Dissertations / Theses on the topic 'State divisions of vocational education'
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Donlin, Ayla A. "Vocational identity and well-being among diverse, upper-division health science undergraduates in the United States." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3584961.
Full textThe purpose of this quantitative study was to examine, from a constructivist career development perspective, the factors of well-being and vocational identity that emerged among a diverse sample of upper-division undergraduate students. This study also examined which factors of vocational identity predicted well-being and which factors of well-being predicted vocational identity. Participants included 411 diverse, upper-division health science students from a public university in Southern California. The first two research questions that guided this study were designed to explore emergent factors of well-being and vocational identity using items from the PERMA Well-Being Profiler (PERMA) and the Vocational Identity Status Assessment. The final two research questions were designed to examine the best predictors of well-being among the factors of vocational identity and the best predictors of vocational identity among the factors of well-being. To address the research questions, data obtained from surveys was analyzed using exploratory factor analysis and multiple linear regression analysis.
The findings of this study demonstrated that PERMA theory and Vocational Identity Status theory explained the constructs of well-being and vocational identity among the diverse sample with few exceptions. Further, the PERMA and VISA instruments proved valid and reliable among the diverse sample. In-depth career exploration, identification with career commitment, and career self-doubt were the vocational identity factors that best predicted well-being. Meaning, accomplishment, and engagement were the well-being factors that best predicted vocational identity.
Recommendations based on the findings of this study included revisiting performance based funding policies to incorporate the measurement of well-being and vocational identity as metrics of student success alongside more objective measures like retention, GPA, and time to graduation. Further, recommendations were offered for integrating well-being and vocational identity enhancing activities and interventions into current practices in classroom, counseling, and advising settings. Recommendations for qualitative, experimental, and longitudinal research designs were offered based on the findings of this study.
Linhardt, Frederick J. "Missouri vocational education : the state of the State, 1994 /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3052193.
Full textLewis, Kadar. "21st Century College to Career Transition| A Case Study Exploration of a Former United States Intercollegiate Division I Student-Athlete Who Participated in a Revenue Generating Sport." Thesis, Loyola Marymount University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10107586.
Full textThis study examined the career development experiences of one African American man, a former student-athlete in a Division I revenue generating football team. This study focused on his experiences as a student-athlete who participated in football as he transitioned out of elite athletics. Division I collegiate athletics represents a highly sought opportunity (NCAA, 2015h). However, this opportunity may reduce college completion and disrupt maximal career development (Hartman, 2014; Van Rheenen, 2013). This qualitative case study of one participant explored the nuanced influences and pathways the participant used to enter his current career after completing college. Mark Savickas’s (2002) Career Construction Theory (CCT), a constructivist non—a priori narrative theory, served as the theoretical framework. Qualitative interview data were collected during a progressive series of three separate in-depth, face-to-face interviews. Data were first analyzed using an inductive, open-coding process. Four patterns emerged from the data relative to the participant’s career development experiences: ambivalence, performance prioritization/competitive spirit, practical mind-set/good judgment, and value of selected communities, which helped him decide on the ideal career environments.
Findings were then analyzed via the Savickas CCT tenets of successful career construction that include life themes, self-concepts, and life design. Findings include (a) the participant executed a largely linear pathway developing his career since retirement from elite athletics, (b) the participant experienced minimal challenges to reaching his current level, and (c) that participation in collegiate football provided valuable career development experiences. Additionally, the findings demonstrated a positive career development based on the participant’s alignment of CCT tenets life themes, self-concepts, and life design.
Frasier, Erin M. "Labor Market Responsiveness of Washington State Community and Technical Colleges." Thesis, Brandman University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10160723.
Full textPurpose: The purpose of this mixed methods study is to examine the degree to which Washington State community and technical college workforce education administrators perceive their institutions to be labor market-responsive based on the Community College Labor Market Responsiveness assessment’s seven dimensions of labor market responsiveness (leadership and governance, organizational structure and staffing, organizational culture, resources and funding, information and data, relationship-building, and partnerships) and to explore the factors impacting each of the seven dimensions.
Methodology: This mixed methods study described 39 Washington State community and technical college workforce administrators’ perceptions of community college labor market responsiveness. An explanatory design was employed to collect quantitative data to describe, followed by qualitative data to further explain. Data was collected using a web-based survey instrument with fixed-choice Likert-type and open-ended questions.
Findings: Overall, 62% of workforce educational administrators perceive the community colleges in Washington to be somewhat or almost always labor market responsive. The two most displayed dimensions were leadership and governance and organizational culture, however, the weakest dimension was organizational structure. The most impactful factors identified were: resources, leadership, workforce focus, organizational factors and external engagement. An unexpected finding was the absence of the practitioners’ reference to entrepreneurial characteristics, even though this is emphasized by scholars.
Conclusions: Washington State community and technical colleges are experts in workforce development although many factors impact their ability to effectively respond to labor market needs. This study concludes that Washington State community and technical colleges are perceived to be moderately labor market responsive, yet committed to external relationships and partnerships, and in need of more adequate financial, human and information resources to reach their full potential. Secondly, although there is strong leadership supporting labor market responsiveness efforts, unsupportive organizational structures limit their impact. In addition, entrepreneurial approaches are necessary to navigate resource-limited environments and this is not adequately supported by community colleges.
Recommendations: Further research is recommended to include other populations, correlate perceptions with other indicators, and compare perceptions between more than one sample. An exploration of entrepreneurial characteristics and vocational program review processes of community colleges should also be studied.
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/.
Full textCarro, Olvera Adriana, Hernández Felipe Hernández, Gutiérrez José Alfonso Lima, and Serrano María Mercedes Corona. "Vocational training and teaching skills in the state of Tlaxcala." Pontificia Universidad Católica del Perú, 2016. http://repositorio.pucp.edu.pe/index/handle/123456789/117793.
Full textEl presente artículo expone las contribuciones de la primera etapa de lainvestigación «Teorías y retos en la formación del profesorado en México», la cualanaliza en el marco de la transición de la Reforma Educativa actual el dominio delas competencias docentes de los profesores. El objetivo de este estudio consistióen identificar la formación y práctica de los maestros de educación básica y mediasuperior del estado de Tlaxcala para el desarrollo de sus competencias docentes.La investigación se realizó con una metodología descriptiva transversal de cortecuantitativo, se encuestaron a 346 docentes de los tres niveles educativos. Enlos resultados se resalta que un número considerable de docentes carece de la formación pedagógica y adquieren las competencias específicas durante el ejercicio de la función docente.
O presente artigo expõe as contribuições da primeira etapa da investigação «Teorias e desafios na formação dos professores no Mexico», o qual analisa no marco da transição da Reforma Educativa atual, o domínio das competências docentes dos professores. O objetivo deste estudo consistiu em identificar a formação e pratica dos professores do ensino básico e fundamental do estado de Tlaxcala para o desenvolvimento de suas competências docentes. A investigação realizou-se com uma metodologia descritiva transversal de corte quantitativo, 346 docentes dos três níveis educativos, responderão a um questionário. Nos resultados ressalta-se que um número considerável de docentes carece de formação pedagógica e adquirem as competências especificas durante o exercício da função docente.
Dahlbeck, Ronald. "Proposed state legislation for high school graduation requirements." CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/542.
Full textShilling, Chris. "The vocationalisation of the school curriculum : society, state and economy." Thesis, n.p, 1988. http://ethos.bl.uk/.
Full textLarson, Adam Howard. "Becoming technicians in the 'hydrocarbon state' : transitions into post-compulsory vocational education and training in the State of Qatar." Thesis, King's College London (University of London), 2017. https://kclpure.kcl.ac.uk/portal/en/theses/becoming-technicians-in-the-hydrocarbon-state-transitions-into-postcompulsory-vocational-education-and-training-in-the-state-of-qatar(dcd55298-d3c6-4b8a-9610-878544da1638).html.
Full textHurst, Jason Brett. "An assessment of the workplace readiness skills desired by industries and perceived by college personnel in Alabama." Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-06232008-150055.
Full textOswald, Gina R. "Predictors of Successful Outcomes of Transition-Aed Youth in Vocational Rehabilitation in the State of Ohio." Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1271784611.
Full textBuck, Linda Lee. "Perceptions of vocational special education coordinators in Ohio regarding the importance and level of performance of state-prescribed guidelines /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487266691095448.
Full textLetsie, Lekhooe Elias. "A study of the role of community colleges in the provision of vocational education with specific reference to the eastern Free State." Thesis, Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-03182004-120707/.
Full textNovel, Julie L. "Implementation of the Carl D. Perkins career-technical education reforms of the 1990s postsecondary education outcomes of students taking an enhanced vocational curriculum /." Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1230731760.
Full textParker, Robin Ann. "The impact of teacher characteristics on a secondary career and technical education program in Mississippi." Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-04012008-141904.
Full textGren`, L. M. "Content and practice of realization of mechanisms of public administration in vocation and technical training development at regional level." Thesis, Ассоциация открытой дипломатии, Грузия, 2019. http://repository.kpi.kharkov.ua/handle/KhPI-Press/48153.
Full textAkintonde, George Olaleye Odewale. "Attitudes of secondary school students toward vocational and technical education in Lagos State, Nigeria (The 6-3-3-4 system) /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487596307357157.
Full textShaw, Joseph. "An analysis of regional occupational programs that offer academic credit, college articulation, state licensing, and apprenticeship training credit." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/941.
Full textMcLean, Monica. "The colonisation of teachers' lifeworld : state intervention, professional reformation and the Technical and Vocational Education Initiative (TVEI) revisited." Thesis, Keele University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.265038.
Full textSabo, Carl William. "The impact of state-federal agency structure on service delivery and outcomes for individuals with visual impairments." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1126741654.
Full textTitle from first page of PDF file. Document formatted into pages; contains xiii, 178 p. Includes bibliographical references (p. 161-169). Available online via OhioLINK's ETD Center
Wells, Lois Elizabeth. "History of the Virginia State Advisory Council on Vocational Education, 1969-1981, and perceptions of its impact." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/77784.
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LangBruttig, Artis. "The Cost of Dropping Out: An Examination of State-level Vocational Funding on High School Dropout Rates." Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/sociology_theses/37.
Full textGrizzell, Saara. "The Use of Feedback in Group Counseling in a State Vocational Rehabilitation Setting: A Pilot Study." DigitalCommons@USU, 2015. https://digitalcommons.usu.edu/etd/4252.
Full textSouthwick, Joshua D. "Development and Validation of an Instrument to Measure Participant Engagement in State-Federal Vocational Rehabilitation Programs." DigitalCommons@USU, 2014. https://digitalcommons.usu.edu/etd/3702.
Full textHan, Grace Alice. "An examination of the long-term effects of authorized training programs on injured workers in the state of Oregon." PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/4202.
Full textNonyukela, Nontathu Elizabeth. "The state of guidance in Mdantsane High Schools." Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1003656.
Full textTurner, Patricia Arlene. "An analysis of the motivational characteristics of higher education students in pursuing distance learning courses at California State University, San Bernardino." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/980.
Full textLisboa, Sérgio Rodrigues 1968. "Concepção de cidadania na educação profissional técnica de nível médio = o caso do IFSC (2009-2010)." [s.n.], 2012. http://repositorio.unicamp.br/jspui/handle/REPOSIP/250947.
Full textDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-20T09:16:29Z (GMT). No. of bitstreams: 1 Lisboa_SergioRodrigues_M.pdf: 987190 bytes, checksum: fd2bb94665d27a9e5c264221e19ac472 (MD5) Previous issue date: 2012
Resumo: O presente trabalho teve como objetivo identificar a concepção de cidadania que prevaleceu no Plano de Desenvolvimento Institucional (PDI) (2009-2013) do Instituto Federal de Educação, Ciência e Tecnologia de Santa Catarina (IF-SC), quanto aos registros vinculados à oferta de Educação Profissional Técnica de Nível Médio, nos anos 2009-2010. Utilizou-se, como metodologia de pesquisa, a análise documental e, como referência, duas concepções de cidadania inerentes a dois modelos de Estado: de Bem-Estar Social e Neoliberal. O modelo de Estado de Bem-Estar Social foi adotado nos países centrais do sistema capitalista, como meio de superação da "Grande Crise de 1929" e teve, como principal característica, a forte intervenção do Estado nas relações de mercado. Esse modelo de Estado trouxe consigo uma concepção de cidadania resultante da incorporação dos direitos sociais ao status da cidadania. O modelo de Estado Neoliberal surgiu como meio de superação da "Grande Crise dos anos 70" nos países capitalistas centrais e possui, como característica principal, a menor intervenção possível do Estado nas relações de mercado. Essa nova forma de atuação do Estado, principalmente com relação aos direitos sociais da cidadania, gerou uma nova concepção de cidadania. Nos anos 90, houve a implantação do modelo de Estado Neoliberal no Brasil, com significativas mudanças, especialmente no quadro das políticas públicas na área social, da educação, incluindo a Educação Profissional. Nos anos 2000, a atuação do Estado no Brasil se ampliou em algumas áreas, mas permaneceu sob a égide da ideologia neoliberal. Tendo-se em conta que o IF-SC foi criado em dezembro de 2008, portanto nesse contexto, buscamos compreender qual a concepção de cidadania presente em seu Plano de Desenvolvimento Institucional (PDI). Entendendo a importância do PDI na orientação dos Cursos Técnicos de Nível Médio nessa instituição, esta análise mostrou um movimento entre as duas concepções, prevalecendo a perspectiva neoliberal e fortalecendo, assim, a noção de que os indivíduos devem se responsabilizar pela solução de seus problemas em detrimento da valorização dos direitos nos cursos de formação profissional.
Abstract: This study aimed to identify the concept of citizenship that prevailed in the Institutional Development Plan (IPD) (2009-2013) of Federal Institute of Education, Science and Technology of Santa Catarina (IFSC), the records linked to provision of education vocational and Technical High School in the years 2009-2010. Was used as research methodology, and document analysis as a reference, two conceptions of citizenship inherent in two models of State: Social Welfare and Neoliberal. The model of the Welfare State was adopted in the core countries of the capitalist system as a means of overcoming the "Great Crash of 1929" and had as main characteristic, strong state intervention in market relations. This model of state brought with it a conception of citizenship resulting from the incorporation of social rights of citizenship status. The neoliberal State model has emerged as a means of overcoming the "Great Crisis of the 70s" in core capitalist countries and has as main characteristic, minimum intervention of the state in market relations. This new form of state action, especially with regard to social rights of citizenship, has created a new conception of citizenship. In the 90s, there was the implementation of the neoliberal model of state in Brazil, with significant changes, especially in the context of public politics in social, education, including vocational education. In the 2000s, state action in Brazil has expanded in some areas, but remained under the aegis of neoliberal ideology. Taking into account that the IFSC was established in December 2008, so in that context, we seek to understand what this conception of citizenship in its Institutional Development Plan (IPD). Understanding the importance of IPD in the orientation of Vocational High School of this institution, this analysis shower a movement between the two views, the prevailing neo-liberal perspective and, thus strengthening the notion that individual should take responsibility for solving their problems expense of recovery rights in vocational training courses.
Mestrado
Politicas, Administração e Sistemas Educacionais
Mestre em Educação
Swatton, Nicholas Paul. "The political economy of curriculum change in further education : the case of the Business and Technology Education Council." Thesis, n.p, 1993. http://ethos.bl.uk/.
Full textRUBIO, BARCELÓ Eulàlia. "Regional governments, territorial political restructuring and vocational education and training policies : a comparison of four cases : Catalonia, Lombardy, Valencia and Veneto." Doctoral thesis, European University Institute, 2007. http://hdl.handle.net/1814/7037.
Full textExamining Board: Prof. Michael Keating (EUI); Prof. Virginie Guiraudon (EUI); Prof. Marino Regini, (Università di Milano) ; Prof. Jacint Jordana Casajuana (Pompeu Fabra University)
PDF of thesis uploaded from the Library digital archive of EUI PhD theses
no abstract available
Geijsendorpher, Clare. "The career development of low socioeconomic status black South African adolescents: a career systems perspective." Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/670.
Full textDungan, John. "Post-compulsory education and training reform in Australia: An analysis of how the policy agenda has been constructed and shaped in recent years." Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36586/1/36586_Digitised%20Thesis.pdf.
Full textCosta, CÃsar Lima. "The integration of high school vocational education and technical developments in Brazil in the state of CearÃ: the appearance to the essence." Universidade Federal do CearÃ, 2012. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=9038.
Full textDiscute a integraÃÃo do ensino mÃdio (EM) à educaÃÃo profissional tÃcnica (EPT), na medida em que pretende superar a clÃssica divisÃo histÃrica entre a educaÃÃo profissional, destinada à formaÃÃo da classe trabalhadora, e a educaÃÃo propedÃutica, dirigida à formaÃÃo da classe dirigente/polÃtica no contexto escolar brasileiro. Para tanto, adota-se o mÃtodo dialÃtico de investigaÃÃo e exposiÃÃo crÃtica do objeto com arrimo nas anÃlises de cunho marxista realizadas sobre a documentaÃÃo legal e bibliografia pertinentes à temÃtica, encorpadas pelos insumos advindos de entrevistas e questionÃrios que compÃem a pesquisa de campo realizada junto à rede educacional cearense que desenvolve o EMI a EPT desde sua implantaÃÃo em 2007. No itinerÃrio da pesquisa, delineia-se o contexto histÃrico geral, que evidencia a tendÃncia à dualidade estrutural como marca distintiva na educaÃÃo escolar no Brasil, destacando o mote das polÃticas educacionais da dÃcada de 1990, com Ãnfase nas mediaÃÃes entre a educaÃÃo e as transformaÃÃes ocorridas mundo do trabalho desde os anos 1960, caracterizadas, sobremodo, pelo binÃmio reestruturaÃÃo produtiva e contrarreforma do Estado. Nesta panorÃmica, insere-se a anÃlise do governo Lula, no qual se origina a polÃtica de integraÃÃo do EM/EPT, destacando, de um lado, os aportes legais da polÃtica de integraÃÃo, com Ãnfase nos embates polÃtico-ideolÃgicos que redundaram no Decreto n 5.154/2004 e nas posteriores mudanÃas introduzidas na LDB n 9394/1996 no que tange ao objeto de estudo. De outra parte, situa-se a discussÃo do EMI no conjunto das aÃÃes governamentais, expressas pelo Plano de Desenvolvimento da EducaÃÃo (PDE) e os rebatimentos da polÃtica de integraÃÃo EM/EPT no Estado do CearÃ, dando relevo Ãs reconfiguraÃÃes polÃticas da burguesia local, expressas na adoÃÃo da concepÃÃo de mundo empresarial por intermÃdio, dentre outras, da tecnologia empresarial socioeducacional (TESE) como referencial teÃrico e mecanismo gerencial de implantaÃÃo/implementaÃÃo para a estruturaÃÃo do EMI neste Estado. Os resultados da pesquisa indicam que, no Brasil, prevalece, como marca distintiva, a clÃssica bifurcaÃÃo nos percursos de formaÃÃo da classe trabalhadora e dirigente/polÃtica, tendo como diferencial histÃrico os contornos assumidos pelas demandas da crise estrutural do capital no atual estÃdio de desenvolvimento das forÃas produtivas. Tal contexto, reverbera nos entes federados, potencializados pela ausÃncia de um sistema nacional de educaÃÃo. Por esse prisma, pode-se concluir que a educaÃÃo escolar, em suas formas e nÃveis, desde os rudimentos histÃricos, evidencia concepÃÃo dual da realidade que legitima o status quo classista, favorecendo, desta feita, a manutenÃÃo/aprofundamento das desigualdades sociais, conformando a formaÃÃo humana aos limites do sistema capitalista, tornando-se imprescindÃvel, portanto, sua superaÃÃo, na qual a educaÃÃo escolar pÃblica se insere como âtrincheiraâ a ser defendida, entre outras, mediante a depuraÃÃo dos aspectos capitalistas que se incrustam proposital e funcionalmente em seus nÃveis e modalidades de ensino, enredando, assim, a elevaÃÃo cultural nas massas subalternas aos limites do capital, mantendo incÃlumes as bases de extraÃÃo da mais valia assentes na divisÃo social do trabalho/propriedade privada dos meios de produÃÃo.
This dissertation is focused on the integration of High School (HS) with Professional Technical Education (PTE), in this work it is intended to overcome the classic historical division between the Professional Education, which is said to be addressed to the working class, versus the Propaedeutic Education that forms in Brazilian context the dominant politics class. In order to achieve our goals, It is adopted a dialectical method of investigation added to a critical exposition of the studied object based on a Marxist analysis on the legal documentation and bibliography related to the theme. All these comments were empowered by data coming from questionnaires and interviews which were extracted from the field research investigation which took place on the educational system of Cearà that has worked with the method HS to PTE since its beginning in 2008. In the development of the research, it was pointed out the general historical context of the educational problematic in Brazil, showing the tendency to structural duality as the hallmark in Brazilian education, we also highlighted the theme of the educational policies in the 1990s, taking emphasis on the mediation between education and the global changes since the 1960s, paradigm, greatly, characterized by the binomial productive restructuring and governmental counter-reformulation. In this overview, we went through an analysis of the president Lulaâs government in which was originated the political integration HS/PTE. First, we debated the contributions of legal integration policy, with emphasis on political and ideological struggles that resulted in the Decree No. 5.154/2004 and the subsequent changes made to the LDB No. 9394/1996 concerning the discussed matter. Secondly, we debated the set of governmental actions related to HS, expressed by the Education Development Plan (EDP) and the consequences of integration policy HS/PTE in the state of CearÃ, enforcing the political reconfigurations of the local bourgeoisie expressed in the adoption of the conception of the world as business derived mainly from the philosophy of socio-educational stuff as a business technology (abbreviated in Portuguese as TESIS), all those elements put together as theoretical reference and base management to the formation / implementation of HS model in CearÃ. The results mentioned in this research showed that in Brazil it is notorious the division between the formation of working class educational versus the formation of dominant/politic class, this context was influenced differentially by the historical movements of the structural crisis of capital in the current stage of development of the productive forces. That context, added to an exacerbated absence of a national education system, influenced the federal agencies. In this sense, we can conclude that education in its various forms and levels has been influenced by the capitalist logic, then, it has been legitimizing the classist status quo, enforcing, in this way, the maintenance/ deepening of social asymmetries, adapting the human conscience to the capitalist system. In this scene, it is crucial to overcome this paradigm, so the public school rises as a "trench" to be defended against the capitalist purpose, a defense based on the purification of the educational system from the deliberated forces of capitalism. We also concluded the urgency of developing the cultural level of the masses subordinated to the limits of capital, fighting against the untouchable bases of extraction of surplus value what originates the social division of labor/ private ownership of the means of production.
King-Bailey, Shirley Ann. "Student and employer perceptions of work-based learning in rural community colleges in Mississippi." Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-04062009-082500.
Full textNichols, Lisa D. "Determining and assessing the institutional image of Ivy Tech State College using Q methodology." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1027121.
Full textDepartment of Journalism
Nwosu, Mike Chike. "Youth Entrepreneurship Among University Graduates in Anambra State, Nigeria." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6637.
Full textManley, Robert Adam. "The intended and unintended consequences of the 1990 Carl D. Perkins Vocational and Applied Technology Act Within-state Funding Formula Change: A Modified Policy Delphi Study." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/26730.
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Mosholi, Thandeka Judith. "The impact of the introduction of the new FET system at colleges in the Free State with special reference to Motheo FET College." Thesis, Bloemfontein : Central University of Technology, Free State, 2006. http://hdl.handle.net/11462/65.
Full textThis study provides an analysis of the impact of the introduction of the FET system at Colleges in the Free State, with reference to Motheo FET College. The aim of the research was to explore the perceptions of Motheo FET staff on the implementation of the FET system. It is believed that these perceptions have far-reaching implications on aspirations of the stakeholders with regard to the implementation and success of the FET system at Motheo FET College. The literature has revealed that legislation, namely, the FET Act 98 of 1998, the SAQA Act 58 of 1995 and the Skills Development Act 97 of 1998, form an indispensable past of the FET sector and also provide all stakeholders with a frame of reference and guidelines to manage the new FET system for Motheo FET College effectively and efficiently. The study also has revealed that success in the FET sector will be achieved by closing the gap between “education and training” and also ”theory and practice”. Removal of the fragmentations in education through a co-ordinated, flexible and high-quality FET system will result in employability and employment opportunities for FET learners. It has become clear that the above objective may be best achieved by strengthening co-operation between the Department of Education and the Department of Labour, in which case a new system of learnership should be identified as a mechanism to enhance collaboration between the aforementioned departments. A literature study, interviews, observations and site analysis were used as data collection methods. Four major themes were formulated from the analysis of data, namely, transformation of the FET sector, ensuring equity in all respects regarding FET matters and ensuring equality in all aspects within the FET sector. The important findings were discussed at length and thereafter, the summary, discussions, conclusions and recommendations were drawn from the findings.
Shelden, Mary Lee Moat 1941. "Vocational students' economic status and prestige following training at a rural community college on the Mexican border: A field study informed by critical theory of the state." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/282095.
Full textSouthwood, David. "For the State or for the Student: Changes in Career Advice in New South Wales Secondary Schools in the Twentieth Century David Hugh Southwood A thesis submitted in partial fulfilment of the requirements of the degree of B.A. (Hons) in History. University of Sydney October." Thesis, Department of History, 2012. http://hdl.handle.net/2123/8838.
Full textTšiame, Cyprian Mafata. "The investigation of the impact of technical and vocational education on the socio-economic development of Lesotho with special reference to Maseru district." Thesis, Bloemfontein : Central University of Technology, Free State, 2006. http://hdl.handle.net/11462/95.
Full textThe demand for continuing reform to technical and vocational education system and its products and services had been inevitable. The challenge for both the Lesotho Ministry of Education and Training Department of Technical and Vocational Education and Training and the Lerotholi Polytechnic had been to develop strategies, which would enable both economic and social goals to be realized. However, it had been a major concern that the present training system had been having some limitations and the Government’s investments in technical and vocational education produced un-healthy results and returns. The private sector had a poor few of the quality and relevance of the training offered by the public technical institutions; more specifically the Lerotholi Polytechnic, and majority of the labour market had been reluctant to employ the graduates from the institution. If quality assurance and relevance prevailed the private sector would send their employees, supervisors and managers for skills upgrading to the Lerotholi Polytechnic. The Government of Lesotho could promote its economic growth and poverty alleviation objectives if the existing tailored training substantiated to impact on the socio-economic development. The study was intended to investigate the impact of the Lerotholi Polytechnic programmes on the socio-economic development on Lesotho with special reference to Maseru district. The premises lied upon access to the Lerotholi Polytechnic technical and vocational education programmes, relevance of these programmes towards socioeconomic development, their quality assurance for the contribution towards the socioeconomic development and the training and learning strategies employed in the Lerotholi Polytechnic. Management issues such as planning, control and coordination also had to be envisaged with respect to the legal framework of technical and vocational education. Both the Lesotho Ministry of Education and Training Department of Technical and Vocational Education and Training and the Lerotholi Polytechnic formed the sample population whose responses had been triangulated in the quest for the imperative epistemic of the impact of technical and vocational education on the socio-economic development of Lesotho with special reference to Maseru district. Results had been presented and findings acknowledged. Recommendations had been advocated for the better functioning of the Lerotholi Polytechnic programmes in the contribution towards socio-economic development of Lesotho with special reference to Maseru district.
Ahmed, Hashim [Verfasser], Hanno [Akademischer Betreuer] Hortsch, and Sidiga [Akademischer Betreuer] Washi. "Building Capacity of Teachers and Trainers in Technical and Vocational Education and Training (TVET) in Sudan : Case of Khartoum State / Hashim Ahmed. Gutachter: Hanno Hortsch ; Sidiga Washi. Betreuer: Hanno Hortsch." Dresden : Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2011. http://d-nb.info/1067729070/34.
Full textBarabasch, Antje. "Risk and the school-to-work transition in East Germany and the United States." unrestricted, 2006. http://etd.gsu.edu/theses/available/etd-07262006-155533/.
Full textRichard D. Lakes, committee chair; Philo Hutcheson, Jennifer R. Esposito, Philipp Gonon, committee members. Electronic text (451 p.) : digital, PDF file. Description based on contents viewed July 5, 2007. Includes bibliographical references (p. 363-411).
Agbomeji, Ayinda Mojeed Oladele. "An investigation into factors that shape secondary school female retention in two rural public schools, Alimosho Region, Lagos State, Nigeria." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1004331.
Full textWigley, Jonathan James. "Understanding workplace-based learning contexts to inform curriculum development : the case of a Level 5 Environmental Education, Training and Development Practice Qualification /." Thesis, Rhodes University, 2006. http://eprints.ru.ac.za/498/.
Full textГалиаскарова, К. Р., and K. R. Galiaskarova. "Поддержка системы профессиональной подготовки кадров в монопрофильном муниципальном образовании: анализ и инструменты совершенствования : магистерская диссертация." Master's thesis, б. и, 2020. http://hdl.handle.net/10995/93320.
Full textThe analysis of professional training in the single-industry municipality of Pervouralsk. It was revealed that the introduction of a practice-oriented (dual) form of training of production personnel needs active government support measures.
Phuroe, Marotole Richard. "An investigation into the factors which influence the implementation of the national curriculum statement (NCS) by the school management team (SMT) at selected further education and training schools (FET schools) in the Motheo district." Thesis, Bloemfontein : Central University of Technology, Free State, 2011. http://hdl.handle.net/11462/140.
Full textAfter the inception of the new government in 1994, a new curriculum was introduced, replacing the then existing curriculum. This new curriculum brought about challenges confronting the School Management Team (SMT) regarding its management and implementation. The changes required a paradigm shift and a proactive leadership approach by the SMT and particularly the principals of the Further Education and Training Schools (FET Schools). New policies were developed in respect of the management of this curriculum, which necessarily require the SMT to know and understand in order to be able to implement the curriculum. The aspect of training was also important in order for the SMT to be effective and efficient managers and implementers of the curriculum. The research study was therefore, about the investigation of the factors which influence the implementation of this curriculum known as the National Curriculum Statements (NCS) in the selected FET Schools in Motheo district. The literature in this study was informed and guided by both international and South African contexts and perspectives. The researcher in this study pursued a mixed mode approach. Quantitative investigation was conducted in selected FET schools within Motheo district specifically Bloemfontein, Thaba-Nchu and Botshabelo schools for deputy principals and Heads of the Departments (HOD) whilst qualitative, interviews were done with the principals. Data analysis was done through the development of categories and comparisons and contrasts were made. The data analysis also took into cognizance the visibility of contrary or alternative explanation for the findings. The investigation, therefore, discovered that most of the School Management Team particularly the principals were not trained on the National Curriculum Statement (NCS), and schools were also experiencing a shortage of resources. The recommendation was that the training for the SMT be an ongoing process as it will help with the successful and effective implementation of the NCS.
Nascimento, Ana Paula Leite. "Uma análise das ações de assistência estudantil no contexto do Instituto Federal de Educação, Ciência e Tecnologia de Sergipe." Pós-Graduação em Serviço Social, 2014. https://ri.ufs.br/handle/riufs/6189.
Full textEssa pesquisa realizou um estudo acerca da Assistência Estudantil, tendo como objeto a análise da implementação de suas ações no contexto da educação profissional, científica e tecnológica do Instituto Federal de Educação, Ciência e Tecnologia de Sergipe (IFS). No percurso deste estudo caracterizamos as expressões do processo de expansão inerente à reforma educacional recente no contexto do IFS; realizamos o levantamento das ações de Assistência Estudantil desenvolvidas no cenário do IFS; e analisamos os aspectos orçamentários da Assistência Estudantil no IFS ante o processo de expansão da Rede Federal de Educação Profissional, Científica e Tecnológica. O estudo foi exploratório, sendo destacada predominantemente a natureza qualitativa da pesquisa, associada a algumas dimensões quantitativas do objeto. O universo constituiu-se de três campi do IFS: Aracaju, Lagarto e São Cristóvão, no período de 2008 a 2012. Como procedimentos metodológicos recorremos às pesquisas bibliográfica e documental. Na coleta de dados utilizamos um roteiro de indicadores para subsidiar a análise dos documentos com base nos objetivos e hipóteses da pesquisa, cuja análise foi norteada pelo método dialético. Como principiais resultados destacamos que a ampliação quantitativa do acesso aos cursos das diferentes modalidades educacionais ofertadas no IFS denota incompatibilidade com o acesso às ações de permanência, confirmando a hipótese de que a expansão da Rede Federal de Educação Profissional, Científica e Tecnológica reflete a insuficiente democratização das ações de Assistência Estudantil no atendimento às demandas cotidianas dos estudantes do IFS. Verificamos ainda que apesar do crescimento da dotação orçamentária identificado crescem, ao mesmo tempo, as demandas por estas ações, contexto que ratifica as hipóteses de que a Assistência Estudantil, no âmbito do IFS, passa por um processo de precarização e de desfinanciamento das suas ações historicamente existentes.
CASTRO, Mad Ana Desiree Ribeiro de. "O processo de implantação e implementação do PROEJA no IFG Campus Goiânia: contradições, limites e perspectivas." Universidade Federal de Goiás, 2011. http://repositorio.bc.ufg.br/tede/handle/tde/1134.
Full textThis work is linked to the line of research entitled State, Policies and History Education of the Post-Graduation Program in Education of the Faculty Education of the Federal University of Goiás. It is a case study on the implantation and implementation process of the National Program for Integration of Professional/Vocational Education with Basic Education in the Modality of Education of Youths and Adults (PROEJA), from 2006 to 2010, at current Federal Institute of Goiás, Goiânia Campus. This work had as starting point: on one hand, the identification of the structural aspects of the State, of the Brazilian education and of the economic and political conjuncture which contextualized the direction of educational policies at the time of launch of that program and, on the other, the understanding that educational institutions are also constitutive and constituent parts of this structure and conjuncture. Contributions of Karl Marx, Antonio Gramsci, Florestan Fernandes, Octavio Ianni, Francisco de Oliveira, Luiz Filgueiras, Reinaldo Gonçalves, David Maciel, Otaiza Romanelli, José Willington Germano, Gaudencio Frigotto, Maria Ciavatta, Acácia Kuenzer, Domingos Leite Lima Filho, Dante Moura, Jacqueline Moll, Gilda Guimarães, Sonia Rummert, Jane Paiva, Maria Margarida Machado, Miguel Arroyo, Luiz Fernandes Dourado, Vitor Paro, Erasto Mendonca, among others, were sought in this work. In order to carry out the qualitative research, documents relating to educational policy and procedures for the creation of the PROEJA at Goiânia Campus were examined; questionnaires were applied to students and teachers; managers who somehow were involved in the implantation and implementation of the PROEJA at Goiânia Campus were interviewed; statements given by students, teachers and administrators during the meeting named PROEJA Dialogues, held on the Goiânia Campus in August 2010, were analyzed; and the dissertations linked to research groups that are part of the Edict PROEJA-Capes/Setec were also investigated. Findings reveal the contradictions in the process of implantation and implementation of the PROEJA program, thus constituting its limits and also the possibilities that the perspectives signal at Goiânia Campus.
O presente trabalho vincula-se à linha de pesquisa intitulada Estado, Políticas e História da Educação do Programa de Pós-graduação da Faculdade de Educação da Universidade Federal de Goiás. É um estudo de caso sobre o processo de implantação e implementação do Programa Nacional de Integração da Educação Profissional com a Educação Básica na modalidade de Educação de Jovens e Adultos (PROEJA), no período de 2006 a 2010, no atual Instituto Federal de Goiás, Campus Goiânia. Este trabalho teve como ponto partida, de um lado, a identificação dos aspectos estruturantes do Estado e da educação brasileira e da conjuntura econômica e política que contextualizaram os rumos das políticas educacionais no momento de instituição do referido Programa; de outro, a compreensão de que as instituições educacionais são partes constitutivas e também constituintes desta estrutura e conjuntura. Buscaram-se as contribuições de Karl Marx, Antônio Gramsci, Florestan Fernandes, Otávio Ianni, Francisco de Oliveira, Luiz Filgueiras, Reinaldo Gonçalves, David Maciel, Otaíza Romanelli, José Willington Germano, Gaudêncio Frigotto, Maria Ciavatta, Acácia Kuenzer, Domingos Leite Lima Filho, Dante Moura, Jaqueline Moll, Gilda Guimarães, Sônia Rummert, Jane Paiva, Maria Margarida Machado, Miguel Arroyo, Luiz Fernandes Dourado, Vitor Paro, Erasto Mendonça, dentre outros. Para a realização da pesquisa, de cunho qualitativo, recorreu-se aos documentos relativos à política educacional e aos procedimentos de montagem do PROEJA no Campus Goiânia, à aplicação de questionários junto aos alunos e professores, à realização de entrevistas com gestores que de alguma forma estiveram envolvidos com a implantação e implementação do PROEJA no Campus Goiânia, à análise dos depoimentos dados por alunos professores e gestores durante o Encontro Diálogos Proeja realizado no Campus Goiânia, em agosto de 2010, e também às dissertações vinculadas aos grupos de pesquisas que fazem parte do edital PROEJA-Capes/Setec. As conclusões mostram as contradições no processo de implantação e implementação do Programa, constituindo assim seus limites e, também, as possibilidades que as perspectivas no Campus Goiânia apontam.
Trigueiro, Nilene Matos. "Os desdobramentos das reformas de educação profissional e tecnológica promovidas pelos governos Fernando Henrique Cardoso e Lula da Silva no Instituto Federal do Ceará, campus Juazeiro do Norte." Universidade Federal da Paraíba, 2014. http://tede.biblioteca.ufpb.br:8080/handle/tede/4846.
Full textCoordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This thesis proposes to examine the Federal Institute of Technological Education of Ceará (IFCE) campus Juazeiro, in advance of the neoliberal policies of vocational and technological education, undertaken by the governments of Fernando Henrique Cardoso and Lula da Silva. The research seeks to read between the lines, discussing the economic, political and ideological interests in the constitution of legislation related to vocational and technical education, developed by the governments of Fernando Henrique Cardoso and Lula da Silva, with emphasis on Decree No. 2,208 / 1997 recorded the first and Decree No. 5,154 / 2004 and Law No. 11,892 / 2008, promulgated by the second. To understand reality, the job will leave the dialectical method, believing that this allows the construction and reflection of reality in its historical entirety. Given the above, the research question that is intended to clarify is this: as the definitions contained in vocational and technical education reforms implemented since the second half of the 90s of XX century, were being implemented, or not, in IFCE campus Juazeiro? This presents the hypothesis that the policies of professional and technological education, developed in recent decades, the Brazilian government pledged more with the market and international agencies than with the needs and interests of workers in the country. From a methodological standpoint, we opted for a qualitative study. The methodological approach was selected to bibliographic and documentary research, since this gives the investigator the opportunity to gather a lot of information pertaining to its object through the use of laws, procedures and school conditions etc. The search can also be defined as a case study by allowing the deepening of a certain reality. In this case, the reality to be known is the IFCE campus Juazeiro, in order to get to know the impact of policies on vocational and technical education, enacted by governments Fernando Henrique Cardoso and Lula da Silva, the reality in question. A survey conducted in IFCE campus Juazeiro, made it clear that reform in vocational and technical education, promoted by Fernando Henrique Cardoso, settled himself ideologically and financially to the capital accumulation process, in view of consolidating the state minimum in that economic regulation should be undertaken by market forces, and the state should provide the minimum necessary services, such as education, safety, health etc. Regarding reform in vocational and technical education held by the Lula da Silva government, could be seen that, despite some advances in education, promoted by his government in recent decades, causing qualitative changes from the previous government, these advances still were not able to counter the neoliberal conceptions of education, nor were sufficient to promote a comprehensive education in the perspective of emancipation of the working class.
A presente dissertação propõe-se a analisar o Instituto Federal de Educação Tecnológica do Ceará (IFCE), campus Juazeiro do Norte, no avanço das políticas neoliberais de educação profissional e tecnológica, empreendidas pelos governos Fernando Henrique Cardoso e Lula da Silva. A pesquisa busca ler as entrelinhas, discutindo os interesses econômicos, políticos e ideológicos presentes na constituição da legislação referente à educação profissional e tecnológica, desenvolvidas pelos governos Fernando Henrique Cardoso e Lula da Silva, com ênfase no Decreto nº 2.208/1997 exarado pelo primeiro, e no Decreto nº 5.154/2004 e na Lei nº 11.892/2008, promulgados pelo segundo. Para compreensão da realidade, o trabalho partirá do método dialético, por acreditar que este possibilita a construção e a reflexão da realidade, em sua totalidade histórica. Diante do exposto, a questão norteadora que se pretende elucidar é a seguinte: como as definições contidas nas reformas de educação profissional e tecnológica, implementadas a partir da segunda metade da década de 90 do século XX, foram sendo implantadas, ou não, no IFCE, campus Juazeiro do Norte? O presente trabalho apresenta como hipótese, que as políticas de educação profissional e tecnológica, desenvolvidas, nas últimas décadas, pelos governos brasileiros, comprometeram-se mais com o mercado e os organismos internacionais do que com as necessidades e interesses dos trabalhadores do país. Do ponto de vista metodológico, optou-se por um estudo de natureza qualitativa. O procedimento metodológico selecionado foi a pesquisa bibliográfico-documental, visto que esta fornece ao investigador a possibilidade de reunir uma grande quantidade de informações referentes ao seu objeto, através da utilização de leis, processos e condições escolares etc. A pesquisa pode ser definida, também, como um estudo de caso, por possibilitar o aprofundamento de determinada realidade. No caso em questão, a realidade a ser conhecida é o IFCE, campus Juazeiro do Norte, de modo a buscar conhecer a repercussão das políticas de educação profissional e tecnológica, promulgadas pelos governos Fernando Henrique Cardoso e Lula da Silva, na realidade em questão. A pesquisa realizada no IFCE, campus Juazeiro do Norte, tornou claro que a reforma na educação profissional e tecnológica, promovida por Fernando Henrique Cardoso, acomodou-se ideológica e financeiramente ao processo de acumulação do capital, na perspectiva da consolidação do Estado mínimo, em que a regulação econômica deve ser realizada pelas forças do mercado, e ao Estado cabe prover os serviços mínimos necessários, como: educação, segurança, saúde etc. Quanto à reforma na educação profissional e tecnológica, realizada pelo governo Lula da Silva, pôde-se perceber que, apesar dos alguns avanços em educação, promovidos pelo seu governo, nas últimas décadas, provocando mudanças qualitativas em relação ao governo anterior, esses avanços ainda não foram capazes de se contrapor às concepções neoliberais de educação, tampouco foram suficientes para promover uma educação integral, na perspectiva de emancipação da classe trabalhadora. Palavras-chave: Educação profissional e tecnológica, IFCE, Juazeiro do Norte, Estado mínimo.