Tesis: "Vocational Education Training"

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Tsang, Kwok-chun. "Vocational education and training in Hong Kong : a case study of a training centre of the Vocational Training Council /". Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18811310.

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Kerton, G. A. J. "Vocational education and training in Botswana". Thesis, Cardiff University, 2007. http://orca.cf.ac.uk/56166/.

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The development of skill formation in Botswana was investigated in the context of the global economy and high youth unemployment. At independence (1966) Botswana was one of the ten poorest countries in the world. As a democratic country the welfare of its citizens was paramount, consequently, when diamonds were discovered (1967) the main objective was to improve living standards throughout the country. When revenue from diamonds increased. diversification by creating a stronger industrial base was considered necessary to develop a sound economy, more employment for its expanding youth population, lessening dependence upon expatriate workers and further investment in schools and vocational education and training (VET) establishments, however, the supply and demand of skilled workers was uncoordinated and employers were dissatisfied with the quality of VET graduates. Wide ranging information on the opinions of the effectiveness of VET was obtained from village elders school leavers, teachers and parents VET leavers, lecturers and instructors recent VET graduates and employers and other high ranking individuals. Human capital theory and its assumptions were found inappropriate for analysing the requirements of a developing country, as it failed to consider the effects of traditional culture on development. A more holistic approach, based on the political economy of skill formation, appeared to be more suitable. The effects of traditional norms and expectations on western industrial practice were highlighted, also, the negative influence of the didactic teaching style on the application of theoretical knowledge, problem solving and the teaching of English in schools. VET institutes were disadvantaged by lecturers and instructors with limited industrial and teaching experience and industrial placements for students were ineffective because of inadequate funding for guidelines and monitoring procedures. Only one third of VET graduates were able to obtain work appropriate to their training. Positive actions to improve the effectiveness of VET were suggested, but they require commitment from all stakeholders

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3

Kap, Hrvoje. "Comparative Studies of Vocational Education and Training". Doctoral thesis, Stockholms universitet, Sociologiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-119482.

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The thesis consists of an introduction and three studies, which are comparative sociological and institutional analyses of a number of countries' publicly regulated vocational education and training systems at upper secondary and post-secondary level. Official regulation of programme content and curricula - the main empirical material - is interpreted, and focus is directed on aspects which distinguish between, among others, general and vocational elements of teaching, learning and training. The analyses employ concepts from educational studies, historical sociology and institutional sociology with the aim of conceptual elaboration and illumination of similarities and differences between cases. Study I compares upper secondary vocational education and training programmes in Denmark, Finland, Norway and Sweden. The programmes are analysed and compared with respect to scope, sequence and selection of curricular units of subject matter and periods of training. Programmes combine general and vocational elements in various ways, thereby offering choices for obtaining both the occupation-related qualification, as well as higher education eligibility. The combination of curricular units with additional subject matter seems to, in some cases, lead to emerging learning aims. Study II focuses on vocational education and training systems at upper secondary level in Denmark, Norway and Sweden, and seeks to identify differences and similarities by conceptualising features of ideal types along different dimensions. It furthermore develops a method of analysis and visualisation which enables more accurate understanding of how various learning aims are designed within educational programmes. Some of the results indicate that the resources necessary for attaining the full, intended educational qualification are not guaranteed in any of the three cases; however, this applies particularly to apprenticeship-based programmes, where it can be attained only after training contracts with status-like features, resembling parts of occupational jurisdictions, are seized within sheltered circumstances. In the school-based programmes, a larger proportion of resources are guaranteed, but training is shorter and less vocationally oriented. Vocational education and training programmes in all three systems orient learning not only towards vocational, but also general learning aims. Study III compares admission criteria to post-secondary vocational education and training programmes in Denmark and Sweden, focusing on the Danish erhvervsakademi and the Swedish yrkeshögskola. Options, as elements of life chances, for individuals holding upper secondary vocational education qualifications who wish to apply for admission to these programmes, differ in terms of scope between the two cases. In the Swedish case, options are wide and mostly structured by course-based admission criteria; while in the Danish case, options are more narrow and structured by qualification-based admission criteria.

At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 2: Manuscript. Paper 3: Manuscript.

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4

Mbewe, Mambwe Luka. "Assessing the Zambian technical and vocational training". CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1132.

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5

Sproule, Charles Robert Moore. "Vocational education initiatives : a sociological investigation". Thesis, Queen's University Belfast, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.292536.

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6

Chan, Kwan-tak. "Diploma disease and vocational education and training in Shanghai, China". Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23500761.

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7

Law, Chun-wah. "Experience from Siemens Training Centre in Germany". Click to view the E-thesis via HKUTO, 1995. http://sunzi.lib.hku.hk/HKUTO/record/B38628545.

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8

Michaelides, Anthony. "Vocational cooperative education in Cyprus, 1960-1986". Thesis, Durham University, 1987. http://etheses.dur.ac.uk/6691/.

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9

Marshall, Stephanie jane. "Pre-vocational education : a comparative policy study". Thesis, University of York, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.333742.

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10

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

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11

Lau, Siu-wai. "Vocational training centre for the deaf". Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25954210.

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12

Henworth, Andrew Timothy. "Quality in land-based further education and training". Thesis, University of Hull, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389465.

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13

劉少偉 y Siu-wai Lau. "Vocational training centre for the deaf". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31983443.

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14

Matthews, Vernon Keith. "Preparatory vocational education grant proposal". CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1620.

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This thesis was written as part of a process to secure funds for developing a "Preparatory Vocational Education" training academy for entry-level "Irrigation Technicians." Research revealed that funding for vocational program development was being awarded to "All-inclusive" or academy-style programs. These programs provide instruction necessary for students with zero experience to compete as entry-level journeymen. This project is based on a partial proposal draft for a U.S. Department of Labor Grant.

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15

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

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16

Goodman, Linda Margaret. "Embedding information technology into the further education vocational education and training curriculum". Thesis, Sheffield Hallam University, 1994. http://shura.shu.ac.uk/6849/.

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The purpose of this study was to develop a model of change which identified the forces that drive and restrain the embedding of information technology into Further Education vocational education and training courses for sixteen to nineteen year old students. The analytical inductive approach used for the research had four components. Firstly, the literature review examined the educational media and theoretical contexts of the research. Secondly the fieldwork which aimed to identify the driving and restraining forces, comprised: "a casing exercise undertaken at national, regional and local levels "a census and surveys using data collected from two sources: Further Education vocational education and training courses in the Sheffield LEA area and the evaluation of the AI (Artificial Intelligence) applications to learning programme case studies two longitudnal case studies an implementation case study and three one shot case studies. Thirdly, evaluation tools were developed to aid researchers evaluate governmental intervention into the embedding of advanced information technology into the Further Education vocational education and training curriculum. Finally, four models of change were developed which identified and utilised the factors found to affect the embedding of information technology in Further Education vocational education and training courses. These models included: " the Tricycle model which identifies three groups of people who may influence, positively or negatively the change strategy " the Factors Affecting the Introduction of Information Technology (FAIIT) model that outlines the factors, agencies, organisations and people which may influence the introduction of information technology into Further Education vocational education and training courses " EMBED, a three staged model which highlights the driving and restraining forces influencing the introduction of information technology and advanced information technology into the Further Education vocational education and training curriculum " the Durability model which focuses on the Further Education institution and provides a strategic framework to assist government and other funding agencies and departments embed information technology and advanced information technology into vocational education and training courses

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17

Cooper, Evan S. "Got Skills? Improving U.S. Vocational Training amidst Growing Demand for Advanced Vocational Skills". Ohio University Honors Tutorial College / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1524678708998462.

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18

Shank, Jacqueline A. "Dropout and completion in adult vocational job training programs : a prediction model for the adult vocational student". Connect to resource, 1992. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1239896012.

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19

Grace, Lauri Joy y lswan@deakin edu au. "Language, power and ruling relations in vocational education and training". Deakin University. School of Education, 2005. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20060927.134645.

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This thesis uses institutional ethnography to explore the text-based regulatory framework of the Australian Vocational Education and Training (VET) sector. Training Packages are national competency standards used to assess local workplace practice. The Australian Quality Training Framework (AQTF) is a national compliance framework used to audit local learning and assessment practice. These texts operate in a symbiotic relationship to achieve a policy goal of national consistency. The researcher explicates the social relations of VET starting from her disquiet as a practitioner. The thesis argues that Training Packages and the AQTF socially organise the content and delivery of local learning and assessment activities. VET practitioners struggle to use these texts to support good practice, and their hidden work maintains an unstable VET system. Yet the extralocal mode of ruling offers no room to challenge VET policy. The thesis explicates three themes. Interview data is used to explore the contrast between the institutional language of Training Packages and the vernacular of workplaces in which these texts are activated. Many practitioners and participants simply do not understand Training Package competency standards. Using these texts to judge employee performance shifts the policing of workplace practice from local sites to external VET authorities. A second theme emerges as the analysis explores why VET practitioners use this excluding language in their work with participants. Interview data reveals that local training organisations achieve different readings as they engage with ruling VET texts. Some organisations use the national texts as broad frameworks, allowing practitioners to create spaces for meaningful learning. Other organisations adopt a narrow and rule-bound reading of national texts, displacing practitioners authority over their own practice. A third theme is explored through examination of a sequence of VET texts. The review and redevelopment of the mandatory qualifications for VET practitioners identified the language of the competency standards as a significant accessibility issue. These concerns were reshaped and subsumed in an official response that established the use of this language as a compulsory assessable requirement and a language and literacy benchmark. The thesis presents a new understanding of VET as a regulatory framework established through multiple levels of ruling texts that connect local sites to national government agendas. While some individual practitioners are able to navigate through this system, there is an urgent need for practitioners as a profession to challenge national hegemony.

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20

陳坤德 y Kwan-tak Chan. "Diploma disease and vocational education and training in Shanghai, China". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962142.

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21

Patiar, Shyam Sunder. "Vocational education and training in the hospitality and catering industry". Thesis, University of Liverpool, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.440769.

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22

Turton, Richard. "Vocational education, training policy and business strategy, England and France". Thesis, University of Bristol, 2005. http://hdl.handle.net/1983/0107666e-c87a-4030-befe-406d54773068.

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23

Ramanathan, Chettiar Palaniappan. "The development of the Malaysian vocational education and training system". Thesis, Federation University Australia, 2017. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/164428.

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The vocational education and training (VET) sector in Malaysia has experienced significant change over the last 10 years. This thesis aimed to identify the challenges facing VET development in Malaysia and consider the lessons that can be learnt from Australian and Singaporean VET experiences. This research explored the challenges using a mixed methods approach (qualitative and quantitative) to answer the research question from a multiple stakeholder perspective. The 42 respondents included policymakers, chief executive officers (CEOs) from industry, CEOs from registered training organisations (RTOs), VET instructors and trainees. There were 34 respondents from Malaysia involved in the interviews. Two policymakers and two CEOs of RTOs from Singapore and Australia were also involved in the interviews. An online survey was answered by 209 Malaysian respondents. Significantly, the literature review, including literature from Malaysia, Australia, Singapore, the United Kingdom, Europe and the United States, focused on the development of VET policy and the ideas associated with vocational education theory, human capital theory, systems theory and threshold theory, program theory, employability theory, collective skills formation, stakeholder engagement and the capability approach. The literature review provided an overview of the motivations behind government initiates to expand skills development initiatives using different models, the shifting of responsibility for employability to the employee and promoting inclusivity within the nation. While VET objectives were overt, the need for socially inclusive results were not. There is a need to consider economic, social and education contexts when developing VET systems, given the diversity of Malaysian society. The argument is made within the thesis that the development of VET policy has been largely led by government and legislation, rather than industry. The thesis suggests that challenges inherent in the development of a VET system arise from the gaps between VET policy and practice, rhetoric and implementation. While the presence of policy mechanisms for system efficiency was acknowledged by stakeholders, VET policy was characterised by respondents as incremental rather than long term. Most stakeholders acknowledged the importance of lifelong learning and for the need for Malaysia to become a learning nation. The lack of a single agency to monitor skills development was considered an obstacle for effective skills development within the country. Accordingly, this thesis proposes a set of recommendations to address these challenges and provides directions for future research.
Doctor of Philosophy

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24

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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25

Al-Marzooki, Ahmed Mohamed. "The development of vocational and technical education in Qatar". Thesis, Durham University, 1994. http://etheses.dur.ac.uk/965/.

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Carro, Olvera Adriana, Hernández Felipe Hernández, Gutiérrez José Alfonso Lima y Serrano María Mercedes Corona. "Vocational training and teaching skills in the state of Tlaxcala". Pontificia Universidad Católica del Perú, 2016. http://repositorio.pucp.edu.pe/index/handle/123456789/117793.

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This paper presents the contributions of the first stage of the investigation«Theories and challenges in teacher education in Mexico,» which analyzes aspart of the transition from the current educational reform mastery of teachingskills of teachers. The aim of this study was to identify the education and trainingof teachers of primary and secondary higher state of Tlaxcala to develop theirteaching skills and education. The research was conducted with a cross-cuttingdescriptive quantitative methodology, were surveyed 346 teachers from the threeeducational levels. In the results it is emphasized that a considerable number ofteachers lack pedagogical training and acquire specific skills for the exercise of theteaching function.
El presente artículo expone las contribuciones de la primera etapa de lainvestigación «Teorías y retos en la formación del profesorado en México», la cualanaliza en el marco de la transición de la Reforma Educativa actual el dominio delas competencias docentes de los profesores. El objetivo de este estudio consistióen identificar la formación y práctica de los maestros de educación básica y mediasuperior del estado de Tlaxcala para el desarrollo de sus competencias docentes.La investigación se realizó con una metodología descriptiva transversal de cortecuantitativo, se encuestaron a 346 docentes de los tres niveles educativos. Enlos resultados se resalta que un número considerable de docentes carece de la formación pedagógica y adquieren las competencias específicas durante el ejercicio de la función docente.
O presente artigo expõe as contribuições da primeira etapa da investigação «Teorias e desafios na formação dos professores no Mexico», o qual analisa no marco da transição da Reforma Educativa atual, o domínio das competências docentes dos professores. O objetivo deste estudo consistiu em identificar a formação e pratica dos professores do ensino básico e fundamental do estado de Tlaxcala para o desenvolvimento de suas competências docentes. A investigação realizou-se com uma metodologia descritiva transversal de corte quantitativo, 346 docentes dos três níveis educativos, responderão a um questionário. Nos resultados ressalta-se que um número considerável de docentes carece de formação pedagógica e adquirem as competências especificas durante o exercício da função docente.

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Sullivan, Dale Leroy. "Managerial perceptions of training provided for entry-level management trainees". CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/899.

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Williams, Carol A. Wagner. "Longitudinal training needs assessment of school vocational evaluators in Ohio /". The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487844485893837.

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Moore, Judith A. "Certification competencies for teachers of Missouri's vocational industrial education programs /". free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841201.

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Lindell, Mats. "From formulation to realisation : reform in Swedish continuing vocational training : the case of advanced vocational education /". Luleå, 2004. http://epubl.luth.se/1402-1544/2004/29.

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Swan, Michelle Deanne. "Implementation and participation in vocational education and training in Catholic schools". Thesis, Australian Catholic University, 2019. https://acuresearchbank.acu.edu.au/download/3377f5796936035a938c5ae571b49d70254ad31f603d5868a3f63429cb30af62/4350036/SWAN_2019_Implementation_and_participation_in_vocational_education.pdf.

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Vocational Education and Training in Schools (VETiS) is recognised in all Australian states’ and territories’ education systems in the senior secondary certificates of education. The federal government has researched the benefits of VETiS and promoted it as a subject area of worth through both policy and funding. System leadership in schools have also included VETiS in their strategic direction by establishing and resourcing Registered Training Organisations (RTOs) to manage the compliance issues associated with the national Vocational Education and Training (VET) system. VETiS is offered in the majority of schools in New South Wales (NSW), including Catholic Schools; however, there are varying levels of implementation within schools along with wide differences in student participation across schools. With government and school leadership placing emphasis on the importance of VETiS as part of the curriculum, it is important to find out why some schools offer less VETiS than others, and why some schools have greater student take-up of VETiS than is found at other schools. Is this a result of limitations imposed by systems and situations which are difficult for schools to change, or is it caused by misunderstanding, misconceptions, or even ignorance, which—if left unchallenged— could have a detrimental impact on students’ academic choices, achievements, and ultimately, their career options? The reasons behind the variation between schools in implementation and participation in VETiS were the focus of this research. The research, situated in rural New South Wales, reports the experiences of four systemic Catholic schools and their students when making decisions in relation to Higher School Certificate (HSC) subjects. The perspectives of the students, parents, teachers and leadership were sought in order to unpack potential reasons for variation among schools and to identify any contributing issues that may impact on VETiS as a subject area of choice. The research utilised case study methodology, employing the epistemological approach of constructionism which is premised on the understanding that meaning is constructed rather than discovered. Constructionism focuses on the assumption that knowledge and meaning as constructed by the participants forms the basis for making judgements and decisions. The issues of subject implementation and subject choice provided the framework for the suite of data collection instruments, using a mix of qualitative and quantitative approaches in a multisite case study. The research identified a number of major characteristics and factors that were found to affect the rate of participation and implementation of VETiS in specific schools. It was found that the combination of specific factors—including the characteristics of students, subject advice, school staff, subject decision processes, school leadership, school vision, school reputation and school culture—impacted on the number of courses implemented in schools and the participation rates of students. The most significant overriding contribution to decision-making both by school leadership and students about VETiS was found to be the school culture, which is established and maintained by school leadership with the principal at the top. Most other issues—curriculum choice, information dissemination, staff attitudes and commitment, and parity of subjects—were found to be a consequence of the school culture and leadership beliefs. In schools where the leadership was responsive to policy and equity issues, the school processes were found to enhance the quality of information provided to students about these subjects—and foster real choice. While the study focused on Catholic schools, the results give valuable insight into the VETiS experience which can be applied to the Australian educational sector more generally.

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NILSSON, Anders. "Vocational education and training in Sweden 1850-2008 - a brief presentation". 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, 2008. http://hdl.handle.net/2237/12147.

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Kaminskienė, Lina. "Social partnership in the school based vocational education and training system". Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20081202_100208-13474.

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Social partnership, as interaction between the state, employees and employers, functions in all the democratic states. Social partnership became one of the important quality assurance factors in VET, which make influence on the change, innovation and renewal processes in the VET system. On the one hand, social partners have been involved into the identification of the curriculum aims, implementation and evaluation processes; on the other hand, they have been also involved into the VET policy-making. For Lithuania, with the dominating school-based VET model, it is characteristic that for a long time the interaction between the activity and education systems was influenced by the supply principle: training of specialists was organised according to the decisions and possibilities of the educational system not taking into consideration demands from the labour market. Social dialogue in Lithuania had to be born in extremely difficult situation. Initiatives of social partners were blocked by the centralised system; there was no culture and tradition of social dialogue, labour relations were affected by the soviet regime. The research problem is defined by still fragmented relations and interaction between the activity and education systems, vocational education and training sub-system, and vocational education and training quality assurance processes, influencing social partnership. The research focuses on the questions of social partnership forms in the school based VET system... [to full text]
Socialinė partnerystė darbdavių, darbuotojų ir valstybės institucijų sąveika – veikia visose demokratinėse valstybėse. Socialinė partnerystė tapo vienu iš svarbių profesinio rengimo kokybės užtikrinimo veiksnių, sąlygojančių kaitos ir atsinaujinimo procesus profesinio rengimo sistemoje. Socialiniai partneriai ne tik įtraukiami į profesinio rengimo turinio tikslų nustatymą, jų įgyvendinimą, pasiekimų ir rezultatų vertinimą, bet ir dalyvauja formuojant profesinio rengimo politiką, administruojant ir organizuojant profesinio rengimo veiklą. Lietuvoje, kur dominuoja mokyklinis profesinio rengimo modelis, švietimo sistemos ir veiklos pasaulio ryšiai ilgą laiką buvo veikiami pasiūlos principo: specialistai buvo rengiami neatsižvelgiant arba minimaliai atsižvelgiant į veiklos pasaulio poreikius. Socialinis dialogas Lietuvoje turėjo gimti ypatingai sudėtingomis sąlygomis. Viena vertus, socialinių partnerių iniciatyvą stabdė ne tik centralizuotai valdoma profesinio rengimo sistema, žemas profesinio mokymo prestižas, bet ir darbo santykiai, kurių formavimuisi įtakos turėjo sovietinė sistema. Antra vertus, socialinė partnerystė, kaip reiškinys, atsirado tik prasidėjus demokratizacijos procesams, todėl neturėjo nei tradicijos, nei partnerystei palaikyti reikiamos infrastruktūros, resursų ir kompetencijų, todėl dar ir šiandien socialinė partnerystė, kaip organizacinė forma, priimama be didelio pasitikėjimo, neaiškūs jos principai ir siekiai, neapsispręsta, kaip ir kokiu būdu ji turėtų... [toliau žr. visą tekstą]

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King, Louise. "Australian Transnational Vocational Education and Training Provisions: Sustainability, Quality, and Relevance". Thesis, Griffith University, 2019. http://hdl.handle.net/10072/386029.

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In an era of globalisation and economic competitiveness, Australia plays a major role in assisting other countries’ governments to build their workforce through the provision of vocational education programs. This is referred to as transnational education. It encompasses any educational service or product offered by an educational institution based in one country to students in another. The advantages of the provision of these programs include expanding opportunities for governments and individuals to access relevant and quality vocational education in their own country. However, the capacity of Australian educational providers to meet the diverse needs of this market is hampered by its own national regulations. The mandatory requirements for the implementation of the Australian national vocational education curricula -- known as Training Packages -- which are tied to national industry standards, restrict these provisions and frequently render them irrelevant to the needs and circumstances of other countries. Therefore, questions emerge about the sustainability of pursuing an approach to transnational education that expects and requires teachers to maintain these standards in a country for which the curriculum was not designed. To understand how teachers negotiate the needs and interests of transnational students and their sponsors amongst the imperatives of national curricula, a tentative analytical framework was synthesised from a review of relevant literature. This framework of curriculum conceptions was used as the basis for comprehending what constitutes an extensive account of curriculum in Australian transnational vocational education and training (VET). To understand further the key factors associated with teachers developing, adapting, and enacting Training Packages in another country, a phenomenological approach was used to collect and analyse data. The informants included 13 Australian and expatriate teachers who taught in transnational VET programs across nine countries. The findings contribute to an explanation of the complexity of factors that influenced these teachers’ enactment of the curriculum and how they engaged in decision-making, problemsolving, and curriculum formation to overcome the constraints associated with implementation. The aim of using a phenomenological approach was to foster an understanding of curriculum transformation in Australian transnational VET through the experiences and perspectives of teachers directly involved in the process. It is contended that their views are essential in seeking to understand the relevance, quality, and sustainability of Australia’s approach to transnational VET. The findings show that five situational factors had the most influence on these teachers’ ability to maintain Australian curriculum standards in another country: (a) information, (b) resource, (c) material, (d) institutional, and (e) student readiness. These factors were manifested quite differently across national and cultural contexts. Thus, teachers faced different forms of dissonance between the intentions of the curriculum and what was understood and supported by stakeholders in each situation. As a consequence of these situational factors, and within their scope of decision-making, teachers took on the role of developers in the enactment of the curriculum, informed by three distinct phases: (a) assessment, (b) deliberation, and (c) curriculum remaking. Teachers reported engaging in these phases to resolve the tension between the expectation to maintain Australian standards and meeting their students’ needs. In the process, they recontextualised their ideas of curriculum quality when they came to the realisation that they could not enact an Australian VET curriculum in another country with fidelity as such enactment was, by varying degrees, impracticable, irrelevant, and unenforceable. Consequently, through their deliberations, these teachers became the curriculum-makers. They remade the curriculum to increase its relevance, learnability, and attainability for students through its enactment. The outcomes of these strategies were shown to be not always consistent with the intentions of the curriculum. Moreover, the quality and relevance of the materials they developed was, in many instances, hampered by a lack of local knowledge. These findings suggest that there is a need for supporting an extended scope of the teachers’ role in negotiating with local stakeholders to develop a relevant curriculum and its measures of quality in context. The provision of customised professional development, along with material support and implementation guidelines, is also essential if such teachers are to fulfil this role. Additionally, closer monitoring of curriculum implementation by the Australian regulator would not only hold teachers accountable to, but would also legitimise, the decisions they make in another country. Such efforts may well strengthen the relevance, quality, and sustainability of these transnational educational provisions and also make transparent the worth of Australian VET qualifications obtained by students internationally.
Thesis (PhD Doctorate)
Doctor of Education (EdD)
School Educ & Professional St
Arts, Education and Law
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35

Elzalitni, S. M. "Vocational education and training programmes in the Libyan higher education sector : an exploratory study". Thesis, University of Salford, 2008. http://usir.salford.ac.uk/26663/.

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Libya traditionally suffers from a shortage of skilled manpower. In the 1990s a network of higher education institutions (HEIs) known as Public Higher Vocational Education and Training Colleges (PHVETCs), was introduced to enhance the supply of necessary qualified manpower. As in many other countries, HEIs in Libya have experienced massive expansion in terms of quantitative growth and geographic distribution in recent years. However, despite significant and positive impacts of this expansion on the society, a number of analysts argue that HEIs have increased in number and not in quality. The assumption behind this research is that HEIs in general and PHVETCs in particular suffer from a lack of appropriate planning mechanisms and procedures. Thus, the main problem of this research is formulated as: What determines the establishment and location of PHVETCs as an important public service in Libya? This study was exploratory and descriptive in nature and used both qualitative and quantitative research methods. The research was conducted by collecting and analysing primary and secondary sources of documented material, as well as undertaking an empirical data collection. Some of the research key findings are: there is a substantial mismatch between the outcome of PHVETCs and the exact requirements of the society; most of the PHVETCs suffer from limited human and physical resources, and the unavailability of standard criteria for the establishment and development of PHVETCs. On the bases of the data analysis and the findings, a model based on a set of proposed criteria has been put forward to be used by educational planners in Libya in establishing or improving existing PHVETCs. Key words: Higher Education, Libya, Vocational Education and Training.

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McKinstry, Elizabeth. "The impact of coaches' training on implementation of the Linked Learning approach". Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10179205.

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The onset of the 21st century brought a new dynamic in the workforce fueled by societal changes and technological advancements. These forces helped to create the conditions that transformed the economy from the industrial age of routine labor to a knowledge age where creativity, collaboration, and critical thinking are now needed for success. In addition, the forecasts for this new global economy of the 21st century project that students will need not only new skillsets but also increased levels of education to succeed in the workplace. To prepare all students for postsecondary education and foster the growth of these new skillsets, education has to integrate reform efforts that address these changes. Yet, a challenge to transforming the education system of the industrial age to one that meets the needs of the 21st century is the two-track system that was created to align with an industrial age economy: one track for those who were to attend higher education and one for those who were to enter the workforce directly from high school. Linked Learning is an evidence-based reform effort that addresses these changes. It includes four elements: academic and technical coursework, student support systems, and work-based learning opportunities. Linked Learning prepares all students for postsecondary education options. Coaches’ training has been identified as a strategy to aid in the implementation of the elements of Linked Learning and change instructional practice.

This quantitative dissertation research study examined the impact of the coaches’ training on the implementation of Linked Learning approach. The study used a web-based survey to collect data from educators who had participated in the coaches’ training to assess if the training was of value in implementing the core elements and beliefs of Linked Learning with their districts after they had completed the sessions and supporting assignments. Twenty-one educators from northern, central and southern California who had participated in the training responded to 35 Likert items that were aligned to the seven intended coaches’ outcomes. Participants were given the opportunity to add comments to each section. The results allowed for an assessment of the impact.

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Jawarneh, Tariq Yousef. "The delivery of pre-vocational education in Jordan in relation to the United Kingdom's Part One General National Vocational Qualification". Thesis, University of Huddersfield, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247461.

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38

Forh, Edward S. "Stakeholders' Roles in Prioritizing Technical Vocational Education and Training in Postconflict Liberia". Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3665850.

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Postconflict governments and counterparts have collaborated to provide skills training to communities as a critical postconflict development strategy. In these undertakings, the role of community members remains largely undefined. The purpose of this qualitative descriptive case study was to understand the perceptions held by rural community members regarding the role they played in influencing government's policy priority for technical and vocational education and training (TVET) as a local human development strategy in postconflict Liberia. The conceptual framework was based on human capital theory and concepts of motivation and achievement. Fourteen participants were purposefully selected for the study. Data were collected from interviews, focus group discussion, and documents and analyzed using constant comparison. Results indicated that increasing human capital, restoring self-esteem, encouraging civic participation, and building peace were among the community members' motivations for establishing a skills training institution. Leadership, advocacy, and ownership were major roles community stakeholders played in establishing their local skill training institution; voluntarism and collaboration were found to be strategies for support to the local TVET initiatives. Findings have positive social change implications for facilitating community-initiated TVET programs for youth employment as well as informing TVET policies in countries transitioning from conflict to development.

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39

Meredyth, Denise Lee y n/a. "Education and its Critics: Principles and Programmes in Australian Education Policy". Griffith University. School of Curriculum, Teaching and Learning, 1994. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20050901.095322.

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This thesis is concerned with the relationship between the education system and its critics - with the terms in which programmes of educational reform are viewed by critical intellectuals, and with the claims and limitations of a particular mode of 'principled' critique. It explores this concern in relation to a number of recent developments in Australian education policy, describing the debates that they have engendered and identifying the political ambiguities that attend them. Three case studies are developed. The first is drawn from reactions to the recent bureaucratic reorganisation of higher education, especially those responses concentrated on the defence of the humanities. The second concerns developments in post-compulsory education, especially the construction of the new national credentialling system based on the assessment of 'Key Competencies'. The third addresses the endemic problem of educational assessment and equity. While each of these case studies is discussed in its own right, the three areas of discussion supplement one another within an overall argument concerning the relationship between the education system and a particular mode of 'principledt critique. In exploring this relationship, the thesis puts the case that we require a more historically-informed understanding of current problems in Australian education and a more pragmatic appreciation of the achievements of the existing education system. The issues raised are timely ones. Matters of educational policy have become particularly pressing over the past decade, as Australian education has undergone significant changes. In recent years, we have seen the effects of the drive towards a national education system, of the reorganisation of higher education, of the development of schemes for national credentialling and of the reconstruction of links between schooling, training and industry. These reforms have been driven by some pressing imperatives: to produce a trained and flexible workforce; to monitor levels of literacy and numeracy at a national level; and to satisfy the 'unmet demand' for increased educational places, while managing a limited educational budget.

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40

Meredyth, Denise. "Education and its Critics: Principles and Programmes in Australian Education Policy". Thesis, Griffith University, 1994. http://hdl.handle.net/10072/367565.

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This thesis is concerned with the relationship between the education system and its critics - with the terms in which programmes of educational reform are viewed by critical intellectuals, and with the claims and limitations of a particular mode of 'principled' critique. It explores this concern in relation to a number of recent developments in Australian education policy, describing the debates that they have engendered and identifying the political ambiguities that attend them. Three case studies are developed. The first is drawn from reactions to the recent bureaucratic reorganisation of higher education, especially those responses concentrated on the defence of the humanities. The second concerns developments in post-compulsory education, especially the construction of the new national credentialling system based on the assessment of 'Key Competencies'. The third addresses the endemic problem of educational assessment and equity. While each of these case studies is discussed in its own right, the three areas of discussion supplement one another within an overall argument concerning the relationship between the education system and a particular mode of 'principledt critique. In exploring this relationship, the thesis puts the case that we require a more historically-informed understanding of current problems in Australian education and a more pragmatic appreciation of the achievements of the existing education system. The issues raised are timely ones. Matters of educational policy have become particularly pressing over the past decade, as Australian education has undergone significant changes. In recent years, we have seen the effects of the drive towards a national education system, of the reorganisation of higher education, of the development of schemes for national credentialling and of the reconstruction of links between schooling, training and industry. These reforms have been driven by some pressing imperatives: to produce a trained and flexible workforce; to monitor levels of literacy and numeracy at a national level; and to satisfy the 'unmet demand' for increased educational places, while managing a limited educational budget.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Curriculum, Teaching and Learning
Arts, Education and Law
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41

Lee, Chye Yim Shereen. "Personal attributes of quality technical education and training teachers in Singapore". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2009. https://ro.ecu.edu.au/theses/1901.

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Candidates who meet the prerequisites for teaching may still lack the ‘x’ factor to be a quality teacher. The objective of this portfolio is to tease out the personal attributes and identify behavioural descriptors of these attributes of the quality Technical Education and Training (TET) teachers in Singapore. The study is located within the Institute of Technical Education (ITE), the national institution responsible for TET in Singapore. From a review of literature on school-related factors that impact on student achievement such as funding, governance, class size, etc., the most influential factor is that of teacher quality. The quality teacher produces better student outcomes and the effects stay with the students over several years. ITE is presented as an example of a quality TET institution. The conceptual framework which underpins the portfolio comprises of the three dimensions of the quality teacher: teacher prerequisites, teaching practices and teacher personal attributes. From the literature review, it could be concluded that the prerequisites that matter are literacy and more specifically, verbal ability; a few years of teaching experience; content focused teacher professional development for middle and high school mathematics; and making entry to teacher training highly selective. The literature indicates that in the area of teaching practice, the effective teacher demonstrates flexibility and adeptness in the use of various strategies in classroom management and organisation, instruction planning and organising, instruction implementation and monitoring progress and potential to promote student learning. She also reflects on her practice. The literature on personal attributes is rather limited. A qualitative approach was adopted for the investigation with some elements of quantification through the focus groups and interviews. This allowed for the voices of the participants to be heard. The first part of the study involved focus group meetings with six groups or a total of 19 students. The second part involved interviews with six teachers. Data from both sources were analysed and compared. Three broad themes linking student feelings and teacher attributes were proposed. The conclusion reached from the study is that the quality TET teacher possesses the following personal attributes: Encouraging, Inspiring, Motivator; Caring; Friendly, Approachable; Passion for Teaching. The corresponding behaviours have also been identified. Recommendations for the management of ITE and further research are also proposed.

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42

Sefton, Robin 1941. "Alternative futures : cultivating a new management paradigm in vocational education and training". Monash University, Faculty of Education, 2000. http://arrow.monash.edu.au/hdl/1959.1/7658.

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43

Stark, Robin. "The pulse of change : E-education and other reforming influences on vocational education and training". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/666.

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Reform has been a feature of the Australian Vocational Education and Training (VET) system for more than a decade. The Portfolio tracks the theme of reform through the sub-themes of e-education and globalisation, considering each as a set of changing hegemonic discourses that have redefined VET over the intervening years. Into this mix it is speculated a third sub-theme, that of social capital development, is now emerging. The new social paradigm however is likely to create new uncertainties and expectations in a system that struggles to cope with existing reforms.

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44

Railienė, Asta. "Training of social educators as vocational advisers: development of competencies of a vocational adviser". Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2010. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100607_094955-39486.

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Object of the research is training of social educators. Through the analysis of this objective, the main research problem - training of a social educator as a vocational adviser – is considered. It consists of the following problem questions: what are the main operational characteristics and competences of a social educator as a vocational adviser, what should the structure of a social pedagogy study programme aimed at developing competences of a vocational adviser look like in order to ensure the interaction between all the parameters of a study programme and create the conditions for preparation of a specialist able of providing vocational guidance services and which factors of a social pedagogy study programme aimed at developing competences of a vocational adviser determine the acquisition of competences. Goal of the research: on the basis of the social pedagogy study programme, to justify (both from the theoretical and empiric point of view) a competences development model of a vocational adviser. From the theoretical point of view, this doctoral thesis research reveals theoretical assumptions for the activity of a social educator as a vocational adviser, operational characteristics and competences of a social educator as a vocational adviser, factors for the realisation of study programmes providing for the acquisition of competences and the methodology for the evaluation and assessment of competences based on the continuous reflection, self-evaluation and feedback and... [to full text]
Disertacinio tyrimo objektas – socialinių pedagogų rengimas. Nagrinėjant šį objektą, sprendžiama tyrimo problema – socialinio pedagogo kaip profesijos patarėjo rengimas, kuri konkretizuojama probleminiais klausimais: kokios socialinio pedagogo kaip profesijos patarėjo veiklos charakteristikos ir šiai veiklai būtinos kompetencijos; kokia turėtų būti socialinės pedagogikos studijų programos, skirtos profesijos patarėjo kompetencijoms ugdyti, struktūra, kad būtų užtikrinta sąveika tarp visų studijų programos parametrų ir būtų sudarytos prielaidos rengti specialistą, gebantį teikti profesinio orientavimo paslaugas ir kokie socialinės pedagogikos studijų programos, skirtos profesijos patarėjo kompetencijoms ugdyti, realizavimo veiksniai lemia kompetencijų įgijimą. Tyrimo tikslas – socialinės pedagogikos studijų programos pagrindu teoriškai ir empiriškai pagrįsti profesijos patarėjo kompetencijų ugdymo modelį. Teoriniu atžvilgiu disertacinis tyrimas atskleidžia ir pagrindžia socialinio pedagogo kaip profesijos patarėjo veiklos charakteristikas ir kompetencijas, teorinį studijų programos alternatyviai pasirenkamos dalies turinio konstravimo modelį, studijų programos realizavimo veiksnius, laiduojančius kompetencijų įgijimą bei nuolatine refleksija, savęs vertinimu ir grįžtamuoju ryšiu pagrįstą kompetencijų vertinimo ir įvertinimo metodiką, atliepiančią į besimokantįjį orientuotos mokymosi koncepcijos nuostatas. Praktinis rezultatų reikšmingumas: socialinės pedagogikos studijų... [toliau žr. visą tekstą]

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45

Seaman, Rachel Lynn. "Paraprofessional-Implemented Vocational Training for Students With Severe Disabilities". The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1493500711957814.

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46

Newman, Christopher R. "The Online LaModel User's & Training Manual Development & Testing". Thesis, West Virginia University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1605780.

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In order to better inform and train industry professionals, as well as engineering students and new users, an electronic user's manual and comprehensive online training course for LaModel has been developed in an open online learning environment. The online user?s manual provides widespread access to detailed information on the installation, proper use, and troubleshooting procedures through a combination of: written documentation, voiced-over and captioned software simulations and slide presentations, and relevant academic articles. Some of the online LaModel material has also been organized into a set of progressive, self-paced training modules using a number of the slide presentations and software demonstrations, with the addition of pedagogically designed learning activities and proficiency quizzes. These training modules are designed such that a new user can complete the sequence of three learning tracks (novice, intermediate, and advanced) to become a proficient user of the LaModel program. This thesis reports on the development and implementation of the new LaModel user's manual and training course. Currently, the on-line material includes 84 pages of technical notes and 6 hours of slides and hands-on learning activities. In this thesis, the overall layout and format of the user's manual, training modules, and proficiency quizzes are presented along with samples from specific manual sections and classroom lessons. With an increase in operational difficulties, geologic intricacies, and regulatory review, this generation of mining engineers require complex analyzes to determine the integrity of underground mine works. Through access to the new online user's manual and training modules, novice LaModel users can be effectively trained on the correct operation and analysis techniques for using the LaModel program, while experienced users can quickly access detailed information on the newer and/or more complex LaModel functions. The development of both the user's manual and online training course will ultimately increase the effectiveness of mining engineers within the industry, leading to more productive and safer mine designs.

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47

Gu, Chen Chen, Telma Gomes y Victor Samuel Brizuela. "Technical and Vocational Education and Training in Support of Strategic Sustainable Development". Thesis, Blekinge Tekniska Högskola, Sektionen för ingenjörsvetenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-5351.

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This thesis looks at how Technical and Vocational Education and Training (TVET) be carried out to help society move towards sustainability. It starts by introducing the reader into the essential concepts about Strategic Sustainable Development (SSD), Education for Sustainable Development (ESD), TVET, and the barriers to integrating ESD into TVET. It also provides information about the case study conducted in a TVET organization in Ireland which is integrating ESD into TVET. The thesis presents the key aspects that TVET organization need to have in order to successfully support SSD and it also provides a definition of success which is developing a workforce skilled for sustainability where sustainability is defined by the four sustainability principles. After presenting the key aspects, it looks at the strengths and weaknesses, in the lens of the key aspects, of the case study and three other TVET organizations. It later provides with recommendations based on the challenges found integrating ESD into TVET and the presented key aspects in order for TVET organizations to reach the vision of success.

Telma Gomes - phone: 0736280415 - tegomes@uol.com.br Victor Samuel Brizuela - samworks@gmail.com Chen Chen Gu -guchenchen880309@163.com,

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48

Prosser, Jean Blamire. "Vocational education and training and the labour market : an economic curriculum model". Thesis, University of Surrey, 1993. http://epubs.surrey.ac.uk/916/.

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49

Katsande, Tapiwa Emmanuel. "Vocational education and training in rural Zimbabwe : the case of Murewa District". Thesis, Anglia Ruskin University, 2016. http://arro.anglia.ac.uk/701765/.

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As young people’s opportunities in the digital and globalised world of work generally dwindle, the situation for rurally based young people in Zimbabwe gets increasingly complex. The Ministry of Youth, Indigenisation and Economic Empowerment reports that young people in Zimbabwe are the hardest hit by unemployment (Murinda, 2014). The 2012 Zimbabwe population census data indicates that young people aged 15-34 years constitute 84 per cent of the unemployed (Murinda, 2014). Governments in both industrialised and developing countries are calling for vocational education reform in the search for remedies for economic crises and youth unemployment. This thesis seeks to establish the place of VET in rural Zimbabwe and, from the perspective of students, teachers and education inspectors, the contemporary factors that influence attitudes to VET. The methodology selected for this study is the explanatory case study approach. Six schools in Murewa district were selected for the study. The research methods included semi-structured questionnaires, focus groups and in-depth interviews with primary and secondary school students, teachers and education inspectors. This study makes methodological contributions to the effective use of multiple data collection methods. My original contribution to knowledge is the exploration of the contemporary views of rurally based students and teachers whose voices are rarely heard in educational policy formulation. A disconnection was discernible between policy-makers, education inspectors, teachers and students. There is evidence that poor teacher motivation, the low status ascribed to VET and the way VET is delivered influence young people’s attitudes. Some young people questioned the relevance of VET, whilst others viewed it as an alternative if the academic route failed. It emerged that many students are discouraged by the way VET is taught and its lack of relevance to their desired careers. Primary school students had more positive perceptions of VET than secondary school students. Lack of professional careers guidance was found to contribute to VET apathy. This study makes theoretical contributions to the VET agenda by proposing a framework of the key factors influencing the vocational student’s learning journey and providing a foundation for perception and attitudinal transformation. This study contributes to an ongoing review of the Zimbabwean education system, which is focusing on young people’s needs and aspirations. This research will inform policy-makers, educationalists and industrialists about how VET can be tailored to meet young people’s aspirations. The study will inform future research on effective careers iv guidance and curriculum development and will apprise policy-makers of the institutional and cultural status quo of VET in Zimbabwean rural schools.

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50

Plowman, Tiffany Danielle. "India's vocational education and training programs is women's participation improving household incomes? /". Connect to Electronic Thesis (CONTENTdm), 2008. http://worldcat.org/oclc/441971613/viewonline.

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