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Relevant bibliographies by topics / Vocational education Victoria

Academic literature on the topic 'Vocational education Victoria'

Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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Journal articles on the topic "Vocational education Victoria"

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Polesel, John. "Vocational education and training in schools in victoria: an appraisal six years down the track." Journal of Vocational Education & Training 53, no. 2 (June 2001): 325–40. http://dx.doi.org/10.1080/13636820100200162.

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McSwan, David, and Ken Stevens. "Post Secondary School Educational and Vocational Issues Facing Families in Rural North Queensland." Australian and International Journal of Rural Education 5, no. 1 (March 1, 1995): 45–49. http://dx.doi.org/10.47381/aijre.v5i1.394.

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Vocational choice has been a critical issue for rural Queensland families for many years although it remains a little documented aspect of the lives of secondary school students and their parents who live in the outback. While rural education has received official recognition as an area of disadvantage in the Australian education system for almost two decades (Schools Commission, 1975; Commission of Inquiry into Poverty in Australia, 1976) vocational choice in outback schools, which is central to the relationships between both school and work and school and tertiary education, has not been prominent in the research literature in spite of several recent reports (Boomer, 1988; Australian Education Council Review Committee, 1991; National Board of Employment, Education and Training, 1991). This research project has been designed to investigate the processes of post secondary school education and vocational choices for families in a representative community and to consider the implications of this issue for schools and policy makers. The research project was initiated by Dr David McSwan of James Cook University's Rural Education Research and Development Centre and Dr Ken Stevens of the Faculty of Education at Victoria University in Wellington in New Zealand. Specifically, the research will investigate how families with year ten, eleven and twelve students in a selected North Queensland community make choices about post secondary school education and careers.

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Langley, Paul C. "Evaluating the Economic and Social Impact of Vocational Rehabilitation Programs in Victoria." Performance Improvement Quarterly 2, no. 2 (October 22, 2008): 30–46. http://dx.doi.org/10.1111/j.1937-8327.1989.tb00401.x.

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Darian-Smith, Kate, and Nikki Henningham. "Site, school, community." History of Education Review 43, no. 2 (September 30, 2014): 152–71. http://dx.doi.org/10.1108/her-03-2014-0018.

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Purpose – The purpose of this paper is to examine the development of vocational education for girls, focusing on how curriculum and pedagogy developed to accommodate changing expectations of the role of women in the workplace and the home in mid-twentieth century Australia. As well as describing how pedagogical changes were implemented through curriculum, it examines the way a modern approach to girls’ education was reflected in the built environment of the school site and through its interactions with its changing community. Design/methodology/approach – The paper takes a case study approach, focusing on the example of the J.H. Boyd Domestic College which functioned as a single-sex school for girls from 1932 until its closure in 1985. Oral history testimony, private archives, photographs and government school records provide the material from which an understanding of the school is reconstructed. Findings – This detailed examination of the history of J.H. Boyd Domestic College highlights the highly integrated nature of the school's environment with the surrounding community, which strengthened links between the girls and their community. It also demonstrates how important the school's buildings and facilities were to contemporary ideas about the teaching of girls in a vocational setting. Originality/value – This is the first history of J.H. Boyd Domestic College to examine the intersections of gendered, classed ideas about pedagogy with ideas about the appropriate built environment for the teaching of domestic science. The contextualized approach sheds new light on domestic science education in Victoria and the unusually high quality of the learning spaces available for girls’ education.

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F. Preston, Lesley. "“How do we learn about sex?”." History of Education Review 43, no. 1 (May 27, 2014): 19–30. http://dx.doi.org/10.1108/her-11-2012-0037.

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Purpose – Using sex education at Shepparton South Technical School (South Tech) as a prism, the purpose of this paper is to analyse the Victorian Technical Schools Division policies and practices during the 1970-1980s. Design/methodology/approach – The paper draws on a documented history of South Tech by using a blended methodology consisting of interviews, media-centred debates and a range of documentary sources. Findings – The Technical Director, Edward “Ted” Jackson's 1970 policy empowered principals as educational leaders, in partnership with their community, to develop courses responding to student needs. This paper analyses a controversy concerning sex education in 1980 that brought such courses under the scrutiny of the Victorian public. Social implications – Identifying the policies and practices of a sex education course that proved successful in the past enhances the development of contemporary courses. Originality/value – Victoria's former secondary technical schools provide an important insight into current social and vocational problems.

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

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

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Praetz, Helen. "Increasing Equity through Qualifications: The Case of the Victorian Qualifications Authority." Australian Journal of Education 46, no. 2 (August 2002): 189–204. http://dx.doi.org/10.1177/000494410204600207.

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Using qualifications as policy instruments to increase participation in education and training and to reduce unemployment, especially youth unemployment, appears to be growing in Organisation for Economic Cooperation and Development (OECD) countries. This paper considers the case of one authority, the Victorian Qualifications Authority (VQA), established by the Victorian Government in 2001 and responsible for determining and strengthening the range of post-compulsory qualifications for schools and vocational education and training. In establishing its cross-sectoral role, the VQA moved rapidly to introduce a new qualification directed towards those young people who seek applied and practical studies and who leave school before completing Year 12 or its equivalent. The paper outlines the nature of the changes proposed and the approaches taken to its development. These recognise that pedagogy is critical to increasing participation and that students who engage in learning at school are more likely to become lifelong learners.

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Foley, Annette. "Vocational Education and Training Manager Discursive Practices at the Frontline: Alternative Possibilities in a Victorian Setting." Educational Management Administration & Leadership 39, no. 1 (December 8, 2010): 105–21. http://dx.doi.org/10.1177/1741143210383897.

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Albisetti, James C. "Philanthropy for the middle class: vocational education for girls and young women in mid-Victorian Europe." History of Education 41, no. 3 (May 2012): 287–301. http://dx.doi.org/10.1080/0046760x.2011.620011.

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Rozario, Venkatraman, Chu, and Abbas. "Dominant Factors for an Effective Selection System: An Australian Education Sector Perspective." Systems 7, no. 4 (November 1, 2019): 50. http://dx.doi.org/10.3390/systems7040050.

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With the latest advancements in information technologies, many organisations expect systems to provide effective support in the recruitment process and decision making. However, there is a lack of clarity on the dominant factors required for an effective recruitment system which can influence business outcomes. This paper aimed to identify the predominant factors in the employee selection process and the use of a management system for decision support. The empirical study consisted of a qualitative survey of 74 samples and a quantitative survey of 204 individual participants from 17 organisations coming from technical and further education (TAFE)/dual education (higher education and vocational education) sector members of the Victorian TAFE Association in Australia. Using commonly adopted exploratory factor analysis (EFA) of 38 variables, the data triangulation of the qualitative and quantitative analysis resulted in conformance of five dominant factors under three themes. We believe the results of the study offer actionable suggestions in developing an effective recruitment system and furthers the research in this field of study.

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Dissertations / Theses on the topic "Vocational education Victoria"

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Moitoso, James Anthony. "The Air Force Junior Reserve Officers' Training Corps: A handbook for substitute teachers." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1468.

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Pantzopoulos, Kerry. "The employers' perspective of vocational education work placement programs." Thesis, 2005. https://vuir.vu.edu.au/15796/.

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This study is an evaluation of Victoria University’s Workplace Learning Melbourne West (WLMW) work placement service to employers. Local Community Partnership’s (LCPs) like Workplace Learning (WLMW) are funded to coordinate work placements for vocational students and enable them to integrate about 10 days on-the-job learning in industry with classroom study. To keep enterprises engaged in the program the study canvasses employers’ perspectives on the work placement service with a view to improving program effectiveness. Work placements constitute a growing element in the senior secondary curriculum and the demand on employers to provide or grow opportunities for students is intense. The study sought to identify the changes required to manage the increased demand for work placements more effectively taking into account the needs of enterprises to improve the quality of the work placement service delivered and employer satisfaction with it.

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Hinwood, Marian. "A study of influences and experiences contributing to the attitudes of a group of vocational students towards science." Thesis, 2013. https://vuir.vu.edu.au/24442/.

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This research project examines perceptions and attitudes towards science of a group of Technical and Further Education students studying Beauty Therapy at Victoria University. Many members of this group displayed a high level of science anxiety as described by Mallow, (1978). They lacked confidence in their science ability and were very anxious about passing the science units in their Beauty Therapy courses, despite having successfully passed science subjects at school. Previous observations on Beauty Therapy students showed that most succeeded in their science units but still lacked confidence in their ability to apply their knowledge. The science units in Beauty Therapy are complex and require a detailed knowledge of Human Biology, Anatomy, Physiology, Skin Biology, Cosmetic Chemistry, and Microbiology. The participants in the study were interviewed using a semi-structured interview working together with a questionnaire to establish background information. The probes covered the participants’ experiences in science at school together with their attitudes towards science and influences from other areas. The aim was to identify factors which undermined the confidence of these participants. The interviews were recorded and the transcripts were analysed for themes using a progressive coding process. The themes were grouped into clusters. The study showed clearly that the participants’ confidence in their science ability was undermined by their school experiences in science. It related to attitudes and pedagogies employed by a particular science teacher in their secondary school. Participants described enjoying science previously. Particular aspects identified were an inability to get help when they needed it; the use of sarcasm or derogatory remarks to discourage questions; boring lessons mostly composed of copying notes from the board or textbooks; lack of relevance and a lack of enthusiasm displayed by the teacher. This led to a situation where participants dreaded their science lessons and in some cases truancy.

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Walstab, Anne. "The VET sector and schooling: interactions and outcomes." Thesis, 2018. https://vuir.vu.edu.au/42120/.

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Hebestreit, Lydia Karola. "An evaluation of the role of the university of the third age in the provision of lifelong learning." Thesis, 2006. http://hdl.handle.net/10500/1498.

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During the past thirty years several models for lifelong education after retirement have been developed worldwide, one of them being the University of the Third Age (U3A). This study explored the contributions of the U3A to the educational needs of older adults and evaluated the benefits they perceived from their participation in U3A by means of a literature study and an empirical investigation. The latter used a survey to explore the experiences of U3A members of two U 3As and presidents of 68 U3As in Victoria, Australia by means of two different questionnaires. As only 1.47 percent of the over-55 population of Victoria are U3A members, the survey also investigated barriers to U3A participation in general and with special reference to the male population. The findings indicated that member respondents were very satisfied with their U3A experiences which had made substantial differences in their lives. Both male and female respondents saw personal, mental, social, and physical improvement as a result of U3A participation. The majority indicated that participation had improved their intellectual development. Significant differences in the perceptions of male and female participants emerged: female members outnumbered males by three to one. Both the presidents and the members expressed some programmatic concerns, primarily obtaining tutors and classroom availability. The subject areas covered by courses presented were extensive. There was a difference in the subjects desired by males and female respondents; very few courses are offered in science and economics. Some barriers to participation identified are a lack of awareness of U3A, the stereotypical attitudinal barrier of `I am too old' and negative past educational experiences. Moreover, U3As should increase marketing endeavours. Although most U3As advertise, almost a third of the respondents indicated that they would have joined earlier if aware of U3As. A contributing factor appears to be a virtual lack of research and information provided in educational academic journals and other media about lifelong education after retirement. Based on the findings, recommendations were made for future research and for improved practice in the U3A environment as a means to enhance the quality of life for older adults.
Educational Studies
D.Ed. (Comparative Education)

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Testa, Doris. "Silos to symphonies: social work and its contribution to student wellbeing programs within a Victorian Catholic School." Thesis, 2010. https://vuir.vu.edu.au/16068/.

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Schools of today are very much about preparing young people to function as productive members of society. Schools equip young people with the skills and knowledge needed to participate in the social, economic and cultural life of their local, national and global communities. Alongside a vocational role schools have another role. This role is to provide a health promoting setting within which students can develop the skills, knowledge and attitudes required to live healthy lives both in the short and long term. Using a case study, this thesis examines how a cross-disciplinary collaboration between teaching and social work can negotiate the global, national and local policy trends that require schools to focus on both vocational pathways and student wellbeing needs.

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Books on the topic "Vocational education Victoria"

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

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2

Judith, Ryan, ed. Spirit in land: Bark paintings from Arnhem Land in the National Gallery of Victoria. [Melbourne, Vic.]: The Gallery, 1990.

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Auditor-General, Victoria Office of the. Victorian Registration and Qualifications Authority. [Melbourne, Vic.]: Victorian Government Printer, 2010.

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4

Schofield, Kaye. Delivering quality: Report of the independent review of the quality of training in Victoria's apprenticeship and traineeship system. Melbourne: Department of Education, Employment and Training, Victoria for the Office of Post Compulsory Education Employment and Training, 2000.

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5

Ryan, Judith. Spirit in Land: Bark Paintings from Arnhem Land. National Gallery of Victoria, 2002.

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6

Williams, S. C. Gender. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780199683710.003.0020.

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Ministerial training throughout the nineteenth century was dogged by persistent uncertainties about what Dissenters wanted ministers to do: were they to be preachers or scholars, settled pastors or roving missionaries? Sects and denominations such as the Baptists and Congregationalists invested heavily in the professionalization of ministry, founding, building, and expanding ministerial training colleges whose pompous architecture often expressed their cultural ambitions. That was especially true for the Methodists who had often been wary of a learned ministry, while Presbyterians who had always nursed such a status built an impressive international network of colleges, centred on Princeton Seminary. Among both Methodists and Presbyterians, such institution building could be both bedevilled and eventually stimulated by secessions. Colleges were heavily implicated not just in the supply of domestic ministers but also in foreign mission. Even exceptions to this pattern such as the Quakers who claimed not to have dedicated ministers were tacitly professionalizing training by the end of the century. However, the investment in institutions did not prevent protracted disputes over how academic their training should be. Many very successful Dissenting entrepreneurs, such as Charles Haddon Spurgeon, Thomas Champness, William Booth, and Adoniram Judson Gordon, offered unpretentious vocational training, while in colonies such as Australia there were complaints from Congregationalists and others that the colleges were too high-flying for their requirements. The need to offer a liberal education, which came to include science, as well as systematic theological instruction put strain on the resources of the colleges, a strain that many resolved by farming out the former to secular universities. Many of the controversies generated by theological change among Dissenters centred on colleges because they were disputes about the teaching of biblical criticism and how to resolve the tension between free inquiry and the responsibilities of tutors and students to the wider denomination. Colleges were ill-equipped to accommodate theological change because their heads insisted that theology was a static discipline, central to which was the simple exegesis of Scripture. That generated tensions with their students and caused numerous teachers to be edged out of colleges for heresy, most notoriously Samuel Davidson from Lancashire Independent College and William Robertson Smith from the Aberdeen Free Church College. Nevertheless, even conservatives such as Moses Stuart at Andover had emphasized the importance of keeping one’s exegetical tools up to date, and it became progressively easier in most denominations for college teachers to enjoy intellectual liberty, much as Unitarians had always done. Yet the victory of free inquiry was never complete and pyrrhic in any event as from the end of the century the colleges could not arrest a slow decline in the morale and prospects of Dissenting ministers.

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Book chapters on the topic "Vocational education Victoria"

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Kitainge, Kisilu M. "Challenges of Training Motor Vehicle Mechanics for Changing World Contexts and Emergent Working Conditions." In Handbook of Research on E-Learning Applications for Career and Technical Education, 34–46. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-739-3.ch003.

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

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