Relevant bibliographies by topics / Vocational education Australia Evaluation

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Academic literature on the topic 'Vocational education Australia Evaluation'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Vocational education Australia Evaluation"

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Atorkey, Prince, Christine Paul, Billie Bonevski, John Wiggers, Aimee Mitchell, Emma Byrnes, Christophe Lecathelinais, and Flora Tzelepis. "Uptake of Proactively Offered Online and Telephone Support Services Targeting Multiple Health Risk Behaviors Among Vocational Education Students: Process Evaluation of a Cluster Randomized Controlled Trial." Journal of Medical Internet Research 23, no. 1 (January 6, 2021): e19737. http://dx.doi.org/10.2196/19737.

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Background A high proportion of vocational education students smoke tobacco, have inadequate nutrition (ie, low fruit and vegetable intake), drink alcohol at risky levels, or are physically inactive. The extent to which vocational education students will sign up for proactively offered online and telephone support services for multiple health risk behaviors is unknown. Objective The aim of this study is to examine the uptake of proactively offered online and telephone support services for smoking, nutrition, alcohol consumption, and physical activity risk behaviors, individually and in combination, among vocational education students in the Technical and Further Education (TAFE) setting. The characteristics associated with the uptake of online or telephone services for smoking, nutrition, alcohol consumption, and physical activity risk behaviors were also examined. Methods Vocational education students enrolled in a TAFE class in New South Wales, Australia, which ran for 6 months or more, were recruited to participate in a cluster randomized controlled trial from May 2018 to May 2019. In the intervention arm, participants who did not meet the Australian health guidelines for each of the smoking, nutrition, alcohol consumption, and physical activity risk behaviors were provided electronic feedback and proactively offered online and telephone support services. Uptake of support was measured by whether participants signed up for the online and telephone services they were offered. Results Vocational education students (N=551; mean age 25.7 years, SD 11.1; 310/551, 56.3% male) were recruited into the intervention arm. Uptake of the proactive offer of either online or telephone services was 14.5% (59/406) for fruit and vegetables, 12.7% (29/228) for physical activity, 6.8% (13/191) for smoking, and 5.5% (18/327) for alcohol use. Uptake of any online or telephone service for at least two health behaviors was 5.8% (22/377). Participants who were employed (odds ratio [OR] 0.10, 95% CI 0.01-0.72) and reported not being anxious (OR 0.11, 95% CI 0.02-0.71) had smaller odds of signing up for online or telephone services for smoking, whereas participants who reported not being depressed had greater odds (OR 10.25, 95% CI 1.30-80.67). Participants who intended to change their physical activity in the next 30 days had greater odds (OR 4.01, 95% CI 1.33-12.07) of signing up for online or telephone services for physical activity. Employed participants had smaller odds (OR 0.18, 95% CI 0.06-0.56) of signing up for support services for at least two behaviors. Conclusions Although the uptake of proactively offered online and telephone support services is low, these rates appear to be higher than the self-initiated use of some of these services in the general population. Scaling up the proactive offer of online and telephone services may produce beneficial health outcomes. Trial Registration Australian New Zealand Clinical Trials Registry: ACTRN12618000723280; https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=375001.
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Walsh, Joe, Tom Walsh, Ian Timothy Heazlewood, and Mike Climtein. "Critical Reflections and Recommendations Derived from Providing Over 20,000 Hours of Practicum Industry Placements for Tertiary Students in Exercise Science, Sport and Fitness." Asian Journal of Contemporary Education 2, no. 2 (May 23, 2018): 53–59. http://dx.doi.org/10.18488/journal.137.2018.22.53.59.

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More than 30 of the 43 universities in Australia offer an exercise science and/or sport science degree programs. In the Vocational Education and Training (VET) sector, more than 160 Registered Training Organisations offer Australian Government approved fitness training courses. The paper is a self-reflective exercise based upon mentoring placement students from multiple registered course providers from the VET sector fitness strand. Combined with reflection on apparently healthy general population hours for placement students from six Sydney city and one regional New South Wales based universities this represented evaluation of more than 200 students and more than 20,000 placement supervision hours. This observation was based upon student placements conducted over the previous seven years, though a significant proportion of the students surveilled were from the previous 36 months. A number of recommendations were developed that may be relevant not just for health, fitness and exercise and sport science courses, but also may be relevant to industry mentorship across a range of fields.
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MAJ, Stanislaw Paul. "Australian VET Sector – A Critical Evaluation." Modern Applied Science 11, no. 1 (December 19, 2016): 270. http://dx.doi.org/10.5539/mas.v11n1p270.

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The Australian Vocational Education and Training (VET) system is a comprehensive, national framework designed to provide quality outcomes for learners and meet the needs of potential employers. The interdependent checks and balances provide mechanisms for validating quality and relevance. Regular national surveys demonstrate that both students and employers are satisfied with their experience of the VET sector. However, whilst positive feedback is necessary it is not of itself sufficient. In effect it is a false benchmark. To provide best practices in teaching and learning necessitates lecturers having the appropriate skills and underpinning knowledge something that the mandatory Certificate IVE in Training and Assessment does not provide. A more valid benchmark is an objective analysis of the quality using a learning taxonomy such as SOLO. This preliminary analysis of a range of VET courses unequivocally found that course material was well below best practices expectations. However further work is needed.
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Martina, Cecily, and Bradley Jones. "Employing Evidence: Does it Have a Job in Vocational Libraries?" Evidence Based Library and Information Practice 1, no. 1 (March 15, 2006): 26. http://dx.doi.org/10.18438/b83w2d.

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Objective - Evidence based librarianship (EBL) springs from medical and academic origins. As librarians are tertiary educated (only occasionally with supplementary qualifications covering research and statistics) EBL has had an academic focus. The EBL literature has significant content from school and university perspectives, but has had little, if any, vocational content. This paper suggests a possible Evidence Based Librarianship context for vocational libraries. Methods - A multidisciplinary scan of evidence based literature was undertaken, covering medicine and allied health, librarianship, law, science and education. National and international vocational education developments were examined. The concept and use of evidence in vocational libraries was considered. Results - Library practice can generally benefit from generic empirical science methodologies used elsewhere. Different areas, however, may have different concepts of what constitutes evidence and appropriate methodologies. Libraries also need to reflect the evidence used in their host organisations. The Australian vocational librarian has been functioning in an evidence based educational sector: national, transportable, prescriptive, competency based and outcome driven Training Packages. These require a qualitatively different concept of evidence compared to other educational sectors as they reflect pragmatic, economic, employability outcomes. Conclusions - Vocational and other librarians have been doing research but need to be more systematic about design and analysis. Librarians need to develop ‘evidence literacy’ as one of their professional evaluation skills. Libraries will need to utilise evidence relevant to their host organisations to establish and maintain credibility, and in the vocational sector this is set in a competency based framework. Competency based measures are becoming increasingly relevant in school and university (including medical) education.
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Сахарчук, Елена, and Elena Sakharchuk. "Organizational and methodological development bases of national concept of Russian vocational tourism education drawing on international experience." Universities for Tourism and Service Association Bulletin 10, no. 4 (December 19, 2016): 4–14. http://dx.doi.org/10.12737/23570.

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This article outlines the main features of the study of organizational and methodological basis of the development of the national concept of vocational tourism education of Russia on international experience. The study was conducted from 2008 to the year 2016 and consisted of several stages. The first stage was characterized by the analysis of scientific literature on the problems of professional education in the field of tourism with the aim of defining paradigms of development, the specifics of the formation of the national industry model of education, the ratio of global and national interests in the simulation of the system of professional tourist education, methodology of pedagogical system study, conceptualization and modeling. During this period, was studied the world experi- ence of professional tourism education and identified 9 Western models of greatest interest in the context of the study: Australia, Austria, UK, Germany, Canada, Norway, Finland, France and Switzerland. The second stage was a program of experimental work and launched the preparatory phase of its implementation. Identified the characteristics of the actual public demand for specialists tourist profile; identified the dominant behavior patterns of graduates of tourism institutes; developed procedures and content of evaluation of professional competencies in tourism. The third stage was characterized by the generalization of theoretical and methodological approaches and of representations associated with the research and development of organizational-pedagogical conditions of implementation of the national system of professional tourism education. Was the experimental work with the aim of ascertaining the current status of personnel training for tourism in Russia, as well as testing a number of conceptual provisions of the theory of systemic organization of professional tourism education, concerning its structure (unity of subsystems: consumer, content, function and regulation), educational content and evaluation of its re- sults. During the fourth phase was analyzed organizational-pedagogical model of Western countries, summarized the results of their comparative analysis, which identified global trends and invariant constructs the international system of professional tourist education. At this stage, identified the essence and developed the conceptual basis of formation of national system of professional tourism education in the context of solving problems of modernization of the industry education and taking into account external trends and challenges. At the fifth stage was developed and piloted innovative courses, academic disciplines, and innovative training course of teachers training areas «Tourism» and «Hospitality»; the identified indicators of the level of satisfaction with the quality of the educational product consumers (employers of tourism and of graduates of educational institutions) on the effectiveness of technology praxiological learning in educational institutions in the field of tourism. This article describes the relevance of the main problem, object, subject, topic, hypothesis, aim, objectives and main results of the study.
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Sigafoos, Jeff, Heidi Bushell, and Madonna Tucker. "Application of Behavioural Consultation to Assist Teachers of Children with Developmental Disabilities." Australasian Journal of Special Education 20, no. 2 (1996): 40–52. http://dx.doi.org/10.1017/s103001120002371x.

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This paper describes application of behavioural consultation in an Australian special education setting. Consultation focused on assisting teachers in the development, implementation and evaluation of systematic instructional programs in a number of priority goal areas (e.g., community, domestic, language, recreational, and vocational domains). Consultation occurred in four areas: (a) assessment, (b) goal selection and scaling, (c) developing and implementing instructional procedures, and (d) evaluating child outcomes. Five teachers and five of their students with developmental disabilities participated. After goals were selected, an initial rating of each child’s level of performance with respect to these goals was made using Goal Attainment Scaling (GAS). Next, instructional procedures to achieve each goal were designed and implemented with a subsequent GAS rating made after six months. Progress was noted on 84% of the goals. This result suggests the model may be of some assistance to teachers of children with developmental disabilities. However, the present description should be viewed as a pilot project and case study. Further research would be needed to validate the approach described in this study.
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Bond, Lyndal, Anne Giddens, Anne Cosentino, Margaret Cook, Paul Hoban, Ann Haynes, Louise Scaffidi, Mary Dimovski, Eileen Cini, and Sara Glover. "Changing Cultures: Enhancing Mental Health and Wellbeing of Refugee Young People through Education and Training." Promotion & Education 14, no. 3 (September 2007): 143–49. http://dx.doi.org/10.1177/175797590701400302.

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Many refugee people and others entering Australia under the Humanitarian Program, have experienced extremely stressful and disrupted lives prior to arrival. A major difficulty experienced by a significant number of refugee young people is their lack of formal education before arrival. It directly affects their ability to start connecting to their new society and constructing a new life. The level of ease with which young people can move into the education and training system and begin to establish a meaningful career pathway has a huge impact on their successful settlement and stable mental health. This paper describes the Changing Cultures Project, a three-year project, which explored models of appropriate and accessible education and training for refugee and newly arrived young people that would enhance their mental health. The Changing Cultures Project was a partnership between the education, health and settlement sectors. This paper describes the program and system response to the health, settlement, education and vocational issues facing refugee young people using a mental health promotion framework and reflective practice. We discuss how the refugee youth programs met a broad range of needs as well as providing language, literacy and basic education to newly arrived young people. While working in an environment of changing policy and public opinion regarding refugee issues, the Project delivered successful outcomes at the program and organisational levels for refugee young people by addressing issues of program development and delivery, organisational development and capacity building and community development and evaluation.
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Hanna, Amelie, Lindsey Conner, and Trudy-Ann Sweeney. "Enhancing Employability and e-Business Capacities for Arabic-Speaking Residents of Australia through START Online Training." Social Science Protocols 3 (September 13, 2020): 1–18. http://dx.doi.org/10.7565/ssp.2020.2816.

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Background: Arabic minority groups in Australia face language barriers and shortage of computer skills, which cause unemployment and/or an inability to establish their own businesses. The unemployment rate for this group is ~ 20.5%, which is 3-times higher than the average unemployment rate in Australia (~7%). The unemployment will get worse due to COVID-19 pandemic. The current provision of computer and language training in Australia is in English, which results in longer training times and higher chances of non-completion. Objective: The Smart Training for Arabic Residents on Technology (START) is an interventional online bi-lingual training that assists Arabic-speaking residents of Australia to establish an online business with minimum resources (money, space, and infrastructure) or at least help them find suitable employment. Methods: START uses Design-Based Research DBR, as it has its own progressive refinement approach. Both qualitative methods (skills assessment interviews, semi-guided observation, and final follow-up interviews) and quantitative methods (practical tests, log analysis/learning analytics, feedback surveys) contribute to evaluation and improvement cycles. Discussion: DBR has not been applied to vocational immigrant education previously. This research project contributes to a better understanding of the relationships between educational theory, designed learning and outcomes, to help advance learning and teaching environments by refining critical factors that lead to success for trainees. Practically, Arabic residents are provided opportunities to master computer and English skills for establishing their own online businesses. This research, however, has some limitations. Usually a team of teacher, learning designer, and researcher is recommended for DBR, but that is not possible in this PhD study. It is also acknowledged that although this study aims for optimal refinement of the START program, through multiple cycles of improvement, realistically it will be difficult to “recreate” the exact learning environment in future programs.
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Rayner, Gerry, and Theo Papakonstantinou. "Employer perspectives of the current and future value of STEM graduate skills and attributes: An Australian study." Journal of Teaching and Learning for Graduate Employability 6, no. 1 (December 9, 2015): 100–115. http://dx.doi.org/10.21153/jtlge2015vol6no1art576.

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Graduate employability has become increasingly contentious as employers call for greater development, evaluation and benchmarking of student skills and capabilities in university courses. However, the increasing range of graduate attributes and competencies demanded by industry is further pressuring an Australian higher education sector already stretched by greater student numbers and declines in government funding. Given these circumstances, there is a need to better understand employer perspectives of the current and future value of vocational, interpersonal and generic attributes of STEM graduates. A survey of STEM graduate employers showed that vocational skills, such as graduates' abilities to contextually apply and develop knowledge, together with generic skills such as critical thinking and problem solving, were valued most highly. Conversely, self-confidence and independence, along with numeracy and related skills, were valued least by the employers. However, attributes such as flexibility / adaptability, self-confidence, personal planning and organisation and developing knowledge relevant to the position were all predicted to become significantly more valuable in a decade's time. The results of this study suggest that Australian undergraduate STEM curricula, which commonly focus on knowledge acquisition, be redesigned and restructured to provide students with opportunities to apply such knowledge more often, and in real life, industry-based contexts, such as WIL and IBL programs. Through such initiatives, together with greater dialogue and collaboration between academics and employers, employability skills and attributes can be better inculcated in undergraduates, to the benefit of graduates and society as a whole.
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Woodroffe, Jessica, Sue Kilpatrick, Brett Williams, and Matthew Jago. "Preparing Rural And Regional Students For The Future World Of Work: Developing Authentic Career Focussed Curriculum Through A Collaborative Partnership Model." Australian and International Journal of Rural Education 27, no. 3 (December 9, 2017): 158–73. http://dx.doi.org/10.47381/aijre.v27i3.143.

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Small places are not devoid of opportunities nor of successful programs to equip them for the future, despite perception to the contrary (West, 2013). This paper considers career education in the context of rural places in the modern globalised world.  The paper introduces the Pathways to Success project, involving more than eighty initiatives mapped to the Australian curriculum showcasing further education, training and careers in local industries to more than 8000 learners and their schools and teachers in Tasmania. It outlines how a partnership model among schools, industry, technical and vocational, and higher education sectors can be used to move from a sole dependency model to a partnership model of career education. Drawing on the project’s mixed method evaluation results, the paper considers the key opportunities and challenges for preparing rural and regional Tasmanian students for the future world of work. It focuses on how collaborative partnerships can better equip educators with information and networks they need to positively impact on how young rural and regional Tasmanian students consider education pathways and career options to get to ‘what’s next’ in their lives. It showcases how rural and regional communities and resources can be used to develop new and innovative place based career and curriculum learning.
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Dissertations / Theses on the topic "Vocational education Australia Evaluation"

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Dempsey, Mairead. "Impacts of the changing nature of the Vocational Education and Training (VET) system on educators within the VET system in Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/586.

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Vocational Education and Training (VET) in Australia has experienced an unprecedented rate of change in recent times dominated by economic discourses that point to the need for the VET system to contribute to economic development. This discourse includes increasing the competence of the present and future workforce to meet the emerging needs of the economy so Australia can compete in the global market. The VET sector in Australia operates within a National Training Framework that has been constantly changing over the past decade. This study considered the impact of the changing nature VET policy on trainers of VET. The study explored the proposition that there is a link between VET trainer competency and a high level of non-compliance in the delivery and assessment aspects of the Australian regulatory standards. This study includes an environmental scan, a review of key literature, interviews, a survey and findings from focus groups that relate to the VET trainer profile, impacts of sector changes and benchmarks for trainers of VET. The study draws on both quantitative and qualitative data to determine some of the impacts of policy changes on trainers operating within the system, from regulatory to operational perspectives. This study identifies a basic profile of VET trainers in Australia. It found the pace of change of government policy, regulatory changes, expectations of industry and changes in learners had placed considerable strain on VET providers and their trainers. Some of the challenges identified by trainers included the capacity to reflect the requirements of National Training Packages and meets the needs of the diverse learner’s, and the use of new technology. They identified increased stress levels and pressure of time constraints to produce results. The evidence indicated the disparity of content, delivery and assessment and modes of the benchmark Certificate IV in Training and Assessment was not conducive to consistency in trainer competency and ability to meet the changing needs of the VET environment. An important conclusion was that the benchmark qualification for training and assessment within the VET sector does not provide sufficient skills and knowledge to enable trainers to confidently adjust to the speed of evolution within the VET sector. The findings led to recommendations that may help to inform government and policy makers who hold responsibility for the VET sector in Australia of possible future considerations in relation to trainers of VET.
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Florisson, Steven J. "Aboriginal Students Perceptions Of The Effect Of Vocational Education And Training On Post School Experiences." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/1547.

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Over the past decade there have been dramatic and unprecedented changes in post compulsory education, with an increase of over 40% for year 12 retention rates to 76.6% in 1992 and huge expansion of year 11 and 12 vocational education and training programs. However, for Aboriginal past compulsory age students, the picture is very different. In 1993 the year 12 Aboriginal retention rate was only 24.48% or 982 students (Australia wide), and by 1996 only 10% of the indigenous 15 and older population had any post school qualification, compared to 35% of the total population. Only 34% of West Australian Indigenous 15 to 24 year olds were employed compared with 56% of the total population. Aboriginal students not participating in education have been the subject of many reports, reviews and studies, but few of these have looked at Aboriginal vocational education and training and even fewer at the Aboriginal students own perception of education. The purpose of this study is to explore and describe the experience of Aboriginal students who have been involved in secondary school vocational education and training programs at Wongutha Christian Aboriginal Parent-directed School (Wongutha CAPS) to ascertain particular experiences that affected the students in their post school situations. Apart from the value of sharing the experiences of Aboriginal students, it is anticipated that the conclusions of this study will: help identify methods of training that have been effective for Aboriginal students, help identify particular courses that more readily articulate into further training and employment, help identify the specific needs of Aboriginal vocational education and training students, help identify factors which have led to poor year 11 and 12 retention levels, and poor participation rates in employment, assist educators in developing vocational education and training curriculum that is relevant to the needs of Aboriginal students, and deleting from vocational education and training programs material that is not relevant. This study provides educators with a student's "inside view” of vocational education and training experiences. The study involves post secondary Aboriginals who participated in secondary vocational education and training programs at Wongutha CAPS for a period of six months or longer at some time within the past nine years. The study utilises a phenomenological methodology with data collection by interview.
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Florisson, Steven J. "In gear or coasting : a study of learner engagement during work placement." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/286.

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Vocational Education and Training (VET) in schools has experienced spectacular growth over the past decade, with 95% of Australian secondary schools now providing VET in school programs and almost one half of all year 11 and 12 students involved in VET in schools programs (DEST, 2005). The Adelaide Declaration on National Goals for Schooling in the 21 st Century stated explicitly that all students should have participated in programs of vocational learning during the compulsory years (ACER, 2002).
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Prideaux, Lee-Ann, and n/a. "A Longitudinal Evaluation of a Theoretically Derived Adolescent Career Education Intervention." Griffith University. School of Applied Psychology, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040701.093444.

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Theoretically derived career education programs are not well documented in the career development literature. This remains so, despite growing recognition of the negative effects of a schism between theory and practice. This thesis describes a research project that attempted to incorporate theory into practice. The two primary aims were to test and extend career development theory, and to evaluate a theoretically derived career education program. The participants were 296 Year 10 students (mean age = 14.5 years; 147 females & 149 males) attending a government high school in a low socio-economic area of a large Australian city. Career maturity, career decision-making self-efficacy, and career indecision were the key career development variables examined. Students' decision coping patterns were also investigated. There were three studies in all. The first gathered qualitative data from a stratified random sample (N = 30) of staff and parents at the school where the research took place. This study assessed the career decision-making development needs of the students. It also provided context specific information about the opportunity structure of these adolescents, including perceived barriers to making sound career-related decisions. Findings centred upon the belief that students lacked self confidence and were in need of training in life skills generally, and decision-making and goal setting skills in particular. The interviewees also painted a grim picture about students' complacency and sense of resignation to unemployment. The second study involved the cross-sectional examination of baseline survey data, which obtained measures of the career development variables under investigation as well as relevant demographic and contextual data including part-time work experience, school achievement level, and parents' education and employment status. A thorough review of the career development literature, combined with the qualitative data, and the findings of this cross-sectional study, served to guide the design of a career education intervention. Social cognitive career theory's choice model (Lent, Brown, & Hackett, 1994) was used as the framework for the career education intervention, which ran for six weeks with one 70 minute lesson per week. Relationships amongst the key variables established previously in the literature were reflected in the results of the cross-sectional study. Demographic and contextual variables were also found to impact upon students' level of career development and decision-making behaviour in anticipated ways. The third study was a longitudinal assessment of the intervention using the baseline survey and three more surveys administered during the same school year. The short and long term effects of the intervention were examined according to mode of delivery, and comparisons were made with controls. The researcher was the career development "expert" facilitator for the implementation of the intervention to 134 students between the first and second testing times. A wait-listed control group of 118 students undertook the intervention between the second and third testing times with regular classroom teachers facilitating it. The remaining students were enrolled in a generic school-based vocational course and were not given the intervention. There was a lapse of eight weeks between each of the first three testing times with the fourth test taken 12 weeks later. Despite its brief nature, the intervention was found to assist students' career development in a variety of ways. It led to gains in career maturity for females regardless of who taught them. However, males' career maturity was enhanced only if teachers facilitated the intervention. Levels of career indecision and maladaptive decision-making coping patterns were also reduced by the intervention with teacher facilitation. A matched sample of students who did the intervention exhibited significantly better outcomes than those doing the generic vocational course. The long term impact of the intervention was found to be generally beneficial, although some gains were not maintained 12 weeks later. Students' career decision-making self-efficacy and their resoluteness toward decision-making were not affected by the intervention. The research findings led to an appeal for the realignment of focus in career education. This has implications for career education curriculum development in Australia, which needs to shift from its ad hoc, information giving approach, to more comprehensive, long-term, and intensive programming. Career education that enhances the personal skills students need to meet the demands of the world of work in the twenty-first century is required. Career process skills are of paramount importance. Specialist training for career guidance officers is also recommended and more research incorporating theory and practice is advocated.
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Sefton, Robin 1941. "Alternative futures : cultivating a new management paradigm in vocational education and training." Monash University, Faculty of Education, 2000. http://arrow.monash.edu.au/hdl/1959.1/7658.

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Sa'd, Ahmed al. "Evaluation of students' attitudes towards vocational education." Saarbrücken VDM Verlag Dr. Müller, 2007. http://d-nb.info/988458497/04.

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Desai, Govind. "Vocational higher secondary education in Gujarat : a critical evaluation." Thesis, University of Leicester, 1998. http://hdl.handle.net/2381/30856.

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Over the last thirty years there has been a vigorous debate on the role of vocational education in developing societies. Critics have asserted that vocational education cannot deliver the economic and social benefits claimed for it. Despite the debate vocational education has continued to expand. India has followed the example of other developing societies with national plans for the extensive implementation of a programme of vocational education at the higher secondary level. The target was that by 1995 25% of the students in higher secondary education should be in the vocational stream. However progress has been slow and there has been considerable variation between states. In order to examine the problems of implementing vocational education this study examines the progress made in one state, Gujarat. It draws on examination of official statistics, documents and interviews with officials. The major part of the study is a comprehensive survey of the perceptions of the major stakeholders in vocational education - the Principals, the Teachers, the Students, Ex-students and Employers. The thesis examines the implications of the findings for the broad debate on the role of higher secondary vocational education in developing societies and more specifically for developments in India and Gujarat. A series of recommendations relating to areas such as the selection of schools and vocational courses, their management structure and staffing and their curriculum are made.
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Luk, Sau-yung Maria. "An evaluation on the implementation of the advanced level engineering science." Click to view the E-thesis via HKUTO, 1996. http://sunzi.lib.hku.hk/hkuto/record/B42574511.

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Wilkinson, James Max. "Vocationalism in Australia: A qualitative study of the impact of restructuring on education." Thesis, Queensland University of Technology, 1995. https://eprints.qut.edu.au/36523/1/36523_Digitised%20Thesis.pdf.

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This research was an exercise in educational policy interpretation and analysis, focussing, in particular, on the policies of vocationalism which have been instrumental in the restructuring of education in Australia. The research findings showed that the policies, being a pragmatic response by a government to a perceived political crisis, lack, as White (1989) argued, an appropriate, underpinning educational theory. The study' s findings of a theoretical model integrating general and vocational education informed by the literature review, the research analysis and by Dewey's educational philosophy, are offered as a possible solution to the problem of vocationalism.
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Dixon, Kathryn C. "Factors affecting the institutionalisation of career and vocational programs In Western Australian government secondary schools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1479.

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The aim of this study is to investigate the institutionalisation of career and vocational programs in Western Australian government secondary schools. Five specific objectives form the basis of the study. First, the study aims to determine the meanings which teachers construct for Career Education programs in schools. Second, the study examines the direct effects of personal construction of meaning, individual assimilation and organisational assimilation on the institutionalisation of Career Education. Third, the study determines the relationships between the personal construction of meaning, individual assimilation, organisational assimilation and institutionalisation of Career Education. Fourth, the study investigates the effectiveness of a causal model based on prior theoretical assumptions and factors identified by the sample and the literature as being influential in the institutionalisation of Career Education, using the method of path analysis. Fifth, the study develops an instrument to measure the institutionalisation of Career Education in secondary schools.
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Books on the topic "Vocational education Australia Evaluation"

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Werner, Mark C. Destination and career pathways of enrollees from selected South Australian TAFE programs, 1990-1994. Leabrook, S. Aust: National Centre for Vocational Educational Research, 1998.

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Harper, Barry. Review of research: The on-line experience ; the state of Australian on-line education and training practices. Kensington Park, S. Aust: NCVER, 2000.

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Hursh, Norman C. Vocational evaluation in special education. Boston: Little, Brown, 1988.

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Hursh, Norman C. Vocational evaluation in special education. London: Taylor & Francis, 1988.

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F, Kerns Allen, ed. Vocational evaluation in special education. London: Taylor & Francis, 1987.

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Castles, Ian. Education and training in Australia. Canberra: Australian Bureau of Statistics, 1992.

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Brown, Bettina Lankard. Quality improvement awards and vocational education assessment. Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, College of Education, the Ohio State University, 1997.

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Inc, MGT of America. [Vocational education in Rhode Island]. [Tallahasse, Fla.]: MGT of America, 1985.

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West, John. Finding our way: Vocational education in England. London: Centre for Economic Performance, London School of Economics and Political Science, 2003.

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Montana Council on Vocational Education. Biennial evaluation of vocational and technical education: 1986-1988. Helena, Montana: Montana Council on Vocational Education, 1989.

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Book chapters on the topic "Vocational education Australia Evaluation"

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Morselli, Daniele. "Italy and Australia: A Comparative Perspective." In Enterprise Education in Vocational Education, 132–70. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137552617_7.

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Guthrie, Hugh, and Roger Harris. "VET Practitioner Education in Australia: Issues and Approaches." In Handbook of Vocational Education and Training, 1–20. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-49789-1_40-1.

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Guthrie, Hugh, and Roger Harris. "VET Practitioner Education in Australia: Issues and Approaches." In Handbook of Vocational Education and Training, 1787–805. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-94532-3_40.

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Pilz, Matthias, Roger Harris, Lea Zenner-Höffkes, and Christopher Zirkle. "Undertaking comparative VET research in international teams: The example of exploring recruitment and training cultures in SMEs in Germany, Australia and the United States." In Comparative Vocational Education Research, 291–309. Wiesbaden: Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-29924-8_17.

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Holsgrove, G., B. Jolly, A. Jones, and L. Southgate. "Alternative Routes to Vocational Training for General Practitioners in Australia." In Advances in Medical Education, 272–74. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4886-3_82.

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Sohlman, Åsa. "Evaluation and Decision Making in Swedish Adult Education." In Vocational and Adult Education in Europe, 289–302. Dordrecht: Springer Netherlands, 1999. http://dx.doi.org/10.1007/978-94-015-9269-7_16.

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Malloch, Margaret. "Vocational Education and Training in Australia: A Shifting Landscape." In The SAGE Handbook of Learning and Work, 620–38. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2022. http://dx.doi.org/10.4135/9781529757217.n39.

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Ramasamy, Muthuveeran. "Evaluation of Competency-Based Sewing Vocational Training." In Demand-Driven Approaches in Vocational Education and Training, 97–116. Wiesbaden: Springer Fachmedien Wiesbaden, 2016. http://dx.doi.org/10.1007/978-3-658-12510-3_7.

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Hodge, Steven, Elizabeth Knight, Shaun Rawolle, and Susan Webb. "Higher Education in Vocational Institutions in Australia: What’s Going On?" In Palgrave Studies in Adult Education and Lifelong Learning, 189–214. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-84502-5_10.

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Yoto, P. A. N. Mawangi, and A. N. Pramudhita. "Improving vocational education quality through life-based learning." In Improving Assessment and Evaluation Strategies on Online Learning, 96–100. London: Routledge, 2022. http://dx.doi.org/10.1201/9781003261346-15.

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Conference papers on the topic "Vocational education Australia Evaluation"

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Siqing. "Evaluation Model of Higher Vocational Education Based on Fuzzy Comprehensive Evaluation." In 2016 International Conference on Smart City and Systems Engineering (ICSCSE). IEEE, 2016. http://dx.doi.org/10.1109/icscse.2016.0156.

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Zhou, Renzhong, and Jing Song. "Exploration of Reform in Vocational Education and Teaching Evaluation System." In 2015 International Conference on Social Science, Education Management and Sports Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ssemse-15.2015.159.

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Ali, Muhamad, and Faiq Miftakhul Falakh. "Semantic Web Ontology for Vocational Education Self-Evaluation System." In 2020 Third International Conference on Vocational Education and Electrical Engineering (ICVEE). IEEE, 2020. http://dx.doi.org/10.1109/icvee50212.2020.9243278.

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Zhi Huang and Xuepeng Liu. "The study on online evaluation of higher vocational education." In 2012 4th Electronic System-Integration Technology Conference (ESTC). IEEE, 2012. http://dx.doi.org/10.1109/estc.2012.6485637.

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Li, Yuan-Yuan. "A Comparative Study on Higher Vocational Education for Construction Engineering Technology Majors in China and Australia." In 2016 2nd International Conference on Economics, Management Engineering and Education Technology (ICEMEET 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icemeet-16.2017.71.

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Suryadi, Dedy. "The Development of Vocational Curriculum Implementation Evaluation Model (Studies in Vocational High School of Building Engineering)." In 2015 International Conference on Innovation in Engineering and Vocational Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icieve-15.2016.49.

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Jiao, Yuan-Yuan, Hui-Hui Fei, Mo Li, Jun Du, and Ying Wang. "A Customized Training Model Evaluation System of Higher Vocational Education." In 2010 International Conference on Management and Service Science (MASS 2010). IEEE, 2010. http://dx.doi.org/10.1109/icmss.2010.5577244.

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Bao, Wei. "Research on course quality evaluation index of higher vocational education." In 4th International Conference on Management Science, Education Technology, Arts, Social Science and Economics 2016. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/msetasse-16.2016.89.

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Lu, Huidong, and Wenhong Chen. "Organization Structure research of vocational school's comprehensive quality evaluation system." In 2016 International Conference on Management Science and Innovative Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/msie-16.2016.61.

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Wen, Hua. "Study on Evaluation System of College Faculty Vocational Capability." In 3rd International Conference on Management Science, Education Technology, Arts, Social Science and Economics. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/msetasse-15.2015.73.

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Reports on the topic "Vocational education Australia Evaluation"

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Rozelle, Scott, Albert Park, Sangui Wang, Linxiu Zhang, Wang Rong, Yingquan Song, Prashant Loyalka, and Yaojiang Shi. Investment in vocational versus general schooling: evaluating China`s expansion of vocational education and laying the foundation for further vocational education evaluation. International Initiative for Impact Evaluation, 2015. http://dx.doi.org/10.23846/ow2208.

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Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, May 2019. http://dx.doi.org/10.53328/guxy9244.

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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities
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Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, December 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.

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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).
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Dix, Katherine, Syeda Kashfee Ahmed, Toby Carslake, and Shani Sniedze-Gregory. Evidence of impact underpinning Life Education Programs. Life Education Australia, September 2021. http://dx.doi.org/10.37517/978-1-74286-643-7.

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This rapid evaluation of core Life Education programs conducted by the Australian Council for Educational Research (ACER) in June 2021 is an independent investigation that demonstrates the evidence base underpinning Life Education programs in primary schools Australia-wide. It presents a national snapshot by drawing upon existing Life Education-specific evaluation data, existing ACER student wellbeing data, and accepted best practice in the field of student health and wellbeing education. The project addressed the key evaluation questions: How are core Life Education programs underpinned by evidence-based best practice, and how are core Life Education programs impacting primary-aged student wellbeing outcomes that align to the health and physical education Australian and State Curriculums?
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