Academic literature on the topic 'Vocational qualifications Australia Evaluation'
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Journal articles on the topic "Vocational qualifications Australia Evaluation"
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Martina, Cecily, and Bradley Jones. "Employing Evidence: Does it Have a Job in Vocational Libraries?" Evidence Based Library and Information Practice 1, no. 1 (March 15, 2006): 26. http://dx.doi.org/10.18438/b83w2d.
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Objective - Evidence based librarianship (EBL) springs from medical and academic origins. As librarians are tertiary educated (only occasionally with supplementary qualifications covering research and statistics) EBL has had an academic focus. The EBL literature has significant content from school and university perspectives, but has had little, if any, vocational content. This paper suggests a possible Evidence Based Librarianship context for vocational libraries.
Methods - A multidisciplinary scan of evidence based literature was undertaken, covering medicine and allied health, librarianship, law, science and education. National and international vocational education developments were examined. The concept and use of evidence in vocational libraries was considered.
Results - Library practice can generally benefit from generic empirical science methodologies used elsewhere. Different areas, however, may have different concepts of what constitutes evidence and appropriate methodologies. Libraries also need to reflect the evidence used in their host organisations. The Australian vocational librarian has been functioning in an evidence based educational sector: national, transportable, prescriptive, competency based and outcome driven Training Packages. These require a qualitatively different concept of evidence compared to other educational sectors as they reflect pragmatic, economic, employability outcomes.
Conclusions - Vocational and other librarians have been doing research but need to be more systematic about design and analysis. Librarians need to develop ‘evidence literacy’ as one of their professional evaluation skills. Libraries will need to utilise evidence relevant to their host organisations to establish and maintain credibility, and in the vocational sector this is set in a competency based framework. Competency based measures are becoming increasingly relevant in school and university (including medical) education.
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Kift, Sally. "Foreward." Journal of Teaching and Learning for Graduate Employability 12, no. 1 (February 5, 2021): i—v. http://dx.doi.org/10.21153/jtlge2021vol12no1art1015.
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This Special Issue, devoted to micro-credentials and qualifications for future work and learning in a disrupted world, is a welcome and critically timed contribution to educational theorising and practice internationally. COVID-19 has accelerated Industry 4.0’s pervasive labour market disruption. Digitisation’s efficiencies have been rapidly embraced and broadly up-scaled as a matter of necessity. Many industries and professions have fast tracked digitalisation to transform pre-pandemic business models for current and future sustainability. We have seen all education sectors – Kindergarten to Year 12 (K-12), vocational education and training/ further education (VET/FE) and higher education (HE) – digitise and digitalise to varying degrees in their rapid move to emergency remote teaching (Hodges et al., 2020). Robust evaluation will be needed to assess the efficacy of that pedagogical triaging – our well-intentioned ‘panic-gogy’ (Kamenetz, 2020) – to inform the quality and fitness-for-future-purpose of that online pivot. In the meantime, HE’s students and graduates emerge from 2020 wanting to support and apply their studies in a challenging job market that was already weakening pre-pandemic and has now worsened (for example in the Australian context, Social Research Centre, 2020), especially for young people. If that was not enough, significant and underlying issues of climate change, reconciliation with First Nations, demographic change and globalisation continue to have implications for equal and equitable participation in the full range of life opportunities, including in meaningful paid work. In brief, the context for this Special Issue is an international grand challenge writ very large.
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Lee, Marcia S. "Good, better, best? A model for Australian practitioners of forensic vocational assessment." Australian Journal of Rehabilitation Counselling 26, no. 1 (April 2, 2020): 43–47. http://dx.doi.org/10.1017/jrc.2020.8.
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AbstractVocational assessment is the foundation of future vocational choices available to a person with a disability. In a compensable environment with potential for litigation, the assessment process becomes more complex and challenging for claimant, practitioner, and other stakeholders. The purpose of forensic (medicolegal) vocational assessment in Australia is reviewed. Comparison of ethics, qualifications, and experience of Australian forensic assessors (practitioners) and their North American counterparts points to an urgent need for an accreditation framework. This paper discusses microaccreditation as an independent model of training and credentialing of Australian forensic vocational practitioners. Credentialing the forensic vocational practitioner serves to underpin the quality and rigor of vocational assessments undertaken in a highly scrutinized legal market.
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Murphy, Gregory, Douglas Brown, Peter Foreman, Amanda Young, and James Athanasou. "Paraplegia, Quadriplegia and Employment in Australia." Australian Journal of Career Development 5, no. 1 (April 1996): 26–31. http://dx.doi.org/10.1177/103841629600500107.
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The educational and vocational achievements of a sample of Australians with spinal cord injuries are described in this study. Of the 180 working-age people surveyed, 36% were holding full-time or part-time employment at the time of the survey and one-third had gone on to obtain further qualifications post-injury. The most frequent methods of finding a job post-injury were informal rather than formal, with only 5% of jobs gained through advertisements or employment services. Of those who gained work, 49% did so within 12 months of discharge, but another 14% obtained their job more than five years after initial hospital discharge. The results indicate that there is considerable scope for employment and education achievements following spinal cord injury.
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Humby, Lauren, and Elaine Barclay. "Pawsitive Solutions: An Overview of Prison Dog Programs in Australia." Prison Journal 98, no. 5 (August 21, 2018): 580–603. http://dx.doi.org/10.1177/0032885518793951.
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A survey of animal welfare agencies and corrections departments across Australia was conducted to compile a nationwide profile of prison dog programs, wherein inmates train dogs while learning skills to assist their rehabilitation. Most programs operating in 23 prisons in six Australian states were a community service design administered by animal welfare organizations. Inmates benefit through opportunities to train the dogs, give back to society, gain a sense of responsibility, improve self-confidence and social skills, and acquire vocational qualifications to improve job opportunities postrelease. Barriers identified included insufficient funding, limited training opportunities for the dogs, and some staff resistance.
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Taradejna-Nawrath, Beata. "The need for market qualifications in the evaluation of Regional OSH Centers." Occupational Safety – Science and Practice 579, no. 12 (December 18, 2019): 19–23. http://dx.doi.org/10.5604/01.3001.0013.6274.
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The act on the integrated system of qualifications has delivered a possibility to recognize qualifications acquired irrespective of the learning method. Competences gained outside the formal education system i.e. outside of school or university, more often than not have turned out to be valuable at the labour market, however they are not always precise and acknowledged. Turning them into professional qualifications (market and fragmentary) inceases market value of their holders, be them indiviuals or employees. Thus, the idea of learning throughout the whole life gains in importance. The aim of the article is to show an analysis of market experiences of Regional OSH Centers in the context of possibility and legitimacy of the implementation of market qualifications related to OSH. In the article interviewees have been given voice aplenty as their numerous quotations serve to illustrate the daily state of OSH and also tell a lot on the interviewees’ feelings and many years’ experience regarding the market. Quotations shown in the article deal with new possibilities of obtaining professional qualifications while simultaneously underline the existing, old issues in the field of OSH. The most important among them are: the need to improve the learning process of professionals, better practical vocational training and the increase in the employers awareness regarding OSH.
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Rutkowska-Sagata, Agnieszka Dominika. "Nauczyciel przedmiotów artystycznych w szkolnictwie zawodowym w świetle aktów prawnych." Kwartalnik Pedagogiczny 62, no. 4 (246) (February 7, 2018): 195–203. http://dx.doi.org/10.5604/01.3001.0010.8440.
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The paper analyses legislation concerning art education teachers in public vocational schools and focuses on the regulations on the required educational qualifications of the teaching staff members and currently available evaluation tools. Inaccuracies and lack of transparency are put into the limelight.
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Noviah, Ema, and Wardani Rahayu. "THE EVALUATION OF THE IMPLEMENTATION OF NATIONAL EDUCATION STANDARDS ON ANTECEDENT COMPONENTS IN SPECIAL OF VOCATIONAL HIGH SCHOOL." JISAE: Journal of Indonesian Student Assessment and Evaluation 6, no. 1 (February 20, 2020): 11–25. http://dx.doi.org/10.21009/jisae.v6i1.13602.
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The children's Special Correctional Institution (LPKA) on Tangerang City is one of the institutions that organizes the form of coaching Vocational High School (SMK). Implementation of education in Vocational High School must meet the minimum criteria in accordance with national education standards. Learning planning, educator qualifications and infrastructure is one of the components that exist in the national standard of education. This research aims to evaluate the quality of Lesson Plan (RPP) and assessment, educator qualifications, and infrastructure in the antecedent component of the Concatenate stake model in Special of Vocation High School. This research is an evaluative research with a qualitative approach. The method of data collection used in the form of interviews, documentation studies, and observations with the validity technique of data research results using the credibility by prologue engagement, persistent observation, and member checking. The results showed that educators first did not prioritize Learning Program Planning and its assessment, both lacking facilities of learning infrastructure, and all three educators who did not have a certificate of educators.
Keyword: Antecedent component, evaluation, the children's Special Correctional Institution (LPKA)
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Noviah, Ema, and Wardani Rahayu. "THE EVALUATION OF THE IMPLEMENTATION OF NATIONAL EDUCATION STANDARDS ON ANTECEDENT COMPONENTS IN SPECIAL OF VOCATIONAL HIGH SCHOOL." JISAE: JOURNAL OF INDONESIAN STUDENT ASSESMENT AND EVALUATION 6, no. 1 (February 20, 2020): 11–25. http://dx.doi.org/10.21009/jisae.061.02.
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The children's Special Correctional Institution (LPKA) on Tangerang City is one of the institutions that organizes the form of coaching Vocational High School (SMK). Implementation of education in Vocational High School must meet the minimum criteria in accordance with national education standards. Learning planning, educator qualifications and infrastructure is one of the components that exist in the national standard of education. This research aims to evaluate the quality of Lesson Plan (RPP) and assessment, educator qualifications, and infrastructure in the antecedent component of the Concatenate stake model in Special of Vocation High School. This research is an evaluative research with a qualitative approach. The method of data collection used in the form of interviews, documentation studies, and observations with the validity technique of data research results using the credibility by prologue engagement, persistent observation, and member checking. The results showed that educators first did not prioritize Learning Program Planning and its assessment, both lacking facilities of learning infrastructure, and all three educators who did not have a certificate of educators.
Keyword: Antecedent component, evaluation, the children's Special Correctional Institution (LPKA)
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Athanasou, James A. "A preliminary examination of occupations and interests in Australia." Australian Journal of Career Development 26, no. 2 (July 2017): 81–88. http://dx.doi.org/10.1177/1038416217718364.
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This paper analyses the interest content of all 1016 Australian occupations. These were classified according to vocational interests (i.e. outdoor, practical, scientific, creative, business, office, people contact, health, community, and computing), educational qualifications, and skill level, as well as in terms of the six Holland (RIASEC) types. Just over half of all occupations in Australia involve a practical interest. Creative interest was the least common occupational interest (9.2% of occupations). Some 80% of occupations covered more than one interest content, and in four instances, as many as six interests. Practical and people contact interests were negatively correlated (r = −.50). Occupational interest categories were consistent with the Holland types except that outdoor and practical interests in Australia did not correlate meaningfully with realistic. Occupational interests were related to educational requirements and skill levels. Outdoor and practical occupations were focused at the lower skill levels. Scientific and computing included the highest skill levels.
Dissertations / Theses on the topic "Vocational qualifications Australia Evaluation"
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Kawano, Yukio. "Social determinants of immigrant selection on earnings and educational attainments in the United States, Canada and Australia, 1980-1990." Available to US Hopkins community, 2002. http://wwwlib.umi.com/dissertations/dlnow/3068173.
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Ganderton-Spencer, Sara. "NVQs and the personal, educational and employment development of female care workers : a critical evaluation." Thesis, University of Nottingham, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.339607.
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Bell, Alison. "An evaluation of the United Kingdom coaching certification in Scotland." Thesis, University of Stirling, 2012. http://hdl.handle.net/1893/9805.
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The aim of this thesis was to undertake an evaluation of the United Kingdom Coaching Certification (UKCC) and discuss the implications for current and future designs of the programme. This study extends and expands the research that has previously evaluated coach education programmes by examining the participants’ perceptions of the programme and its impact on their competency. The study draws on Lyle’s (2010) monitoring and evaluation model and examines the relevance, fidelity and effectiveness of the UKCC. The broad research approach was a pre-post methodology utilising multiple methods of data collection and analysis. Both quantitative and qualitative methods were employed in the form of focus groups, reflective journals and surveys. Four UKCC sports in Scotland were involved in the study and these were rugby, squash, swimming and triathlon. Data was collected at 10 UKCC courses (levels 1-3) and a total of 136 participants were sampled. The study’s main conclusions regarding the relevance, fidelity and effectiveness of the UKCC were as follows. Relevance: At level one the UKCC appeared to play a big part in the participants’ initial development as a coach whereas at level two and three the UKCC played a smaller role in the participants’ development and instead these participants placed importance on their informal learning. The UKCC fulfilled the participants’ expectations however they believed it needed to provide more technical and sport science knowledge, practical coaching experience, and opportunities to learn from others. Fidelity: The importance of informal learning was emphasised by the participants. The participants believed that informal methods, such as learning from others and learning from practical experience, were effective ways to learn. A negative of the UKCC was that it was a rushed learning environment. Effectiveness: The UKCC had a positive impact on the participants’ perceptions of competency as post course competency was significantly higher than pre-course competency. Despite this significant impact, participants still only rated themselves as moderately competent at the end of the course and indicated they needed more technical knowledge and practical experience. Based on these findings, a number of implications were provided for the UKCC. Implications were provided in three areas: the structure of the UKCC, the delivery of the UKCC, and the role of the UKCC within overall coach development.
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Gwatkin, Jan. "Investigating the viability of a national accreditation system for Australian piano teachers." University of Western Australia. School of Music, 2009. http://theses.library.uwa.edu.au/adt-WU2009.0099.
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The Federal education system has 12 nationally accredited and portable qualifications issued by the Australian Qualifications Framework (AQF) which cover three sectors; Higher Education, Vocational Education and Training (VET) and Schools. A mandatory minimum bachelor qualification together with education units, state registration and ongoing professional development is imposed for all classroom music teachers. In direct contrast, however, Australian studio piano teachers and school instrumental teachers may or may not have formal qualifications, registration with professional associations, or ongoing professional development. All teachers must be registered with State registration boards for Working With Children (WWC) but no monitoring controls exist for studio teachers. Qualifications are available from public examination boards, private enterprises and state Music Teacher Associations (MTAs) but these are not recognised within the national system and consequently have no status or portability, although they are used and recommended within the industry and higher education institutions as course prerequisites. The aim of the current study was to investigate whether a National Accreditation System (NAS) for Australian studio piano teachers could be a viable system, adding unprecedented professionalism to the field and drawing upon the existing systems of government, private industry and educational institutions. In the thesis, current systems of accreditation, education and training available for classroom music teachers, school instrumental music teachers and other recognised professions such as lawyers, engineers, accountants, health professionals and sports coaches were reviewed as a comparative basis upon which to assess similar contexts for studio piano teachers. Results are combined with a survey of Australian piano teachers' perceptions, from which the study ascertained the extent to which studio piano teachers' needs were being catered for and met in available systems of accreditation and training.
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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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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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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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Duch, Gavaldà Ignasi. "Les competències per avaluar dels docents d’Educació Física." Doctoral thesis, Universitat de Barcelona, 2021. http://hdl.handle.net/10803/672166.
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L’enfocament dels currículums escolars per competències i la concepció de l'avaluació, tant a l’àrea d’Educació Física com a la resta de matèries, han sofert canvis molt notables a les darreres dècades. L’avaluació ha passat a ser considerada un pilar fonamental per optimitzar els processos d’ensenyament-aprenentatge de l’alumnat, la qual cosa suposa per al professorat el domini de noves capacitats professionals. En aquesta tesi s’investiga quina és la percepció de les competències per avaluar el seu alumnat que posseeix el professorat d’Educació Física que exerceix la seva activitat professional als centres docents de la ciutat de Tarragona, a les etapes obligatòries (educació primària i ESO). A partir de l’elaboració d’un model de competències professionals docents per avaluar, al voltant del qual gira tota la recerca, s’esbrinen quines són les pràctiques docents, actituds, formació rebuda i dificultats percebudes. Les dades s’han recollit mitjançant un qüestionari passat a una mostra de 58 docents, elaborat amb les aportacions de grups de discussió en els que hi participaren representants de diferents institucions relacionades amb el camp objecte d’estudi (professorat d’etapes obligatòries i universitari i inspecció educativa). Els resultats apunten a una manca de formació en avaluació, l’ús predominant d’actuacions basades en el paradigma tècnic però amb un cert enfocament competencial, amb poca participació de la comunitat (docents, alumnat i famílies). Alhora, l’avaluació és percebuda pel professorat com una activitat complexa per factors com la creixent diversitat de l’alumnat, mancances en la formació rebuda o la manca de temps, entre d’altres.The approach to competency-based curricula and the conception of assessment, both in the area ofphysical education and in the rest of school subjects, has undergone very notable changes in recent decades. The assessment has come to be considered a fundamental pillar to optimize the teaching-learning processes of the students, which urges the teachers to master new professional skills. This thesis investigates what is the perception of the competences to assess their students of Physical Education teachers who carry out their professional activity in the educational centers of the city of Tarragona, in the compulsory stages (primary education and ESO). The research is focused on the development of a model of professional teaching competencies to evaluate the teaching practices, attitudes, training received and perceived difficulties. The analysis of this model has been performed on data collected through a questionnaire passed on to a sample of 58 teachers, prepared with the contributions of discussion groups with representatives of different institutions related to the field under study (teachers of compulsory and university stages and educational inspection). Results point to a lack of training in evaluation, the predominant use of actions based on the technical paradigm but with a certain competence-based approach, with little participation from the community (teachers, students and families). Likewise, the assessment is perceived by the teaching staff as a complex activity due to factors such as the growing diversity of the students, the little training received or the lack of time, among others.
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Jiménez, Segura Flor Isabel. "La evaluación del Practicum de Formación del Profesorado." Doctoral thesis, Universitat de Barcelona, 2013. http://hdl.handle.net/10803/283565.
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Esta tesis tiene como finalidad profundizar en el análisis de las prácticas de evaluación del Practicum en la formación del profesorado, basada en competencias desde una perspectiva constructivista sociocultural y situada. Concebimos las prácticas de evaluación como una actividad estrechamente vinculada al proceso de enseñanza y aprendizaje de las competencias. Además, consideramos que la perspectiva constructivista sociocultural y situada entiende el contexto sociocultural como aquello que facilita a las personas estar en interacción con otros miembros de la sociedad más experimentadas, que les ayudan en la adquisición de conocimientos y competencias.
Nuestro estudio tiene cuatro propósitos. El primero es conocer y analizar lo que declaran los tutores universitarios del Practicum sobre las prácticas de evaluación del Practicum basado en competencias en la formación del profesorado. El segundo es identificar y analizar el feedback que dicen los tutores universitarios del Practicum que usan para el ajuste de la ayuda de los alumnos. El tercero es describir los problemas y dificultades que los tutores universitarios del Practicum relacionan con la evaluación del aprendizaje de los estudiantes a partir de un enfoque de competencias y, por último, el cuarto es conocer las expectativas de los tutores universitarios del Practicum sobre las nuevas propuestas de evaluación y calificación que exigen las nuevas titulaciones oficiales de grado basadas en competencias.
Elegimos la opción metodológica de estudio de casos, ya que nos permitió identificar, describir y comprender, mediante la triangulación de informaciones diversas (cuestionario y entrevistas), determinadas representaciones e interpretaciones que los tutores universitarios declararon sobre las prácticas de evaluación del Practicum.
Algunos de los resultados obtenidos permiten concluir que los tutores universitarios fundamentan la práctica de evaluación en un enfoque pedagógico que permite realizar valoraciones de forma continua y reguladora, formativa y formadora, situada y auténtica apoyada en una perspectiva constructivista sociocultural. Sin embargo, es necesario analizar en el enfoque educativo de la evaluación la relación entre la función pedagógica de la evaluación y la función social.
En lo relativo al programa de evaluación, resulta conveniente, mejorar las situaciones de evaluación. Reflexionando, por una parte, sobre el papel dado a la memoria o carpeta de aprendizaje en todo el proceso del Practicum y, por otra parte, sobre las actividades de preparación de la actividad de evaluación (o memoria) que se dan en los momentos iniciales y a lo largo del Practicum.
En lo relativo a las situaciones de evaluación del Practicum propiamente dichas, cabe ser consciente de que la memoria o carpeta es un instrumento que presenta limitaciones importantes para valorar todas las competencias relevantes que se pretende que los alumnos aprendan en el Practicum.
También se debería mejorar el uso que se hace del feedback y de la calificación, de modo que el primero resulte más explícito, compartido y, en definitiva, componga un sistema completo y bien distribuido, y la segunda se fundamente sobre criterios claros y también compartidos entre tutores y con los estudiantes.
Los tutores universitarios del Practicum ven la necesidad de que los agentes involucrados en las prácticas de evaluación profundicen en el programa docente y en el programa evaluativo.The purpose of this thesis is to examine in depth the analysis of the evaluation practices in teacher’s academic training, based on Competency Education from a located sociocultural constructivism perspective. We conceive the assessment practices as an activity closely linked to the process of teaching and learning skills. In addition, we consider the located socio-cultural constructivist perspective understands the socio-cultural context as a facilitator of interactions among the people with more experience from the society, who assist to the learners in the acquisition of knowledge and skills. Our study has four purposes. The first one is to understand and analyze what the Practicum university tutors say about the evaluation practices of the Practicum based on Competency Education. The second one is to identify and analyze the feedback reported by the university tutors which aids to adjust the helping actions for the students. The third one is to describe the problems and difficulties that the Practicum university tutors relate to students learning evaluation based on a Competence approach, and the last one, the fourth is to know the university tutors of the Practicum’s expectations about the new evaluation and grading proposals that are required by the new official degrees based on competencies. We chose the case study method, because it enabled us to identify, describe and understand, through triangulation process the different information (questionnaire and interviews), representations and interpretations from the university tutors’ point of view about the evaluation practices. Some of the results allow us to conclude that university tutors base their assessment practices on a pedagogical approach which allows them to make continuous and regulatory valuations, training and forming, located and authentic form supported on a socio-cultural constructivist perspective. However, it is necessary to analyze from an educational approach the relationship between evaluation function and social function. As regards the assessment program, it is advisable, to improve evaluation contexts. Reflecting, on the one hand, on the role given to memory or learning folder throughout the Practicum process and, on the other hand, about the preparation for evaluation activities (or memory) that take place at the initial moments and throughout the Practicum. As regards of Practicum assessment situations, one should be aware of the significant limitations of the memory or folder instrument for evaluating every relevant competencies intended to be learned by students in the Practicum. Also, it will be necessary to improve the use of the feedback and grading should be based on accurate criteria and shared with tutors and students. The Practicum University tutors see the need that the actors get involved in the assessment practices deepen in the teaching program and the evaluation program.
Books on the topic "Vocational qualifications Australia Evaluation"
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Hursh, Norman C. Vocational evaluation in special education. Boston: Little, Brown, 1988.
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Hursh, Norman C. Vocational evaluation in special education. London: Taylor & Francis, 1988.
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Pappadà, Gabriella, Riccardo Antonazzo, and Rocco Lancellotti. La referenziazione dei sistemi nazionali delle qualifiche all'EQF e lo strumento ECVET. Milano: FrancoAngeli, 2011.
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Patrick, Ainley, Tysome Tony, and National Council for Vocational Qualifications., eds. Beyond competence: The National Council for Vocational Qualifications framework and the challenge to higher education in the new millennium. Aldershot, Hants, England: Avebury, 1996.
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Nancy, Michael, and Stout Vocational Rehabilitation Institute. Materials Development Center., eds. Testing and test modification in vocational evaluation. Menomonie, Wis: Materials Development Center, Stout Vocational Rehabilitation Institute, University of Wisconsin-Stout, 1985.
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Sellin, Burkart. The EC programme "Comparability of vocational training qualifications": Aims, working methods, evaluation. Berlin: CEDEFOP--European Centre for the Development of Vocational Training, 1991.
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Hyland, Terry. Competence, education and NVQs: Dissenting perspectives. London: Cassell, 1994.
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O'Sullivan, Rory P. Quality in post secondary vocational education and training in Ireland: A perspective. Dublin: University College Dublin, 1996.
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Gleichmann, Colin. Evaluation study of the follow-up programme of the Otto Benecke Foundation in Namibia. Ausspannplatz, Windhoek, Namibia: Namibian Economic Policy Research Unit, 1993.
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A, Smith Christopher, and Fry Ronald, eds. The issues papers: Papers presented at the National Forum on Issues in Vocational Assessment, September 20-22, 1984, at the Atlanta Sheraton Hotel in Atlanta, Georgia. Menomonie, Wis: Materials Development Center, Stout Vocational Rehabilitation Institute, School of Education and Human Services, University of Wisconsin-Stout, 1985.
Find full textReports on the topic "Vocational qualifications Australia Evaluation"
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Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, May 2019. http://dx.doi.org/10.53328/guxy9244.
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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities