Rozprawy doktorskie: „Vocational education”

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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2

Djooya, Akbar. "Perceived Attitudes of Vocational Administrators, Vocational Office Education Teachers and Marketing and Distributive Education Teachers Toward Using Microcomputers in Vocational Education Programs". Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc330767/.

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The primary purpose of this study was to determine the perceived attitudes of vocational administrators, vocational office education teachers, and marketing and distributive education teachers toward using microcomputers in vocational education programs. The sample forth is study was randomly selected from all vocational administrators , vocational office education teachers, and marketing and distributive education teachers employed by Texas School Districts. A total of 288 questionnaire were returned from the three vocational education groups. The return was seventy-seven percent. Statistical techniques included descriptive statistics, one-way, and two-way analyses of variance (ANOVA) to describe the responses and to test the seven null hypotheses. The results of the study was reported in two categories: statistical significance of the tested hypotheses, and the educational inferences of the vocational administrators' and vocational teachers' responses to questionnaire items. There were significant differences in the perceived general attitudes of the three groups. There were no significant differences in the perceived general attitudes of the three groups when categorized by levels of age, occupational experience, amount of computer training, and availability of microcomputers. There were no significant differences in hypotheses which tested for differences in the perceived attitudes of the three groups toward utilizing microcomputers for classroom instruction and supportive services.

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3

Laukia, Jari. "Vocational teacher education : finnish perspective". 名古屋大学大学院教育発達科学研究科技術・職業教育学研究室, 2013. http://hdl.handle.net/2237/19024.

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4

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

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

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5

Maciel, Paulo Henrique Freitas. "Vocational Education Center Vocational Technology (CVT) In Community Umarizeiras, Maranguape-CE". Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=11594.

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nÃo hÃ
Historically, we can verify the educational duality in which we have a formation oriented to the ruling Ãlite and another one oriented to the workers who act in the capitalist production process. However, the expansion of the capitalism in the last four decades, we identify, as Karl Marx had already previewed, the intensification of the substitution of the living work (the human being) for the dead work (machines), causing crisis, because the market doesnât absorb so many workers in the production process. Therefore, the unemployment, is a reality that scares even the international organizations, like the United Nations (UN). In this context, the employability, in a world without jobs and the human capital theory emerge as new forms of social domination, internalizing in the individual the idea that he is the responsible for his precarious economic situation. In this regard, in this research we analyzed the formation of workers released by Centro Vocacional TecnolÃgico (CVT) â Technologic Vocational Center â through means of initial formation courses or professional qualification in the community of Umarizeiras, in Maranguape, town in the Metropolitan Region of Fortaleza, pointing contradictions imposed by the contemporary capitalism which limit that performance. The investigation took place with oral sources, through interviews with thirteen dwellers; and documents: booklets of the courses available by CVT and Estatuto da AssociaÃÃo de Moradores de Umazeira, which let us highlight the contradictions between the official speech and the reality lived by the subjects involved in that formation. The available courses by CVT to that community were fruit pulp process, chicken raising, E.V.A., computing, fruit sweets. All the interviewed subjects had already participated in one or more courses, motivated by the immediate objective of getting a job, fact that doesnÂt really happen; about the knowledge acquired in the courses, itâs rare to find someone who uses it in the daily life. We conclude, therefore, that the offer of the courses achieves rather an ideological objective, targeting to blame the individuals for their economic situation than a whole formation of the human being, having work as the educational principle.
Historicamente, verificamos a dualidade educacional em que temos uma formaÃÃo voltada para as elites dirigentes e outra para os trabalhadores que atuam no processo de produÃÃo capitalista. No entanto, na expansÃo do capitalismo nas Ãltimas quatro dÃcadas, identificamos, assim como jÃ tinha antecipado Karl Marx, a intensificaÃÃo da substituiÃÃo do trabalho vivo (o ser humano) pelo trabalho morto (as mÃquinas), ocasionando uma crise, pois o mercado jÃ nÃo absorve tantos trabalhadores no processo produtivo. O desemprego, portanto, Ã uma realidade que assusta atÃ mesmo os organismos internacionais, como a OrganizaÃÃo das NaÃÃes Unidas (ONU). Neste contexto, a empregabilidade, em um mundo sem emprego, e a teoria do capital humano surgem como novas formas de dominaÃÃo social, internalizando no indivÃduo a ideia de que Ã ele o responsÃvel por sua situaÃÃo econÃmica precÃria. Neste sentido, analisamos nesta pesquisa a formaÃÃo de trabalhadores desencadeada pelo Centro Vocacional TecnolÃgico (CVT), por meio de cursos de formaÃÃo inicial ou qualificaÃÃo profissional na comunidade de Umarizeiras, distrito de Maranguape, municÃpio da RegiÃo Metropolitana de Fortaleza (RMF), apontando as contradiÃÃes impostas pelo capitalismo contemporÃneo, que limitam aquela atuaÃÃo. A investigaÃÃo foi realizada a partir da articulaÃÃo de fontes orais, atravÃs de entrevistas com 13 (treze) moradores; e documentais: apostilas dos cursos disponibilizadas pelo CVT e o Estatuto da AssociaÃÃo de Moradores de Umarizeiras, o que nos permitiu colocar em evidÃncia as contradiÃÃes entre o discurso oficial e a realidade vivenciada pelos sujeitos envolvidos naquela formaÃÃo. Os cursos ofertados pelo CVT Ãquela comunidade foram: processamento de polpas, criaÃÃo de galinha caipira, E.V.A., informÃtica, doces de frutas e associativismo. A maioria dos entrevistados jÃ havia participado de um ou mais cursos, motivados pelo objetivo imediato da conquista de um emprego, fato que constatamos nÃo se realizar; sobre os conhecimentos adquiridos nos cursos, raros sÃo os que afirmam utilizarem em seu cotidiano. Conclui-se, portanto, que a oferta dos cursos cumpre mais um objetivo ideolÃgico com a funÃÃo de culpar o indivÃduo pela sua situaÃÃo econÃmica do que uma formaÃÃo integral de ser humano, tendo o trabalho como princÃpio educativo.

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6

Vail, Ann. "Predictors of leadership behaviors of vocational and non- vocational teachers /". The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487757723998073.

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7

Li, Wanhong. "Jiao yu fen quan yu zhi ye jiao yu fa zhan Zhongguo Shanghai, ji Shenzhen fa zhan jing yan de bi jiao yan jiu = Decentralization in education and the development of vocational education : a comparative study on the developmental experience of Shenzhen and Shanghai in China /". online access from Digital dissertation consortium, 2002. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3066595.

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8

Aakre, Bjørn Magne. "Vocational Teacher Education A Norwegian Context". 名古屋大学大学院教育発達科学研究科技術・職業教育学研究室, 2008. http://hdl.handle.net/2237/12144.

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9

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

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10

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

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

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11

Haney, Randall McGarey. "Secondary Student Perceptions of Vocational Education". UNF Digital Commons, 2002. http://digitalcommons.unf.edu/etd/181.

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The central focus of the present study was to examine the relationship between student personal factors (i.e., gender, race, academic performance, career awareness, and socio-economic factors) and the perceptions of secondary school students regarding vocational education. In recent years, traditional vocational programs have not done well throughout the nation. Enrollment within vocational education has dropped to approximately 10%, while enrollment in college preparation courses has increased to over 50%. The subjects of this study were secondary school students enrolled in the Duval County Public School system. The research was conducted using a two-part survey instrument containing 24 demographic questions and 76 questions related to vocational education. The survey instrument was subjected to content validity analysis by a panel of experts from various universities. Additionally, a validation panel, consisting of 12 vocational education teacher interns, critiqued the instrument. This study was helpful in illuminating the contradictions in commonly held perceptions of vocational educators, guidance counselors, school administrators and political decision makers towards secondary students and their declining interest in vocational education. Five hypotheses were tested relative to the relationship between student personal factors and perceptions of vocational education. The five hypotheses sampled were statistically significant, and R squared values indicate that an appreciable amount of variation in perceptions can be accounted for by student background. Demographic factors are related to students' perceptions of vocational education, with socio-economic status most appreciable among the several predictors.

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12

Oliveira, Sofia Carina dos Santos. "Returns to vocational education in Portugal". Master's thesis, NSBE - UNL, 2014. http://hdl.handle.net/10362/11534.

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A Work Project, presented as part of the requirements for the Award of a Masters Degree in Economics from the NOVA – School of Business and Economics
In a context of increasing investment in vocational education, it is highly relevant to investigate the impact of this type of education over labor market outcomes. Following a panel of individuals with upper secondary attainment born between January 1974 and December 1990, this study assesses the wage returns to vocational education and general education, between 1993 and 2009. Estimates from a random effects model revealed a wage advantage for workers with vocational education vis-à-vis workers with general education, in the beginning of the career. However, the earnings of the former group grow at a slower rate and are surpassed by the earnings of the latter group at around eight years of experience.

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13

Kohn, Paul Robert. "Vocational identity, field of study and college choice". Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/289107.

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In the past, the issue of college choice has been studied as a matter of determining the characteristics of students and institutions that affect decisions regarding the selection of a university or college. Forty years of research in this area demonstrates the importance of understanding college choice among institutional planners, educational psychologists, and the consumers of higher education. The purpose of this study was to examine the role of field of study in college choice behavior. The Chapman (1993) multistage model of college choice provided the theoretical framework for the examination of college choice among students selecting the field of agriculture. Data were collected from students enrolled in The University of Arizona College of Agriculture between 1997 and 1999. Qualitative and quantitative techniques were utilized to examine the influence of field of study in college choice. The roles of information quality and accuracy, information sources, information types, timing of contact, individual attributes, and institutional characteristics were shown to be unrelated to field of study. This study showed that the field of study of agriculture does not influence college choice. Student recruitment efforts, whether they be discipline-, department-, college-, or university based, presuming that field of study influences the college choices of prospective students should be modified to reflect this finding. Further, the additional variable, field of study, does not enhance the Chapman model of college choice.

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14

Squire, Patrick J. "Thinking skills required in adult vocational education programs : a study of adult vocational education instructors in central Ohio /". The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487846885779053.

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15

Moss, Roy Allen. "The Impact of Secondary Career and Technical Education on Postsecondary Career and Educational Placement". Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10125130.

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The purpose of this research was to provide evidence of the impact career and technical education courses have on students after graduation. Numbers of Career and Technical Education (CTE) completers have continually dropped at the participating schools for the past five years. Five categories of placement after graduation were studied including the following: college, employment, postsecondary vocational training, military, and no placement. Archival data were gathered from postgraduate surveys conducted by high schools as required by the Missouri Department of Elementary and Secondary Education. Data were collected for graduates in 2011, 2012, and 2013 from four area high schools that provide CTE training to some students at their own high schools and send a portion of students to an area career center for additional offerings. A Pearson product-moment coefficient of correlation (Pearson r) was calculated, and t-tests were used to assess the data. The findings revealed large positive relationships between completers of CTE programs and placement in college, employment, or related locations, yet the results of the t-test indicated there was no significant difference (at p < .05) between the placement for students who attended either a District or Area Career and Technical facility. This research may assist schools in presenting the benefits of CTE training to fifth- through tenth-grade students, provide ways for schools to better implement CTE programs, and to make the programs more accessible to future students.

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16

Sa'd, Ahmed al. "Evaluation of students' attitudes towards vocational education". Saarbrücken VDM Verlag Dr. Müller, 2007. http://d-nb.info/988458497/04.

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Xiong, Huojin. "Clustering in the Field of Vocational Education". Doctoral thesis, Universitätsbibliothek Chemnitz, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-qucosa-113319.

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Diese Dissertation wendet komparative Methoden an, um eine vergleichende Analyse von einigen ausgewählten praktischen Beispielen von ‚Clustering‘ in dem Handlungsfeld der Erziehung in China. Auf der Grundlage der strukturellen, hierarchischen und funktionellen Herangehensweisen der Systemtheorie und auch in Anbetracht der sozialen wirtschaftlichen und pädagogischen Implikationen des Clusters in der Beruflichen Bildung werden die Theorie von Porter (und deren Erweiterungen), die Theorie des Humankapitals und die Theorie der Bildung für die Wahl der für einen Vergleich erforderlichen Kriterien (tertium comparationis) herangezogen. Aus den verfügbaren Berichten über Implementationsversuche wurden die Implementationsmodelle der Cluster von Henan, Shanghai, Hainan, Yongchuan und Yantai ausgewählt. Alle Erfahrungen aus diesen Regionen wurden in zwei Kategorien gemäß ihrer Eigenschaften als professionelle und regionale Cluster untersucht. Die komparativen Analysen verweisen jeweils auf die oben erwähnten drei Kriterien. In Anbetracht der in den praktisch umgesetzten Modellen offenbar gewordenen Probleme werden zusätzlich einige internationale Erfahrungen herangezogen und auf ihre Erfolgskomponenten hin untersucht, z.B. wie man Faktoren für das Cluster verbindet oder wie man Anreize für die Teilnahme von Unternehmen am Cluster setzt. Auf der Grundlage der theoretischen Analyse der praktischen Erfahrungen in China sowie andernorts werden abschließend einige Vorschläge für die zukünftige Entwicklung des Clusterings entwickelt
This dissertation applies comparative methods to make analyses on some selected implementation modes of clustering in the field of vocational education in China. Based on the structural, hierarchical and functional aspects of the theory of system, and also in consideration of the social economical and educational features of clustering in the field of vocational education, Porter’s theory and its amended models, theory of human capital and theory of education are reviewed for the choice of comparative criteria. On the basis of the available information, some representative implementation models are selected from Henan (province, South China), Shanghai (provincial level city, East China), Hainan (province, Central China), Yongchuan (prefectural level city, West China) and Yantai (Prefectural level city, North China). All the experiences from these areas are grouped and compared in two categories according to their features: professional clustering and regional clustering. And comparative analyses are made in reference to the above-mentioned three criteria. In consideration of the problems revealed in the implementation models, some international experiences are referred as examples in some practical aspects, such as of how to connect factors for clustering, of how to assist the clustering to live through its whole lifespan, and of how to get enterprises involved. Furthermore, some suggestions for future development of clustering are also made from theoretical point of view

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18

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

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

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

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19

Mohammad, M. S. "Technical/vocational secondary education planning in Iraq". Thesis, University of Salford, 1989. http://usir.salford.ac.uk/2115/.

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The United Nations Educational, Scientific and Cultural Organisation (UNESCO) has proposed that economic growth in developing countries can best be achieved through a good delivery of technical/vocational education targeted to the specific needs of the country and its economy. In Iraq, the state regards technical/vocational education within the secondary system of education as the main source of the middle-rank skilled labour needed to satisfy the requirements of the economy. This study analyses the development of technical/vocational secondary education policies in Iraq. It seeks to examine this system in relation to the country's geopolitical, economic, social and cultural circumstances. The first chapter considers the arguments for and against I technical and vocational: education. The second chapter is concerned with Iraq's geopolitical position and examines the structure of its society. It will also examine the evolution and development of the Iraqi economy, with the main focus on the period after 1968. The third chapter is an analysis of the existing Iraqi educational system, including principles, aims and priorities, levels of education and quantitative growth, education finance and administration, curriculum and examination system. The fourth chapter reviews the nature of and growing need for technical and vocational education throughout the history of the country. The fifth chapter evaluates the existing system of technical and vocational education by firstly, examining its characteristics and then the problems facing it. Implications for planning and the reform of technical and vocational education in Iraq emerge from the conclusions and suggestions which constitute the final part.

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20

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

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21

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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Moshokwa, Luccas Kgaugelo. "Managing absenteeism in vocational education in Botswana". Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2542.

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Thesis (MTech (Human Resources Management))--Cape Peninsula University of Technology, 2016.
Absenteeism has proven to be a global problem in the workplace, which is further exacerbated by multifaceted factors that cause absence. It is pervasive, inevitable and has an undesirably negative impact on the operations and service delivery of an organisation, if not managed properly. Generally, absenteeism disrupts the work environment and negatively affects the organisation and employees’ morale. A literature search was conducted on the causes, costs, impact, measurements, consequences and strategies of absenteeism in the workplace. Literature on job satisfaction as a concept was also conducted on personal and organisational sources, both content and process theories, and consequences of job satisfaction. The researcher also conducted a survey questionnaire with a sample of employees at DTVET to ascertain their perceptions regarding absenteeism and job satisfaction status within the department. The aim of the study was to identify the main causes of high absenteeism and to determine the status of job satisfaction levels in DTVET. The study identified the causes of absenteeism among DTVET employees, and discovered that reasons are attributed to: work overload; lack of employee health programmes; lack of resolution of employees’ problems; headache problems; inconsistent application of absenteeism procedures; lack of autonomy; lack of an effective performance reward system; backache problems; sick leave entitlement mentality; stomach upsets; and, finally, colds and flu. Findings also revealed that DTVET employees mostly derive their job dissatisfaction from: work overload; bureaucratic processes; benefits; pay; lack of recognition for work well done; and lack of promotion opportunities. This finding also supports Robbins’s (2003:82) conclusions that the consequences of job dissatisfaction may lead to employees missing work, this may also be expressed in various forms i.e. employees complaints, insubordination, steal organisational property, reduce effort, chronic absenteeism, increase error rate, lateness etc. Realistically, absenteeism in the workplace will never be eradicated, however, with proper management interventions, absenteeism rates can be reduced to acceptable levels.

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Shrestha, Sheel Manju. "Historical analysis of vocational education in Nepal". Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/38618.

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The purpose of this research was to analyze the vocational education plans of Nepal through an historical study by identifying their successes and failures. The specific objectives of the study were (a) to provide an historical background of general education and vocational education, (b) to analyze the strengths and inadequacies of the vocational education systems implemented in Nepal since 1950, (c) to review vocational education components implemented in other developing countries, and (d) to provide implications for Nepal's vocational programs. Relevant historical documents were the basis of this research. The publications of the Ministry of Education of Nepal, Tribhuvan University of Nepal and its numerous colleges, international organizations, and authors knowledgeable in the Nepalese education field served as primary and secondary sources. The development of formal vocational education in Nepal was traced, beginning with its origin in the traditional occupational and social structure. Descriptions, salient features, and objectives of three different education plans implemented since 1950, namely, (a) the basic education system, (b) the multipurpose education system, and (c) the national education system, were compiled. Each 'of these systems increasingly emphasized vocational education and produced many significant results, yet each of these systems was abandoned because of its limited successes. The strengths and weaknesses of these systems were identified and analyzed. Aspects of female education were separately studied because of their special relevance to vocational education in developing countries. The reasons behind the adoption and the failure of these systems were also discussed. External influence in the formulation of the programs, dependence on foreign financial assistance, ambitious expansions, lack of qualified teachers and educational materials, and the lack of coordination among different agencies were identified as the main problems.
Ed. D.

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Soares, Sammara Cavalcanti. "Three essays on vocational education in Brazil". reponame:Repositório Institucional do FGV, 2017. http://hdl.handle.net/10438/18543.

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O ensino profissionalizante vem sendo apontado cada vez mais como uma solução alternativa no combate ao desemprego juvenil, especialmente àqueles que saem da escola direto para o mercado de trabalho. As evidências empíricas, no entanto, são amplamente divergentes quanto à eficácia de programas de ensino profissionalizante em todo o mundo. Além disso, os potenciais impactos não pecuniários, como fecundidade, foram raramente explorados. Neste contexto, a presente tese agrega importantes evidências ao explorar três diferentes modalidades de educação profissionalizante no Brasil. Explora-se uma variedade de potenciais resultados, desde indicadores de mercado de trabalho e de escolaridade, até fecundidade e formação de família. O primeiro artigo traz uma avaliação da política do Jovem Aprendiz no Brasil. O programa, formalmente criado no ano de 2000, tem como objetivo suavizar a transição da escola para o mercado de trabalho dos jovens. Com base no banco de dados longitudinal da RAIS, exploramos a adesão desigual do jovem aprendiz por entre os municípios e ao longo do tempo, como fonte de variação à exposição ao programa a nível municipal. Desta forma, aplicou-se o método de controle sintético para estimar seu efeito sobre resultados no mercado de trabalho, escolaridade e fecundidade. Em geral, os resultados sugerem que, apesar de o jovem aprendiz aumentar a empregabilidade aos 17 anos, não há efeito sobre os salários nem no médio nem no longo prazo. Por outro lado, temos evidências sugestivas de que existe um impacto positivo na empregabilidade a médio prazo. Finalmente, não encontramos impacto sobre fecundidade nem sobre variáveis relacionadas à escolaridade, como taxa de abandono ou reprovação. O segundo artigo, por sua vez, busca estimar o impacto de um programa de educação profissional sobre a formação familiar e indicadores de fecundidade dos jovens. Explora-se os dados experimentais de Santa Catarina, Brasil, onde cursos com excesso de demanda, financiados pelo PRONATEC, tiveram as suas vagas sorteadas. Desta forma, por meio de intention to treat effect e local average tratmente effect, estimamos o efeito de ter frequentado um curso técnico de nível secundário por meio da bolsa formação, sobre uma série de indicadores de fecundidade e formação familiar para homens e mulheres com até 35 anos de idade. Os resultados mostram que não há efeito para homens e nem para mulheres com relação à decisão de casar ou tornar-se chefe de família. No entanto, os homens tratados apresentaram uma maior probabilidade de ter filhos, especialmente aqueles na modalidade subsequente. Por outro lado, apesar das estimativas pontuais negativas, as subamostras femininas não evidenciaram qualquer diferença de média entre o grupo de tratamento e controle. Finalmente, o terceiro artigo teve o objetivo de avaliar o efeito de um credencial de educação profissionalizante de curto prazo sobre as chances de uma mulher, jovem, com ensino médio completo, ser convidada para uma entrevista de trabalho formal. Recorremos ao teste de correspondência, um experimento de campo que cria pares de currículos fictícios em que a única diferença é um credencial de educação profissionalizante no currículo tratado. Os currículos são enviados para vagas de emprego reais, de forma que explora-se o comportamento dos empregadores no ambiente real do mercado de trabalho. O resultado mostra que existe um efeito positivo modesto (3 pontos percentuais com um p-value a 11%) do curso profissionalizante de curto prazo sobre as chances de ser convidada para uma entrevista de emprego.
Vocational education has been increasingly perceived as an alternative solution to tackle youth unemployment, specially those not college bound. Empirical evidence, however, is widely divergent when it comes to the effectiveness of vocational programs all over the world. Additionally, potential non-pecuniary impacts, as fertility, were barely explored so far. In this context, the current thesis aggregate important and novel evidence regarding three different vocational education modalities in Brazil. It also encompass, a variety of dimensions, ranging from labor market and schooling indicators to fertility and family formation outcomes. The first paper provides an evaluation of the apprenticeship’s policy in Brazil. The program, formally created in 2000, intends to smooth the school-to-work transition of youngsters. Using a longitudinal database (RAIS), we explore the staggered pattern of the program’s placement across the municipalities and over time, as a source of variation in the apprenticeship exposure by municipality level. Therefore, we apply the synthetic control method to estimate the effect of the program’s exposure on a range of labor market, schooling and fertility outcomes. Overall, the results suggest that, despite the program increased the employability at 17 years old, it does not further reflect on superior wages neither in medium, nor in long terms. On the other hand, we have suggestive evidence that there exists a positive impact on medium term employability. Finally, we find no evidence regarding fertility neither schooling outcomes. The second paper, in turn, provides evidence of the impact of a vocational education program on family formation and fertility outcomes of youngsters. We take advantage of experimental data from Santa Catarina, Brazil, where oversubscribed courses, sponsored by PRONATEC, randomly assigned scholarships to individuals enrolled in classes that presented a number of registered candidates higher than its available vacancies. Therefore, applying intention-to-treat and local average treatment effects, we estimate the effect of having attended a secondary-level vocational course, on fertility and family formation outcomes for both men and women up to 35 years old. The results show that there is no effect for both men and women, regarding marriage or the probability to become head of family. However, the treated men present a higher probability of becoming parents than their counterfactual, specially from the subsequent modality. On the other hand, despite of negative point estimates, the women subsamples evidence no mean difference between treated and control groups. Finally, the third paper has the objective of assessing the effect of a short-term vocational education credential on the chances of a young high school graduated women being invited to a formal job interview. We resort to the correspondence test, a field experiment that creates pairs of fictitious resumes in which the only difference is an additional education credential in one of them. Therefore, they are sent to actual job vacancies, exploring the behaviour of the employers 2 in real labor market environment. The result evidences that, there exists a modest positive effect (3 percentage points with a p-value at 11% ) of the short-term vocational course credential on the chances of being invited to a job interview.

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

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Watkins, Marita. "A study to determine the level of emphasis on middle school career awareness and exploration". CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1120.

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Lui, Wai-chung David. "Vocational education in a changing society : a case study from Guangzhou, the People's Republic of China /". Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13999576.

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

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

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Ko, Jang Wan. "Performance standards and labor market outcomes of postsecondary career and technical education in Missouri /". free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3091938.

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

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Harrison, Barbara A. "Missouri secondary vocational education teachers' concerns regarding Internet adoption /". free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3012975.

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Jackman-Wheitner, Leah Renee. "Vocational Identity and Psychological Health". The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392387506.

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Polonio, Jeffery Nelson. "Assessing the effectiveness of the California Department of Correction vocational education programs". CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1085.

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Setzepfand, Lena, Ida Kristina Kühn i Anja-Christina Hinrichs. "Quality Assurance in Vocational Orientation through Entrepreneurship Education". 名古屋大学大学院教育発達科学研究科技術・職業教育学研究室, 2014. http://hdl.handle.net/2237/20873.

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Murtada, Yahya Hussain. "Vocational education in the Kingdom of Saudi Arabia". Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/10018443/.

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The education and training systems in many Muslim countries have remained traditional and resistant to innovation. The Kingdom of Saudi Arabia has attempted to innovate whilst preserving worthwhile traditions through introducing a system of administration which combines the modern and the traditional. The attempt has been only partiy successful. This thesis attempts to throw some light on the main reasons for the technical/industrial education system in the Kingdom of Saudi Arabia remaining weak. Chapter one looks into the historical background of education in the Arabian peninsula from the period before Islam until the emergence of Saudi Arabia. An attempt has been made to trace the main historical events which may have some significant effects on the status of the education and training system. Chapter two presents the contemporary education and training system in the country and highlights the effects of the weak relations and coordination between the various training establishments. Chapter three examines the Government's policies towards technical/industrial education through studying the five Development Plans (1970 to 1995), which explains the effects of separate planning for economy and education. Chapter four analyses the general concept of vocational education in the West as well as the Islamic notions. Some of the most important reasons for devaluation of the vocational education provision in the West and in the Islamic world have been discussed. Chapter five presents a historical sketch of the education and training system in England and extracts some lessons from its experience. Chapter six presents empirical evidence of weakness of technical/industrial education through the field work carried out in the industrial institutes in the Kingdom of Saudi Arabia. The overall summary of the thesis and the conclusions drawn from the present study are presented in chapter seven. The traditional view of education was found to be the most important among the various reasons concluded for the weakness of the education and training system in the Kingdom of Saudi Arabia. It held back the education system in isolation from social and economic developments and deprived its graduates from effective participation in the development process of the country. The thesis recommended a comprehensive and constructive integration of the modern and traditional models in the Kingdom. To achieve this comprehensive and constructive integration, extensive and broad changes of attitudes and ways of thinking are required from the policy makers of the educational system in the Kingdom of Saudi Arabia.

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Domashenko, D. V. "Principles of the education process of vocational school". Thesis, Київський національний університет технологій та дизайну, 2018. https://er.knutd.edu.ua/handle/123456789/10660.

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Navaratnam, K. K. "Cost-benefit analysis of secondary vocational education programs". Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/76461.

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The purpose of this study was to propose and field test a cost-benefit analysis model to determine the profitability of secondary vocational education programs. The model consisted of costs, process, and benefits components. Instructional personnel, building, equipment, materials and supplies, administration, travel, services, utilities, and maintenance were the major components of the costs. Process implied the actual conduct of the program. Increased earnings from graduates' employment, earnings from cooperative placement, provision of services, and noneconomic benefits obtained by the graduates were the components of the benefits. Costs and benefits data for field testing the model were obtained from four programs from the four vocational service areas of trade and industrial, occupational home economics, business education, and marketing and distributive education selected from both a comprehensive high school and an area vocational education center in the Roanoke County School Division, Virginia. All graduates of 1983/84 of the four programs were surveyed to gather data on them. A 73.9% return was obtained from the survey. The difference between the graduates' current earnings and earnings determined by using the Federal minimum wage for the same number of work hours by employed graduates was considered as an income benefit. Actual differences between discounted benefits and the gross costs were used to determine the profitability of programs. The following conclusions were drawn from the findings of this study: 1. The trade and industrial, business education, and marketing and distributive education programs were economically profitable. 2. The occupational home economics program was not economically profitable. 3. Graduates in each program have obtained several noneconomic benefits. 4. The proposed cost-benefit analysis model was determined useable and transportable to other vocational education settings. Based on the findings and conclusions of this study, the following recommendations were drawn: 1. That local vocational administrative units use the concept of cost-benefit analysis as an evaluation technique for secondary vocational education programs. 2. That a research study be conducted to determine what other costs and benefits should be considered in the model. 3. That a research study be conducted to determine the economic value of noneconomic benefits. 4. That a longitudinal cost-benefit analysis is needed to determine economic earning and type of jobs held by graduates after graduation. 5. That a study be conducted using cost-benefit analysis with an appropriate comparison group to vocational graduates. 6. That an annual cost-benefit analysis of vocational programs be conducted for each school system to make comparative judgement of their programs. 7. That post-secondary vocational programs explore the possibility of using cost-benefit analysis for evaluating programs.
Ed. D.

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Indar, Debra. "Awakening the awareness : critical thinking in vocational education". Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/17772/.

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The development of critical thinking skills in students is one of the cherished and prominent objectives of education; however, in spite of its acclaimed significance, critical thinking has remained one of the most elusive goals of education systems. Although nurturing and inculcating critical thinking skills have been presumed to be the responsibility of academic education, within recent times the philosophy of education has changed to one that recognizes critical thinking as a viable inclusion in vocational education. The purpose of this research was twofold: (1) to investigate how Vocational Instructors, Administrators and Internal Verifiers of a specific programme in Trinidad and Tobago conceptualize critical thinking in vocational education; and (2) to determine their perceptions of factors that impact the development of critical thinking in the adult students of the programme. By means of a Case Study in the Qualitative paradigm the perspectives of fifteen purposefully selected persons were gained primarily through open-ended and semi-structured interviews. An eclectic blend of various theoretical frameworks was used to interpret the data which revealed that participants equate critical thinking in vocational education to being proactive, evaluation, extrapolation, rigorous questioning, and problem solving. The commonly reported factors impacting the development of critical thinking in adult vocational students were their socio-economic status, educational attainment and levels of reading, attitudes, and their culture/religion. Other factors reported with less frequency were teachers’ instructional style, teachers’ personalities, students’ expectations, classroom climate, design of the curriculum, institutional factors such as time and resource constraints, and students’ physical and mental barriers. This research highlights the need for vocational instructors to: (a) resist the urge to conduct their classes on the archaic principle of teaching as primarily transmitting knowledge; and (b) facilitate the learning process by nurturing the development of critical thinking in vocational education through its various manifestations.

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Ching, Yiu-yuen. "Review of prevocational education since the 1970s : the need for change /". Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18716829.

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

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

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Kendall, Katherine A. "STEM Vocational Socialization and Career Development in Middle Schools". Thesis, Trevecca Nazarene University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10620079.

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Economic forecasts predict an unprecedented shortage of STEM workers in the United States. This study examined the vocational anticipatory socialization factors and classroom stratagems influencing middle school students’ science, technology, engineering and mathematics (STEM) career development. Student attitudes towards STEM content areas and related career aspirations were measured. Parental, peer, media, out-of-school time activities and physical school environmental influences were examined along with teacher and school counselor capacities. The results showed middle schools were not actively engaging in STEM identity formation and career development practices nor were they providing out-of-school time STEM activities for their students. Parents, peers and the use of the online learning platform, Learning Blade did, however, have significant influences on students’ STEM career development.

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Law, Yee-ling. "Careers education : a study of students' and teachers' perceptions /". Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20057994.

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Tremer, Arthur John. "Inclusion and diversity within vocational education : a critical examination of National Vocational Qualifications for learners with special educational needs within an institute of further and higher education". Thesis, University of Ulster, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.394621.

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Werth, Patricia Guy. "Vocational Education Accountability in Virginia: Analysis of Vocational Completers' Employment Status, Earnings, and Job Satisfaction". Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/28536.

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Research and analysis regarding the employment outcomes of vocational education completers are growing in importance. States and their educational systems are increasingly confronted with the need to justify programs and funding and to provide evidence of the numbers and status of students graduated, obtaining employment, and continuing in postseconday education. The need to review, improve, and implement effective programs, and to serve the practical needs of all students, including those in targeted populations, will continue in the future. The purposes of this study were to investigate and describe Virginia's vocational program completers by employment status, earnings, and job satisfaction through a review of three years of follow-up data. Descriptive statistics, including frequencies, percentages, and overall distributions, were used to identify characteristics of 9,474 employed vocational completers, in order to provide relevant data for improving vocational education in Virginia and for use in establishing baseline data for future studies. In looking at employment outcomes for targeted populations, this study found that employment figures resembled those of non-targeted populations, with high percentages reporting employment related to the service area completed. Vocational completers identified as having limited English proficiency were reported in very small numbers. Earnings data indicated clearly that with each consecutive year of the three years for which data were included, vocational completers were earning higher wages. Earnings also increased with each consecutive year for completers from targeted populations, with vocational completers who were academically disadvantaged or disabled receiving higher wages than completers from economically disadvantaged backgrounds. Completers from economically disadvantaged backgrounds also reported lower levels of job satisfaction and more part-time employment. Additionally, vocational completers in all service areas reported high levels of job satisfaction. Further longitudinal research should be conducted in order to better analyze vocational completers' transition to the workforce. Such research could be useful when planning and implementing policy, requesting grant funding, and instituting educational innovations.
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Leimbach, Gale John. "The effects of vocational leadership development for individuals who participated in the Ohio Vocational Education Leadership Institute /". The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487843688959455.

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Makin, Richard C. "The relationships between selected teacher presage variables and supervised occupational experience quality in vocational horticulture programs in Ohio /". The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487266011225172.

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Conwell, Roger Kent. "Perceptions of selected vocational educators concerning the degree of achievement of the master plan for vocational education in the state of Texas". Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332514/.

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The purpose of this study was to assess the perceptions of vocational educators as to the degree of achievement by the Vocational Master Plan as mandated by the State Board of Education on January 10, 1987. The educators were selected from vocational administrators, vocational counselors, and vocational teachers throughout the state.

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Kershaw, Isaac IV. "Ohio vocational education teachers' perceived use of student assessment information in educational decision making". The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1244146232.

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Chan, Pui-cheung Esther. "An investigation into the use of CMC in vocational education : a case study /". Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?

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