbstract:
Skills competition is an important part of the vocational education system and a booster of teaching quality in vocational colleges. This study explores the role of skills competition in advancing the comprehensive ability of students in vocational colleges from specific cases. Firstly, this paper elaborates on relevant educational policy issue papers. Secondly, the studies of relevant scholars are discussed. Thirdly, the students’ work in the Capital Challenge Cup Skills Competition is presented. Fourthly, the preparation process of the competition is used as a case study to explore the improvement of students’ abilities in four dimensions. Finally, the main conclusions are summarized. The skills competition is of great significance for vocational institutions to improve teaching quality and talent training mode. Vocational institutions should invest more financial resources and create more policies to support the development of skills competitions.
22
Karlsson, Tobias, Fay Lundh Nilsson, and Anders Nilsson. "Vocational Education and Industrial Relations: Sweden 1910–1975." Nordic Journal of Educational History 5, no. 1 (February 26, 2018): 27–50. http://dx.doi.org/10.36368/njedh.v5i1.100.
Full textAbstract:
In this article we discuss vocational education in Sweden against the backdrop of the changing nature of industrial relations in the period from ca 1910 to 1975. Drawing upon evidence from official inquiries and case studies of two industries (forest industry and shipbuilding), we show that Sweden in the 1940s and 1950s can be described as a collective skill formation system in the making, where firms, intermediary associations, and the state cooperated around vocational education and training. However, Sweden developed in a very different direction than similar countries. We argue that this remarkable change of trajectory cannot be understood without considering the simultaneous disintegration of the model of industrial relations, along with general changes in the system of education.
23
Shin, Dong Eun, and Jihyun Chang. "A Case Study of Training Packages Policy in Australia: Practical implications for NCS-based vocational education in Korea." Journal of Corporate Education and Talent Research 21, no. 2 (June 30, 2019): 1–27. http://dx.doi.org/10.46260/kslp.21.2.1.
Full text
24
Peseta, Tai. "Professional doctorate research in Australia: commentary and case studies from business, education and Indigenous studies." Journal of Educational Administration and History 44, no. 2 (May 2012): 174–76. http://dx.doi.org/10.1080/00220620.2012.659948.
Full text
25
Suwandi, Suwandi, Hanafiah Hanafiah, Yosal Iriantara, and Rita Sulastini. "Dual Based Assessment in Improving the Quality of Skills at the Center of Excellence Vocational School." International Journal of Educational Research & Social Sciences 3, no. 4 (September 1, 2022): 1701–7. http://dx.doi.org/10.51601/ijersc.v3i4.469.
Full textAbstract:
This research is motivated by various problems related to the quality and relevance of Indonesian education which are the main issues. Indicators of quality education are marked by graduates who have superior competencies and are able to compete in the business world and industry for graduates from Vocational Secondary Education. Quality vocational education applying quality standards can contribute to the country's economic development, but it still cannot be realized optimally at the time of its implementation. Such conditions occur in SMK graduates in Indonesia so that the open unemployment of SMK graduates is getting bigger. It is interesting to do further research to find out why and how this happened and find solutions to the problems faced. Dual Based Assessment (DuBA) on the vocational skills aspect is expected to be a solution in ensuring the quality of skills at the Center of Excellence Vocational High School and Vocational Schools in general. In particular, this study describes and analyzes the "Daming Cycle" quality management approach from William Edward Deming, with its management principles approach which include: Plan, Do, Check and Action Dual Based Assessment in Improving Skills Quality at SMK Center of Excellence. The research method used is qualitative with a case study approach through interview data collection techniques, documentation studies and observations at the research location of Pertiwi Kuningan Vocational School, West Java. The results obtained in this study In particular, this study describes and analyzes the "Daming Cycle" quality management approach from William Edward Deming, with its management principles approach which include: Plan, Do, Check and Action Dual Based Assessment in Improving Skills Quality at SMK Center of Excellence. The research method used is qualitative with a case study approach through interview data collection techniques, documentation studies and observations at the research location of Pertiwi Kuningan Vocational School, West Java. The results obtained in this study In particular, this study describes and analyzes the "Daming Cycle" quality management approach from William Edward Deming, with its management principles approach which include: Plan, Do, Check and Action Dual Based Assessment in Improving Skills Quality at SMK Center of Excellence. The research method used is qualitative with a case study approach through interview data collection techniques, documentation studies and observations at the research location of Pertiwi Kuningan Vocational School, West Java. The results obtained in this study The research method used is qualitative with a case study approach through interview data collection techniques, documentation studies and observations at the research location of Pertiwi Kuningan Vocational School, West Java. The results obtained in this study The research method used is qualitative with a case study approach through interview data collection techniques, documentation studies and observations at the research location of Pertiwi Kuningan Vocational School, West Java. The results obtained in this study The quality of the results of the DuBA approach at Pertiwi Kuningan Vocational School has led the school to become one of the Center of Excellence Vocational Schools in West Java so that it deserves to be a reference vocational school that has the obligation to carry out an impacting program on the surrounding vocational schools. The quality of skills in Axioo's Industrial Class has contributed to the decline in the unemployment rate for vocational school graduates, on the other hand, these graduates have been able to participate in driving the economy on a micro scale by becoming employees in various business fields and opening up entrepreneurial opportunities.
26
Al-Ali, Salah. "A model for Enhancing Academic Staff Promotion System in Vocational and Technical Education: College of Technological Studies, As A Case Kuwait." Technium Social Sciences Journal 20 (June 8, 2021): 108–18. http://dx.doi.org/10.47577/tssj.v20i1.3396.
Full textAbstract:
Vocational and technical colleges and schools is a type of education which place students on apprenticeship system. It is through which students can spend certain time in industry premises to gain the necessary skills and attitudes mostly required by industries. Vocational and technical education is completely different from a formal education that is taught in classrooms. Developing countries (e.g., Kuwait, Oman, Qatar), has realized the importance of vocational and technical education in vital sectors of the economy (e.g., oil, electricity and water, construction), where expatriates are the dominate workforce and the need to reduce dependence on expatriates is one of high governments manpower strategy. In Kuwait, the government has absorbed the need to reduce dependence on expatriates and thus established the College of Technological Studies, CTS, to respond to the urgent need of skilled and semi-skilled indigenous workforce. Thus, the management of the College of Technological Studies has to apricate and value the significant role of the College of Technological Studies in meeting government workforce objectives. This can be accomplished by ensuring that academic staff has the necessary skills to prepare students to meet industrial needs and ambitious. The academic staff promotion system must be one of the CTS management priorities. The constant review and update the academic staff promotion system is crucial to maintain high standard of vocational and technical graduates. A model is introduced in this research for academic staff promotion system that enable the CTS management to review and assess the quality of the CTS academic staff competencies and their ability in meeting industrial requirements. The new model for academic staff promotion system would overcome and/or reduce the deficiencies of the current academic staff promotion system. The new model would encompass more realistic and efficient criteria’s for assessing the performance of vocational and technical academic staff and introduce a proper work methodology and procedure for minimizing the percentage of errors while promoting a candidate to a higher academic status.
27
Wahlberg, Madeleine, and Denis Gleeson. "‘Doing the business’: paradox and irony in vocational education – GNVQ business studies as a case in point." Journal of Vocational Education & Training 55, no. 4 (December 2003): 423–46. http://dx.doi.org/10.1080/13636820300200238.
Full text
28
Wahlberg, Madeleine, and Denis Gleeson. "‘Doing the business’: paradox and irony in vocational education – GNVQ business studies as a case in point." Journal of Vocational Education and Training 55, no. 4 (December 1, 2003): 423–46. http://dx.doi.org/10.1080/13636820300200243.
Full text
29
Hietanen, Lenita, and Taina Järvi. "Contextualizing entrepreneurial learning in basic and vocational education." Journal of Enterprising Communities: People and Places in the Global Economy 9, no. 1 (March 9, 2015): 45–60. http://dx.doi.org/10.1108/jec-03-2013-0006.
Full textAbstract:
Purpose – The purpose of this study is to examine and model entrepreneurial learning processes as a continuum from non-business basic education to vocational education. Previous studies and policy programs in Europe suggest that entrepreneurship education should be a core part of the education system. Design/methodology/approach – This is an action research piece of work in which two researchers (the authors) have first studied each other’s own data independently, and then combined these two sets of data. One data set has been collected in a non-business, basic education setting, whereas the other focuses on business studies in vocational education. Here, the entrepreneurial learning process is seen as a synthesis of experimentation with discovered and created opportunities and managing knowledge and competences through reflective practices and decision-making processes. Findings – The main finding is that entrepreneurial learning can be enabled and may manifest itself as a useful process both in non-business and business school contexts. Another related essential finding is the importance of developing learners’ reflective practices. Practical implications – This research aims to provide scientific evidence that different school levels should cooperate to establish entrepreneurial learning as a continuous process. This case has been researched in the Finnish educational system, but it may also prompt teachers at different school levels in other countries to enable their students’ entrepreneurial learning. Originality/value – Although entrepreneurial learning has been researched frequently, there is still a lack of investigation concerning lower educational levels, especially non-business basic education. In addition, the point when growth to become entrepreneurial could begin has not been studied in depth. This research focuses on demonstrating how entrepreneurial learning can be planned and executed as a continuum at lower educational levels.
30
Dantas, Jaya A. R., Penelope Strauss, Roslyn Cameron, and Claire Rogers. "Women Migrants in Western Australia: Case Studies of Resilience and Empowerment." Social Change 50, no. 1 (March 2020): 77–94. http://dx.doi.org/10.1177/0049085719901074.
Full textAbstract:
This article presents findings from an exploratory research using descriptive case studies of 12 migrant women in Western Australia. The purposive sample represents the government, academia, the private sector, community, civil society and not-for-profit organisations and is ranged in age from the late 20s to the 70s. Underpinned by theoretical frameworks of resilience and empowerment, women have shared their personal case narratives, and five case studies are presented in this paper. Our findings resonate with the vital and uncontested importance of education, the desire to be empowered, the capacity to be resilient and adaptive and the importance of giving back to the community. Key recommendations include the need for migrant women’s continued access to avenues of empowerment and furthering education. The provision of adaptive structures builds resilience and grows strong communities where women feel empowered. We propose that women migrants, through alliances and collaboration, cross borders of learning and work towards generating change and transformation.
31
Ümarik, Meril, Krista Loogma, and Külliki Tafel-Viia. "Restructuring vocational schools as social innovation?" Journal of Educational Administration 52, no. 1 (January 28, 2014): 97–115. http://dx.doi.org/10.1108/jea-08-2012-0100.
Full textAbstract:
Purpose – The purpose of this paper is to conceptualize the implementation of educational reform processes by applying the concept of social innovation. The paper proposes a model of social innovation and test its applicability in the context of Estonian vocational education reform using two case studies of the school re-organization as an example. Design/methodology/approach – A case study approach has been applied in the empirical study. Different data collection methods have been used including semi-structured interviews with the various change actors, observations and analysis of written documents. Findings – The integrated model of social innovation proved to be a fruitful analytical tool. By focusing on five central aspects – the trigger of change, central change agents, social mechanisms facilitating the adoption of change, implications and social gains – it was possible to explain two school re-organization processes and the reasons behind their success or complications. Practical implications – The analysis of the cases outlined some lessons that can be learned for the future planning and implementation of school reforms. School changes are more easily adopted if actors experience it as useful and rational, school staff are involved in the process as early as possible and the adoption is facilitated by building certain social mechanisms and network structures into the policy implementation process. Originality/value – The paper makes a contribution to the literature on educational reform by applying the concept of social innovation. Up until now, the concept of social innovation has remained rather underused to explain the process of implementing and adopting reforms, and in particular, it is rarely used in the context of analyzing educational reforms.
32
Lindstrom, Lauren E., and Michael R. Benz. "Phases of Career Development: Case Studies of Young Women with Learning Disabilities." Exceptional Children 69, no. 1 (October 2002): 67–83. http://dx.doi.org/10.1177/001440290206900105.
Full textAbstract:
This study investigates the career development process for young women with learning disabilities. Case study methodology was utilized to understand the key elements influencing career choices for young women with learning disabilities who had graduated from high school and entered the workforce. Case study findings revealed three distinct phases of career development that were labeled (a) unsettled, (b) exploratory, and (c) focused. Phases of career development varied along two dimensions—stability of employment and clarity of career goals. Key elements that seemed to influence the phases of career development included individual motivation and personal determination, family support and advocacy, opportunities for career exploration, on-the-job or postsecondary vocational training, and supportive work environments.
33
Brunetti, Irene, and Lorenzo Corsini. "School-to-work transition and vocational education: a comparison across Europe." International Journal of Manpower 40, no. 8 (November 4, 2019): 1411–37. http://dx.doi.org/10.1108/ijm-02-2018-0061.
Full textAbstract:
Purpose Youth unemployment is one of the major problems that the economic systems face. Given this issue, the purpose of this paper is to assess whether school-to-work transition is easier for individuals with secondary vocational education compared to general secondary education. The authors want to explore which vocational systems across Europe produce better effects. Design/methodology/approach The authors use data from a module on “Entry of young people into the labour market” from the 2009 and 2014 European Labour Survey and they estimate multinomial probit models, allowing for violation of the irrelevance of the alternative assumption. Findings The authors find that in countries with the dual vocational system, vocational education improves employability both in the short and medium run, whereas in countries with a school-based vocational system, results are mixed and, only in some cases, the effect of vocational studies is significantly positive. Research limitations/implications Sample size for short-run analysis is a bit small in a few countries (Austria and Germany). Moreover, even if the authors have reason to believe that the methods adopted are mitigating the omitted heterogeneity issues and robustness checks are run on these aspects, these issues cannot be fully excluded. Practical implications The authors provide policy implications, showing that dual vocational systems can improve school-to-work transitions and that vocational structure is particularly effective in this case. Social implications The authors provide information on which education model may offer better chance in terms of labour outcomes. Originality/value Given the relevance of youth unemployment, the authors provide valuable information on how to mitigate this problem. The use of cross-country comparisons offers great insights on which vocational systems appear to be well-suited to enhance employability.
34
Churlyaeva, Natalya, and Sergey Kukushkin. "Continuing vocational training in the space industry: a Siberian case study." International Journal of Lifelong Education 32, no. 3 (June 2013): 378–97. http://dx.doi.org/10.1080/02601370.2012.738433.
Full text
35
E. Fluck, Andrew, Olawale Surajudeen Adebayo, and Shafi'i Muhammad Abdulhamid. "Secure E-Examination Systems Compared: Case Studies from Two Countries." Journal of Information Technology Education: Innovations in Practice 16 (2017): 107–25. http://dx.doi.org/10.28945/3705.
Full textAbstract:
Aim/Purpose: Electronic examinations have some inherent problems. Students have expressed negative opinions about electronic examinations (e-examinations) due to a fear of, or unfamiliarity with, the technology of assessment, and a lack of knowledge about the methods of e-examinations. Background: Electronic examinations are now a viable alternative method of assessing student learning. They provide freedom of choice, in terms of the location of the examination, and can provide immediate feedback; students and institutions can be assured of the integrity of knowledge testing. This in turn motivates students to strive for deeper learning and better results, in a higher quality and more rigorous educational process. Methodology : This paper compares an e-examination system at FUT Minna Nigeria with one in Australia, at the University of Tasmania, using case study analysis. The functions supported, or inhibited, by each of the two e-examination systems, with different approaches to question types, cohort size, technology used, and security features, are compared. Contribution: The researchers’ aim is to assist stakeholders (including lecturers, invigilators, candidates, computer instructors, and server operators) to identify ways of improving the process. The relative convenience for students, administrators, and lecturer/assessors and the reliability and security of the two systems are considered. Challenges in conducting e-examinations in both countries are revealed by juxtaposing the systems. The authors propose ways of developing more effective e-examination systems. Findings: The comparison of the two institutions in Nigeria and Australia shows e-examinations have been implemented for the purpose of selecting students for university courses, and for their assessment once enrolled. In Nigeria, there is widespread systemic adoption for university entrance merit selection. In Australia this has been limited to one subject in one state, rather than being adopted nationally. Within undergraduate courses, the Nigerian scenario is quite extensive; in Australia this adoption has been slower, but has penetrated a wide variety of disciplines. Recommendations for Practitioners: Assessment integrity and equipment reliability were common issues across the two case studies, although the delivery of e-examinations is different in each country. As with any procedural process, a particular solution is only as good as its weakest attribute. Technical differences highlight the link between e-examination system approaches and pedagogical implications. It is clear that social, cultural, and environmental factors affect the success of e-examinations. For example, an interrupted electrical power supply and limited technical know-how are two of the challenges affecting the conduct of e-examinations in Nigeria. In Tasmania, the challenge with the “bring your own device” (BYOD) is to make the system operate on an increasing variety of user equipment, including tablets. Recommendation for Researchers: The comparisons between the two universities indicate there will be a productive convergence of the approaches in future. One key proposal, which arose from the analysis of the existing e-examination systems in Nigeria and Australia, is to design a form of “live” operating system that is deployable over the Internet. This method would use public key cryptography for lecturers to encrypt their questions online. Impact on Society : If institutions are to transition to e-examinations, one way of facilitating this move is by using computers to imitate other assessment techniques. However, higher order thinking is usually demonstrated through open-ended or creative tasks. In this respect the Australian system shows promise by providing the same full operating system and software application suite to all candidates, thereby supporting assessment of such creative higher order thinking. The two cases illustrate the potential tension between “online” or networked reticulation of questions and answers, as opposed to “offline” methods. Future Research: A future design proposition is a web-based strategy for a virtual machine, which is launched into candidates’ computers at the start of each e-examination. The new system is a form of BYOD externally booted e-examination (as in Australia) that is deployable over the Internet with encryption and decryption features using public key cryptography (Nigeria). This will allow lecturers to encrypt their questions and post them online while the questions are decrypted by the administrator or students are given the key. The system will support both objective and open-ended questions (possibly essays and creative design tasks). The authors believe this can re-define e-examinations as the “gold standard” of assessment.
36
Kažanegra-Veličković, Ana, and Milica Spasić-Stojković. "Language competence of students of Belgrade Business Academy for applied studies in learning English for specific purposes: Case study." Zbornik radova Filozofskog fakulteta u Pristini 52, no. 1 (2022): 139–54. http://dx.doi.org/10.5937/zrffp52-23471.
Full textAbstract:
Growing globalization and continuous demographic changes impose the need for reviewing language programs that must follow modern trends and the needs of students that change in accordance with the requirements of the professional environment, both in the country and abroad. The development of language competencies, especially in the field of language for specific purposes, is a prerequisite for the success of a modern young man, thus giving him the opportunity to be competitive and functional both in education and in future professional activities. The theoretical part of this paper relies on the interpretations of basic postulates about learning English for General purposes and learning English for Specific Purposes, and discusses the importance of developing language competence in teaching English in the context of acquiring professional competencies of students in higher vocational education. The paper also gives an overview of the way in which all four language skills (listening, reading, writing and speaking) are developed in teaching of ELSP at Belgrade Business Academy for Applied Studies. The aim of this paper is to present the results of research concerning the needs and interests of students in higher vocational education in terms of learning ELSP, as well as to analyze students' attitudes about which language skills should be improved in teaching of ELSP, in order to approach the development of study programs and materials properly. The authors conducted empirical research with the use of a questionnaire as a research instrument. The analysis of data collected on a sample of one hundred students of Belgrade Business Academy for Applied Studies is seen in the context of further development of the curriculum of English language for specific purposes in higher vocational education.
37
Nilsook, Prachyanun, Pinanta Chatwattana, and Thapanee Seechaliao. "The Project-based Learning Management Process for Vocational and Technical Education." Higher Education Studies 11, no. 2 (February 21, 2021): 20. http://dx.doi.org/10.5539/hes.v11n2p20.
Full textAbstract:
This research is an analysis and a synthesis of research papers and case studies concerning the project-based learning management. The brainstorming among experts as well as their opinions on learning management process are utilized to define an appropriate learning process for students in vocational and technical education in Thailand. The results of this research reveal that the project-based learning management process for vocational education consists of 5 steps, i.e. preparation, topic definition, creation and test, presentation, and evaluation. This is compliant with the concepts of experts, aligning the teacher and student roles in the same direction, which can be used as a learning management process as to the vocational curricula. Thus, the project-based learning management is an approach of instructional management that is in consistence with the development of vocational students in Thailand. The objective thereof is to provide learners with skills in creating inventions and innovations in the form of projects. Also, learners are encouraged to have attributes and skills of presentation, talk and communication with others, originality, critical thinking, creative thinking, and ability to work well with others; all of these are in accordance to the 21st century skills.
38
Mejía, Glenda. "A Case Study of Anxiety in the Spanish Classroom in Australia." Journal of University Teaching and Learning Practice 11, no. 3 (July 1, 2014): 80–93. http://dx.doi.org/10.53761/1.11.3.7.
Full textAbstract:
This study investigates the links between anxiety during oral activities in the Spanish language classroom and the teacher’s role, as well as the strategies students use to cope with their anxiety. Most of the studies on language anxiety have focused on beginner groups; however, such anxiety is not limited to just that group. As this study has found, second-year students learning Spanish also experience a certain level of anxiety, many times caused by different factors from those that might have caused them anxiety in their first year of learning. This study uses different methodologies to investigate those factors, including a journal and a semi-structured interview. Based on the results, this study shows some strategies that students use to overcome anxiety, and ways for teachers to effectively support students in their learning process.
39
Barbinov, Vitalii. "Vocational Training of Future Agricultural Specialists: European Experience." Comparative Professional Pedagogy 8, no. 2 (June 1, 2018): 160–65. http://dx.doi.org/10.2478/rpp-2018-0034.
Full textAbstract:
AbstractThe article focuses on vocational training of future agricultural specialists in the context of European experience. Thus, theoretical framework of the research has been thoroughly justified. It includes the prominent documents of European authorities such as the Charter of European Agricultural Education, CAP context indicators for 2014–2020, European Parliament’s publications, Eurostat statistics such glossary of farmers training level terms, as well as respected researches of many European scholars (A. Miceli, A. Moore, M. Mulder et al.). It has been found that European approach to organizing vocational training of future agricultural specialists is rather multiaspect and strives to fulfill educational needs of majority of learners, namely, through practical agricultural training, basic agricultural training and full-time agricultural trainings. It has been clarified that more and more young people realize the importance of the agricultural sector to the overall prosperity of the European Union; therefore they seek quality vocational training based on relevant vocational schools. It has been stated that European Union constantly develops various strategies for developing the agricultural sector, in particular through enhancing quality of future agricultural specialists’ vocational training. It has been defined that despite the fact that low incomes, certain risks, uncertainties in an economic environment due to globalization processes may somehow discourage younger generations to pursue career in agriculture, the CA implements different mechanisms for sustaining stable development of agricultural education. It has been specified that such countries as France and Germany regularly update the content of agricultural education so that it takes into account the trends in vocational training of future agricultural specialists opportunity and allows applying the most advanced teaching technologies, promoting knowledge significance, widening access to all levels of education, implementing a system of lifelong learning, individualizing agricultural education. It has been outlined that the prospects for further studies are seen in studying the most important aspects in the legal framework of the agricultural education system in innovative experience of European countries, the USA, Canada, Australia, etc.
40
Tolppanen, Jäppinen, Kärkkäinen, Salonen, and Keinonen. "Relevance of Life-Cycle Assessment in Context-Based Science Education: A Case Study in Lower Secondary School." Sustainability 11, no. 21 (October 23, 2019): 5877. http://dx.doi.org/10.3390/su11215877.
Full textAbstract:
The article introduces a science education intervention using life-cycle analysis of consumer products. The intervention aims to promote lower secondary school students’ science career awareness and interest toward science studies. In this study, two lower secondary school teachers planned an intervention on life-cycle analysis, which aimed to be relevant for the students from an individual, societal, and vocational perspective. The study then examined how students perceived the relevance of the intervention, based on classroom observations, students’ life-cycle presentations, questionnaire responses, as well as interviews. The findings indicate that students found life-cycle assessment to be a relevant topic both from an individual and societal perspective. However, findings on vocational relevance were two-fold, as students gained knowledge on different occupations, but this did not seem to directly affect their future career aspirations.
41
Nishida, Yukiyo. "The challenge of multiage primary education in public education: case studies in Australia, Canada and the USA." Compare: A Journal of Comparative and International Education 38, no. 4 (August 2008): 513. http://dx.doi.org/10.1080/03057920802259809.
Full text
42
Aji, Gagas, Alifian Sukma, and Amanda Dyla Pramadanti. "The Collaboration Of TOE Framework And Vocational Faculty Unair’ Support Social Media Management Team." UPY Business and Management Journal (UMBJ) 1, no. 2 (July 4, 2022): 19–26. http://dx.doi.org/10.31316/ubmj.v1i2.2997.
Full textAbstract:
Abstract: It is necessary to expand social media's involvement in higher education branding, especially for vocational school. This promotional and branding is consistent with the Ministry of Education and Culture's vision. All vocational education institutes are supported and urged by the Director-General of Vocational Studies to inform the public about their advantages constantly. Undoubtedly, a social media management team is needed to manage this. It should be noted that the difficulties ahead are not becoming any simpler. Therefore, it has become more important than ever to work with the leadership of the vocational faculty's social media team. The researcher assumed that TOE and leadership shamans could be sufficient to raise public awareness of the Airlangga University Vocational Faculty's increased branding efforts. Purpose: The function of social media management implementation cannot be isolated from the effect of numerous parties and instruments. The TOE framework describes the management and motivation of social media adoption as a lens. Methodology: Case studies were used in this research. This research employs qualitative methodologies in data collecting through interviews: interviews and document searches to provide a clear image of the Vocational Faculty's social media team implementation at Universitas Airlangga. Findings: Besides being supported by technological, organizational, and environmental factors, the leadership's participation is worthy of discussion. The leadership did not hesitate to discuss and decide the direction of the social media team of the Vocational Faculty of Airlangga University.
43
Tao, Xiangyi, and Robyn Ewing. "Images of the child in preschool music education: Case studies in Australia and China." International Journal of Music in Early Childhood 14, no. 2 (December 1, 2019): 147–65. http://dx.doi.org/10.1386/ijmec_00002_1.
Full textAbstract:
This article explores images of young children in preschool music curricula in an Australian and a Chinese preschool. The ‘images of the child’ relevant to each country are presented by including children’s voices, teachers’ perceptions of children’s personalities and their ways of learning, and children’s roles in learning as designated in official documents on early childhood education. Framed by a sociocultural perspective, this qualitative case study responds to the changing contexts of early childhood music education (ECME) in both countries. Crystallization as a methodological lens is applied to shed light on the variations and complexities from the teachers’ and the children’s perspectives. Data-gathering methods include document analysis, classroom observations, teachers’ interviews and conversations with children. This article particularly reflects the images and experiences of the children through their own lenses and enriches the scope of current ECME research.The main findings suggest the existence of both alignment and gaps, in varying degrees, between the official policy documents, the teachers’ perceptions, and the children’s understandings of their musical experiences. First, images of the child in the policy articles are interpreted differently in Australia and China, and there is a marked difference between the countries in their definitions of child-centred learning in specific contexts. Finally, implications and directions for future research are suggested to facilitate children’s musical exploration in preschools.
44
Jenkinson, Josephine, and Lyn Gow. "Integration in Australia: A Research Perspective." Australian Journal of Education 33, no. 3 (November 1989): 267–83. http://dx.doi.org/10.1177/168781408903300306.
Full textAbstract:
In spite of the lack of supporting research data, those responsible for education throughout Australia at both federal and state levels have released policies on integration; and there is a trend towards moving students with disabilities out of special education facilities into regular school settings. This paper reviews the findings of Australian research on integration, identifies deficiencies, and points to future directions that research might take if integration is to proceed with the backing of relevant data. A major deficiency is seen in available statistical information, so that it is difficult to estimate the real impact of integration on education systems. Although studies so far reveal some success in integration of disabled students, this depends on individual characteristics, on early educational experiences, and on the provision of support services in the school. Attitudes of school staff are generally positive towards the concept of integration, but this is conditional on the availability of adequate resources and support. Several areas for future research are identified, including longitudinal research, individual case studies, and action-based projects.
45
Tzortzi, Spyridoula, and Evangelos Papakitsos. "Teachers’ training schemes and their preparation for secondary vocational education Practices and concerns in Greece." International Journal of research in Educational Sciences 5, no. 4 (September 15, 2022): 195–223. http://dx.doi.org/10.29009/ijres.5.4.5.
Full textAbstract:
The analysis conducted in this paper provides useful insights about training of vocational and technical teachers, both in terms of the theoretical framework surrounding the concept and how it’s applied in Europe in general and Greece in specific. Taking the analysis of technical teachers’ training into account, as well as its basic concepts and characteristics, it is clear that the central aim of the concept is to combine the need for teachers to acquire the necessary professional skills to practice their profession and be consistent with labour market and industrial standards at the same time. In order for these objectives to be achieved, vocational and technical teachers need to be subject to professionalization, which shall accompany throughout the whole duration of their professional career. These needs are summarized in that teachers must be characterized by discipline, acquisition of certain academic knowledge, and their combination with pedagogical studies. The case study of ASPETE’s training program for vocational and technical teachers was very indicative of what these teachers actually need, in order to effectively practice their profession. Essentially, training programs must focus on the changing roles and tasks for vocational and technical teachers in modern years, as well as combine academic courses with real-life practice, so that prospective teachers are exposed to real teaching activities, long before they officially start building their professional career.
46
Green, David L. "Vocational education and race in the Chicago public schools: Three historical case studies and implications for current reform." Urban Review 24, no. 1 (March 1992): 39–54. http://dx.doi.org/10.1007/bf01108263.
Full text
47
Nkwadipo, Letlhoname Boitumelo, and Msebenzi Rabaza. "Pedagogical Challenges in the Teaching of N-Level 4 Economics." International Journal of Learning, Teaching and Educational Research 20, no. 9 (September 30, 2021): 272–86. http://dx.doi.org/10.26803/ijlter.20.9.16.
Full textAbstract:
The lack of relevant Teacher Education Training Programme (TETP) specifically for economics teachers in Technical Vocational Education and Training (TVET) colleges globally, including South Africa has posed many challenges for teachers. This study reports on the pedagogical challenges of Economics teachers with Postgraduate Certificate (PGCE): Further Education and Training (FET) phase teaching N-level 4 economics in Technical and Vocational Education and Training colleges. The study investigated the pedagogical challenges experienced by economics teachers during the teaching and learning of N-Level 4 economics in one college at Motheo Technical and Vocational Education and Training College. The seven categories of teacher knowledge by Shulman's (1987), underpinned this study. In addition, the pedagogical challenges of Business Studies in secondary schools by Kimotho (2016) serve as a lens to understand the economics teachers’ challenges in a Technical, Vocational Education, and Training college. This qualitative research approach used an exploratory case study research design, and selected two economics teachers purposefully and their students who were observed in two different classrooms and later interviewed individually. The findings revealed that the economics teachers displayed five pedagogical challenges associated with content knowledge (CK), curriculum knowledge, pedagogical content knowledge (PCK), knowledge of students, and the interaction with students. Based on the study’s limitation, there is a need to identify the educational implications on economics teachers’ pedagogical challenges when teaching economics to N-Level 4 students.
48
Nkwadipo, Letlhoname Boitumelo, and Msebenzi Rabaza. "Pedagogical Challenges in the Teaching of N-Level 4 Economics." International Journal of Learning, Teaching and Educational Research 20, no. 9 (September 30, 2021): 272–86. http://dx.doi.org/10.26803/ijlter.20.9.16.
Full textAbstract:
The lack of relevant Teacher Education Training Programme (TETP) specifically for economics teachers in Technical Vocational Education and Training (TVET) colleges globally, including South Africa has posed many challenges for teachers. This study reports on the pedagogical challenges of Economics teachers with Postgraduate Certificate (PGCE): Further Education and Training (FET) phase teaching N-level 4 economics in Technical and Vocational Education and Training colleges. The study investigated the pedagogical challenges experienced by economics teachers during the teaching and learning of N-Level 4 economics in one college at Motheo Technical and Vocational Education and Training College. The seven categories of teacher knowledge by Shulman's (1987), underpinned this study. In addition, the pedagogical challenges of Business Studies in secondary schools by Kimotho (2016) serve as a lens to understand the economics teachers’ challenges in a Technical, Vocational Education, and Training college. This qualitative research approach used an exploratory case study research design, and selected two economics teachers purposefully and their students who were observed in two different classrooms and later interviewed individually. The findings revealed that the economics teachers displayed five pedagogical challenges associated with content knowledge (CK), curriculum knowledge, pedagogical content knowledge (PCK), knowledge of students, and the interaction with students. Based on the study’s limitation, there is a need to identify the educational implications on economics teachers’ pedagogical challenges when teaching economics to N-Level 4 students.
49
Lahn, Leif Christian, and Hæge Nore. "Large scale studies of holistic professional competence in vocational education and training (VET): The case of Norway." International Journal for Research in Vocational Education and Training 6, no. 2 (August 29, 2019): 132–52. http://dx.doi.org/10.13152/ijrvet.6.2.2.
Full textAbstract:
Context: In this paper, we review and discuss the piloting in Norway of a German methodology for competence diagnostics in vocational education and training: the Competence Development and Assessment in TVET (COMET) project. Our overarching theme is determining to what extent such large-scale assessment systems are valid for international comparisons in this sector. Method: We present the theoretical underpinnings of the COMET model and position our discussion within the broader context of the concept of “professional competence” (berufliche Kompetenz) and methodological guidelines for its measurement. Terminology from psychometrics on “measurement equivalence” is described and serves as a template for identifying challenges in using the Norwegian data for comparative purposes. Our pilot included students and apprentices in health care, industrial mechanics and electricians and was designed as a three-year follow-up study from the second year of upper secondary school through two years of apprenticeship. Each year, a test on professional competence and a context survey were administered. Similar studies have been conducted in Germany, China and South Africa.Results: In line with the results from these countries, the Norwegian participants had low scores, particularly the electricians. However, the diagnostic instrument was sensitive to the development of professional competence, and progress on the assessment was influenced by the quality of the learning support in the companies, as reported by apprentices in the context survey.Conclusions: The COMET platform may be a viable prototype for the development of diagnostic tools, which may support the monitoring of quality factors at different levels and inspire local improvement projects in schools, companies and training offices. Such an objective would be in line with the latest summaries of the COMET project, in which its contribution to a model for international large-scale assessment is toned down and replaced by a stronger emphasis on its potential for measuring competence development, evaluating contextual factors and generating data for didactic innovations.
50
FABISIAK, BEATA, ANNA JANKOWKSA, and ROBERT KŁOS. "Dual study possibilities in selected EU countries." Annals of WULS, Forestry and Wood Technology 107 (September 30, 2019): 45–53. http://dx.doi.org/10.5604/01.3001.0013.7636.
Full textAbstract:
Dual study possibilities in selected EU countries. The idea of dual study courses is more and more common in the EU due to the raising problem of the lack of qualified employees. Although the dual studies are very similar in their form such as internships in companies, case studies etc., their scope differs significantly among the analyzed countries. It was observed that, on average, about 70% of students take part in the vocational education and training in Austria, Croatia, Czech Republic, Finland, Netherlands, Slovakia and Slovenia but only 20% in Cyprus and Hungary. In countries such as: Germany, Netherlands and Austria over 40% of companies employ vocational education and training participants while the average costs of continuing vocational training for the EU-28 is calculated at the level of around 1500 Purchasing Power Standard per participant. The research was based on the data obtained from the EUROSTAT.