Дисертації з теми "Australian Vocational Education and Training (VET)"
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Dempsey, Mairead. "Impacts of the changing nature of the Vocational Education and Training (VET) system on educators within the VET system in Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/586.
Повний текст джерелаVolkoff, Veronica, and 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.
Повний текст джерелаRahimi, Mohammad Ali, and ma rahimi@gmail com. "Transfer of Australian Vocational Education and Training knowledge and practice in a global context." RMIT University. Global Studies, Social Science and Planning, 2009. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20091218.144230.
Повний текст джерелаThom, Russell. "A design thinking approach to professional development in reasonable adjustment: A new methodology for trainers in the vocational education and training sector of Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2016. https://ro.ecu.edu.au/theses/1764.
Повний текст джерелаSwan, Michelle Deanne. "Implementation and participation in vocational education and training in Catholic schools." Thesis, Australian Catholic University, 2019. https://acuresearchbank.acu.edu.au/download/3377f5796936035a938c5ae571b49d70254ad31f603d5868a3f63429cb30af62/4350036/SWAN_2019_Implementation_and_participation_in_vocational_education.pdf.
Повний текст джерелаOzaltan, Asli. "Sociological Analysis Of New Trends In Vocational Education And Training (vet) In Turkey." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/2/12612014/index.pdf.
Повний текст джерелаthat the transformation process. Contrary to expectations of the new vocational education and training system, it produces individual who feel themselves anxious and uncertain about the future, fear and feel in insecure, and accordingly, experiences deprivation and social exclusion.
Kaminskienė, Lina. "Social partnership in the school based vocational education and training system." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20081202_100208-13474.
Повний текст джерелаSocialinė partnerystė darbdavių, darbuotojų ir valstybės institucijų sąveika – veikia visose demokratinėse valstybėse. Socialinė partnerystė tapo vienu iš svarbių profesinio rengimo kokybės užtikrinimo veiksnių, sąlygojančių kaitos ir atsinaujinimo procesus profesinio rengimo sistemoje. Socialiniai partneriai ne tik įtraukiami į profesinio rengimo turinio tikslų nustatymą, jų įgyvendinimą, pasiekimų ir rezultatų vertinimą, bet ir dalyvauja formuojant profesinio rengimo politiką, administruojant ir organizuojant profesinio rengimo veiklą. Lietuvoje, kur dominuoja mokyklinis profesinio rengimo modelis, švietimo sistemos ir veiklos pasaulio ryšiai ilgą laiką buvo veikiami pasiūlos principo: specialistai buvo rengiami neatsižvelgiant arba minimaliai atsižvelgiant į veiklos pasaulio poreikius. Socialinis dialogas Lietuvoje turėjo gimti ypatingai sudėtingomis sąlygomis. Viena vertus, socialinių partnerių iniciatyvą stabdė ne tik centralizuotai valdoma profesinio rengimo sistema, žemas profesinio mokymo prestižas, bet ir darbo santykiai, kurių formavimuisi įtakos turėjo sovietinė sistema. Antra vertus, socialinė partnerystė, kaip reiškinys, atsirado tik prasidėjus demokratizacijos procesams, todėl neturėjo nei tradicijos, nei partnerystei palaikyti reikiamos infrastruktūros, resursų ir kompetencijų, todėl dar ir šiandien socialinė partnerystė, kaip organizacinė forma, priimama be didelio pasitikėjimo, neaiškūs jos principai ir siekiai, neapsispręsta, kaip ir kokiu būdu ji turėtų... [toliau žr. visą tekstą]
Meredyth, Denise Lee, and 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.
Повний текст джерелаGrace, Lauri Joy, and lswan@deakin edu au. "Language, power and ruling relations in vocational education and training." Deakin University. School of Education, 2005. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20060927.134645.
Повний текст джерелаNakar, Sonal Alpesh. "Understanding VET teachers' dilemmas in providing quality education to international students in Brisbane." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/64087/1/Sonal_Nakar_Thesis.pdf.
Повний текст джерелаJohnstone, Merryl L. "Early childhood education and care preservice teachers' experiences of articulation from vocational education and training to higher education." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/122575/2/__qut.edu.au_Documents_StaffHome_StaffGroupH%24_halla_Desktop_Merryl_Johnstone_Thesis.pdf.
Повний текст джерелаGu, Chen Chen, Telma Gomes, and Victor Samuel Brizuela. "Technical and Vocational Education and Training in Support of Strategic Sustainable Development." Thesis, Blekinge Tekniska Högskola, Sektionen för ingenjörsvetenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-5351.
Повний текст джерелаTelma Gomes - phone: 0736280415 - tegomes@uol.com.br Victor Samuel Brizuela - samworks@gmail.com Chen Chen Gu -guchenchen880309@163.com,
Grønning, Miriam [Verfasser]. "Institutional Characteristics of Upper Secondary Vocational Education and Training in Switzerland: How Do They Affect VET Diploma Holders’ Early Labour Market Outcomes? / Miriam Grønning." Hannover : Gottfried Wilhelm Leibniz Universität, 2021. http://d-nb.info/1238221106/34.
Повний текст джерелаParris, Sandra A. "Encouragement, Enticement, and/or Deterrent: A Case Study Exploring Female Experience in a Vocational Education (VET) Initiative in Northern England." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/26295.
Повний текст джерелаFjellström, Magnus. "Becoming a construction worker : a study of vocational learning in school and work life." Doctoral thesis, Umeå universitet, Pedagogiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-132075.
Повний текст джерелаArnold, 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.
Повний текст джерелаENGLISH 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.
Capocchi, Ribeiro Maria Alice de Fatima. "A New Perspective into Languages for Specific Purposes (LSP) Syllabus Design : Target language learningpromoting thedevelopment of refugee employability competencies." Thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper (KV), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-106924.
Повний текст джерелаExamination Seminar held by Zoom given that it was a Distance Programme
Nicholls, Kristina M. "A Critical Review of Acquisitions within the Australian Vocational Education and Training Sector 2012 to 2017." Thesis, 2020. https://vuir.vu.edu.au/40716/.
Повний текст джерелаEllis, Hywel Richard. "Factors impacting the choice of Vocational Education and Training (VET): perspectives of students in NSW schools." Thesis, 2021. http://hdl.handle.net/1959.13/1423023.
Повний текст джерелаStudent aspirations, or the lack thereof, have drawn considerable research and policy attention in recent decades, with their focus often linked to the dual goals of excellence and equity in tertiary education (Bradley et al., 2008). However, much remains problematic in terms of conceptualising student occupational and educational aspirations (Bowers-Brown et al., 2019) and understanding the mix of influences at play in their formation across the years of schooling (Gore et al., 2015). Questions for policy and practice remain about the weight and influence that the notion of aspirations deserves in analysing and supporting students’ post-school intentions. In Australia, and internationally, much of the focus on aspirations has been to direct students into university pathways, often under the guise of addressing equity issues or framed as widening participation (Bowers-Brown et al., 2019; Lumb & Burke, 2019; Rainford, 2017). Students who aspire to vocational occupations do so in a system that privileges university pathways in terms of the school system, the information available to help navigate post-school pathways, and broader policy settings (Atkinson & Stanwick, 2016). Many students and many of those who provide them with support do not seem to know or fully appreciate what Vocational Education and Training (VET) has to offer in the way of post-school options or the array of pathways available for students to achieve their vocational aspirations (Hosken et al., 2013). Nor do they understand the complex systems and possibilities for later articulation of VET qualifications to higher levels of education (Curtis, 2009, 2011; Grytnes, 2011; Smith et al., 2017) or to changes in career paths (Abbott‐Chapman, 2006; Hess et al., 2012). These uncertainties create and compound the often serious issues of misalignment between occupational and educational aspirations (Hargreaves & Osborne, 2017), flagging this as an area in need of additional research and policy attention. Drawing on a sub-set of students interested in VET (n = 2,978) taken from the full Aspirations Study sample collected in NSW public schools between 2012 and 2015 (N = 8,070), this thesis makes a detailed examination of the factors associated with ‘what’ choices students make and the reasoning behind ‘why’ students chose vocational occupational options and educational pathways in the broader context of post-school destinations. This was achieved by bringing together the distilled themes from the literature, the factors available from student surveys, secure linkage with extant system-held background, contextual, and achievement data, and to an innovative measure of student occupational reasoning developed from the coding of students’ open-ended survey responses. The question of ‘what’ choices students make, is framed within the Aspirations Study’s composite capitals construct (Albright et al., 2019), juxtaposing the theories of Bourdieu (1986) on cultural, social, and economic capital, with Becker and Tomes’ (1986) theory of human capital. This quadripartite framework was used to facilitate a detailed examination of the factors most salient in the formation of student aspirations. Importantly, this approach enabled the under-researched aspect of student aspirations for VET pathways to be considered within the broader field of aspirations research. Leveraging on the previous analysis of Gore, Ellis, et al. (2017), Multiple Cluster Analysis was employed to identify significant sub-groups of students choosing VET occupational pathways as defined by the most salient factors at play, mapping distinctive patterns of student choice. This provided new insights into the interplay of factors most relevant in the choice of VET occupational pathways for distinctive groups of students identified on the basis of their prior achievement, gender, cultural capital, and maturity. The reasoning behind ‘why’ students chose vocational occupational pathways was examined by coding their open-ended responses (N = 2,601) in terms of number, interaction, specificity, and proximity of influences (Howard et al., 2015). The coded data was then subjected to a quantitative analysis, which included devising and statistically verifying a new and innovative measurement construct, the Occupational Reasoning Index (ORI), to represent the level of student reasoning about their occupational futures. The statistical significance of year level, prior achievement and self-perception of relative academic performance, occupational skill level and prestige and, to a lesser extent Aboriginality and, alignment between education and occupational choice as predictors was established through subsequent bivariate and multivariate analysis of the newly developed ORI. In combination, these findings flag the importance of individual and inter-group differences in understanding and supporting students’ aspirations, and the need for differentiated strategies to support the development of student reasoning about their occupational and educational futures. Recommendations for practice and policy are made to better frame and developmentally support students with a focus on vocational education as an option that is too often undervalued or ignored.
Walstab, Anne. "The VET sector and schooling: interactions and outcomes." Thesis, 2018. https://vuir.vu.edu.au/42120/.
Повний текст джерела(14023284), Clive Graham. "An evaluation of the dominant assumptions and practices of training packages in Australian Vocational Education and Training and the extent to which they coincide with the emergence of mode-2 society and its imputed education and training needs." Thesis, 2004. https://figshare.com/articles/thesis/An_evaluation_of_the_dominant_assumptions_and_practices_of_training_packages_in_Australian_Vocational_Education_and_Training_and_the_extent_to_which_they_coincide_with_the_emergence_of_mode-2_society_and_its_imputed_education_and_training_n/21427032.
Повний текст джерелаThis research investigates the relevance of contemporary Australian Vocational Education and Training (VET) to economic development in Mode-2 society. Mode-2 society is a term coined by Nowotny et al (2001) which equates with changes in productivity and the triumph of free-market capitalism commonly referred to as knowledge driven capitalism or knowledge capitalism. Building on Schumpeter's economic theory of entrepreneurial competition and Romer's new growth economic model that have transformed capitalism into 'gales of creative destruction' by which new knowledge now generates national economic advantage, the thesis examines the literature of Training Packages as the prescribed instruments of VET in the milieu of knowledge capitalism. It could be expected that Australian VET, and in particular Training Packages, would have a greater justification for pursuing a knowledge and skill application-and-transfer policy that fits the growth of knowledge capitalism which Mode-2 society represents than it had for the former manufacturing economy. To test this contention, the thesis establishes eleven key transitions from Mode-1 to Mode-2
society and the imputed education and training needs of the latter as derived from the Nowotny et al (2001) Mode-2 thesis. These transitions are formed into an Evaluative Framework and underpin an ethnographic study involving thirty-three VET experts. The literature search and ethnography responses are synthesized and analysed with new material elicited from the ethnography. The outcomes of the analysis are equated with the eleven key transitions from Mode-1 to Mode-2 society and the imputed emergent education and training needs of each transition. It is concluded that the dominant assumptions and practices of Training Packages do not align with the imputed education and training needs of Mode-2 society as indicated by the eleven key attributes of the Nowotny et al (2001) conceptualisation. The theoretical implications of this conclusion had an impact on the Australian provision of VET because they indicate that the Training Package agenda is a potential liability for national economic advantage in Mode-2 society.
Lawler, Madeleine Ruth. "Social enterprises in vocational education and training: can Bourdieu’s social theory enhance understanding of their potential?" Thesis, 2018. https://vuir.vu.edu.au/38662/.
Повний текст джерелаNguyen, Song Hien. "History of Vietnamese Vocational Education and Training since 1954." Thesis, 2021. http://hdl.handle.net/1959.13/1429127.
Повний текст джерелаThis research explores the “ History of Vietnamese Vocational Educational and Training (VET) since 1954”. It provides policymakers, educators, and administrators with a review of Vietnam’s VET models through three significant periods, 1954 to 1975, 1976 to 1985, and 1986 to the present. The research was conducted at 13 vocational schools of 13 provinces and cities in Vietnam. Data were collected from documentary and interview data. Participants were former and current MOLISA policymakers and managers, current and former DOLISA officials, former and current principals and head teachers of vocational schools from 13 provinces and cities of Vietnam. They were selected using the snowball method, where initial participants recommend the potential subsequent participants. Findings show that the informal VET model originating from the ancient past in the form of the traditional vocational village undeveloped to establish the formal VET model in Vietnam. It was not until the beginning of the 19th century when the French invaded Vietnam and set up the first vocational school system, that the formal VET model was formed. Since 1954 Vietnamese VET has experienced three different models. From 1955 to 1975 Vietnam was divided into two different political areas: in South Vietnam, the VET system was based on the French VET model. Whereas, North Vietnam's VET system followed the model of the Union of Soviet Socialist Republic (USSR). After Vietnam was unified in 1975, the VET model of North Vietnam was applied across the country and the VET model of South Vietnam was replaced. Since 1986, the Vietnamese government has implemented a Doi Moi policy (the renewal policy), and the Vietnamese VET system has transferred from the USSR’s VET model to the German dual model.
Francisco, Susanne Lynette. "How novice vocational education and training teachers learn to become teachers." Thesis, 2016. http://hdl.handle.net/10453/90284.
Повний текст джерелаExpectations of the vocational education and training (VET) sector continue to increase as governments, industry, and the community see vocational education and training as an answer to a range of issues. Meeting these expectations and providing quality VET requires VET teachers with a high level of skills and abilities. At the same time, in Australia, many VET teachers begin teaching with little or no prior experience or educational qualifications related to teaching. This thesis addresses the question of how novice vocational education and training teachers learn to undertake the teaching role. Specifically, it considers, • How novice VET teachers learn to become teachers through undertaking the teaching role; • How novice VET teachers learn to become teachers through practices additional to the teaching role; • What novice VET teachers learn; and • What enables and constrains novice VET teacher learning. Nine novice teachers, in eight different teaching areas, and across four campuses, participated in the longitudinal multi-case study undertaken over two years. A practice theory framework was used to design the research and to analyse the data. The research found that there was considerable variation in the practices that novice teachers undertook as part of their role as a teacher. For instance, ‘teaching’ involved different practices in each site. There was also variation in what each teacher needed to learn to undertake that role. The research found that practices associated with undertaking the teaching role were more influential in supporting teacher learning than practices additional to the teaching role. In some sites, a trellis of interconnected practices that supported learning (PSLs) was developed. A trellis is made up of interconnected components that help support growth in a particular direction. In sites where a trellis of PSLs was developed, it provided greater support for novice teacher learning to undertake their role than in sites where PSLs were not interconnected. The thesis identifies the key arrangements in each site that enabled and constrained novice teacher learning.
Leke, Daniel Kaki. "Vocational education and training in secondary schools: investigation into a VET model for Papua New Guinea." Thesis, 2010. http://hdl.handle.net/2440/64581.
Повний текст джерелаThesis (Ph.D.) -- University of Adelaide, School of Education, 2010
Helmy, Abdullah. "VET Training and Industry Partnerships : a Study in East Java, Indonesia." Thesis, 2014. https://vuir.vu.edu.au/28814/.
Повний текст джерелаQian, Xiang. "Dynamic capabilities of Chinese small private vocational education and training institutions: a case-based research." Doctoral thesis, 2021. http://hdl.handle.net/10071/24959.
Повний текст джерелаA indústria chinesa da educação e formação vocacional (inglês: Vocational Education and Traning ou VET) está em plena expansão e transformação. O estudo das estratégias das pequenas instituições de VET tem grande importância, no sentido de compreender como as mesmas podem se manter competitivas. Esta dissertação tem o objetivo de analisar o desenvolvimento estratégico da ZK, uma pequena instituição chinesa de VET, através da teoria de capacidades dinámicas. O éxito estratégico da ZK deveu-se ao seu dinamismo em antever oportunidades e riscos e reestruturar os seus recursos. Este dinamismo resultou de um forte espírito empresarial e de um elevado capital social, tanto ao nível individual como institucional. O aproveitamento das oportunidades deveu-se a cinco micro-fundamentos: o posicionamento da empresa na cadeia de valor, a integração de recursos, a inclusão de complementos, a flexibilidade organizacional e a dedicação na implementação. Por sua vez, a capacidade de minimizar riscos e reconfigurar recursos resultou de aprendizagem organizacional e de uma boa gestão da informação. Com base nas referidas capacidades dinâmicas, e através da matriz SWOT, foram desenvolvidas quatro linhas estratégicas para o desenvolvimento futuro da ZK. A dissertação contribui para uma melhor compreensão das capacidades dinámicas e dos micro-fundamentos que podem suportar o desenvolvimento das pequenas empresas de VET na China. Além disso, revela a íntima relação entre as referidas capacidades e as vantagens competitivas no mercado chinês. As conclusões são úteis para outras instituições de VET, departamentos governamentais relacionados, partes interessadas em VET na China e instituições estrangeiras interessadas nesse mercado.
Kairys, Moira Rose. "Identifying Skills Required for Senior Managers in Vocational Education Training - An Australian Perspective." Thesis, 2016. https://vuir.vu.edu.au/32640/.
Повний текст джерелаLam, Wai Keung Wallace. "Personality, career decision self-efficacy and career choices commitment process among post-secondary vocational education & training (VET) students in Hong Kong." Thesis, 2016. http://hdl.handle.net/1959.13/1318433.
Повний текст джерелаYouths are the future leaders of society and they will strive for the betterment and advancement of the society. Career choices among young people have recently drawn attention. Recently, graduates have faced fierce competition in finding job in the job market due to the expansion of higher education. This situation is the same as in Hong Kong. However, most of the graduates have faced difficulties in preparing their career-searching activities and also lack confidence in finding their job in the market (He & Zhou, 2006). To understand what factors influence students’ career choices is becoming more important for most educators and student counselors in colleges and universities. They are required to design appropriate educational programme to cater the diverse needs and inclinations of the students. It is also critical and essential for student counselors to provide suitable support and career advisory services to assist students in finding out and planning for their career after graduation. The objective of this thesis is to investigate and examine the relationships between personality traits and the career commitment process of students studying vocational education and training (VET) programme in Hong Kong. It also examines the degree to which career decision self-efficacy (CDSE) mediates the relationship between these two constructs. Social Cognitive Career Theory (SCCT) is the guiding conceptual framework (Lent, Brown, & Hackett, 1994, 2000) of this study. It was assumed that personality traits were related to two dimensions of career choices commitment process, namely vocational exploration and commitment (VEC) and the tendency to foreclose (TTF) through the effect of career decision self-efficacy. This is a quantitative research for identifying data patterns or testing a pattern of relationships. This research study was conducted in the form of anonymous questionnaires to be distributed and collected in classes of undergraduate participants in three Hong Kong Institutions of Vocational Education. A total of 362 questionnaires were collected. Among these 362 questionnaires, 58 questionnaires were abandoned for incompleteness or same answers across all questions on the whole questionnaire. Therefore, 304 questionnaires were submitted for final data analysis. Data analysis comprises three stages. Firstly, an overview of the demographic profiles of the participants was conducted. Secondly, the examination of validity and reliability of data using Cronbach’s alpha testing, exploratory factor analysis and conformity factor analysis were also examined. Lastly, the four hypotheses were tested using SPSS version 23. In assessing the research questions, multiple regression analysis was employed in this study. The results indicated that CDSE has significant effect on VEC and TTF. All five Personality traits have significant effect on the CDSE. Extraversion, agreeableness, neuroticism and openness to experience are significantly affected VEC, whereas only agreeableness and conscientiousness are significantly affected TTF. In relation to the mediation effect, extraversion shows a partially mediation effect on the relationship between personality and VEC while agreeableness and openness to experience have fully mediated on this. Moreover, all personality except neuroticism shows mediation between personality and TTF.
Almeida, Maria Altina. "Content and Language Integrated Learning in Tourism Vocational Education and Training in Portugal." Master's thesis, 2017. http://hdl.handle.net/10400.26/19731.
Повний текст джерелаO turismo é uma indústria internacional que convoca uma diversidade de encontros interculturais, nos quais a comunicação é a principal característica. É evidente que a língua de comunicação do turismo num contexto internacional é o inglês, já que no atendimento a clientes de outros países um serviço de qualidade implica um bom domínio da língua inglesa. Além disso, a área do turismo tem sido escolhida por muitos alunos pelas suas perspetivas de emprego, o que, por sua vez, tem dado origem a mais cursos profissionais de turismo e hotelaria. Paralelamente, é esperado que o sistema de Ensino e Formação Profissional (EFP) responda às exigências de uma sociedade em constante mudança, pautado por questões pedagógicas, sociais, culturais, económicas e laborais. Para responder às exigências da globalização e à necessidade de internacionalização, as escolas do Turismo de Portugal (TP) oferecem três Cursos de Especialização Tecnológica em inglês: Food and Beverage Management (Gestão de Restauração e Bebidas), Hospitality Operations Management (Gestão Hoteleira – Alojamento) e Culinary Arts (Gestão e Produção de Cozinha), cujas metodologias de ensino, bem como a sua eficácia, são objeto de estudo desta dissertação. A Aprendizagem Integrada de Conteúdos e Língua (AICL) é uma abordagem de ensino que tem o duplo objetivo de promover a aprendizagem dos conteúdos e a competência linguística. Este estudo tem, pois, o propósito de compreender se os referidos cursos integram a aprendizagem de conteúdos e língua e se esta é a melhor abordagem no âmbito do ensino e formação profissional na área do turismo. Para analisar estas questões foram usados métodos de investigação quantitativos e qualitativos: questionários aos atuais e antigos alunos desses cursos, seguidos de entrevistas semi-estruturadas a professores das três escolas onde os cursos são lecionados, diretores de escola, coordenadores pedagógicos e, por fim, à diretora de formação do TP. Os resultados obtidos sugerem que os alunos estão extremamente motivados para estudar em inglês, mas, apesar de se verificar que algumas das metodologias também são utilizadas na abordagem AICL, é possível concluir que é dada maior ênfase aos conteúdos do que à língua. Objetivamente, trata-se de ensino em inglês, enquanto que a abordagem AICL consiste no ensino através da língua, assente na utilização de métodos pedagógicos inter-relacionados e devidamente contextualizados. Ao expôr a relevância da abordagem AICL no ensino profissional do turismo é meu objetivo promover a mudança de práticas educativas, o que poderá ter implicações em diversas áreas: no ensino em turismo no geral e no ensino e formação profissional em particular; no enquadramento de boas práticas de ensino em língua estrangeira; e na aprendizagem AICL envolvendo professores de línguas e de outras áreas. Trata-se de uma oportunidade para os professores aperfeiçoarem as suas competências de ensino, para os alunos melhorarem as suas competências linguísticas e culturais através de contextos e materiais autênticos e relevantes e para as instituições de ensino responderem às expectativas dos alunos e necessidades do mercado.
Turner, Ash. "Paws for thought: exploring a framework for understanding the mediating role of dogs in people's learning processes in vocational education and training settings. A qualitative study of the use of dogs as mediating artifacts in Australian vocational education and training settings in the Townsville region." Thesis, 2011. https://researchonline.jcu.edu.au/18164/1/01front.pdf.
Повний текст джерелаLeask, Betty. "Discursive constructions of internationalisation at an Australian University: implications for professional practice." 2005. http://arrow.unisa.edu.au:8081/1959.8/28306.
Повний текст джерелаAlharbi, Mohammad. "Developing workplace competencies for Saudi Arabia's youth." Thesis, 2014. https://vuir.vu.edu.au/26223/.
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