Relevant bibliographies by topics / Vocational learning

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Vocational learning'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "Vocational learning"

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Johnson, Richard, and Gilberto Buzzi. "What is vocational learning, who are the vocational learners, how does vocational learning take place?" British Journal of Healthcare Assistants 11, no. 4 (April 2, 2017): 190–95. http://dx.doi.org/10.12968/bjha.2017.11.4.190.

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Suhaini, Mazlili. "A Scale Calibration for Vocational Learning Styles Instrument." International Journal of Psychosocial Rehabilitation 24, no. 5 (March 31, 2020): 1088–97. http://dx.doi.org/10.37200/ijpr/v24i5/pr201783.

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Gayatri, GiovannaT, and Sfenrianto A. "Analysis of Factors for Adopting E-Learning in Vocational Technical Skill Learning." International Journal of Psychosocial Rehabilitation 23, no. 4 (December 20, 2019): 912–29. http://dx.doi.org/10.37200/ijpr/v23i4/pr190420.

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Asplund, Stig-Börje, and Nina Kilbrink. "Learning How (and How Not) to Weld: Vocational Learning in Technical Vocational Education." Scandinavian Journal of Educational Research 62, no. 1 (June 13, 2016): 1–16. http://dx.doi.org/10.1080/00313831.2016.1188147.

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Rahmawati, Anis, Nunuk Suryani, Muhammad Akhyar, and Sukarmin Sukarmin. "Vocational teachers’ perspective toward Technological Pedagogical Vocational Knowledge." Open Engineering 11, no. 1 (January 1, 2021): 390–400. http://dx.doi.org/10.1515/eng-2021-0040.

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Abstract The character of current students who are technology-savvy and the fast development of educational technology raises challenges for teachers to take advantage of these conditions to make learning effective. Technological, Pedagogical, Vocational Knowledge (TPVK) come as a framework for the effective use of technology in teaching and learning in vocational fields. This research aimed to capture the Indonesian secondary vocational non-Information and communications technology (ICT) teachers’ perspective toward TPVK for 21st Century Learning (CL). Research with a mixed-method approach was conducted during the second semester in the 2019/2020 academic year. Sixty-five secondary vocational building engineering teachers from nine schools located in Central Java, Indonesia were recruited as survey respondents. The instrument used was a self-assessment questionnaire, lesson plan rubric, and observational protocol enriched with interview protocol. Results from this study show that the in-service vocational teacher shows readiness for TPVK 21st CL at the intermediate level. The TPVK component with the highest mean point is Pedagogical knowledge, while the lowest point is on the Vocational knowledge component. The lesson plan prepared by teachers and learning practiced performed by teachers showed less fitness of technology integration in learning with the strategies and objectives of the curriculum.
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Andrian, Rian, and Ahmad Fauzi. "E-Learning Model to Support Industrial Based Adaptive Learning for Student Vocational High School." Jurnal Online Informatika 3, no. 2 (February 1, 2019): 86. http://dx.doi.org/10.15575/join.v3i2.258.

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Vocational High Schools have an important role in improving the quality of human resources to meet industrial needs. However, the current education system in Vocational Schools especially in Purwakarta, Subang, Karawang, Bekasi (PURWASUKASI) still has disadvantages compared to other countries. The government through the ministry of industry has started vocational education for Vocational Schools in Indonesia. Vocational education conducted to support the creation of qualified human resources that can meet the industrial needs related to labor. The implementation of information technology in the field of education is one of the ways to improve the quality of education, including education in vocational schools. E-learning implementation aims to improve the quality of education. E-learning is often used in the application of adaptive learning in the field of education. In this study, an e-learning system model has been created that has been developed to support industrial based adaptive learning for Vocational High Schools in PURWASUKASI. The system that has been developed has been tested from the functional side of the system and shows that the developed e-learning system is ready to use.
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Dowdy, Carol A., Tom E. C. Smith, and Carl H. Nowell. "Learning Disabilities and Vocational Rehabilitation." Journal of Learning Disabilities 25, no. 7 (August 1992): 442–47. http://dx.doi.org/10.1177/002221949202500704.

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Stevenson, John. "The centrality of vocational learning." Journal of Vocational Education & Training 57, no. 3 (September 2005): 335–54. http://dx.doi.org/10.1080/13636820500200290.

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Lindberg, Viveca. "Learning Practices in Vocational Education." Scandinavian Journal of Educational Research 47, no. 2 (June 2003): 157–79. http://dx.doi.org/10.1080/00313830308611.

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Fathoni, Ahmad. "STEM : INNOVATION IN VOCATIONAL LEARNING." Jurnal Pendidikan Teknologi dan Kejuruan 17, no. 1 (January 31, 2020): 33. http://dx.doi.org/10.23887/jptk-undiksha.v17i1.22832.

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AbstractIndonesia with a population of more than 200 million people, has an obligation to produce quality human resources to be able to compete with other countries. The problem currently faced is the high level of open unemployment, especially in SMK graduates. One way to improve the quality of human resources is by providing innovation in the learning process, especially in the field of vocational learning. Learning that can be applied in vocational education is learning based on STEM (Science, Technology, Engineering, and Mathematics). The purpose of this study is to describe more deeply about STEM learning as an innovative learning process that can be applied in vocational learning. The study was conducted using the literature review method of relevant research references and results, which were continued through focus group discussions (FGD). This study obtained the results of (1) STEM learning successfully applied both abroad and domestically; (2) it can improve students' creativity and critical thinking; (3) STEM learning can be integrated with learning models such as Project Based Learning, Problem Based Learning and cooperative learning; (4) Make students more confident in their future careers; and (5) STEM learning is very suitable for use in 21st century learning, especially in the vocational field so that STEM learning can be used as a solution in improving the quality of human resources and developing 21st century skills skills and in accordance with the objectives of vocational learning Keywords : STEM, Innovation, Learning, Vocational
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Dissertations / Theses on the topic "Vocational learning"

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Bryan, Colleen S. "The application of learning organization principles to church growth." ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/646.

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While many studies showed evidence of the use of learning organization theory in a variety of venues, these theories have been studied in a limited capacity in church settings. This research attempted to substantiate the presence of learning organization principles in churches experiencing growth, and to refine a tool to measure these characteristics in churches. Relationships and strengths of association between and among 3 learning organization principles of leadership, job structure and systems, and performance and development, and degrees of growth defined as negative, plateau, and positive growth were examined in a sample of Nazarene churches via a revised survey completed by senior pastors. Pre and post survey analyses were employed, resulting in stronger reliability and validity outcomes for the instrument and contributing to a significant gap in the literature. Correlation, multiple regression, and ANOVA methods were used to assess relationships between the 3 learning organization principles and 3 levels of church growth. Outcomes did not show significant substantiation of these relationships, except for slightly higher evidence of leadership in the positive growth group. This study adds to the scientific knowledge of church growth via the creation of a new survey instrument for church use. The promotion of social responsibility and professional application of knowledge to church venues is an important tenet of this study, and lends valuable insight and knowledge for church leadership to engage in strategies that lead to social change.
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Gibson, Philip. "Learning, culture, curriculum and college : a social anthropology." Thesis, University of Exeter, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.272986.

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MacMahon, Rosaleen. "The Certificate of Pre-Vocational Education : a learning system?" Thesis, University of Nottingham, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.293217.

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Wong, Bo Man. "Vocational teachers' experiences of using an online learning platform." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/52495/.

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Much research has been carried out to demonstrate how the online platforms can be used to improve teaching and learning processes. However, they have been less explored in relation to vocational education, where the situation is often more complex and the possible solution options tend to be more constrained than in the contexts where these online technologies have been created. The aim of this research is to investigate the experience of teachers' current use of the online platform (Moodle) in vocational teaching by using a multi-method phenomenographic approach. With data collected by a quantitative survey and in-depth interviews, a complete picture has been developed for the phenomenon being investigated. Findings from the survey and interviews have been used to identify different approaches that teachers can adopt in using Moodle for their vocational subjects in Hong Kong Institute of Vocational Education. Through an iterative process of analysis, numerous issues related to vocational teaching with Moodle are revealed in the research process to extend previous knowledge, including: shift in the vocational teachers' role, adjustment of communication with students, necessity of face-to-face coaching, blended learning, control of the learning progress, preparation of the online content, teaching and learning effectiveness, change of student quality and expectations, and amplified support by the media richness. In addition to analyzing the complexity of the phenomenon, the findings of this research highlight the value of sharing teachers' experience; this provides guidance and insights for other vocational teachers to explore the possibilities and opportunities of using the online platforms in their areas of vocational teaching. Complexity and opportunities have been created, not only for both vocational teachers and students, but also for the stakeholders such as course administrators, curriculum developers, faculty members, educational specialists, and organization leaders considering or using online learning platforms for vocational teaching. Recommendations are given in the conclusion for development of staff capacity and capability in vocational teaching with online platforms, particularly with Moodle. Above all, the results of this research substantiate previous ones in showing the importance of teaching with technology, rather than teaching about technology, or technology for teaching.
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Moore, Patricia Anne. "Making a difference : ways of teaching and learning in general national qualifications." Thesis, n.p, 2001. http://dart.open.ac.uk/abstracts/page.php?thesisid=114.

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Dunham, Mardis D. "A comparison of adult learning disability subtypes in the vocational rehabilitation system /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9809668.

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Brinkley, Robyn Lynette. "Opportunities and obstacles : implementing a web-based teaching and learning strategy in a vocational education institution /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24700678.

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Tracey, Edward A. "Firefighter Workplace Learning| An Exploratory Case Study." Thesis, University of Rochester, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3579816.

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Despite there being a significant amount of research investigating workplace learning, research exploring firefighter workplace learning is almost nonexistent. The purpose of this qualitative multi-case study was to explore how firefighters conceptualize, report, and practice workplace learning. The researcher also investigated how firefighters learn informally in the workplace and how that informal learning was manifested. A qualitative multi-case research study of six full-time career firefighters employed by a fire department in New York State was conducted. Data were collected through field observations, interviews, and document analysis. The data were analyzed using grounded theory analysis as detailed by Charmaz (2006). Several themes emerged from the data analysis revealing how firefighters learn in the workplace. Findings indicate that firefighters learn necessary workplace information through both formal and informal learning practices. Firefighters learn formally in the workplace by (a) attending the fire academy, (b) participating in the in-service training programs, (c) taking external fire service courses, (d) attending college-level fire science programs, and (e) teaching and instructing. Firefighters learn informally in the workplace (a) through practice, (b) from each other, (c), through self-directed learning activities, and (d) from prior exposure to the fire service. These findings highlighted a complex, hybrid interaction between formal and informal workplace learning activities. The findings present implications for both fire service practice and policy. Findings from this study suggest workplace learning may be enhanced through training fire officers to identify and foster firefighter's informal workplace learning practices. The policy implications for fire department managers and trainers include improving firefighter informal learning in the fire service through the provision of support, resources, and time for learning activities as well as by developing mechanisms to record and document the time spent on informal learning activities.

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Toll, Debora K. "The transfer of learning: Employees' lived experiences." Thesis, University of Ottawa (Canada), 2004. http://hdl.handle.net/10393/29178.

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The employees' ability to continuously and collectively learn, and to apply their learning are critical to their own and their organization's performance. This study, therefore, sought to understand employees' perceptions of and experiences with the application of or, transfer of their learning. It also sought to understand the interplay between the three primary transfer sources. The overarching research question that guided this study was what were employees' lived experiences with transfer? The subquestions were how do employees transfer their learning, when did transfer enter their learning experiences, and why did they believe that transfer occurred? A hermeneutic phenomenological research design was employed. The participants' lived experiences were examined, described and interpreted. By allowing the participants' voices to resonate throughout the text, the depth, richness and meaning of their experiences were captured. Seven federal government employees, at the administrative, professional and managerial levels, comprised the purposeful sample. The participants engaged in a formal audiotaped interview, an informal interview and a focus group session. Eight main themes emerged from the data analysis. Two themes, related to the individuals' characteristics, were the desire to learn and how transfer occurred. Four themes, related to the training program's design and development features, were discourse, application of the learning to life's situations, learning by doing and when transfer entered the learners' learning experience. The last two themes, related to the organizational climate characteristics, were an open and supportive culture, and the major challenges to transfer. The transfer research, comprised of the individuals' characteristics, training program features and organizational climate characteristics, provided one lens through which the findings were interpreted. Three adult learning theories, self-directed, situated cognition and transformational learning, provided the second lens. The transfer and adult learning literatures were quite complimentary. The learning theories however, brought a broader and more comprehensive understanding to many of the participants' transfer experiences. The theories, by illuminating the interplay between the primary transfer sources, integrated the quantitative transfer research findings into a more coherent body of knowledge. This research also contributed to a more fullsome understanding of the learning theories and the difficulties in measuring transfer. Adult education principles and practices appear to be well positioned to enhance employees' transfer efforts as transfer does indeed appear to be a key concept in adult learning. This study advances our understanding of transfer from the perspective of the employees' "lived" experiences, and of the complexities of transfer. The findings are relevant to adult education practices, and to organizations and employees in better understanding and facilitating transfer.
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Thång, Per-Olof, and Kerstin Littke. "Thematic quality assessment of learning at work within Higher Vocational Education." 名古屋大学大学院教育発達科学研究科 技術・職業教育学研究室, 2014. http://hdl.handle.net/2237/20871.

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Books on the topic "Vocational learning"

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Catts, Ralph, Ian Falk, and Ruth Wallace, eds. Vocational Learning. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1539-4.

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Falk, Ian, Ralph Catts, and Ruth Wallace. Vocational learning: Innovative theory and practice. Dordrecht: Springer, 2011.

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Layard, P. R. G. Lifelong learning. London: Centre for Economic Performance, London School of Economics and Political Science, 1995.

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Organisation for economic co-operation and development. Learning for jobs. Paris: OECD, 2010.

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Washburn, Winifred Y. Vocational entry-skills: Student workbook. Novato, Calif: Academic Therapy Publications, 1994.

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Nixon, Jon. Vocational aspectsof learning: Towards a whole school policy. Basingstoke: Macmillan, 1989.

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Chan, Selena. Digitally Enabling 'Learning by Doing' in Vocational Education. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-3405-5.

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Innovations in lifelong learning: Critical perspectives on diversity, participation and vocational learning. Milton Park, Abingdon, Oxon: Routledge, 2011.

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Learning the ropes. Chicago, Ill: Ferguson Pub., 1998.

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Ismael, Silva Fuenzalida, ed. Vocational education in transition: A seven-country study of curricula for lifelong vocational learning. Hamburg: Unesco Institute for Education, 1988.

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Book chapters on the topic "Vocational learning"

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Stevenson, John C. "Vocational Learning." In Encyclopedia of the Sciences of Learning, 3424–27. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_344.

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Catts, Ralph, Ian Falk, and Ruth Wallace. "Introduction: Innovations in Theory and Practice." In Vocational Learning, 1–8. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1539-4_1.

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Kilpatrick, Sue, Susan Johns, Patricia Millar, Georgina Routley, and Quynh Lê. "Good Practice Models for Using TVET to Address Skill Shortages: A Case Study from Health." In Vocational Learning, 165–77. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1539-4_10.

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Canning, Roy. "Vocational Education Pedagogy and the Situated Practices of Teaching Core Skills." In Vocational Learning, 179–90. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1539-4_11.

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Edwards, Richard, and Kate Miller. "Literacies in the Learning Careers of Students." In Vocational Learning, 191–202. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1539-4_12.

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Guenther, John. "Vocational Learning in the Frame of a Developing Identity." In Vocational Learning, 205–16. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1539-4_13.

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Catts, Ralph. "Mature Adult Learning and Employment." In Vocational Learning, 217–28. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1539-4_14.

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Field, John. "Learning in Working Life: Identity and Workplace Learning." In Vocational Learning, 229–42. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1539-4_15.

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Smith, Larry, and Margaret Kling. "The Impact of Self-Perception on Vocational Learning." In Vocational Learning, 243–57. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1539-4_16.

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Catts, Ralph, Ian Falk, and Ruth Wallace. "Vocational Learning Futures." In Vocational Learning, 259–70. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1539-4_17.

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Conference papers on the topic "Vocational learning"

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Saefudin, Eka Asyarullah, and Kamin Sumardi. "Learning Media for Vocational Education." In Proceedings of the 5th UPI International Conference on Technical and Vocational Education and Training (ICTVET 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ictvet-18.2019.36.

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Moron, Carlos, Mª Paz Ramos, Pablo Saiz, Daniel Ferrandez, and Jorge Pablo Diaz. "MINDFULNESS IN VOCATIONAL TRAINING EDUCATION." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1102.

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KASPERIŪNIENĖ, Judita, and Sigitas DAUKILAS. "SMART EDUCATIONAL TECHNOLOGY IN THE LEARNING PROCESS AT A RURAL VOCATIONAL TRAINING INSTITUTION - A CASE STUDY." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.128.

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Smart educational technology in the learning process at a vocational training institution directly correlates to the pedagogical and methodological preparation of teachers and their practical experience. The pedagogical preparation determines better learning outcomes, effective social and cultural expressions, and more qualitative guidance of the didactic process. In addition, teachers with the help of technology have the opportunity to draw attention to each student, help the learner to know himself and his or her field of professional expression. This case study examined the ability of vocational teachers to use various technologies in class. Study was conducted in five rural vocational training schools in Lithuania. Twenty five vocational teachers were interviewed using focus group interview format about their smart educational technology usage in teaching and contacting their students. Teachers were observed manipulating, transforming and allocating appropriate digital media, adapting teaching content and easily forming teaching-learning networks to achieve educational goals. Overall, the process described here showed that regardless of how long vocational teachers work at a rural school and what subjects they teach, mostly teachers communicated and collaborated through technologies with their students while presenting vocational teaching content. Finally, the technological competence of vocational teachers reflected the teacher's ability to carry out a certain vocational teaching process: the ability to perform technological operations, the skill to work with various materials, equipment and the mentoring capacity.
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Dewi, Kadek Cahya, Herman Dwi Surjono, Putu Indah Ciptayani, and Priyanto Priyanto. "Learning Result Management on Vocational Blended Learning Implementation." In Proceedings of the International Conference on Science and Technology (ICST 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icst-18.2018.130.

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Kuna, Peter, Alena Hašková, and Ján Haller. "VOCATIONAL TRAINING IN CNC TECHNOLOGIES." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0993.

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Opel, Simone, and Torsten Brinda. "Learning fields in vocational IT education." In the 7th Workshop in Primary and Secondary Computing Education. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2481449.2481490.

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Słowikowski, Marcin, Zbigniew Pilat, Michał Smater, and Jacek Zieliński. "Collaborative learning environment in vocational education." In 2ND INTERNATIONAL CONFERENCE ON CHEMISTRY, CHEMICAL PROCESS AND ENGINEERING (IC3PE). Author(s), 2018. http://dx.doi.org/10.1063/1.5066532.

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Sun Lina, Yang Libo, and Zhao Ya. "Virtual learning environments in vocational training." In 2013 8th International Conference on Computer Science & Education (ICCSE). IEEE, 2013. http://dx.doi.org/10.1109/iccse.2013.6554112.

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Amin, Muhammad, and Salman Bintang. "Blended Learning for Vocational Teacher Candidates." In Proceedings of the the 3rd Annual Conference of Engineering and Implementation on Vocational Education, ACEIVE 2019, 16 November 2019, Universitas Negeri Medan, North Sumatra, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.16-11-2019.2293113.

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Soeharto. "Constructivist Approach for Vocational Education." In International Conference on Online and Blended Learning 2019 (ICOBL 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200521.056.

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Reports on the topic "Vocational learning"

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Groeneveld, Caspar, Elia Kibga, and Tom Kaye. Deploying an e-Learning Environment in Zanzibar: Feasibility Assessment. EdTech Hub, July 2020. http://dx.doi.org/10.53832/edtechhub.0028.

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The Zanzibar Ministry of Education and Vocational Training (MoEVT) and the World Bank (the Bank) approached the EdTech Hub (the Hub) in April 2020 to explore the feasibility of implementing a Virtual Learning Environment (VLE). The Hub was requested to focus primarily on the deployment of a VLE in lower secondary education, and this report consequently focuses primarily on this group. The report is structured in four sections: An introduction to provide the background and guiding principles for the engagement with a short overview of the methodology applied. An analysis of the Zanzibar education system with a particular focus on elements relevant to deploying a VLE. This includes the status of ICT infrastructure, and a summary of the stakeholders who will play a role in using or implementing a VLE. A third section that discusses types of VLEs and content organisation, and their applicability to the Zanzibar ecosystem. A conclusion with recommendations for Zanzibar, including short- and long-term steps. In this collaboration with Zanzibar’s MoEVT, the Hub team sought to understand the purpose of the proposed VLE. Based on discussions and user scenarios, we identified two main education challenges a VLE may help to resolve. In the short term, students cannot go to school during the COVID-19 crisis, but need access to educational content. There is content, but no flexible and versatile platform to disseminate content to all students. In the long term, a mechanism to provide students with access to quality, curriculum-aligned content in school, or remotely, is required.
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Schneider, Sarah, Daniel Wolf, and Astrid Schütz. Workshop for the Assessment of Social-Emotional Competences : Application of SEC-I and SEC-SJT. Otto-Friedrich-Universität, 2021. http://dx.doi.org/10.20378/irb-49180.

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The modular workshop offers a science-based introduction to the concept of social-emotional competences. It focuses on the psychological assessment of such competences in in institutions specialized in the professional development of people with learning disabilities. As such, the workshop is primarily to be understood as an application-oriented training programme for professionals who work in vocational education and use (or teach the usage of) the assessment tools SEC-I and SEC-SJT (Inventory and Situational Judgment Test for the assessment of social-emotional competence in young people with (sub-) clinical cognitive or psychological impairment) which were developed at the University of Bamberg. The workshop comprises seven subject areas that can be flexibly put together as required: theoretical basics and definitions of social-emotional competence, the basics of psychological assessment, potential difficulties in its use, usage of the self-rating scale, the situational judgment test, the observer-rating scale, and objective observation of behaviour. The general aim of this workshop is to learn how to use and apply the assessment tools in practical settings.
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Teacher Professional Development Case Studies: K-12, TVET, and Tertiary Education. Asian Development Bank, July 2021. http://dx.doi.org/10.22617/spr210293.

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Quality teaching and learning are vital to meet the increasingly complex needs of students as they prepare for further education and work in the 21st century. This publication provides insights on how to create sustainable and high quality teacher capacity development systems in primary and secondary education, technical and vocational education and training, and higher education programs. It showcases 13 case studies from around the world as examples of teacher professional development programs that support, improve, and harness teaching capabilities and expertise. The publication also discusses government initiatives and other factors that can contribute to quality teaching.
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