Dissertations / Theses: '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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Scott, Carolyn Wheeler. "Report of graduate internship and evaluation of psychology services at the Work Skills Evaluation Program." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0012/MQ34225.pdf.

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Schiro, Victor Raymond. "Addressing students' competencies thru portfolio evaluation." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2039.

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Saltmarsh, David L. W. (David Lloyd William). "National review of nursing education : student expectations of nursing education." Canberra, A.C.T. : Commonwealth Department of Education, Science and Training, 2001. http://www.dest.gov.au/highered/nursing/pubs/student_expect/1.htm.

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14

Dixon, Kathryn C. "Attitudes of staff and students towards vocational education at a case study school." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1991. https://ro.ecu.edu.au/theses/1121.

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The main purpose of this study was to investigate the attitudes of the staff and students at a metropolitan high school towards the vocational Education program, through examining the factors affecting the development of those attitudes and the factors affecting the implementation of the program at the school. The theoretical base of the study draws on the theories of attitude formation proposed by Fishbein (1963) who believed that there is a close relationship between individual belief systems and attitude formation. With respect to the formation of attitudes towards Vocational Education, this study proposes that in a school context influential areas are significant others, past experiences, individual personalities and information. The research is descriptive in nature. The staff and students were asked to complete a questionnaire and were formally interviewed. A measure of the non-verbal behaviour of staff and students during the interviews was also undertaken using a five point scale from negative to positive. The research was undertaken in a single metropolitan senior high school in Western Australia and the sample consisted of 14 staff and 240 students. The main findings of the study show that the majority of staff and students had developed negative attitudes towards Vocational Education. They believed that the course lacked rigour and that significant others such as peers, parents, students and the Western Australian Ministry of Education did not esteem Vocational Education. No needs analysis had been conducted prior to the introduction of the course in the school and staff were given no choice as to their involvement in teaching the units. Staff believed they were inadequately trained in the Vocational Education area and this led to low levels of confidence in teaching the course. The research question was investigated in terms of eight variables: individual attitudes towards Vocational Education; ,perception of the attitudes of significant others towards Vocational Education; satisfaction with course structure; satisfaction with availability of resources and equipment; level of choice with regards to involvement in Vocational Education; degree of ownership towards the course; level of involvement in decision making; and inservicing availability. With the exception of variable four; response to resources and equipment, the response by staff and students to questionnaire and interview items relating to the remaining variables were negative. The implications of the results of the study are discussed in full.

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Anderson, Trudy J. "Responsibilities and evaluation criteria for Idaho vocational-technical education professional development programs /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487588249822881.

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Othman, Ahmad Bin. "The role of the National Vocational Training Council in the management of vocational training in Malaysia : a critical evaluation." Thesis, University of Nottingham, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298958.

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Flansburg, Jill D. "Task Comparison Between Career Counselors and Vocational Evaluators| What's the Difference?" University of South Florida, 2013.

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Murray, Peter Robert Stuart. "Managing educational change : an evaluation of the implentation of TVEI in a local authority." Thesis, University of Liverpool, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.328371.

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Fowkes, Kristyn Michelle. "An evaluation of Career Information System in secondary schools /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1421620251&sid=3&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2007.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 130-138). Also available for download via the World Wide Web; free to University of Oregon users.

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Polonio, Jeffery Nelson. "Assessing the effectiveness of the California Department of Correction vocational education programs." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1085.

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Cisneros, Benedict. "Indochinese in Job Corps: From failures to fantastic finishers." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/416.

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Gillis, Shelley. "The domains of vocational assessment decision-making /." Connect to thesis, 2003. http://eprints.unimelb.edu.au/archive/00002283.

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Pearl, Kristine H. "What educational outcomes influence placement in college, career, or both?| A school system analysis." Thesis, Frostburg State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10168406.

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All students should leave high school equipped with the academic and technical skills necessary to pursue higher education and/or a career. In a changing world, this now means that workforce readiness now demands the same high level of knowledge and skills needed for those who plan to pursue a post-secondary education. While Career and Technical Education (CTE) plays a critical role in accomplishing this goal, it is not always included in the college and career ready conversation. The purpose of this study was to determine what educational outcomes influence student placement in college, career, or both at 12 and 24 months after graduation and what can be learned by examining patterns of those outcomes that will advance current knowledge relative to placement in college or career.

The research study used ex post facto data in a quantitative non-experimental correlational research design to retrospectively examine placement at 12 and 24 months after high school graduation to determine which educational variables (independent variables) most significantly influenced placement (dependent) in college and career or both. The sample included 6,145 graduates from a Maryland school system. Data analysis included Chi-Square with Cramer’s V and Chi-Square Automatic Interaction Detection (CHAID).

The key finding indicated that participation in Advanced Placement (AP) college level courses while in high school, was the most significant predictor of placement at 12 and 24 months after graduation indicating that continued exposure to college level courses throughout a student’s high school experience can overcome performance on standardized tests intended to determine college and career readiness. The study also confirmed that a significant number of students who selected traditional career pathways also pursued college. This speaks to the importance of preparation for both college and career no matter what industry the student intends to pursue.

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Nicholson, Lindsay P. "Educational productivity of an open learning environment within the vocational education and training sector in Western Australia." Thesis, Curtin University, 1997. http://hdl.handle.net/20.500.11937/1983.

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Rapid reform in the vocational education and training sector within Australia has driven the need for a more flexible approach to the delivery of education and training. One facet of such flexibility is Open Learning. Currently there is little research on Open Learning within the training sector on which planning decisions can be based.A model of educational productivity (Walberg,1981) has been proposed in the research literature to investigate relationships between key factors such a student antecedents, learning environments and learning outcomes. The Walberg model has been employed in this current study to explore how these factors may be studied in an Open Learning environment and a more Traditional Learning environment within the vocational education and training sector. The research design is a comparative description, utilising techniques from both quantitative and qualitative paradigms.A major aspect of this current study has been to investigate the constructs proposed by Walberg's Productivity Model and source appropriate instruments to measure these constructs. Where the appropriate instruments were not available, a process of instrument development and validation was conducted.The research has identified Walberg's model as being a valid frame of reference within the Vocational Education and Training sector. As expected, significant differences between the Open Learning environment and the Traditional Learning environment were apparent for the measures of Classroom Environment. Of interest, however, was that the productivity factor of Quantity, for students studying in both learning environments, was shown to have a negative relationship with achievement. While small differences were apparent for other factors, generally, the relationship between productivity factors and educational achievement was seen to be similar for both the Open Learning and the Traditional Learning environments.The findings of the study should be of significance to a range of people involved in the Open Learning environment, including decision makers in the areas of educational policy, curriculum design and implementation, administration and teaching.

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Nicholson, Lindsay P. "Educational productivity of an open learning environment within the vocational education and training sector in Western Australia." Curtin University of Technology, Faculty of Education, 1997. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=11060.

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Rapid reform in the vocational education and training sector within Australia has driven the need for a more flexible approach to the delivery of education and training. One facet of such flexibility is Open Learning. Currently there is little research on Open Learning within the training sector on which planning decisions can be based.A model of educational productivity (Walberg,1981) has been proposed in the research literature to investigate relationships between key factors such a student antecedents, learning environments and learning outcomes. The Walberg model has been employed in this current study to explore how these factors may be studied in an Open Learning environment and a more Traditional Learning environment within the vocational education and training sector. The research design is a comparative description, utilising techniques from both quantitative and qualitative paradigms.A major aspect of this current study has been to investigate the constructs proposed by Walberg's Productivity Model and source appropriate instruments to measure these constructs. Where the appropriate instruments were not available, a process of instrument development and validation was conducted.The research has identified Walberg's model as being a valid frame of reference within the Vocational Education and Training sector. As expected, significant differences between the Open Learning environment and the Traditional Learning environment were apparent for the measures of Classroom Environment. Of interest, however, was that the productivity factor of Quantity, for students studying in both learning environments, was shown to have a negative relationship with achievement. While small differences were apparent for other factors, generally, the relationship between productivity factors and educational achievement was seen to be similar for both the Open Learning and the ++
Traditional Learning environments.The findings of the study should be of significance to a range of people involved in the Open Learning environment, including decision makers in the areas of educational policy, curriculum design and implementation, administration and teaching.

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Tsang, Kwok-chun, and 曾國鎮. "Vocational education and training in Hong Kong: a case study of a training centre of the VocationalTraining Council." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959830.

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Wallace, Ronda L. "Grit and Student Performance| A Mixed-Method Analysis of a Non-Traditional Technical High School and a Traditional High School." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10036393.

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Grit, defined as the tendency to pursue long-term goals with sustained zeal and hard work, was shown to predict achievement in academic, vocational, and avocational domains. In 2009, Duckworth and Quinn found that grit predicted student effectiveness in school and the concept of grit was largely unrelated to talent. Grit provided incremental predictive validity for achievement outcomes, particularly in settings of high challenge. From the combination of persistence, self-control, and more broadly, conscientiousness, emerges the concept of grit.

The purpose of this study was to compare the relative grittiness of students from two different high school settings. The first of these was a non-traditional technical high school. The second was a traditional suburban high school. One hundred students from each high schools took the Grit-S survey to determine their level of grit. It was found that students attending the non-traditional high school and students attending the traditional high school had no statistically different level of grit. However, students from the non-traditional technical high school had an observably higher level of self-reported grit. Teachers and administrators were interviewed to determine their perceptions about grit. Qualitative analysis of their responses rendered three commonalities. The first theme was a definition of grit rooted in persistence and self-motivation. The second theme was the need for adults to model grit for the benefit of their students. The third theme was a lack of difference between the genders in perceived grit or academic prospects.

This dissertation expanded on the research of Grit and Student Performance as it relates to students who attend a non-traditional technical high school and students who attend a traditional high school. There was a lack of previous research comparing these two distinct types of high schools. After the data was gathered and analyzed no significant differences were found. This dissertation provides ideas for future research and its results may possibly change attitudes about students in both high school settings.

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Williamson, John. "Working with teachers : the implementation and evaluation of an innovative in-service programme." Thesis, University of Leicester, 1987. http://hdl.handle.net/2381/35687.

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This thesis is concerned with the development and evaluation of a new approach to helping teachers change their classroom practice. The model adopted combined elements from the action-research model and the 'coaching' model, and findings from the curriculum implementation studies. Governments are concerned increasingly to introduce new centralised curricula in response to social changes or economic pressures. In the community there are calls for widespread reform of schooling at all levels. Also, with changes in their career patterns it is imperative that teachers, who are likely to be teaching for thirty or forty years, have available a sustained programme of professional development. Regardless of the origins of the calls for change, to be successful the introduction of a new school practice must be accompanied by a corollary programme of teacher education. Typically, however, in-service education has lacked direction, been inappropriate and been poorly executed. While the focus of the thesis is upon the fidelity of implementation of the new teaching strategy, it also reports on the teachers' understandings of the classroom dynamics, their feelings of self-confidence and perceptions of his or her principal as a supporter of classroom innovation. In the present economic and political climate judgements must be made about the worth of particular in-service programmes. Several important dimensions of an in-service programme were used to compare the innovative model with an action-research model and a 'typical' in-service model. On the criteria considered the innovative model fared better than the other two models. Recent changes to in-service education in the U.K., announced in DES Circular 6/86, have meant a high degree of similarity in the espoused purposes and procedures of the British and Australian Governments. The in-service programme outlined here is well-suited to the new in-service policies and financial arrangements in both countries.

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Sinclair, Peter. "Differential outcomes of various models of work experience." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1995. https://ro.ecu.edu.au/theses/1159.

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In Western Australia an increasing number of secondary school students participate in work experience programs. Different models of work experience are becoming more common. The Ministry of. Education promotes the use of four such models. The purpose of this study was to examine the outcomes of work experience, as perceived by secondary school students in selected Government Schools, to see if there were any differences according to the model of work experience used. These perceptions were further examined to see if there was a significant difference in perceived outcomes according to other independent variables of student gender, year level, geographic location, duration of work experience or recency of work experience. Data were collected by means of a questionnaire. Students completing work experience in the survey period in responding government secondary schools with appointed Youth Education Officers were asked to complete the questionnaire using a Likert Scale of attitude response. The results of the questionnaire were analyzed using multiple analysis of variance. This gave an objective measure of the extent of achievement, as well as indicating any significant differences according to the independent variable examined. The study concluded that work experience produces positive outcomes in areas related to the employability, career choice, educational attitude and social development of students.

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Spyker, Geert M. "The upper secondary school mathematics curriculum in Western Australia from 1950-1998 : implementation and evaluation." Thesis, Curtin University, 1999. http://hdl.handle.net/20.500.11937/1269.

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The study upon which this thesis is based aimed, first of all, to document the history of mathematics curriculum change in Western Australia. Although curriculum development in mathematics in this State has been an ongoing process for at least two decades, the outcome of an extensive literature review conducted as part of the study revealed that only a cursory evaluation of the current upper school mathematics curriculum change process had ever been undertaken. Neither has any formal appraisal of the suitability or otherwise of the variety of new upper school mathematics courses introduced during the last decade ever been carried out.This study was designed to 'fill these gaps' by not only documenting the history of the change process, but also by seeking out teachers' and other educators' views about those curriculum and strategy changes as well as the views of the students who were so intimately involved in the process.Tertiary lecturers' perceptions regarding the mathematical preparedness of first year university students were also considered a relevant source of information in this quest to first, record the events that preceded the establishment of the current State mathematics curriculum, and second, record those events that occurred subsequently. Major reports which have influenced the direction of mathematics education were examined, and underlying didactical principles were identified to determine the origins of previous and current educational policy.To determine upper school mathematics teachers' attitudes to curriculum and strategy changes, and the impact of the present curriculum upon students' choice of mathematics subjects, use was made of a variety of instruments - questionnaires and interview proformas - which were used to interview students prior to questioning them on such matters as their reasons for selecting specific units.Upper school mathematics teachers were also surveyed and interviewed in order to obtain the practitioners' views on new topics which were introduced, such as complex numbers and vectors. Five of Western Australia's most high profile mathematics educators who played significant roles during the period of this study were interviewed to determine their recollections of major points of discussion and concern in mathematics education at that time. Feedback from these interviews was used to compile a questionnaire for upper high school mathematics teachers to determine their opinion on such issues as the introduction and practicality of the new courses, teaching and learning strategies introduced, and the degree of support for the new curriculum.Ten teachers were interviewed one year after the survey to determine any changes in their perceptions about the new upper school mathematics courses. By means of a questionnaire, students' reasons for choosing specific mathematics subjects in either Year 11 or 12, and their perceived success in mathematics in general were sought. In order to determine the effectiveness of the new curriculum in terms of further studies, students' level of mathematical preparedness was investigated by means of a questionnaire for university mathematics staff. The results of this research indicate that the most recent curriculum change in the upper high school has been successfully introduced by the Education Department of Western Australia, although this has not always been the case with curriculum change in this State.Though initially daunted by the number of new topics which were to be taught, teachers were appreciative of the in-service courses available, the resources present and the general support they received from the Education Department. Traditional teaching strategies, such as 'drill-and-practice' and teacher-centred environments have been largely replaced by a problem-solving and investigational approach to mathematics in a student-centred classroom environment. Clearly, the constructivist theory of learning has been a major influence on current teaching and learning strategies used in the upper school mathematics classroom. Teachers' opinions about the practicality of the new courses and approaches to teaching them were positive, though the view was held that previous traditional teaching methods should not be discarded.Specific weaknesses in the various mathematics courses introduced were identified (for example, inadequate attention paid to basic algebra and, in particular, to trigonometry), and many teachers were adamant that certain changes should be made for the benefit of the students (for example, reorganisation of parts of the course content). Improvements in the nature of the information provided to students at the time they make their upper school mathematics subject choice were strongly recommended. Information on influential factors regarding students' subject choices was obtained, and interviews with university mathematics staff showed that many first year students remain underprepared because of incorrect mathematics subject choices made in either Year 10 or 11.

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31

So-Goodlin, Bernadette Grace. "Formative evaluation of the career consultant on call program /." View online, 2009. http://repository.eiu.edu/theses/docs/32211131559486.pdf.

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32

Reid, Bryan. "Implementing curriculum change within a state education department region : analysis and conceptualization." Murdoch University, 1986. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20060829.160229.

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The major aim of this study was to develop a conceptual model representing the implementation process of a curriculum change occurring in a State Education Department region. This development had its genesis in the now extensive body of literature related to the organizational phenomenon of planned change. Since its early development in the 1960ts, the study of planned change occurring i n organizations has grown in sophistication, encompassing a steadily evolving number of theoretical constructs. Such a construct, of recent origin, was that of perceiving implementation of the innovation as a discrete process within the total planned change process. Although stillinits infancy, this concept has attracted a steadily growing body of research, The present study co-ordi nated some of these findings to form the basis for a four-stage model representing the implementation process under a special set of circumstances. The application of the model was tested under field conditions. A longitudinal case study design was adopted because this was ideally suited to test the assumption of implementationas a process. The design was divided in to four sections : concepts related to the decision to change; concepts related to the effect the rationale for implementation had on teachers' behaviour; concepts related to the sequence of involvement of implementers; and finally, concepts related to the measurementof the degree of implementation for teachers and pupils. Field work was applied inarural educational region of the State of Western Australia. This region was established in 1979 as part of an Australia-wide trend. I t is well documented that at the commencement of the 19701s, Austral ian governmentcontrol led education systems were highly centralized. By the beginning of the 1980ts, all were facing major change, each incorporating some form of decentral ization. In Western Australia, a shift in power from central authorities to Regional Superintendents occurred. With the increase i n power, the Regions received more duties and became more complex organizations. To meet the demand of testing a complex theoretical model in the intricate field setting of a State Education Department region, a wide range of data-gathering techniques was used. Questionnaires were employed, some specifically designed to suit this study and some selected from other research. The breadth and depth of the data collected was extended by the use of interviews, both focused and unstructured. Information from a wide variety of perspectives was gathered by using direct observation. This was applied to the testing of the theoretical model and also used to validate data drawn from other sources. Content analysis techniques were also used to triangulate the findings from questionnaire and interview techniques. The findings of the analysis of the data,within a matrix of hypotheses and sub-hypotheses, provided powerful statistical evidence indicating that the innovation was judged as being implemented by the teachers and the pupils. Data collected were also analysed as part of the research plan incorporating four major hypotheses and twenty six sub-sections. Each sub-section has been investigated empirically. This strategy was used to test the applicability of the conceptual model as a technique to represent the process of implementation followed by an innovation in Oral English introduced into a rural region of a State Education Department. The model proved to be a very effective device, aiding in the comprehension of an implementation process that occurred under the particular conditions described in the thesis.

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33

Hung, Chi-chiu Stephen. "An evaluation study on the integration of theory and practice of nursing curriculum in Hong Kong." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2037947X.

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34

Lo, Hau-yee. "An evaluation of the implementation of a new Putonghua curriculum Pu tong hua xin ke cheng de shi shi ping jian /." Click to view the E-thesis via HKUTO, 2000. http://sunzi.lib.hku.hk/hkuto/record/B31961836.

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35

Dungan, John. "Post-compulsory education and training reform in Australia: An analysis of how the policy agenda has been constructed and shaped in recent years." Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36586/1/36586_Digitised%20Thesis.pdf.

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Post-compulsory education and training arrangements in Australia have been subjected to continuing change over the last decade. Major reforms have included the introduction of a range of vocational education and training (VET) initiatives in post-compulsory schooling, an almost continual revamping of apprenticeships and traineeships, and various reforms to recognition of training arrangements within the mainstream VET sector. These reforms have involved various stakeholders across the schooling and VET sectors, government, industry and community groups to differing degrees. This study examines how the major policy reforms within post-compulsory education and training in Australia over the past decade have been assembled and shaped. A case study selected as representative of the policy reforms, the convergence of general and vocational education in the post-compulsory school curriculum, is examined in detail, with the major implications extrapolated for the broader set of policy reforms within post-compulsory education and training. Major findings include the essentially complex, ambiguous and conflicting nature of the policy reforms themselves, the predominant role of the governing policy elites in shaping and influencing the reforms, the incremental nature by which the policy reforms have been constructed, and the complex set of Commonwealth-State Government arrangements and interfaces which have influenced the reforms. Implications for policy-makers in post-compulsory education and training are considered.

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36

Kho, Jimmy P. "International student perceptions of the quality of learning experiences in vocational education and training." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/1286.

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The private VET education industry has done well to maintain a high self-concept among the students, and perhaps the overall high praise of the teaching staff have contributed to maintaining high self-concepts among the students. Most international students treasured the social cultural, environment and lifestyles aspects of their stay in Australia and these items are also among the easy items of the linear scale produced in this present study. The Rasch self-concept findings were consistent with the qualitative findings where students related much of their positive self-concept through their non-academic activities. Importantly, when the student’s Self-Concept is high they are able to benefit beyond just passing the units, they are able to find value and purpose in their study. The sub-group Standards which form part of the measure of Motivation to Achieve Academically seems to be rated harder by the students than was predicted, this may be due to the students not being familiar with the standard of the Australian VET system. Students may not have had sufficient understanding of the academic requirements of VET courses. This may have caused the students to be insufficiently prepared for their academic study and not fully informed of the standards expected of them. Some students perceive VET courses to be easier and can lead to good employment opportunities. Many international students do rate positively the opportunity to work and this could have provided the motivation for their courses. Looking at the qualitative messages from the students, the colleges could do more to assist the students by assessing the language and study skills of the students and provide appropriate training to upgrade their skills accordingly. The colleges could also provide a more adequate explanation of the VET system to the students so as to better prepare the students with the necessary skills to pursue their academic studies. The negative responses were mainly about lack of resources and facilities among educational service providers and highlight the negative impacts when such expectations were not met. The colleges should be more aware that international students need more opportunities and facilities for these social, cultural and recreational activities

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37

Liveris, Christine. "An investigation of self-regulated learning of young adults in a business vocational education and training program." Thesis, Curtin University, 2012. http://hdl.handle.net/20.500.11937/1495.

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National reform in vocational education and training (VET) and the raising of the school leaving age legislation in Western Australia have resulted in an increasing proportion of young adults in VET programs. VET teaching and learning practices are learner-centred, work-centred and attribute-focused. A shift from a teacher-centred approach to a more learner-centred approach can be a major transition for some younger learners. The challenge for practitioners is to help these young adults develop generic, transferable employability skills and attributes, in order to facilitate self-directed lifelong learning.Educational psychologists and policy makers view academic self-regulation as the key to successful learning in school and further education; however, agree that most learners struggle to attain this in their methods of study. The term ‘academic self-regulation’ is synonymous with self-directed learning. The primary research question for this study was: What are the self-regulatory characteristics of 18- to 24-year-olds completing a business administration assessment? Specifically: 1 What cognitive strategies did they use to comprehend and perform the task? 2 What metacognitive strategies did they use to control and regulate their cognition? 3 How did they regulate their behaviour?Within the framework of a social cognitive view of learning, this study adopted a phenomenological approach. A purposive sample group of eight students aged from 18 to 24, participated in the study. Participants were full-time Certificate IV Business Administration students enrolled at a TAFE college in Perth, Western Australia. Their four teachers also participated. This study was intended to produce inferences that may suggest ways we can better understand academic self-regulation.Semi-structured interviews with the participants were undertaken after the submission of a written assessment task and the teachers were interviewed at the end of the semester. Raw data were coded using broad categories from Pintrich’s (2004) theoretical framework. Data were then reduced to clusters of statements and placed into categories. Case by case results provide a snapshot of each case and cross-case results have been reported under six major themes. Quality control was achieved through a combination of data from participant interviews, teacher interviews and the researcher’s interpretations; the latter have been linked to previous research and reviewed through peer debriefing.Findings suggest that the self-regulation characteristics of these young learners are dependent on a range of factors, including: purpose of engagement; differences in developmental stage, culture, commitments, and learning environment; and the task. This thesis identifies areas for further research; specifically, the relationship between personality and styles of self-regulation, practitioner education programs that support early identification and intervention for students with learning difficulties and the impact of internet distractions on time and effort.

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38

Rahimi, Mohammad Ali, and ma rahimi@gmail com. "Transfer of Australian Vocational Education and Training knowledge and practice in a global context." RMIT University. Global Studies, Social Science and Planning, 2009. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20091218.144230.

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Educational services have become Australia's third largest export industry. Onshore delivery of higher education has been a major export for many years, and in recent years offshore delivery of vocational education and training has grown to become a major part of this industry. Different Australian educational institutions are involved in delivery of Australian VET programs in a wide range of cultural and socioeconomic contexts. Because of the strong demand for skills in an increasingly interconnected world, this growing industry, which at an international level encompasses a diverse range of institutions, training delivery methods and management and administrative arrangements, is increasingly directing its attention towards globalising its regulatory and training approaches. The aim of this research is to investigate the process of adapting Training Packages and the Australian Quality Training Framework, the two main instruments of regulation in the Australian skill formation system, for an international audience. This thesis will examine what process of adaptation is involved when the Australian VET approaches are used as a model to develop skills formation overseas. Factors influencing the forms taken by this regulatory system in a global context will be studied through investigating the international activities of various Australian sectors in implementation of VET approaches in non-Australian systems. Two propositions underpin this key question. First is that the Australian VET system is primarily a regulatory system, which means that the export of these regulations needs to be accounted for. Secondly, the Australian VET system has been designed for Australian industrial and cultural conditions and adjustments are necessary in the regulations themselves, host country regulat ory practice, or both for Training Packages to work in these non-Australian cultural contexts.

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39

Draper, Fiona Jane. "Development of a student-centred evaluation framework for environmental vocational education and training courses : development and validation of a student-centred evaluation framework for environmental vocational education and training courses derived from Biggs' 3P Model and Kirkpatrick's Four Levels Evaluation Model." Thesis, University of Bradford, 2012. http://hdl.handle.net/10454/5496.

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Individuals and organisations need to do much more if sustainable development is to be achieved. Appropriate environmental vocational education and training (EVET) is essential for current decision makers. Crucial decisions need to be made before the present generation of school and college students achieve significant positions of authority. An increasing range of EVET courses and course providers are available within the UK. However, availability is not synonymous with suitability for either the attendee and/or his/her (future) employer. Previous research indicates that, as a component of lifelong learning, EVET courses should and the methods used to evaluate them should be student-centred. This thesis describes the development and validation of a new studentcentred evaluation framework. Preliminary literature reviews identified six fundamental issues which needed to be addressed. Existing academically productive evaluation models were examined and critically appraised in the context of these problems. The output from this process was used to develop a bespoke research methodology. Empirical research on four commercial EVET programmes revealed distinct personal, teaching and work-based presage factors which influenced course attendance, individual learning and subsequent organisational learning. Modified versions of Biggs¿ 3P model and Kirkpatrick¿s Four level Evaluation Model were shown to provide an effective student-centred evaluation framework for EVET courses. Additional critical elements pertaining course utility and the student¿s long(er) term ii retention of knowledge/skill were derived from previous research by Alliger et al (1997). Work-based presage factors and the student¿s return on expectation were added as a direct consequence of this research. The resultant new framework, the Presage-Product Evaluation Framework, was positively received during an independent validation. This confirmed inter alia that the framework should also be capable of adaption for use with other VET courses. Recommendations for additional research focus on the need to demonstrate this through further empirical studies.

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40

Draper, Fiona J. "Development of a Student-Centred Evaluation Framework for Environmental Vocational Education and Training Courses. Development and validation of a Student-Centred Evaluation Framework for Environmental Vocational Education and Training Courses derived from Biggs' 3P Model and Kirkpatrick's Four Levels Evaluation Model." Thesis, University of Bradford, 2012. http://hdl.handle.net/10454/5496.

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Individuals and organisations need to do much more if sustainable development is to be achieved. Appropriate environmental vocational education and training (EVET) is essential for current decision makers. Crucial decisions need to be made before the present generation of school and college students achieve significant positions of authority. An increasing range of EVET courses and course providers are available within the UK. However, availability is not synonymous with suitability for either the attendee and/or his/her (future) employer. Previous research indicates that, as a component of lifelong learning, EVET courses should and the methods used to evaluate them should be student-centred. This thesis describes the development and validation of a new studentcentred evaluation framework. Preliminary literature reviews identified six fundamental issues which needed to be addressed. Existing academically productive evaluation models were examined and critically appraised in the context of these problems. The output from this process was used to develop a bespoke research methodology. Empirical research on four commercial EVET programmes revealed distinct personal, teaching and work-based presage factors which influenced course attendance, individual learning and subsequent organisational learning. Modified versions of Biggs' 3P model and Kirkpatrick's Four level Evaluation Model were shown to provide an effective student-centred evaluation framework for EVET courses. Additional critical elements pertaining course utility and the student's long(er) term ii retention of knowledge/skill were derived from previous research by Alliger et al (1997). Work-based presage factors and the student¿s return on expectation were added as a direct consequence of this research. The resultant new framework, the Presage-Product Evaluation Framework, was positively received during an independent validation. This confirmed inter alia that the framework should also be capable of adaption for use with other VET courses. Recommendations for additional research focus on the need to demonstrate this through further empirical studies.

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41

Fontaine, Samuel G. "An evaluation of the orientation program for newly appointed Catholic primary principals." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1054.

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The structure and operation of Catholic schools in Western Australia have been in a process of change since the early 1970’s. Prior to 1971, most Catholic primary schools were administered by religious orders and much of the religious character of the school reflected the charisma of the particular religious order that operated the school. In the Year 2000 most Catholic primary schools former part of a state-wide system in which the Catholic Education Office (CEO) plays a major administrative and co-ordinating role.

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42

Britton, Katherine F. "A model of employment literacy: Young people in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2009. https://ro.ecu.edu.au/theses/158.

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This exploratory study aimed to examine the meanings of employment literacy among young people undertaking vocational education or training (VET), trainers, funding representatives and employers in Western Australia. A further objective was to develop a model of employment literacy that would inform training or educational organisations. Employment literacy incorporates the personal and social dimensions that young disadvantaged people require to secure and maintain employment. It also includes the understandings and capacity to access infonnation from a variety of sources and negotiate with a range of people in employment related settings. In-depth interviewing was the main method used so that different interpretations of employment literacy could be examined. In total ninety two interviews were undertaken. These included sixty six with young people, nine involving trainers, eight representatives of funding bodies and nine employers. The young people were interviewed on two occasions to consider the implications of the education or training . programs. Nvivo was used to assist in the analysis of the data across and between the four groups included in the study.

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43

Uzun, Erman. "An Action Research On Design, Delivery And Evaluation Of A Distance Course In A Vocational Higher Education Institution." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12615320/index.pdf.

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The main purpose of the study was to design, develop, deliver and evaluate a new distance web design course for the needs of students in a vocational higher education institution. Proactive action research was used as a framework during the research process. This research focused on the analysis of the existing face-to-face course to mitigate its problems in the new design. Then, accomplishments and insufficiencies of the new design in the new context were investigated. For this study, data were collected in two different semesters, in a vocational higher education institution. In the first semester, an existing course was investigated to see the problems and the needs. The results revealed that there were problems associated with &ldquo
motivational&rdquo
, &ldquo
interactional&rdquo
, &ldquo
instructional activities&rdquo
, &ldquo
support materials&rdquo
, &ldquo
up-to-date content&rdquo
, &ldquo
technologic&rdquo
, and &ldquo
non-technologic&rdquo
aspects of the existing course. Before the delivery of the new distance course in the second semester, it was completely redesigned with the new characteristics to mitigate some of the predetermined problems of the existing course. In this new structure, an instructor from Ankara gave the course via smart class to this vocational institution located in another city. In the second semester, data were collected to understand what the accomplishments of the new course, and what aspects of the new course needed to be modified. To triangulate qualitative findings, two questionnaire were conducted to see the students&rsquo
attitude towards web-based instruction and students&rsquo
perceptions about learning environment. With the findings of these data collection procedures, the accomplishments of the new design can be categorized in five main headings. These are &ldquo
working with an experienced instructor&rdquo
, &ldquo
extended learning opportunities&rdquo
, &ldquo
increased future expectations of students&rdquo
, &ldquo
fulfilled software requirements&rdquo
, and &ldquo
applicability of a distance vocational course&rdquo
. On the other hand, in the new structure of the course, new problems emerged such as &ldquo
course delivery problems&rdquo
and &ldquo
students&rsquo
readiness&rdquo
, because technology use in education sometimes comes with its unique problems including the solutions. Those accomplishments and insufficiencies points of the new design would be helpful in the new distance course design projects.

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44

Thompson, Eileen. "The variables related to attrition and persistence of distance education students enrolled in the fourth year of the Bachelor of Education course." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1996. https://ro.ecu.edu.au/theses/939.

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The extent to which a range of demographic, academic and administrative variables are related to attrition and persistence of external students enrolled in the Fourth Year of the Bachelor of Education course during second semester, 1995 are investigated in this study. The applicability of the sub-scales and scales developed by Kember, Lai, Murphy, Siaw and Yuen (1995) for distance education students is also reported on for the study group. Data were obtained from the student records system and two self-administered mail out questionnaires. The study population was predominantly female, in their early thirties, living in Western Australia, had completed their first teaching qualification nearly nine years ago and had subsequently had six years teaching experience. They were mostly classroom teachers who were studying part-time, were less than half way through the course, had not previously withdrawn from a unit and were achieving satisfactory results. Those students who withdrew from their studies had less teaching experience, had completed fewer units and semesters of study, and had lower course averages than the continuing students. The majority of students indicated that work, family and study commitments were the main reason(s) for their withdrawal. Withdrawn students were much less satisfied with the level of communication with the tutor and a greater proportion of these students rated assignment feedback as very unsatisfactory. A series of sub-scales and scales constructed from the Distance Education Student Progress (DESP) inventory using factor analysis indicated a wide range of variables underlie the reasons why students withdraw or persist in the course of study. These scales and sub-scales are appreciably different to those reported by Kember (1995). The study found that the attrition rate of students studying in the Fourth Year of the Bachelor of Education may be reduced if the unit materials were mailed by a date that ensured most students would receive them prior to the commencement of semester. Tutors need to initiate communication with their students early in the semester. The due dates for assignments should be planned to enable students to receive feedback on their first assignment before having to submit their next one. Assignment feedback needs to be critically constructive and tutors need to provide positive suggestions on how future assignments might be improved. The university should consider offering Bachelor of Education units during the school vacation periods in addition to the normal semester.

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45

Saputro, Soenarto. "Educational evaluation : a followup study of the graduates of technical/vocational teacher education of FPTK-IKIP Yogyakarta in Indonesia /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu14875876041334.

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46

Spyker, Geert M. "The upper secondary school mathematics curriculum in Western Australia from 1950-1998 : implementation and evaluation." Curtin University of Technology, Science and Mathematics Education Centre, 1999. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=9514.

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The study upon which this thesis is based aimed, first of all, to document the history of mathematics curriculum change in Western Australia. Although curriculum development in mathematics in this State has been an ongoing process for at least two decades, the outcome of an extensive literature review conducted as part of the study revealed that only a cursory evaluation of the current upper school mathematics curriculum change process had ever been undertaken. Neither has any formal appraisal of the suitability or otherwise of the variety of new upper school mathematics courses introduced during the last decade ever been carried out.This study was designed to 'fill these gaps' by not only documenting the history of the change process, but also by seeking out teachers' and other educators' views about those curriculum and strategy changes as well as the views of the students who were so intimately involved in the process.Tertiary lecturers' perceptions regarding the mathematical preparedness of first year university students were also considered a relevant source of information in this quest to first, record the events that preceded the establishment of the current State mathematics curriculum, and second, record those events that occurred subsequently. Major reports which have influenced the direction of mathematics education were examined, and underlying didactical principles were identified to determine the origins of previous and current educational policy.To determine upper school mathematics teachers' attitudes to curriculum and strategy changes, and the impact of the present curriculum upon students' choice of mathematics subjects, use was made of a variety of instruments - questionnaires and interview proformas - which were used to interview students prior to questioning them on such matters as their reasons for selecting specific units.Upper school ++
mathematics teachers were also surveyed and interviewed in order to obtain the practitioners' views on new topics which were introduced, such as complex numbers and vectors. Five of Western Australia's most high profile mathematics educators who played significant roles during the period of this study were interviewed to determine their recollections of major points of discussion and concern in mathematics education at that time. Feedback from these interviews was used to compile a questionnaire for upper high school mathematics teachers to determine their opinion on such issues as the introduction and practicality of the new courses, teaching and learning strategies introduced, and the degree of support for the new curriculum.Ten teachers were interviewed one year after the survey to determine any changes in their perceptions about the new upper school mathematics courses. By means of a questionnaire, students' reasons for choosing specific mathematics subjects in either Year 11 or 12, and their perceived success in mathematics in general were sought. In order to determine the effectiveness of the new curriculum in terms of further studies, students' level of mathematical preparedness was investigated by means of a questionnaire for university mathematics staff. The results of this research indicate that the most recent curriculum change in the upper high school has been successfully introduced by the Education Department of Western Australia, although this has not always been the case with curriculum change in this State.Though initially daunted by the number of new topics which were to be taught, teachers were appreciative of the in-service courses available, the resources present and the general support they received from the Education Department. Traditional teaching strategies, such as 'drill-and-practice' and teacher-centred environments have been largely ++
replaced by a problem-solving and investigational approach to mathematics in a student-centred classroom environment. Clearly, the constructivist theory of learning has been a major influence on current teaching and learning strategies used in the upper school mathematics classroom. Teachers' opinions about the practicality of the new courses and approaches to teaching them were positive, though the view was held that previous traditional teaching methods should not be discarded.Specific weaknesses in the various mathematics courses introduced were identified (for example, inadequate attention paid to basic algebra and, in particular, to trigonometry), and many teachers were adamant that certain changes should be made for the benefit of the students (for example, reorganisation of parts of the course content). Improvements in the nature of the information provided to students at the time they make their upper school mathematics subject choice were strongly recommended. Information on influential factors regarding students' subject choices was obtained, and interviews with university mathematics staff showed that many first year students remain underprepared because of incorrect mathematics subject choices made in either Year 10 or 11.

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47

Arnold, Mogammat Adiel. "Exploring notions of assessment through three vocational education sites in the Western Cape." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86597.

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Thesis (MEd)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: With the coming of a new education and training dispensation in 1994 came the idea that equal opportunities for all learners could be created within different learning institutions - via the creation of new institutional and qualifications framework - and in so doing encourage equal opportunities through proper articulation, portability, and mobility within the different phases of the various education bands. As education and training provision and learning is complexly intertwined with its appraisal, assessment was regarded as one of the main processes to find out whether learning had taken place, on the goal and quality of that learning, as well as pointing to the kinds of ways in which teaching and learning could be further improved. In my study I focused on how educators and trainers within the differentiated Further Education and Training (FET) Band spoke about and understood assessment, with the aim of the study being to analyse how assessment is understood in three different sites of provision within the FET band. The main goal was to better understand challenges at the ground level of policy implementation. A further goal was to explore some of the ways in which the role and function of assessment in our contemporary society was understood, and whether, in its present formulation, it served the purposes that much of the policies and reform statements claimed. The study’s main claim is that educators and trainers in the FET Band in South Africa mainly experience assessment processes, criteria, and frameworks as a form of jargon, and that they translate ‘the jargon’ into ‘judgements of value’ about learning and knowledge that lead to quite different approaches being followed at different sites. It is argued that this scenario would be acceptable in terms of different work settings - producing different kinds of skills for the economy- were it not that the education and training infrastructure in South Africa remains perhaps too preoccupied with achieving a principle of similarity across the FET Band.

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48

Husby, RoseAnn. "Evaluation of a K-12 career portfolio system in the Barron School District." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998husbyr.pdf.

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49

Rowe, Karina Janece. "A framework for environmental education in South Australian secondary schools : the missing ingredient." Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09ENV/09envr878.pdf.

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Bibliography: leaves 84-86. Shows how environmental education could be incorporated within the current South Australian secondary school structures and critically evaluates current programs. Investigates a different frame work (International Baccalaureate Middle Years Program), as a means for overcoming some of the limitations for environmental education presented by the current DETE framework; and, student perceptions of what makes a successful environmental education program.

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50

Hutton, Heidi C. "Evaluation of the outcomes for students undertaking an externally provided physical activity programme." University of Western Australia. School of Human Movement and Exercise Science, 2007. http://theses.library.uwa.edu.au/adt-WU2007.0166.

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[Truncated abstract] Many primary schools in Western Australia do not employ a specialist physical education (PE) teacher, leaving the teaching of this subject to the class teacher. There are concerns that some of these teachers lack the skills, confidence or knowledge to successfully implement a developmentally appropriate PE programme. A potential solution to this problem involves utilising an externally provided physical activity programme (EPPAP). Before considering this option, it is important to ensure these programmes adequately meet the needs of students, teachers and the educational curriculum. Outcomes for one such EPPAP were evaluated and compared against the outcomes attained in regular primary school PE classes. These outcomes were then compared to the Health and Physical Education (HPE) learning area outcomes (LAO) within Outcomes Based Education (OBE) of the Western Australian Curriculum Framework (CF). Approximately 460 primary school students in the Peel Region of WA participated in the EPPAP and subsequent research in 2004. In addition, approximately 135 students from the same area were invited to participate as controls. All students completed self-report questionnaires pre and post-participation in the EPPAP. ... Although not originally promoted as a programme to replace PE, the EPPAP is delivered within curriculum time with some schools intending to replace their traditional PE programme with the EPPAP. Therefore, reference to the CF is warranted. There were few opportunities to develop `skills for physical activity? (SPA) transferable to the sporting context and explicit teaching points were not consistently provided, or reinforced through teacher feedback. Activities in the lessons were generally delivered uniformly to all participants across Year 4-7 with no developmental theme, negating the opportunity for differentiation, progression or extension. In summary, the main objectives of the EPPAP was to provide students with a range of fun activities and games that were inclusive and encouraged participation. These objectives were fulfilled in this two-term evaluation. The disadvantages of the programme were it?s uniform delivery across all year groups, lack of developmental progression in both skills and games and a teacher centred approach that did not allow for student differentiation. The programme delivery and content was most suited to the students within Years K-3.

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Dissertations / Theses on the topic 'Vocational education Australia Evaluation'

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