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1
Watkins, Larae Anne. "Contributions of vocational education to educational reform as perceived by vocational education policy influencers". Connect to resource, 1993. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1240407685.
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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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Herd, George D. "Further education as social policy for labour market control". Thesis, University of Dundee, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.262001.
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Meredyth, Denise Lee, i 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.
5
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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Peasley, Donald D. "Ratings of quality indicators for secondary vocational education programs by education policy makers". The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1243604095.
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Hogue, Darryl Emery. "Understanding Perceived Benefit for Students, Employers, and Parents Who Participate in Work-Study Programs at Fulton High School". Thesis, Western Illinois University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10934225.
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The purpose of this mixed methods case-study was to understand why students enroll in the Community Involvement work-study program, why employers continue to host students, and what are the parents’ perceptions of their child’s experience. The following research question framed this study: What is the perceived impact of the Community Involvement Program?
Five additional questions further guided this study: 1. Why do students enroll in the Community Involvement Program? 2. What impact does enrolling in a work-study program have for participating students? 3. What motivates employers to become a volunteer host site for Community Involvement students? 4. What impact do parents perceive when their son or daughter participates in the Community Involvement Program? 5. How do students enrolled in the Community Involvement Program compare to those students who are not enrolled in the program based on GPAs, attendance patterns, and postsecondary plans?
This study examined the perceptions of the students, employers, parents, the instructor and the high school principal. Qualitative methods included open-ended surveys, interviews, focus groups, and student artifacts. Quantitative methods included analyzing Likert-type survey questions and archival data (GPAs, attendance patterns, and postsecondary plans). The findings will provide those involved in the education and workforce communities with insight into why students and employers continue to enroll in and support work-study programming.
The research study concluded that students, employers, parents, the instructor and the principal all found benefit in the Community Involvement Program. The study also confirmed the positive impact on GPAs, school attendance and postsecondary enrollment noted in the previous work-study literature. Seniors enrolled in the work-study program at Fulton High School had significantly higher GPAs, fewer absences, and were more likely to enroll in a two- or four-year postsecondary program as compared to seniors not enrolled. The students also shared that they believe the Community Involvement Program provided career exploration opportunities, lessons about work environment, lessons about postsecondary planning, and the development of meaningful relationships which impacted their future. Employers host students because they want to support the school and local community, see a positive impact on their work environment, find future employees, and develop meaningful relationships with the students. Parents noted that Community Involvement Program positively impacted their child’s career and postsecondary decisions, their children learned valuable work lessons, and developed relationships with employers that impacted career and college decisions. Each of the participants including the instructor and principal suggested expanding the program to all juniors and offer the program during the summer. Recommendations based on the findings included: 1) more high schools should offer work-study programs for one or two semesters to juniors and seniors, 2) encourage employers to host and expand opportunities for students, 3) hire students who participate, and 4) promote work-study opportunities in the community and schools.
8
Child, Brenda. "The impact of competancy-based education and training policy on the healthcare professions". Thesis, University of Bristol, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361084.
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Borchers, Tracy Schneider. "A study to define secondary computer literacy programs: Implications for restructuring vocational education policy directions". CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1059.
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Larey, Desiree Pearl. "Focus schools and vocational education in the Western Cape". Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20023.
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Thesis (MEd)--Stellenbosch University, 2012.ENGLISH ABSTRACT: The main goal of this thesis was to better understand the role and function of the focus schools project in the Western Cape, to explore the reasons for their emergence in 2006, and to locate the policy initiative within historical and policy developments around vocationalism in the province. The study focused in particular on how one focus school experienced the roll-out of this policy decision, what the impressions of the learners and educators at a case study school were, and also how officials attached to the Western Cape Education Department described the emergence and implementation of the policy. Further goals of the study were to contextualize the policy process that led to this form of provision, and to conceptualise how this fitted in with educational development issues in the province. A brief backdrop of historical developments and its role in the education of communities in the Western Cape, particularly the coloured community, was provided to contextualize the policy initiative. The main contribution of the thesis is its description and analysis of policy documents and the viewpoints of a range of people connected to a new provincial initiative, focus schools, with regard to what a focus school is meant to achieve and how it is experienced. Data was collected by studying a range of unpublished policy documents, and to link these to interviews conducted with departmental and district officials, educators, learners, and one principal in relation to one case study school. The study showed that focus schools were regarded mainly as a form of vocational education provision to accommodate the desire of the Western Cape economy for intermediate skills in the mid-2000s. It illustrated how the focus school band has run its own unique course within educational structures since 2006, and highlighted how they have fulfilled their goal of getting more learners from historically disadvantaged communities into further study or into positions that better serve the needs of the local economy. The thesis suggested that the policy focus of getting learners into higher education seemed misguided and contrary to the goals of vocational education provision. This policy confusion was further highlighted by learners interviewed in the study who noted that they would have preferred to follow a more academically-based path. Few believed they could either get to university (as claimed by policy officials) or into a viable employment poisition by following a vocational route at school.
AFRIKAANSE OPSOMMING: Die hoofdoel van die tesis was om ´n beter begrip van die rol en funksie van die fokusskool-projek in die Wes-Kaap te verkry, die redes vir die ontstaan van hierdie skole in die jaar, 2006 te ondersoek, asook om die beleids-inisiatief binne die historiese en beleidsontwikkeling rondom beroepsonderwys (vocationalism) in die provinsie na te speur. Die navorsing konsentreer hoofsaaklik op hoe een fokusskool die implementering van die beleidsbesluit ervaar, en in hoe ´n mate die leerders en die opvoeders verbonde aan die gevallestudie-skool die onderwysvoorsiening beleef. ´n Gedeelte van die ondersoek gee ook die sieninge van sleutelpersone in die Wes-Kaapse Onderwysdepartement weer. Verdere doelwitte van die ondersoek was om die beleidsproses wat gelei het tot hierdie onderwysvoorsiening te kontekstualiseer, en om dit te konseptualiseer in hoe ´n mate dit inpas in die opvoedkundige ontwikkeling binne die provinsie. ´n Kort agtergrond skets van die historiese ontwikkeling en die rol wat onderwys in die gemeenskappe van die Wes-Kaap, spesifiek die van die bruin (kleurling) gemeenskap was aangebied om die beleids-inisiatief te konseptualiseer. Die belangrikste bydrae van die tesis is die beskrywing en analise van beleidsdokumente en die standpunte van 'n verskeidenheid van mense wat betrokke is by die nuwe provinsiale inisiatief, fokusskole, met betrekking tot wat fokusskole beoog om te bereik en hoe dit beleef word. Inligting was versamel deur die bestudering van 'n reeks van ongepubliseerde beleidsdokumente, en dit verbind met onderhoude wat gevoer was met departementele- en distriks-amptenare. Opvoeders, leerders, en 'n skoolhoof verbonde aan een gevallestudie skool was ook ondervra. Die navorsing het getoon dat fokusskole ´n vorm van beroepsonderwys is om die strewe van die Wes-Kaapse ekonomie vir intermediêre vaardigheidsvlakke te verhoog. Die planne was gedurende die middel 2000´s in werking gestel. Die navorsing het ook getoon dat die fokusskool-projek sy eie unieke verloop binne die onderwys strukture sedert 2006 gehad het. Die ondersoek het ook getoon dat die strewe om meer leerders uit die historiese benadeelde gemeenskappe sover te kry om verder te gaan studeer of posisies te vervul om die plaaslike ekonomie te bedien, nie so suksesvol is soos die beleid dit vooruitstel nie. Die tesis stel voor dat die beleidsfokus om leerders na hoër onderwys te lei, misleidend is en teenstrydig is met die doelwitte van beroepsonderwys. Die verwarring wat deur die beleid veroorsaak was, was verder belig deur die leerders wat onderhoude mee gevoer was. Die leerders se mening is dat hulle liefs verkies om die meer akademiese-gebaseerde weg te volg. Min van hulle het geglo dat hul weg oop is na hoër onderwys soos wat amptenare van die Wes-Kaapse Onderwysdepartement beweer of dat beroepsmoontlikhede daar is nadat hy beroepsonderwys in fokusskole gevolg het.
11
Katusiime, Denis. "AN ENHANCED HUMAN DEVELOPMENT CAPABILITY APPROACH TO EDUCATION: IMPLICATIONS FOR TECHNICAL VOCATIONAL EDUCATION AND TRAINING POLICY IN UGANDA (206 pp.)". Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1396530162.
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Ching, Yiu-yuen, i 程耀源. "Review of prevocational education since the 1970s: the need for change". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31965180.
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Auburn, Stephen Donald, i sauburn@optusnet com au. "Trust the process: stakeholder management using a transparent, evidence-based policy approach". RMIT University. Education, 2005. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20060515.113429.
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In Australia, the development and implementation of National Training Packages has been a major tool in the drive to reform of the vocational education and training system. The main aim of the reform is to establish a national vocational and education system within a federal political system and to make vocational educations and training providers more responsive to the needs of industry, by industry specifying its skill needs through the mechanism of national Training Packages. The background to this workplace project, the Review of the Community Services Training Package, and this study, is established by a review of policy and literature in relation to national training reform issues and stakeholder management within a public policy context. This review established some principles of good practice in relation to stakeholder management. The industry context of the workplace project is discussed. The workplace project is then unpacked in some detail with specific reference to stakeholder management strategies and issues and some specific stakeholder groups. This exegesis goes on to explore stakeholder behaviour in this particular workplace project in its historical context of the introduction of Training Packages to the vocational education and training system. It explores the perspectives of teachers and industry on the implementation of Training Packages and in particular the gap between educational technologies and industry expectations of standards of work performance. The exegesis concludes with some suggestions of opportunities for enhanced workplace practice in stakeholder management and for further research. It also suggests a job of work for industry and teachers to develop new communities of practice around Training Packages as a means of bringing together their sometimes divergent interests.
14
Maseko, Pamela. "Vocational language learning and how it relates to language policy issues". Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1002158.
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This research explores issues relating to language policy, and language learning and teaching. It further looks at the relationship that exists between language policy and language learning and teaching. In the research I argue that well-thought out and well-meaning language policies will fail to be implemented meaningfully if there is no clear and unambiguous implementation plan. I also note that the national vision and ideals which are often embodied in the language policy fail to take effect if, again, there is no comprehensive implementation plan. This view is held by many scholars and researchers in the areas of language policy and planning.
15
Novel, Julie Lyn. "Implementation Of The Carl D. Perkins Career-Technical Education Reforms Of The 1990s: Postsecondary Education Outcomes Of Students Taking An Enhanced Vocational Curriculum". The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1230731760.
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Cheng, Mei-ching, i 鄭美菁. "The policy of practical schools in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B50605756.
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This study explores the nature of the policy gap – the discrepancy between intended and actual policy outcomes – resulting from the implementation of Practical School (PS) policy in four Hong Kong Practical Schools during the 1990s. The study closely examines the complexity of the policy formulation and implementation processes, and finds that a number of factors at different policy levels served to divert PS implementation from its intended outcome. These factors can be grouped into two main categories – those that were specific to individual policy levels (e.g., policy orientation at the Education Department (ED) level, institutional autonomy at the School Sponsoring Body (SSB) level, or principal leadership at the (school) level, and those relating to the interdependent relationships existing between and among the various levels. The factors in these categories interacted to shape and modify PS policy implementation, making the policy-practice relationship complex and unpredictable. Thus, this study suggests that policy gap can be seen as the outcome of the multilevel, intertwined interplay among policy implementation actors from various policy levels.
This study also proposes that the observed policy gap was not necessarily undesirable; in fact, the modification of original implementation plans prevented, in some instances, overall policy failure. In the case of PS, modified policy implementation allowed all four Practical Schools to achieve certain policy goals, despite failing to achieve others. This study has found that whether a policy gap was perceived as desirable depended on how the modified implementation affected the interests of the various parties; thus, any given policy gap could be called undesirable, desirable, or both, depending on which party were asked.
Finally, this study is particularly concerned with the views of policymakers, senior SSB administrators and principals, and their actions in response to policy demands. The study argues that policy gap varied depending on policymakers’ perceptions of the policy, the organizational characteristics of SSBs, and the contextual nature of the schools. In other words, whether implementation realized intended policy outcomes depended on how implementing actors interacted to steer policy either towards or away from its original course.published_or_final_version
Education
Doctoral
Doctor of Philosophy
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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Ecclestone, Kathryn. "The impact of Advanced level GNVQ assessment policy on further education students' autonomy and motivation". Thesis, University of Newcastle Upon Tyne, 2001. http://hdl.handle.net/10443/739.
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Policy goals for lifelong learning prioritise a need to motivate people to participate in purposeful learning and to become autonomous lifelong learners. As the latest of a series of initiatives in the vocational curriculum, Advanced GNVQs adopted a controversial assessment model to achieve these aims. The implementation of the model in the further education (FE) sector has taken place at a time of protracted restructuring in colleges. This study evaluates the effects of Advanced level GNVQ policy on students' autonomy and motivation. It focuses on the 'policy trajectory' created by the interplay between macro, meso and micro-level factors. The research developed and tested a theoretical typology to connect types of motivation and autonomy to formative assessment practices through three layers of analysis: (a) the structural and ideological context of policy for lifelong learning; (b) the particular policy debates and processes that surrounded the GNVQ assessment model and (c) the social processes of assessment within two GNVQ courses in two FE colleges. By combining these three layers, the thesis set out to relate to a tradition of policy scholarship and to contribute to the sociological study of the political, cultural, social and pedagogic roles that assessment systems play in the UK. The study draws upon a wide range of data collection techniques, including interviews with policy-makers, teachers and students, participant observation in colleges, documentary analysis and questionnaires. It adopts multiple perspectives for analysing data to raise issuesa bout assessmenpt olicy and practice in four broad areas.F irst, policy development for GNVQs shows that extreme ad hocery, chaos and controversy continue to beset assessment policy in the UK, particularly over what 'standards' of assessment mean. This, together with the speed of development, lack of funding and turf wars between different constituencies has created an 'assessment regime' where new forms of regulation, pedagogy and organisational practices shape meanings associated with 'autonomy' and 'motivation'. Second, this regime affects teachers' and students' values and beliefs about vocational education and their formative assessmenpt ractices. The study argues that a combination of mechanisms for regulating teachers' assessmenpt ractices, resource pressuresa nd student expectations about acceptable engagement with learning create and shape students' 'assessment careers'. In this respect, the study contributes evidence to a growing body of work on the social and cultural processes and effects of assessment and to research which explores learners' identities and 'learning careers'. Third, the study highlights barriers to improving formative assessmentin postcompulsory education but offers recommendations to various interested constituencies that might contribute to this goal. Last, the study offers tentative suggestionsa bout how current assessmenpt olicy and pedagogy' might relate to specific ideological trends associated with 'risk consciousness'.
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Burns, Ann. "Gender equality in Liverpool schools : making a difference through TVEI: a case study". Thesis, London South Bank University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310642.
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Volkoff, Veronica, i vvolkoff@unimelb edu au. "Changing drivers, shifting trends: a decade of equity research in Australian vocational education and training (VET) 1996-2006". RMIT University. Education, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080603.095451.
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This integrating essay presents and discusses the findings of the research studies that Veronica Volkoff completed within the context of the shifts in the Australian vocational education and training landscape and resultant trends in vocational education and training policy, in particular equity policy, during the period of researching and writing the nominated works, 1995 to 2004. The research included analysis of vocational education and training in relation to: equity policy; provider inclusiveness strategies; and access, participation, completion and outcomes in relation to learners, in particular members of designated and emerging equity target groups. A range of methodologies was implemented in these studies, usually utilising a mix of both quantitative and qualitative methods. The first study, the Longitudinal study of student experiences in vocational education and training, explored the experiences of access, participation and outcomes of students in vocational education and training from a range of equity target groups. It was undertaken in six Australian locations across three states and territories. It revealed that intentions, experiences and outcomes varied across students and equity target groups and that membership of multiple equity target groups compounded disadvantage and had an adverse effect upon outcomes. The second study, a Review of equity literature, was commissioned to inform national policy and broad strategy development and analysed the situation for five designated equity target groups in vocational education and training, nationally. Two other studies focussed on Vocational education and training for people from non-English speaking backgrounds, undertaken five years apart, reviewed the literature and analysed participation and outcomes for people from non-English speaking backgrounds. A further study analysed the Delivery of vocational education and training programs by adult and community education providers, particularly its provision for people belonging to disadvantaged groups.
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Arnold, Mogammat Adiel. "Exploring notions of assessment through three vocational education sites in the Western Cape". Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86597.
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Thesis (MEd)--Stellenbosch University, 2014.ENGLISH ABSTRACT: With the coming of a new education and training dispensation in 1994 came the idea that equal opportunities for all learners could be created within different learning institutions - via the creation of new institutional and qualifications framework - and in so doing encourage equal opportunities through proper articulation, portability, and mobility within the different phases of the various education bands. As education and training provision and learning is complexly intertwined with its appraisal, assessment was regarded as one of the main processes to find out whether learning had taken place, on the goal and quality of that learning, as well as pointing to the kinds of ways in which teaching and learning could be further improved. In my study I focused on how educators and trainers within the differentiated Further Education and Training (FET) Band spoke about and understood assessment, with the aim of the study being to analyse how assessment is understood in three different sites of provision within the FET band. The main goal was to better understand challenges at the ground level of policy implementation. A further goal was to explore some of the ways in which the role and function of assessment in our contemporary society was understood, and whether, in its present formulation, it served the purposes that much of the policies and reform statements claimed. The study’s main claim is that educators and trainers in the FET Band in South Africa mainly experience assessment processes, criteria, and frameworks as a form of jargon, and that they translate ‘the jargon’ into ‘judgements of value’ about learning and knowledge that lead to quite different approaches being followed at different sites. It is argued that this scenario would be acceptable in terms of different work settings - producing different kinds of skills for the economy- were it not that the education and training infrastructure in South Africa remains perhaps too preoccupied with achieving a principle of similarity across the FET Band.
22
Mykerezi, Pavli K. "The Potential Contribution of Vocational and Technical Education to the Future Social-Economic Development of Albania". Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/27259.
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The purpose of this study was to determine the potential contribution of vocational and technical education to the future social-economic development of Albania. To achieve this purpose, a panel of experts was involved in the formulation of statements and the determination of each statement's value as a contributor to future social-economic development. This study was conducted using a Modified Delphi Technique to identify and prioritize statements generated as part of this research methodology. The study was accomplished through solicitation of responses from a 17 member panel of experts. The panel consisted of individuals representing government service, non-government organizations, Albanian educators, and international educators involved in different educational projects in Albania in the last ten years. Each of the experts was asked to identify statements that vocational and technical education can contribute to the future social-economic development of Albania. Responses provided by the panel members and the statements added by the researcher were edited and organized into a list with 71 statements. The panel of experts was asked to rate this list and means and standard deviations were calculated for each statement. The criterion to determine the importance of statements was defined as a mean being equal or higher than 3.5 on a 5-point Likert scale. The criteria employed to determine panel consensus was defined as a standard deviation being equal or less than 1.00. From the list of 71 statements, 68 were concluded to have been important and have reached consensus by the panel. The 68 statements on which the panel of experts reached consensus were rank ordered according to their means.A content analysis of the ranked statements revealed that statements clustered around common themes. These themes included VTE's Planning Procedures and Policy, Program and Institutional Development, Values and Work Ethics, Productivity, Communication and Analytical Skills, and Linkages.From these results, it was concluded that the process for the development of an effective VTE program that will contribute to the social-economic development of Albania will be long and complex. This process will involve many people, agencies, and organizations all working together. Hence, it was recommended that the Ministry of Education and the Ministry of Labor and Social Affairs take the lead in this process.Ph. D.
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Niehaus, Harold. "Association Between Identified Perkins IV Performance Data and Selected Characteristics of Ohio Joint Vocational School Districts". University of Dayton / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1366731958.
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Cusano, Christine. "Vocational Instructors Experience and Practice Teaching in the Hybrid Environment". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5846.
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At a technical post-secondary school in the Northeast United States, campus leaders lacked formative data of faculty skills and knowledge needed for instruction in a hybrid format involving both face-to-face instruction and on-line instruction. Therefore, the delivery of appropriate professional development (PD) programs for faculty whose duties include hybrid format instruction has not been provided. The purpose of this study was to identify the faculty experiences of teaching in a hybrid-learning environment, and their perceived PD needs to provide effective instruction in a hybrid-learning environment. This study explored vocational teachers' experiences and perceived PD needs related to teaching in a hybrid-teaching environment. Using Kolb's model of experiential learning, a qualitative case study design was used to sample 8 vocational instructors who met the criteria of teaching in the hybrid-learning environment in the medical assistant or the dental assistant programs. Data were collected using face-to-face interviews and were analyzed using axial coding. Themes emerging from the findings included the changing role of the instructor, concerns of plagiarism, faculty PD for teaching in a hybrid-learning environment, and practice using the learning management system (LMS). Findings based on themes indicated PD on the learning management system (LMS), and pedagogy to teach in the hybrid-learning environment is needed for the teachers. A white paper recommending initial on-going systemic PD for faculty teaching in the hybrid-learning environment was developed. Implications for social change are that faculties will become more knowledgeable instructing in the hybrid-learning environment, which will the development of hybrid teaching skills and better-prepared dental and medical assistant graduates who will provide improved care for clients.
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Walters, Elizabeth. "The elements of successful work placement processes: A case study of three Technical Vocational Education and Training (TVET) Colleges". Master's thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/29543.
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Many research documents indicate that learners’ ability to transition from education and training to employment is closely linked to their work placement experience during their studies and on exit from their respective qualifications. This study identifies and analyses successful work placement practices through case studies, to understand which elements have supported TVET Colleges to facilitate the successful placement of their learners. The study starts with a historic overview of the Colleges to provide the context. It then moves on to explore, through secondary research, what the literature says about the identified elements which are institutional responsiveness; Work Integrated (WIL) units, curriculum relevance, partnerships and work readiness and their contribution to the transition from education to employment. The literature analysis was used to formulate key research questions for the primary research with three metro TVET Colleges, to explore how these Colleges have responded to the elements identified. The responses from the interviewees were used to extract the learnings from their practice and to draw out the elements that are key contributors to the successful placement of TVET learners.
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Österman, Marcus. "Education, Stratification and Reform : Educational Institutions in Comparative Perspective". Doctoral thesis, Uppsala universitet, Statsvetenskapliga institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-332622.
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The main argument of this thesis is that research has to take the institutional character of education seriously. Educational institutions carry considerable weight for outcomes of education and their design is a matter of intense political debate. This work focuses in particular on the institution of tracking that has wide-reaching consequences for the structure of education. The thesis consists of an introductory essay, together with three empirical essays. The empirical essays all acknowledge the main argument but study different outcomes and relationships connected to education. Essay I studies how the institutions of political economy and education together affect equality of income and equality of educational opportunity. This essay contributes to the literature by distinguishing the effects of the different institutions of political economy and education, as well as how they interact to affect the two contrasting conceptions of equality. The results reveal that tracking hinders equality of educational opportunity but is also related to better incomes for vocational education graduates in certain institutional settings. Wage bargaining coordination reinforces the more equal educational opportunities of weakly tracked contexts and improves the relative income of vocational graduates in these contexts. Essay II explores how education and tracking affect social trust. It makes two contributions. First, the empirical approach provides strong support for causal inference. Second, it is the first study to consider how tracking affects social trust. The empirical evidence finds no general effect of educational attainment on social trust, but decreasing tracking has a positive effect on social trust for individuals who come from weakly educated backgrounds. Essay III aims to explain cross-country differences in tracking by focusing on the impact of government partisanship. The study contributes to the literature by being the first comparative study to explore how partisan politics may explain differences in tracking and being one of few comparative studies there are on the topic at all. The results show that tracking is strongly related to a dominance of Christian democratic governments, whereas detracking reforms have mainly been carried out by social democratic governments.
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Soliman, Salma. "Institutional theory and the policy problem of vocational education and training and its development : the Egyptian case". Thesis, Middlesex University, 2011. http://eprints.mdx.ac.uk/9108/.
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This thesis extends analysis of the policy problem of Egyptian Vocational Education and Training (VET) beyond the current supply/demand mismatch perspective and into a broader institutional analytic framework. It critically deploys concepts from Whitley's institutional framework (1999) and Wood and Frynas' (2006) Segmented Business Systems (SBS) archetype to the problem, complementing them with historical and political dimensions. These illustrate the continuities and discontinuities in key institutional features and relationships influencing VET since the military coup in the 1950s and through subsequent paradigm shifts. The institutional analysis illustrates that VET is embedded in a set of incoherent institutional arrangements that have constrained systemic development. Further, they have not supported development towards Western models suggested by international organisations. These have had limited effect. A key institutional relationship for VET; state-employer-union cooperation, is currently being developed by the ILO through its Social Dialogue Project (ILO SDP). This could, if effectively realised, enhance institutional actors' participation in VET and hence its effectiveness. This proposition is examined through empirical investigation of institutional actors' (i) mutual perceptions of state-employer-union cooperation and contributions to VET; and (ii) their perceptions of the ILO SDP and the ways in which it has influenced VET. These responses are verified on an enterprise level through two cases in the tourism sector. The investigation took place in three phases from July 2008 to April 2010 in Egypt, Switzerland and the UK, through triangulated data collection: documentation, 60 interviews, 2 focus groups and observation. The findings have theoretical and practical implications. On a theoretical level, the proposition that Egypt largely corresponds to the SBS archetype is confirmed. Suggestions for modifying Whitley's institutional framework include (i) a better integration of historical and political dimensions; and (ii) the inclusion of international organisations as a key institutional influence on state relations with social actors in developing countries. Practical conclusions confirm the ineffective levels of state-employer-union cooperation and contributions to VET. ILO attempts to develop these relationships through social dialogue were perceived to be largely ineffective by institutional actors. The ILO SDP has been constrained by institutional incoherencies which are difficult to change in the short- to medium term. Some positive experiences of effective state-employer-union cooperation and employer-employee interdependence were reported on regional and enterprise levels. These could possibly be expanded on by the ILO SDP as a bottom-up approach to enhancing social dialogue. Finally, the 2011 events could offer new institutional opportunities for enhanced representation of social actors in socio-economic matters which could possibly lead to their effective cooperation in VET and its development; an area which could be pursued in future research.
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Ngubane, Phiwokuhle Bongiwe. "Compliance of technical and vocational education and training colleges’ curriculum implementation with the national strategy and policy". Thesis, University of Zululand, 2017. http://hdl.handle.net/10530/1588.
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A dissertation submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Master of Education in the Department of Curriculum and Instructional Studies
at the University of Zululand, 2017The purpose of this study was to determine whether the Technical and Vocational Education and Training colleges’ NCV curriculum structure complies with the national strategy and policy stipulations in offering WBE for students. The CASE study was conducted at the Umfolozi TVET College, specifically on two campuses of the college in northern KwaZulu-Natal. The NCV programmes were earmarked for the study, as its curriculum covers the workplace-based education (WBE) component. This study used purposive sampling to identify the sample size of 21, which comprised of two campus managers, six senior lecturers and thirteen WBE champions. Qualitative and quantitative approaches were employed in the study. The findings of this study reveal that the college management do not give necessary support to the implementers on the ground to carry out the WBE programme. It was also discovered that the college management seem not to understand their role in ensuring compliance with regard to the WBE implementation. It was evident that, there is a need not only to maintain strong ties with existing host employers, but also to ensure that new host employers are recruited to help address the shortage of them. It was evident from the findings that a number of respondents were not aware of the policies guiding the implementation of WBE. The results indicate that there is no regular training provided for implementers of WBE, such as the WBE champions. There is no clearness in the way the WBE budget is administered, and no proper planning of the budget (which is not administered on sites, but controlled centrally), and no workable plan in place to manage finances. The study recommends that there should be a clear vision for the implementation of WBE, and that vision should be clearly communicated to all role players to ensure effective implementation of the programme.
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Flack, Sylvia Ann. "Secondary and postsecondary vocational education in North Carolina: student characteristics, outcomes, and program similarities and differences". Diss., Virginia Polytechnic Institute and State University, 1988. http://hdl.handle.net/10919/53691.
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The purpose of this study was to analyze, present and interpret data that have implications for policy making in the evaluation of vocational education in North Carolina. Existing follow-up study databases were merged for the 1985-86 community college and secondary school systems. Characteristics of completers and the relationship of outcome and demographic variables to levels of preparation were analyzed. The degree of similarities and differences in programs was determined through document analysis of curriculum guides and policy manuals.
Findings suggested that completers from selected vocational programs exhibited similar characteristics in demographics, motivation, educational and employment variables. Age was the major difference found in completer characteristics. The analysis of program content from selected programs revealed striking similarities. Industry/trades programs were found to exhibit more similarities between levels than business programs. Several of the six programs were similar in content, instructional hours, and job preparation between levels. Both levels emphasized employability and the development of occupationally specific skills.
Levels of preparation were associated with several outcome and demographic variables. Gender, reasons for entering, employment status and completer satisfaction were found to be associated with levels of preparation.
Conclusions led to the recommendation that articulation policies within North Carolina need to be evaluated to reduce unnecessary duplication. Better efforts at counseling students into vocational programs as well as assessment of local labor market needs are necessary. Clarification of the purpose of vocational education within program categories was recommended.
Future research comparing characteristics of students and program similarities on a national basis was recommended. The importance of follow-up studies in research related to vocational education was recognized during the course of the study. Educational systems should conduct their follow-up studies with this fact in mind.Ed. D.
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Al, Shanfari Abdullah Mubarak Salem. "The development of government policy in technical education and vocational training in the Sultanate of Oman : 1970-1990". Thesis, Cardiff University, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.334723.
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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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Kim, Hae Na Kim. "The Relationship between and among Job Satisfaction, Training and Organizational Culture in South Korea's Manufacturing Industry". The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1462800023.
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Dahlbeck, Ronald. "Proposed state legislation for high school graduation requirements". CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/542.
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Fiddy, R. G. "Case-studies in the relationship between pre and post-school vocational education/training policy and the experience of the individual". Thesis, University of East Anglia, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.378589.
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Sommers, Robert Downing. "An examination of the relationships among policy development practices of joint vocational school district boards of education, school board effectiveness, and school performance /". The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487950658547965.
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Manley, Robert Adam. "The intended and unintended consequences of the 1990 Carl D. Perkins Vocational and Applied Technology Act Within-state Funding Formula Change: A Modified Policy Delphi Study". Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/26730.
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The purpose of this study was to identify the impact the 1990 amendments to Carl D. Perkins Career and Applied Technology Act within-state allocation of federal funds had on the operational infrastructure of career and technical education (CTE) in Virginia as specifically related to the overall quality of secondary CTE programs. In the 1990 Perkins Act, Section 102 mandated that 75% of the within-state allotment go directly to local secondary and postsecondary institutions that offered CTE programs. The remaining 25% of funding was divided among the following state-administered programs and agencies: (a) state administration (5%), (b) state leadership (8.5%), (c) corrections (1%), and (d) equity programs (10%) (AVA, 1992; U.S. Congress, 1984). This change to the within-state allocation formula was significantly different from previous Perkins Acts as well as the trends in educational policy at that time (NCRVE, 1991). In the 1998 reauthorization of Perkins, the localities allotment increased to 85% of within-state funding.
A three round modified Policy Delphi technique was used to identify and rate the consequences of the within-state allocation amendments from a panel of CTE local administrators, state administrators, and university researchers and/or teacher educators. These participants worked within their CTE positions in Virginia before and after the enactment of 1990 Perkins Act. A total of 54 participants began Round 1 and 30 completed Round 3 for a 56% participation rate.
A total of 223 unique consequences were identified and rated for relevancy to the within-state funding formula change and effect on the operation of CTE in Virginia. One hundred sixty-one consequences were deemed relevant within and/or between all position levels (local, state, and university). All position levels deemed 42 consequences as relevant to the within-state funding formula change. Of those 42 consequences, 35 received the same effect (positive or negative) among all position levels.
The findings of this study suggest that the changes to the within-state funding formula and its accompanying amendments did have a negative effect on the operation of secondary CTE in Virginia. More specifically, the changes to the Perkins Act this study examined seemed to adversely effect CTE teacher education, state-level CTE research initiatives, and state-level CTEâ s ability to provide localities with hands-on technical assistance, professional and leadership development, and coordination. The findings also suggest the legislative changes negatively altered the manner in which program evaluation occurred within the state by decreasing the state-level assistance for developing methods of program evaluation. In other words, the findings of this study seem to suggest there is a lack of leadership, development, and direction within Virginiaâ s CTE program. The researcher recommends that members of Congress charged with reauthorizing the Perkins legislation should review the current within-state funding formula to determine if it is the most effective funding formula for helping local and state-level CTE carry out the purpose of the legislation.Ph. D.
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Ledman, Kristina. "Historia för yrkesprogrammen : Innehåll och betydelse i policy och praktik". Doctoral thesis, Umeå universitet, Institutionen för idé- och samhällsstudier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-99842.
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This thesis offers critical perspectives on a history syllabus for vocational education and training (VET) tracks in Swedish upper secondary schools and adds to our knowledge and understanding of the educative function of history education for the individual and for society. The overall aim of this thesis is to critically investigate discourses that are voiced in different fields about the construction and reproduction of the history curriculum in VET tracks. A general question addressed is how vertical (critical and theoretical) and horizontal knowledge is articulated by the discourses in terms of the meaning of history in a VET context. The following four research questions were the focus of the four different studies in this thesis: How were non-vocational subjects discussed on a policy level during the post-war period, and what meanings were ascribed to history education? What aspects of history as a field of knowledge are recontextualised into a pedagogic discourse for the VET curriculum? How do teachers perceive the history syllabus? What do the students express concerning the history syllabus and history education? The results of these studies are reported in separate papers, and the aggregated results are analysed in this thesis. The data consisted of government bills and committee reports, material from the National Agency of Education archives, and interview data gathered through interviews with 5 teachers and 46 students. The major theoretical inspiration comes from Basil Bernstein whose theories of classification and framing, pedagogic discourse, pedagogic code, and vertical and horizontal discourses are used in the analysis. With the aid of these concepts, the content and meaning of history education for VET are connected to macro levels of education, and the way in which education reproduces social order when certain forms of knowledge are distributed to different groups in society is discussed. Three major conclusions are drawn. First, history as a pedagogic discourse comes forward as versatile and contradictory when the results from the studies are aggregated. There is, however, a shared understanding that the meaning of history in VET is to educate the students to become democratic and active citizens. Secondly, the investigated discourses ascribe history education with the potential to distribute critical and powerful knowledge. The students see a value for history education in their future as citizens and for giving them access the public conversation of society. A final conclusion is that the pedagogic code, embedded in the history curriculum, can be interpreted in two different ways. The emphasis on competencies and the focus on the last two hundred years can be interpreted as (A) an expression of a wish for immediate utility and thus an instrumental view of education or (B) the recontextualisation of scientific theories, concepts, and practices into a pedagogic discourse as a means to give students access to disciplinary (powerful) knowledge.
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Friedrich, Florian. "Innovation in vocational education and training in England, Germany, and Austria : implications of practitioners' perspectives for policy development and college leadership". Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:2af191a3-c629-4c72-b158-558f00875f7f.
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This research project conducted an in-depth, qualitative assessment of vocational education and training (VET) teachers’ perceptions of pedagogic innovation, with an emphasis on obstacles and supporting factors. The main research question was: “How do teachers’ roles and perspectives shape innovation processes in VET and what does this imply for the development of teaching and learning practices?” Three clusters of subsidiary questions were derived around thematic foci: ‘perceptions and concepts’, ‘documentation of practice’, and ‘dynamics, limitations, and lessons for innovation’. Based on analytical strategies derived from grounded theory, two phases of interviews – the first with ten experts and the second with 62 VET practitioners at 20 colleges – were conducted in England, Germany, and Austria, with a focus on full-time VET (Further Education Colleges, Berufskollegs, and Berufsbildende Mittlere und Höhere Schulen) in the 16-19 age range. Classroom observation preceded semi-structured, 30 to 60 minute interviews with teachers. The study builds on previous research and existing frameworks such as Lipsky’s concept of ‘street-level bureaucracy’ and Flyvbjerg’s ‘critical cases’. However, it fills a gap in the literature by focusing on practitioner perceptions, motivations, professionalism, autonomy, work contexts, and own learning in relation to pedagogic innovation, whilst tracing relevant connections to educational policy, college management, and societal influences. Teachers are shown in multiple roles as inventors, designers, and implementers of innovation, facing nine categories of obstacles. Those include limited time and budgets, bureaucracy and lack of autonomy, problems with project planning and execution, and issues related to lack of support. In addition, this study provides a comparative investigation of practitioners’ interpretations of key terms (‘pedagogy’, ‘didactics’, ‘innovation’), revealing differences between England on the one hand, and Germany and Austria on the other, based on different degrees of autonomy and innovative focus. Based on such findings, the study details recommendations for college leaders and policy makers for facilitating pedagogic innovation, placing each in their respective national contexts.
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Dale, Diane. "How has the University Technical College curriculum delivery model achieved motivational benefit for learners?" Thesis, University of Bath, 2017. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.715250.
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University Technical College (UTC) schools are academies for 14-19 year olds. They are distinguished by close links to industrial and university partners to encourage vocational learning, particularly in STEM subjects. Currently 50 are open in England, with more in development. Their expansion is a key strategic objective in the government’s 2016 Educational Excellence Everywhere strategy document. This research analyses data collected through students’ perceptions of their experience of the UTC curriculum model in two detailed case studies. The research questions examine how the approach to the delivery of the curriculum enhances learner motivation. Three main factors are identified as supportive to encouraging learner motivation in the UTC schools studied: a strong focus on developing links with business partners to facilitate career progression goals for learners; an intensive, unique curriculum delivery style; rigorous target-setting in a supportive learning environment. This is a curriculum model which supports independent learning, collaborative learning with peers and vertical -group learning on challenging, employer -led projects.
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Naanda, Raimo Ndapewa. "The integration of identified employability skills into the Namibian vocational education and training curriculum". Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5357.
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BibliographyThesis (PhD (Curriculum Studies))--University of Stellenbosch, 2010.
ENGLISH ABSTRACT: Since the advent of the 21st century the world has been experiencing rapid changes in knowledge, technology and information. These changes pose challenges to the providers of education and training in general and vocational education and training in particular. The impact of technological advancement and the nature of organisational changes in the workplace demand skills of an increasingly higher level – particularly skills in the areas of information technology, problem solving and communication. The problem identified in this study was that graduates from vocational training centres (VTCs) in Namibia did not have appropriate employability skills needed at the workplace, as indicated by Namibian employers. The aim of this study was to identify the types of employability skills considered important by employers at the workplace and to determine how such skills could be integrated into the vocational education and training curriculum in Namibia. A literature review conducted revealed that employers require workers with the following key, core or employability skills: communication, information technology, working with numbers, working with others, problem solving and improving one’s own learning and performance. The population for this study was 493 employers providing on-the-job training or employing vocational training centre graduates. A total of 244 out of the 493 employers responded. The population of the study represented the following occupational sectors: auto trades, building construction trades, metalwork trades and electrical engineering trades. Data for the study were collected through reviewing the literature on employability skills, a survey questionnaire to employers and face-to-face interviews conducted with selected employers during the research. The following questions were explored in the questionnaire and structured interviews: i) Which employability skills are important at the workplace? ii) Who is responsible for developing employability skills? iii) If it is the responsibility of vocational training centres to foster employability skills, at which educational level should employability skills education be introduced? iv) How should the acquisition of employability skills be promoted? v) How should employability skills be assessed? The study found that employers in Namibia considered employability skills such as teamwork, time management, a positive attitude, problem solving, planning, and coping with multiple tasks as the most important skills they required from vocational training centre graduates. Employers further indicated that employability skills could be developed at family/home settings as well as at school and vocational training centres and suggested that employability skills education be introduced from level 1 during the first year of training. It was also found that portfolios, observation and practical assessment were credible approaches for assessing employability skills and that this should be done in real-life contexts. Based on the conclusions arrived at in the study, it is recommended that a policy framework for employability skills be developed and implemented in the Namibian vocational education and training system. Specific recommendations are made regarding the following aspects: the type of employability skills; whose responsibility it is to develop these skills; at which level of training the development of employability skills should be implemented; how they could best be learned and how the learning of employability skills could be assessed.
AFRIKAANSE OPSOMMING: Die snelle veranderinge op die gebied van kennis, tegnologie en inligting sedert die begin van die 21ste eeu bied groot uitdagings aan die verskaffers van onderwys en opleiding in die algemeen en beroepsonderwys en -opleiding in die besonder. Die uitwerking van tegnologiese vordering en die aard van organisatoriese veranderinge in die werkplek vereis groter hoërorde-vaardighede as vantevore – veral vaardighede op die gebied van inligtingstegnologie, probleemoplossing en kommunikasie. Die probleem wat in hierdie studie aan bod gekom het, was dat gegradueerdes van beroepsopleidingsentrums in Namibië nie oor voldoende indiensneembaarheidsvaardighede wat in die werkplek benodig word, beskik nie, soos aangedui deur Namibiese werknemers. Die doel van hierdie navorsing was om die soorte indiensneembaarheidsvaardighede wat werkgewers by indiensneming van personeel as belangrik beskou te identifiseer, en om vas te stel hoe sodanige vaardighede in die kurrikulum vir beroepsonderwys en .. opleiding in Namibië geïntegreer kan word. Literatuuroorsig het getoon dat werknemers benodig word met die volgende belangrike, kern- of indiensneembaarheidsvaardighede: kommunikasie, inligtingstegnologie, syfervaardigheid, samewerking met ander persone, probleemoplossing en die verbetering van eie leer en prestasie. Die navorsingspopulasie vir hierdie studie het uit 493 werkgewers bestaan wat indiensopleiding verskaf of wat persone in diens het wat reeds hul beroepsopleiding voltooi het. Tweehonderd-vier-en-veertig werkgewers het uiteindelik aan die vraelysondersoek deelgeneem. Die motor-, konstruksie- en metaalwerkbedryf, asook die elektriese-ingenieurswesesektor, is in die navorsingspopulasie verteenwoordig. Data is ingesamel deur literatuuroorsig te doen oor indiensneembaarheidsvaardighede, en deur vraelyste en persoonlike onderhoude. Die volgende vrae is in die vraelys en tydens gestruktureerde onderhoude gestel: i) Watter indiensneembaarheidsvaardighede is in die werkplek belangrik? ii) Wie is verantwoordelik vir die ontwikkeling van indiensneembaarheids-vaardighede? iii) Indien dit die verantwoordelikheid is van beroepsopleidingsentra om indiensneembaarheids-vaardighede te bevorder, op watter opvoedkundige vlak behoort opleiding met betrekking tot indiensneembaarheidsvaardighede ingestel te word? iv) Hoe behoort die aanleer van indiensneembaarheidsvaardighede bevorder te word? v) Hoe behoort indiensneembaarheidsvaardighede geassesseer te word? Daar is bevind dat werkgewers in Namibië indiensneembaarheidsvaardighede soos spanwerk, tydbestuur, positiewe houding, probleemoplossing, beplanning en die hantering van veelvuldige take as die belangrikste vaardighede beskou wat hulle van potensiële opgeleide werknemers verwag. Werkgewers het aangedui dat indiensneembaarheidsvaardighede in die huis, in skole en deur beroepsopleidingsentrums ontwikkel kan word. Hulle het voorgestel dat opleiding in indiensneembaarheidsvaardighede in die eerste jaar van opleiding by die beroepsopleidingsentrums vanaf vlak 1 aangebied behoort te word. Verdere bevinding was dat die assessering van kwekelinge se portefeuljes, waarneming en praktiese assessering geloofwaardige benadering tot die assessering van indiensneembaarheidsvaardighede is en dat dit binne die konteks van die werklike lewe gedoen behoort te word. Daar word op grond van die bevindinge onder meer aanbeveel dat beleidsraamwerk vir die ontwikkeling van indiensneembaarheidsvaardighede in die Namibiese beroepsonderwys en .. opleidingstelsel ontwikkel en geïmplementeer word. Spesifieke aanbevelings word gemaak ten opsigte van die tipes indiensneembaarheidsvaardighede, wie se verantwoordelikheid dit is om hierdie vaardighede te ontwikkel, op watter opleidingsvlak die indiensnemingsvaardighede geïmplementeer behoort te word, hoe dit ten beste aangeleer kan word, en hoe die leerproses met betrekking tot indiensneembaarheidsvaardighede geassesseer kan word.
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McKinnon, Delphine. "A policy comparison of the relevance of secondary school Technical and Vocational Education Initiatives for low attaining students in Scotland and Ontario from 1984 to 1990". Thesis, University of Edinburgh, 2002. http://hdl.handle.net/1842/24956.
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This Ph.D. research compares the relevance of the secondary school Technical and Vocational Education Initiatives (TVEI) for low attaining students in Scotland and Ontario, Canada from 1984 to 1990. Larger trading markets and the new technologies have created economic pressures resulting in unemployment, particularly of youth, in many post-industrialised countries. Education has had to respond to political pressures directed at the preparation of secondary school students for their future, and for the world of work. For these reasons education modified curricula structures providing technical education. As curricula implementation occurred across the two education systems in the late eighties, these modifications became the focus of each system. Technical education, because it provides usable skills, is more relevant to the learning of low attaining students. This comparative study informs policy and education regarding the impact of these changes on low attaining students. The definition of these students is as foundation level students in Scotland with attainments of level 5, 6, or 7. In Ontario, the definition of these students is as basic level with low attainments in elementary school. The case study method provides for examination of each education system and a comparison of them to identify the practices in each system. Triangulation of: interviews of education administrators for technical education, examination of documents, and questionnaires developed for schoolteachers, examine the relevance of the curricula developed. The certification attained is less than that provided to 90% of low attaining students in Germany, who are certified with a combination of schooling and apprenticeship training. The issues raised by the new curricula changes are equitable treatment and opportunity for attainment and employability for students. If their circumstances are to be improved, the employability of low attaining students remains an area of policy interest.
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Nylund, Mattias. "Yrkesutbildning, klass & kunskap : en studie om sociala och politiska implikationer av innehållets organisering i yrkesorienterad utbildning med fokus på 2011 års gymnasiereform". Doctoral thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-29316.
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The overall purpose of this thesis is to critically contextualise the organization of content in Swedish upper-secondary vocational education by highlighting its social and political implications in relation to social class. Policy documents concerning the content of vocational education in Sweden from 1971 to 2011 serve as the main empirical source, with particular attention given to the reform of 2011 (Gy11). The thesis is comprised of four studies that each represents a different context that reveals social and political implications of the selection and organisation of content in Gy11. The content structure of Gy11 is thus analysed in relation to (a) the school’s role of fostering democratic citizens and the overarching societal function of education, (b) knowledge distribution among social classes, (c) a class context, including key historical and contemporary reforms, and (d) a modern historical context, focusing on how two previous structural reforms (1971 and 1994) organised power and control over educational content. The study results show that, in terms of its content structure and underlying principles, Gy11 represents a historical break with previous reforms in many respects. Fundamental organising principles of past reforms, such as students’ preparation for active citizenship, critical thinking and entry to higher education, have been given less importance while the content is more context-bound than in previous reforms. The Gy11 reform can thus be seen as a part of a broader policy trend that is detracting from earlier efforts to give all social classes equal access to an equivalent education and reduce social imbalances in education. This new way of shaping vocational education is, it is argued, likely to exacerbate class inequalities by both reducing social mobility and rendering knowledge distribution in society more asymmetric.
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Gitahy, Júnior Ivan Márcio Gomes. "Políticas públicas e a educação profissionalizante: a trajetória no município de Presidente Prudente SP". Universidade do Oeste Paulista, 2008. http://bdtd.unoeste.br:8080/tede/handle/tede/20.
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Previous issue date: 2008-12-03This dissertation is addressing the vocational education in Saginaw, considering their contribution to the formation of business entrepreneurs, former students of the school / gym industrial state and performance of public policies as part of social policies in the development of citizens and the municipality between the decades from 50 to 70 of the last century. The research is the recovery of historical concepts and teaching practices that marked the development of vocational education and the establishment of the link between the state vocational education and industrial development and provision of services to the city. It is such research not only because it is an issue of importance to theoretical and critical thinking among the society, work, education and training, but also by the lack of exploration of the theme in our region. Thus, it has the following aims: to rescue the memory of teaching industrial state in the decades from 50 to 70 in Saginaw and its importance to society as formation of social actors from the principles of entrepreneurship and cooperation, the analysis of government actions in relation to public policies for vocational education and the transformation of society on aspects of the educational reality, educational and professional in our city. The methodology was the first step in bibliographic for theoretical and critical reflection and for the construction of this benchmark in education, especially the occupation. Then use open-type interviews semi-structured interviews with administrators, teachers and students of the season and marked seek analyze documents, permanent archive of educational institutions, public and private collections, in addition to the municipal library and museum. And finally in a third step we seek to analyze and discuss the social and economic impacts that caused the state industrial education in the region of Presidente Prudente and the formation of social actors, through the following analysis: the appearance management, curriculum, faculty and students. The qualitative data were analyzed from the categories mentioned above, the light from the theoretical support teaching. We used written sources, oral and iconographic, where the qualitative research was conducted by a historical bias based also in obtaining data that not only allowed the recovery of historical memory of the time, but also know and understand situations insufficiently studied and formally registered. At the end, already in short, we could see that vocational education has become the interest of rulers with the beginning of industrialization and there is a need for a focused approach to work and awareness of the role of citizen, this paper, the Gymnasium of Industrial Presidente Prudente has not forgotten, as the depositary of the embryo of a more socially conscious, just, committed to the entrepreneurship and cooperative.
A presente dissertação tem como tema o ensino profissionalizante em Presidente Prudente, considerando sua contribuição para a formação de empresários empreendedores, ex-alunos da escola/ginásio industrial estadual e a atuação das políticas públicas como parte de políticas sociais no desenvolvimento dos cidadãos e do município entre as décadas de 50 a 70 do século passado. A pesquisa consiste na recuperação histórica das concepções e práticas pedagógicas que marcaram o desenvolvimento da educação profissional e o estabelecimento da ligação entre o ensino profissionalizante estadual e o desenvolvimento industrial e prestação de serviços à cidade. Justifica-se tal investigação não só por ser um tema de relevância para reflexões teórico-críticas entre a sociedade, trabalho, educação e ensino, mas também pela ausência da exploração do tema em nossa região. Sendo assim, tem-se por objetivos: o resgate da memória do ensino industrial estadual nas décadas de 50 a 70 em Presidente Prudente e sua importância para a sociedade como formação de atores sociais, a partir dos princípios do empreendedorismo e do cooperativismo; a análise das ações governamentais em relação às políticas públicas para o ensino profissionalizante, bem como a transformação da sociedade sob aspectos, da realidade educacional, pedagógica e profissional em nosso município. A metodologia consistiu na primeira etapa em levantamento bibliográfico para reflexão teórico-crítica e para a construção desse referencial em educação, especialmente o profissional. Em seguida utilizamos entrevistas abertas do tipo semi-estruturadas com gestores, docentes e alunos da época assinalada e buscamos analisar documentos, de arquivo permanente das instituições de ensino, acervos públicos e particulares, além do museu e biblioteca municipal. E, finalmente em uma terceira etapa buscamos analisar e discutir o impacto social e econômico que o ensino industrial estadual causou na região de Presidente Prudente e na formação de atores sociais, através das seguintes categorias analíticas: o aspecto gestão, currículo, docência e alunado. Os dados qualitativos foram analisados a partir das categorias acima citadas, a luz do suporte teórico pedagógico. Foram utilizadas fontes escritas, orais e iconográficas, onde a pesquisa qualitativa foi realizada por um viés histórico alicerçada também na obtenção de dados que não só possibilitaram o resgate da memória histórica da época, mas também conhecer e compreender situações insuficientemente estudadas e registradas formalmente.Ao final, já na conclusão, pudemos observar que o ensino profissionalizante passou a ser de interesse dos governantes com o início da industrialização, havendo a necessidade de uma orientação voltada ao trabalho e a conscientização do papel de cidadão, papel esse, que o Ginásio Industrial de Presidente Prudente não se esqueceu, sendo o depositário do embrião de uma sociedade mais consciente, justa, comprometida com o empreendendorismo e o cooperativismo.
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Martins, Luis Flávio Santos. "Desvelando os sentidos atribuídos pelos professores e técnicos sobre as mudanças institucionais: da Escola Técnica Federal do Piauí ao Instituto de Educação, Ciência e Tecnologia do Piauí". Universidade do Vale do Rio dos Sinos, 2014. http://www.repositorio.jesuita.org.br/handle/UNISINOS/3948.
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A educação profissional no Brasil ao longo do seu processo de constituição sofreu importantes alterações em sua trajetória, implicando em transformações, que direta ou indiretamente se relacionariam com o contexto profissional dos atores componentes desse cenário. Partindo dessa perspectiva, se estruturou como objetivo do presente estudo, compreender através de um recorte histórico, como as mudanças institucionais e administrativas no ensino profissionalizante repercutiram nos sentidos de professores e técnicos administrativos, tendo como lócus de pesquisa o atual Instituto Federal de Educação, Ciência e Tecnologia do Piauí (IFPI) localizado no município de Teresina, que antes de se compor foi intitulado de Escola Técnica Federal do Piauí (ETFPI) e posteriormente, Centro Federal de Educação Tecnológica do Piauí (CEFET), tratando do espaço temporal de 1994 a 2008. Essas dinâmicas trouxeram novos cenários promulgando-se além da simples variação de nomenclatura, e, portanto, trazendo consigo mutações conjunturais e estruturais relevantes ao cotidiano da organização. Como metodologia para o desenvolvimento desse estudo se utilizou a pesquisa bibliográfica em livros e artigos estabelecendo aporte teórico sobre o ensino profissionalizante no Brasil, principalmente. Em um segundo momento efetua-se uma pesquisa qualitativa na referida instituição, utilizando-se questionários e entrevistas como instrumento de coleta de dados junto aos colaboradores, professores e técnicos administrativos. Para análise de dados utilizou-se como técnica a análise de conteúdo. A conclusão do estudo demonstrou que, no recorte histórico proposto, as alterações no enredo da política educacional voltada para o ensino profissionalizante no atual IFPI trouxeram consigo impactos à vida dos profissionais envolvidos nesse processo relacionando-se de modo distinto e individual em cada colaborador pesquisado, atribuindo sentidos díspares, influenciando na formação dos professores, nas questões salariais, ofertando satisfações e insatisfações, e, repercutindo no grau da qualidade do ensino e corpo discente, ora afirmando precarização da infraestrutura, ora incorporação de qualidade, de acordo com cada momento histórico presenciado.
Professional education in Brazil throughout its process of formation has undergone significant changes in its history, resulting in changes that would relate directly or indirectly to the professional context of the components of these scenario actors. From this perspective, the aim of this work was structured in order to understand through a historical period as the institutional and administrative changes in vocational education had an impact on the senses of and administrative staff with the locus of the current Federal Research Institute for Education, Science and Technology of Piauí (IFPI) in the city of Teresina, who before writing was titled Federal Technical School of Piauí (ETFPI) and later, Federal Center of Technological Education of Piauí (CEFET),by treating the timeline from 1994 to 2008. These dynamics have brought new scenarios promulgating beyond the simple change of nomenclature, and thus bringing cyclical and structural changes relevant to the everyday life of the organization. The methodology for developing this study it was used the literature in books and articles establishing theoretical framework on vocational education in Brazil, mainly. In a second moment it was made a qualitative research in that institution, using questionnaires and interviews as an instrument of data collection among the employees, teachers and administrative.For data analysis was used as the content analysis technique.The conclusion of the study demonstrated that the proposed historical changes in the plot of the educational policy facing the vocational education in the current IFPI brought with impacts the lives of professionals involved in the process relating to distinct and individual mode in each employee searched by assigning different senses, influencing the formation of teachers, salary issues, offering satisfactions and dissatisfactions, and, reverberating in the degree of quality of teaching and student body, now stating precariousness of infrastructure, now incorporating quality, according to each historic moment seen.
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Johnson, William Raymond. "Four-Year Music Degree Program Perceptions of Value from Administrators and Students: A Mixed Methods Study". The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1460725110.
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Campones, Kelly Cristina. "HISTÓRIA, TRABALHO E EDUCAÇÃO: ENSINO PROFISSIONALIZANTE DO SENAI PONTA GROSSA, PR". UNIVERSIDADE ESTADUAL DE PONTA GROSSA, 2012. http://tede2.uepg.br/jspui/handle/prefix/1324.
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Previous issue date: 2012-02-28The present work of research entitled History, Work and Education: Vocational education at the Senai Ponta Grossa, PR, was developed in the State University of Ponta Grossa in the program of Post-Graduation in Education - Stricto Sensu, in the research line of History and Educational Policies. The research had as general objective to investigate and to analyze the relations of the work with the vocational education of Senai, as well as to analyze the historical mediation inserted in this context. The specific objectives of the research were, to analyze the transformations of the educational processes and professional qualification instituted in important historical phases for consolidation of such modality of education. By means of the inquiry of production organization forms of the professional knowledge, it was possible to describe and to analyze historically the Senai`s consolidation phase in Ponta Grossa, PR. To initiate the research the survey of primary sources was done; subsequently the elaboration research of the state of knowledge, referring to the professional education, additionally, reading and articulation of bibliography which had already been produced on the subject, amongst which I detach: Cunha (1983); (1979); (2000); Kuenzer (1997); Ianni (1988); Senai (1995);Trevisan (1995) and the doctorate theses of Nascimento (2009); Muller (2009) The research presents the historical trajectory of Senai`s institutionalization in Brazil, Curitiba and the city of Ponta Grossa, PR, presenting the existing relations of mediation in the categories of analysis among state, education and work. The challenge of the research was to understand the historical relations for institutionalization of the Senai, in the city of Ponta Grossa, from a general understanding of its institutionalization in Brazil, later in the capital of the Paraná and finally in the related city. It was used to structuralize the research as methodological principle, the historical materialism, which considers the inquiry of the object searched from the reality and in the search to overcome the idealistic conceptions of history. This research was divided in three parts. Firstly, “The work and the professional education in Brazil”, secondly “the relations of the work and the professional education in the State of the Paraná” and the last “Economic relations, political and educational in the consolidation of the Senai in Ponta Grossa,PR”. From this is concluded that, the research contributed for the understanding and agreement of the intentions in the creation of the Senai in the Brazilian territory, which goal, in practical and objective way was to qualify professionals to fit the industrialist`s interests and unlike what the existing speeches in documents and reports, that happened in accordance with a specific social class and also related to political ideologies of the State.
O presente trabalho de pesquisa intitulado História, Trabalho e Educação: Ensino Profissionalizante do Senai Ponta Grossa, PR, foi desenvolvido na Universidade Estadual de Ponta Grossa no programa de Pós-Graduação em Educação – Stricto Sensu, na linha de pesquisa de História e Políticas Educacionais. A pesquisa teve como objetivo geral investigar e analisar as relações do trabalho com a educação profissionalizante do Senai, bem como analisar as mediações históricas inseridas neste contexto. Os objetivos específicos da pesquisa foram, analisar as transformações dos processos educacionais e de qualificação profissional, instituídos em fases históricas importantes para a consolidação de tal modalidade de ensino. Por meio da investigação das formas de organização da produção do conhecimento profissional, foi possível descrever e analisar historicamente a fase de consolidação do Senai em Ponta Grossa, PR. Para iniciar a pesquisa realizou-se o levantamento de fontes primárias; posteriormente a elaboração da pesquisa do estado do conhecimento, referente à educação profissional, além de, leitura e análise de bibliografias sobre o tema, dentre as quais destaco: Cunha (1983); (1979); (2000); Kuenzer (1997); Ianni (1988); Senai (1995);Trevisan (1995) e as teses de doutorado de Nascimento (2009) e Muller (2009). A pesquisa apresenta a trajetória histórica da institucionalização do Senai no Brasil, em Curitiba e no município de Ponta Grossa, PR, apresentando as relações de mediação existentes nas categorias de análise entre Estado, educação e trabalho. O desafio da pesquisa foi compreender as relações históricas para institucionalização do Senai, no município de Ponta Grossa, partindo de uma compreensão geral da sua institucionalização no Brasil, posteriormente na capital do Paraná e por último no referido município. Utilizou-se, para estruturar a pesquisa, como pressuposto metodológico o materialismo histórico, o qual propõe a investigação do objeto pesquisado a partir da realidade e na busca da superação das concepções idealistas da história. Esta pesquisa foi dividida em três partes sendo a primeira: “O trabalho e a educação profissional no Brasil”; a segunda: “As relações do trabalho e da educação profissional no Estado do Paraná”; e a última sobre as “Relações econômicas, políticas e educacionais na consolidação do Senai em Ponta Grossa, PR”. Conclui-se que a pesquisa contribuiu para compreensão e entendimento das intenções na criação do Senai no território brasileiro, cujo objetivo era, de maneira prática e objetiva qualificar profissionais para atender aos interesses dos industriários e que, ao contrário dos discursos presentes em documentos e relatórios, esta se deu de acordo com os interesses de uma determinada classe social atreladas também as ideologias políticas do Estado. Palavras – chave: Ensino Profissional. Senai. Política Educacional. Trabalho. História.
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Silva, José Carlos Barboza da [UNESP]. "As políticas educacionais e a formação do profissional da psicologia: suas implicações para a atuação profissional". Universidade Estadual Paulista (UNESP), 2010. http://hdl.handle.net/11449/101510.
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O objeto de estudo dessa Pesquisa são os fundamentos das políticas de formação para a Psicologia e o tipo de formação que é ofertada, além de suas implicações para a atuação desse profissional. O objetivo é avaliar a proposta de política educacional no país para os cursos de psicologia em vigor desde 2004, verificando em que condição foi produzida, inclusive como se deu a participação e elaboração de tal documento e entender quais são os subsídios teóricos e práticos encontrados pelos egressos de Psicologia durante sua formação e se estes fundamentos estão em condição de adequarem-se à realidade profissional encontrada, bem como avaliar se sua formação acadêmica é responsável pelo distanciamento de tais aspectos de sua formação e de sua atuação profissional, a partir dos documentos legais balizadores para essa área de formação que ajudaram a nortear esse estudo. Para se chegar a tal compreensão do modelo dado foram utilizadas entrevistas, questionários e análise de documentos relativos ao tema investigado. Tratase de uma investigação de natureza qualitativa que se utiliza também de características de fonte documental. Assim, tal investigação apresenta também características de pesquisa documental. Os tipos de documentos utilizados são aqueles escritos em documentos oficiais de alcance tanto local como nacional e publicações administrativas. Os sujeitos da amostra desse estudo foram escolhidos dentro das técnicas de amostragem aleatória simples sem reposição entre os professores de todos os períodos e os supervisores de estágio do curso de Psicologia da UNIR/RO, em número de nove, e de outra instituição particular de nível superior de ensino em Rondônia, a saber, a Universidade Luterana do Brasil (ULBRA), em Porto Velho, em número de quatro, que possui o mesmo curso indicado da UNIR, isto é, Psicologia...
The study object of this research are the foundations of training policies for Psychology and the type of training which is offered, besides their implications for the performance of those professionals. The goal is evaluate the operative proposition of education policies in the country for the psychology courses since 2004, verifying under what condition it has been produced, including how it has happened the participation and elaboration of such a document and to understand what are the theoretical and practical information found by the students during their training in psychology and whether these fundamentals are suitable to the professional reality found, as well as assessing whether their academic training is responsible for the detachment of such aspects of their training and their professional performance, starting from legal documents which are indicators for this training and which helped lead this study. In order to get to an understanding of the model interviews were used, questionnaires and analysis of documents relating to the subject investigated. This is a qualitative research that uses also features of documentary source. The documents were collected in official contexts (local and national) and in various administrative publications. The studied subjects were partly chosen within the techniques of simple random sampling without replacement among the teachers of all terms and internship supervisors of the Psychology course of UNIR / RO, in number of nine, and another private institution of higher education in Rondonia, ULBRA, in Porto Velho, in number of four, which has the same recommended course as UNIR, Psychology, and based on acceptance and desire to participate in researches, partly selected from those students who graduated from the Psychology at UNIR / RO, among groups formed between 1996 and 2009, in number of twenty. There was no difference between gender... (Complete abstract click electronic access below)
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Búrigo, Elisabete Zardo. "O ensino técnico industrial segundo os professores: adaptações e resistências à reforma em duas escolas estaduais gaúchas". Universidade de São Paulo, 2004. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-01042015-151307/.
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São enfocados neste trabalho os processos de reconfiguração dos currículos dos cursos técnicos de duas escolas estaduais gaúchas, no contexto da reforma empreendida pelo Governo Fernando Henrique Cardoso a partir de 1997. A investigação é baseada em entrevistas semi-estruturadas com professores, nos planos de curso e em outros documentos produzidos nas escolas e por órgãos governamentais durante o processo de reestruturação, complementados por observações de aulas e de eventos escolares, questionários e entrevistas com estudantes. Na análise dos processos de reconfiguração curricular são examinadas as interpretações, apropriações e reações, por parte dos professores que atuam nas escolas, às políticas governamentais e às pressões oriundas do mundo do trabalho. São identificados nexos entre as visões relativas ao mundo do trabalho e ao ensino e as vivências e identificações profissionais dos professores, construídas nas trajetórias individuais de formação e trabalho e no interior de cada instituição. O estudo mostra que a afirmação do caráter generalista dos cursos técnicos e a relevância atribuída à iniciação dos estudantes numa cultura técnica que não se reduz à aprendizagem dos processos em uso nas empresas antepõem-se, nas escolas, à lógica governamental da flexibilização, do aligeiramento e estrita adequação da formação às demandas da esfera produtiva. As resistências a essa lógica são atribuídas à validação dos modelos praticados de ensino técnico e à autonomia relativa das escolas face ao mercado de trabalho, mas também à persistência da idéia de profissão e da figura de técnico industrial tal como é projetada pelos professores, diversa das formas predominantes de inserção dos egressos. O estudo mostra também uma apropriação seletiva de elementos da pedagogia das competências pelos professores. O uso da linguagem oficial é combinado com a preservação de uma estrutura disciplinar dos cursos, da avaliação segundo notas e de objetivos relacionados à fundamentação das técnicas que não podem ser descritos como competências. A crítica ao ensino centrado na transmissão de conteúdos é incorporada por uma parcela dos professores e refutada, num dos estabelecimentos, por professores que rejeitam esse discurso pedagógico como estranho ao chão-de-escola. O estudo mostra ainda que a política governamental de ampliação de vagas com redução de custos encontra limites numa seletividade interna aos cursos atribuída, em parte, à disposição de preservação de um perfil de profissional egresso por parte dos professores, mas também às dificuldades de incorporação, pelas escolas, das diferentes expectativas e experiências de escolarização dos estudantes. Enfim, o estudo mostra que os professores do ensino técnico nessas escolas reivindicam para si uma profissionalidade baseada nos saberes construídos através da experiência e da formação e no compromisso com a ação docente, a despeito de sua contratação como emergenciais ou temporários. Ao retratarem suas concepções e práticas docentes, os professores revelam combinações singulares de aceitação de modelos existentes e esforços de inovação que estão referidos a essa profissionalidade reivindicada.This thesis addresses the process of reconfiguration of the curricula of technical courses of two state schools in Rio Grande do Sul, Brazil, in the context of reform undertaken by the government of Fernando Henrique Cardoso in 1997. The research is based on semi-structured interviews with teachers, the course plans and other documents produced in schools and by government agencies during the restructuring process, supplemented by classroom and school events observations, questionnaires and interviews with students. In the analysis of the processes of curriculum reconfiguration, interpretations, appropriations and reactions from teachers who work in schools to government policies and the pressures from the productive realm are examined. Connections between the visions of productive and educational realms and teachers\' professional experiences and identifications, built in their individual training and work careers within each institution are identified. The study shows that the persistence of the general character of technical courses and the relevance attributed to initiation of students in a technical culture are opposed, in schools, to the governmental logic of flexibility and strict fitness to the training demands of the productive realm. The resistance to this logic is assigned to the validation of the practiced models of technical education and the relative autonomy of schools in face of the labor market, but also to the persistence of the idea of profession and the figure of technical industrial as it is designed by teachers, unlike the prevalent forms of insertion of the graduates. The study also shows a selective appropriation of elements of the so called competences pedagogy by teachers. The use of the official language is combined with the preservation of a disciplinary structure of the courses, the evaluation according to notes and related reasoning techniques that can not be described as skills objectives. The critique on content transmission focused teaching is embraced by a portion of the teachers and refuted, in one of the establishments, by teachers who reject this teaching speech as foreign to the school ground. The study also shows that the government policy of enrollment increase and costs reducing is limited by an internal selectivity. That selectivity is assigned, in part, to the teachers\' willing of preserving a professional profile within the schools graduates, but also to the difficulties of taking into account the different expectations and educational experiences of students. Finally, the study shows that technical education teachers in these schools claim for themselves a professionalism based on knowledge built through experience and training and commitment to teaching action, despite their hiring as temporary. In portraying their conceptions and teaching practices, teachers reveal unique combinations of acceptance of existing models and innovation efforts that are referred to that claimed professionalism.
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Takei, Keiko. "The production of skills for the agricultural sector in Tanzania : the alignment of technical, vocational education and training with the demand for workforce skills and knowledge for rice production". Thesis, University of Sussex, 2016. http://sro.sussex.ac.uk/id/eprint/60644/.
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The general objective of this study is to identify skills required by employers relevant to the agricultural sector especially in cash crop rice farming and to explore how to increase the contribution of new entrants to the labour market leading to increased production, socio-economic development and the reduction of income-poverty in Tanzania. Productivity gains in the agriculture sector have been modest and have had a limited effect on economic growth in Tanzania. Although the country has considerable agricultural potential, making the most of this depends on the availability of a labour force that has the skills to support a shift to greater productivity. This study profiles, analyses and examines the reality of skills provision and the emerging opportunities to find out how skills development and employability should be improved. The research questions focus on (i) identifying the existing skills gaps between employers' needs and employees' capabilities; (ii) identifying the skills which TVET programs impart to enhance performance in the agriculture subsector; and (iii) identifying the skills required by employers and analysing the employability of TVET graduates entering work in the agricultural sector, especially for paddy production. The study concludes by outlining policy implications for improving TVET programs for workforce development. Among the key research findings was the identification of the high degree of irrelevance of most TVET courses for the targeted labour market as overall 89 % of employers claim that the skills possessed by graduates were not applicable to their intended jobs. Moreover, there is a gap in perception between employers and employees about the value of their training. Serious concerns need to be addressed. This can be done by creating an effective system of knowledge dissemination and training building on the current cascade training system involving both the TVET institutions and the visitation of extension workers in the field responsible for enhancing the transfer of modern farming practices. Findings also indicate that very few TVET graduates who enter the agriculture sector have actually studied agriculture, and only seven percent out of the entire TVET graduating cohort have studied the agricultural track. These research findings, drawn largely from a case study analysis as well as analysis of secondary sources, were formed during my professional experience working in the TVET sub-sector in Tanzania. The findings lead to the conclusion that the nature and structure of the curriculum as well as the teaching methodology mean the skills of the TVET graduates are inadequate to meet the demand from the labour market, especially in the paddy production sector. In addition, the study findings lead to a number of critical policy options to reduce skills gaps by refining the curriculum and pedagogy to ensure it is more demand driven and by ensuring that a mechanism is created linking supply and demand. Critical policy options include the need for a clearer and more systemic occupational analysis of the skills needed in paddy production -- such as the analysis provided in the Developing A Curriculum (DACUM) approach in order to ensure that the TVET curriculum is in alignment with the demanded occupational skills. To enhance the scientific and technological foundation of TVET, a strong focus will be required on high-order literacy and numeracy skills. The study also suggests that to establish a “knock-on effect”, youth who obtain skills from TVET institutions also need to be provided with appropriate leadership training during their TVET programs in preparation for disseminating knowledge and skills to other farmers in the field and leading change in agricultural practice. The training system needs to be more closely linked with employers and work places where knowledge and skill can be utilised.
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Kennedy-Salchow, Shana. "Corporate Philanthropy Practices in K-12 Education in the U.S. and Germany". Doctoral thesis, Humboldt-Universität zu Berlin, 2018. http://dx.doi.org/10.18452/19292.
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In Deutschland und den USA engagiert sich die unternehmerische Philanthropie zunehmend in der Allgemeinbildung, während der letzten Dekade vor allem in den „MINT“ und den „STEM“ Fächern. Hierzu gibt es bisher kaum systematische Studien. Diese vergleichende Arbeit untersucht, warum und wie sich Unternehmen in diesen Bereichen engagieren, und wie sich ihre Rolle in der Bildung verändert. Die Studie beruht auf einer historischen Analyse der Rolle von Unternehmen in der Bildung seit 1945 und auf Interviews mit Experten aus dem MINT- und STEM-Bereich.
Die wichtigsten Befunde der Studie sind: (1) Zuvor überwiegend in der dualen Bildung aktiv, begannen deutsche Unternehmen in den frühen 2000er Jahren u.a. als Reaktion auf den PISA-Schock, sich philanthropisch in der allgemeinen Schulbildung zu engagieren. (2) Unternehmerische Philanthropie führten die MINT und STEM Bildungsbewegung an. Aufgrund ihrer etablierten, gut vernetzten und vielfach finanzkräftigeren Stiftungen gelang es US-amerikanischen Unternehmen besser als deutschen, das Thema ins öffentliche Bewusstsein zu rücken, Ressourcen zu erschließen und Änderungen in der Bildungspolitik zu erwirken. (3) Unternehmen und deren Stiftungen wurden in erster Linie durch Entwicklungen auf dem Arbeitsmarkt, langfristige ökonomische Überlegungen und die Notwendigkeit zur Innovation motiviert, sich zu engagieren; aufgrund unterschiedlicher demographischer Aspekte und Entwicklungen in der Bildung fanden sich Unterschiede zwischen den beiden Ländern. (4) In Deutschland und den USA agiert die unternehmerische Philanthropie zunehmend strategisch, d.h. sie handelt ergebnisorientiert und achtet auf Skalierbarkeit ihrer Aktivitäten. Dies hat das Engagement von Unternehmen in der Bildungspolitik verstärkt und die Anforderung der Wirtschaft in den Fokus gerückt. Manche US-amerikanische Unternehmen haben begonnen, Berufsbildungswege zu schaffen, was bisher nicht die Regel war.Corporate philanthropy is active in K-12 education in Germany and the U.S. but there is minimal research about it. Over the last decade corporate philanthropic actors in both countries have become active in STEM* education (in Germany, MINT). This comparative study is about why and how they decided to invest in these initiatives and how that is tied to their traditional roles in education. It leans on the history of company involvement in education since 1945 and on interviews with experts active in the STEM and MINT education scenes. The main findings are: (1) As a result of the PISA shock and other factors, German companies that traditionally engaged only in vocational education have become active in general K-12 education. (2) Corporate philanthropy led the STEM and MINT education movements. However, U.S. companies and their foundations, with decades of philanthropic experiences and networks in education, were more successful in raising awareness, organizing resources, and achieving policy changes at the federal level. (3) Companies and their foundations were driven to invest in STEM and MINT education largely by workforce, long-term innovation, and economic concerns but there were key differences because of the differing demographic and education trends in the two countries. (4) In the U.S. and Germany, corporate philanthropy is attempting to be more strategic. This has resulted in a focus on outcome-based measurements and scalability but has also led to more investments in nonprofit and policy organizations instead of schools or their booster clubs. It has also resulted in corporate philanthropy better aligning with company competencies and needs, which made STEM and MINT ideal. In the case of the U.S., this has also resulted in some companies creating vocational programs, an area of education most companies avoided in the past. *STEM= Science, Technology, Engineering, and Math MINT= Mathematik, Informatik, Naturwissenschaften und Technik