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Dissertations / Theses on the topic 'Technical and Further Education Board'

Author: Grafiati

Published: 10 December 2022

Last updated: 31 July 2025

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1

Forsell, Caroline. "Technical Interest : Does earlier technology education influence the choiceto further studies in technical subjects?" Thesis, KTH, Skolan för industriell teknik och management (ITM), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-226568.

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This thesis investigates if a student’s interest in technology at lower secondary school can influence their choice to attend an upper secondary school technical program (Teknikprogrammet). Factors like the choice of course book, teacher, practical and theoretical technology were investigated. For example, the frequency of course book use during the education and how many students that used a course book. The differences between female and male students was specially investigated. The study was performed by a web form that was sent out to 145 students at first year Teknikprogrammet. Quantitati

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2

Whitley, Peter J. "The leadership of entrepreneurialism in technical and further education colleges." Thesis, Curtin University, 2004. http://hdl.handle.net/20.500.11937/1435.

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The provision of vocational education and training is largely provided by the Technical and Further Education (TAFE) colleges and institutes, which have been established throughout Australia. All of these colleges and institutes are the responsibility of the respective State governments and are generally considered by those governments as strategic instruments of government particularly in regard to the preparation of people for employment and addressing deficiencies within the workforce. As more emphasis has been placed upon government entities to be more entrepreneurial and corporate in thei

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Whitley, Peter J. "The leadership of entrepreneurialism in technical and further education colleges." Curtin University of Technology, Graduate School of Business, 2004. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16514.

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The provision of vocational education and training is largely provided by the Technical and Further Education (TAFE) colleges and institutes, which have been established throughout Australia. All of these colleges and institutes are the responsibility of the respective State governments and are generally considered by those governments as strategic instruments of government particularly in regard to the preparation of people for employment and addressing deficiencies within the workforce. As more emphasis has been placed upon government entities to be more entrepreneurial and corporate in thei

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4

Van, Der Linde Christopher Jae. "Technical and further education diploma graduates : personal capital investments and returns." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16579/1/Christopher_Jae_Van_Der_Linde_Thesis.pdf.

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This research has examined the personal capital investments and returns of a group of TAFE Diploma of Community Work graduates through the use of qualitative research methodology. Recognising that the concept of personal capital is distinct from human capital in that it considers the intrinsic reasons, impetus and values that individuals ascribe to their motivation to undertake and complete a course of study. Personal capital is not quantifiable within the present human capital outcomes paradigm, however the personal capital paradigm allows for a deeper exploration of a range of further tangib

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Van, Der Linde Christopher Jae. "Technical and further education diploma graduates : personal capital investments and returns." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16579/.

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This research has examined the personal capital investments and returns of a group of TAFE Diploma of Community Work graduates through the use of qualitative research methodology. Recognising that the concept of personal capital is distinct from human capital in that it considers the intrinsic reasons, impetus and values that individuals ascribe to their motivation to undertake and complete a course of study. Personal capital is not quantifiable within the present human capital outcomes paradigm, however the personal capital paradigm allows for a deeper exploration of a range of further tangib

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6

Pyle, N. T. "Principalship in colleges offering non-advanced further education in the northwest of England and technical and further education in Queensland : An illuminative study." Thesis, Lancaster University, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.374152.

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7

Edwards, David. "Smoking knowledge, attitudes and behaviour among students attending Regency Institute of Technical and Further Education /." Title page, contents and abstract only, 1996. http://web4.library.adelaide.edu.au/theses/09MPM/09mpme26.pdf.

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8

Tyler, Mark A. "Critical spirit manifestations in TAFE teachers and their work." University of Southern Queensland, Faculty of Education, 2009. http://eprints.usq.edu.au/archive/00006204/.

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This thesis reports on research conducted with Technical and Further Education (TAFE) teachers from Queensland and Western Australia. The research is located atthe intersection where teachers’ identities met the discourse of new vocationalism. Scholars have highlighted the tensions that this discourse has produced in therelationships between TAFE and its teachers, and noted that TAFE teachers are pressured to change their subjectivities to reflect themselves more effectively asworkers in an educational market focused on economic imperatives. This is often in contrast to these teachers’ persona

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9

Blomme, Paul. "A study of the models and trends in information science education and their implications for Tafe curriculum planning, computing lecturers and learners." Thesis, Curtin University, 1997. http://hdl.handle.net/20.500.11937/1029.

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This chapter provides an introduction to two contrasting vocational course: the Associate Diploma in Applied Science (Computing) award, based on the content driven curriculum model and the first year Diploma of Information Technology award, based on the National Information Technology curriculum model. It develops the research questions pertaining to each model. It provides a full description of the present study and the adoption of a system approach in evaluating two contrasting curriculum models. Finally, this chapter justifies the study in terms of the significant impact the Information Tec

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10

Turner, Stanley. "An interrelated approach to teaching mathematics in further education." Thesis, Loughborough University, 1986. https://dspace.lboro.ac.uk/2134/10505.

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Reports and consultative documents published at national level since about 1980 have indicated that British Industry must look to modern technology and also educate and train its workers on a 'broad base', with an 'integrated' approach. Traditionally, and still very much the mode of operation, teaching has been confined within subject boundaries. A research group was established by Professor Bajpai consisting of the author, Mr Rod Bond (Burleigh Community College, Loughborough) and a few others working overseas to investigate a teaching strategy based on an interrelated approach to teaching ma

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11

Lucas, Norman. "A history of technical and further education colleges in England from the nineteenth century to 2000." 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, 2009. http://hdl.handle.net/2237/12369.

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12

Judd, Annemarie M. F., and n/a. "A comparison of humanistic and traditional teaching methods in a college of technical and further education." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060804.122004.

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This field study examines the comparative effectiveness of traditional and humanistic teaching methods. In part I the origins of humanistic teaching and their relationship to Gestalt therapy are considered. The influence of Humanistic education adult learning theory is also discussed. Part I concludes with an assessment of humanistic teaching. Part II: To measure the comparative effectiveness of the humanistic and traditional teaching methods, three groups of first year students in General English classess in a College of Technical and Further Education were selected. The effectiveness was mea

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Blomme, Paul. "A study of the models and trends in information science education and their implications for Tafe curriculum planning, computing lecturers and learners." Curtin University of Technology, Science and Mathematics Education Centre, 1997. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=12112.

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This chapter provides an introduction to two contrasting vocational course: the Associate Diploma in Applied Science (Computing) award, based on the content driven curriculum model and the first year Diploma of Information Technology award, based on the National Information Technology curriculum model. It develops the research questions pertaining to each model. It provides a full description of the present study and the adoption of a system approach in evaluating two contrasting curriculum models. Finally, this chapter justifies the study in terms of the significant impact the Information Tec

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14

Ferrier, J. D., and edu au jillj@deakin edu au mikewood@deakin edu au wildol@deakin edu au kimg@deakin. "AN INVESTIGATION INTO THE DIFFUSION OF INNOVATION IN TECHNICAL AND FURTHER EDUCATION: IMPLEMENTING E-MAIL THROUGH ACTION RESEARCH." Deakin University. School of Education, 1998. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20041208.155904.

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This research project examined the diffusion of change within one Victorian TAPE Institute by engaging action research to facilitate implementation of e-mail technology. The theoretical framework involving the concepts of technology innovation and action research was enhanced with the aid of Rogers's (1983) model of the diffusion of the innovation process. Political and cultural factors made up the initiation phase of innovation, enabling the research to concentrate on the implementation phase of e-mail Roger's (1983) model also provided adopter categories that related to the findings of a Com

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McNeil, E. M., and n/a. "A study of attrition among accounting certificate course students at Woden College of Technical and Further Education, 1981 - 1984." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20061013.125123.

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This study examines the reasons for student withdrawal from the Accounting Certificate Course at Woden TAFE College during the period 1981 to 1984 inclusive. The investigation concerns students enrolled in a demanding, four year course, which leads to a para-professional qualification including (subject to practical experience) registration with the Tax Agents Registration Board. A 100% survey was made of all students, both withdrawn and continuing for the relevant period. Students are adults, mostly between the ages of 20 to 50. Attrition rates in the early stages of the course were found to

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Montgomery, Thomas, and n/a. "A descriptive analysis and evaluation of Australian Capital Territory Institute of Technical and Further Education's marketing strategy." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20061018.145205.

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The research in this thesis attempts to study the ACT Institute of Technical and Further Education's marketing strategy, and it addresses a particular situation at a specific time. The research was undertaken in two studies. The first,through the use of a marketing audit, was focused on three key marketing areas within the Institute to indicate its overall marketing strategy. The second study involved a questionnaire to ascertain the effectiveness awareness of the Institute's advertising. The researcher first presents an historical review and an ordering of the historical aspects to illuminate

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McBeath, Ursula Clare. "Curriculum dissemination in TAFE : a study of the educational change process in the Technical and Further Education sector in Western Australia." Thesis, Curtin University, 1994. http://hdl.handle.net/20.500.11937/2299.

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This research was concerned with identifying and finding solutions to serious dissemination problems existing in the curriculum change process in the Technical and Further Education (TAFE) sector in Western Australia. It explored the hypothesis that much of the frustration and inefficiency which occurs when TAFE courses are reviewed or upgraded can be eradicated by attention given to a well developed dissemination strategy.The research focused initially on four case studies of TAFE curriculum innovation and on the identification of the dissemination factors which the implementers believe affec

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Du, Plessis Schalk Willem. "Die rol van verdere onderwys- en opleidingskolleges in die onderwysstelsel / Schalk Willem du Plessis." Thesis, North-West University, 2008. http://hdl.handle.net/10394/2259.

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The purpose of this study was to investigate the roll played by Further Education and Training Colleges in delivering education in South-Africa, with specific reference to technical education. As technology developed, the need for well trained artisans also increased. Technical Colleges have helped in addressing that need by increasing the theoretical knowledge of apprentices and artisans. With the political changes in South-Africa, came changes in education. Technical Colleges changed to Further Education and Training Colleges, and with that the purpose of these institutions. No longer will s

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Freeman, Maureen, and n/a. "Research into the quality of the teaching environment for adult learners." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20060206.132723.

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In this decade, the drive to improve the quality of learning environments at all levels has gathered pace, and accountability of providers has become a byword, particularly in secondary and tertiary educational institutions. In this process of meeting societal needs, the teacher's role is crucial to the provision of optimal conditions for learning. Teachers' adaptation to the changing clientele and technologies of the 1990's, also demands their flexibility and preparedness to contemplate anew their role in the learning transaction. Gage (1963) posed three topical questions about teaching: how

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Clark, Judith. "To Hell in a Handcart Educational realities, teachers' work and neo-liberal restructuring in NSW TAFE." Thesis, The University of Sydney, 2003. http://hdl.handle.net/2123/590.

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This thesis examines the impact of neo-liberal economic restructuring on teachers, specifically teachers in technical and further education. Historically, there has been limited research undertaken on teachers as workers, and even less on TAFE teachers. During the period covered by the study, TAFE was buffeted by the massive changes, social, political, cultural and economic, that were occurring on a global scale. As a result, TAFE has been a system in crisis. The consequences are addressed by an empirical study that examines NSW TAFE teachers' experience of the great changes that have occurred

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Clark, Judith. "To Hell in a Handcart Educational realities, teachers' work and neo-liberal restructuring in NSW TAFE." University of Sydney. Education, 2003. http://hdl.handle.net/2123/590.

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This thesis examines the impact of neo-liberal economic restructuring on teachers, specifically teachers in technical and further education. Historically, there has been limited research undertaken on teachers as workers, and even less on TAFE teachers. During the period covered by the study, TAFE was buffeted by the massive changes, social, political, cultural and economic, that were occurring on a global scale. As a result, TAFE has been a system in crisis. The consequences are addressed by an empirical study that examines NSW TAFE teachers' experience of the great changes that have occurred

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Letsie, 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/.

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Brownlee, Graham, and n/a. "Program evaluation : a study of evaluation in an ACT TAFE College." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060615.165537.

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This field study discusses curriculum evaluation in technical and further education in Australia and the Australian Capital Territory. The study has been developed to include a case study of evaluation undertaken at the Bruce College of Technical and Further Education. The case study forms an integra1 part of the field study and provides the focus for discussion of evaluation standards developed by Stufflebeam and others (joint Committee, 1981) for evaluation and meta-evaluation. The standards suggested by the Joint Committee (1981) were applied to the case study to examine the value of the ca

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Fouché, Jacobus Paulu. "Programme development for first year accounting in South African higher education / Jacobus Paulus Fouché." Thesis, North-West University, 2006. http://hdl.handle.net/10394/1132.

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There are various factors that accounting educators should consider when involved in accounting education. These include: A continuous changing business environment; A new generation of learners studying at universities; A lack of skills among learners; Accounting educators resisting changes in accounting education; and The requirements for continuing professional education. From the literature it seems that much research has been done in the field of accounting education, but that it did not find practical application in the classroom. It is therefore necessary to think creatively in order to

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Cetnar, Ashley. "Valued Discourse in Oral Examinations for Medical Physicists." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1606920639129938.

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Hinton, Susan E., and Susan Mayson@BusEco monash edu au. "Organisational contestation over the discursive construction of equal employment opportunities for women in three Victorian public authorities." Swinburne University of Technology, 1999. http://adt.lib.swin.edu.au./public/adt-VSWT20051102.140031.

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The central arguments in this thesis rest on two premises. Firstly language and context are intimately bound up in the social construction of workplace gender inequalities. Secondly, organisational understandings and management of women�s access to employment opportunities and rewards in modern bureaucratic organisations are constituted through discourses or systems of organisational knowledges, practices and rules of organising. This study uses the concept of discourse to account for the productive and powerful role of knowledge and language practices in constituting the organisational co

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Jansen, Henry Hermanus. "Institutional commitments, integration and student persistence in the NCV Safety in Society at a TVET College in the Western Cape." UWC, 2020. http://hdl.handle.net/11394/7553.

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Magister Educationis (Adult Learning and Global Change) - MEd(AL)<br>Student dropout, certification and retention rate has played a pivotal role for academic institutions globally. There are various factors that affect student persistence which inevitably leads to a student’s failure to graduate. These factors may also result in voluntary withdrawal from institutions which could impact on the status and funding of tertiary institutions. To deal with such critical issues, there is a need to understand the reasons for the decline in student retention and the factors that influence goals and stud

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Steenholdt, Paula. "Curriculum development practices in Tasmanian technical and further education." Thesis, 1989. https://eprints.utas.edu.au/21685/1/whole_SteenholdtPaula1990_thesis.pdf.

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Vocational curriculum development as practised by the Division of Technical and Further Education in Tasmania is the focus of this study. The specific nature of TAFE, its role in the community and its curriculum development requirements are identified. These requirements are set against a background of the various methodologies of curriculum development available to the practitioner. An overview of the literature is used to produce a commonly accepted set of curriculum development processes and some orientations or models for considering these processes. The predominant model used by

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Fan, Hui-Ching, and 范惠卿. "A study on system analysis of Technical and Further Education (TAFE) in Australia." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/94990645718088755813.

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碩士<br>國立暨南國際大學<br>比較教育學系<br>95<br>This research is to understand the implementation state of Australia’s Vocational and Technical Education (VTE), and probe into its the most important public education, Technical and Further Education (TAFE). Australia’s VTE is quite well-known. TAFE is a main training type of VTE, so TAFE is nearly equal to VTE. TAFE has been through different stages since it was developed from the middle of 1970s. The system has adapted different measures to solve the problems originated from its different development stages. The proposes of this research are as follows: Fi

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Huffman, Jacqueline Sara Deighton. "Stages of concern toward the career and technical education standards for national board certification." 2001. http://purl.galileo.usg.edu/uga%5Fetd/huffman%5Fjacqueline%5Fs%5F200108%5Fedd.

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Manota, Piet. "The management of the restructuring of technical colleges into further education and training institutions in Gauteng." Thesis, 2012. http://hdl.handle.net/10210/7174.

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D.Ed.<br>Die herstrukturering van Tegniese Kolleges tot Verdere Onderwys- en Opleidinginstellings in Gauteng, en in Suid-Afrika as 'n geheel, moet gesien word teen die agtergrond van transformasionele veranderings wat in die hele land plaasvind. Sedert 1994 het die hele land 'n transformasieproses ondergaan nadat 'n nuwe demokratiese regering oorgeneem het en verander het van 'n apartheidstelsel tot 'n verenigde demokratiese samelewing. Onderwys is ook nie onaangeraak gelaat deur die transformasieproses nie. Die hele onderwysstelsel, wat hoer onderwys, algemene onderwys en verdere onderwys ins

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Rice, Ann. "Technical and further education (TAFE) managers : balancing managerial and and professional outcomes in their role as educational leaders." Thesis, 2005. http://handle.uws.edu.au:8081/1959.7/30275.

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The research in this portfolio is situated in Technical and Further Education (TAFE) in New South Wales. It examines the impact that changes to improve the competitiveness of the vocational education and training sector have had on the role of managers in TAFE. These managers are suffering a number of tensions associated with balancing the pedagogic, professional and managerial aspects of their role. While recommendations were made about how to improve the managers’ role, a concern remains that performance indicators in TAFE which emphasise quantitative measures of efficiency, marginalise educ

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Rice, Ann Maree, University of Western Sydney, College of Law and Business, and School of Management. "Technical and further education (TAFE) managers : balancing managerial and and professional outcomes in their role as educational leaders." 2005. http://handle.uws.edu.au:8081/1959.7/30159.

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The research in this portfolio is situated in Technical and Further Education (TAFE) in New South Wales. It examines the impact that changes to improve the competitiveness of the vocational education and training sector have had on the role of managers in TAFE. These managers are suffering a number of tensions associated with balancing the pedagogic, professional and managerial aspects of their role. While recommendations were made about how to improve the managers’ role, a concern remains that performance indicators in TAFE which emphasise quantitative measures of efficiency, marginalise educ

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Rice, Ann, University of Western Sydney, College of Law and Business, and School of Management. "Technical and further education (TAFE) managers : balancing managerial and and professional outcomes in their role as educational leaders." 2005. http://handle.uws.edu.au:8081/1959.7/30275.

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The research in this portfolio is situated in Technical and Further Education (TAFE) in New South Wales. It examines the impact that changes to improve the competitiveness of the vocational education and training sector have had on the role of managers in TAFE. These managers are suffering a number of tensions associated with balancing the pedagogic, professional and managerial aspects of their role. While recommendations were made about how to improve the managers’ role, a concern remains that performance indicators in TAFE which emphasise quantitative measures of efficiency, marginalise educ

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Wen, Huang Chen, and 黃振文. "A Study on Factors of Students'' Aspiration for Further Education in Technical Programs of Junior-High Schools." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/68873380676593700921.

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碩士<br>國立彰化師範大學<br>工業教育學系在職進修專班<br>91<br>Abstract Students attending skill-education at junior high schools are frequently assumed as low academic achievement and low interest for further education. Schools often neglect the function of adaptability development that are provided through skill educa- tion. Even if these students are willing to go for further study, they are not generally respected, and do not obtain required appreciation. Therefore, this study was focused on students’ gender, parents’ socioeconomic status, classes of skill-education, personal factors, school factors a

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Cele, Sibuko S. "The application of computer technology in teaching technical subject [sic] : a case study comprising of educators at a further education and training (FET) college in Durban." Thesis, 2006. http://hdl.handle.net/10413/3755.

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Many claims have been made in the literature about the motivational effects of Information and Communication Technologies (ICT) on learners, leading them to have a positive perception towards their work, spend longer periods on tasks and be more committed to their learning. The author of the present study has utilized their previous research evidence of motivation and the results of other previous projects to investigate the factors which motivate educators to use ICT. This project was initiated to investigate the educator's perception, which has contributed to the continued use of ICT, by edu

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(5929529), Erika D. Bonnett. "The Use of Sustained Experience in 4-H Fluid Power Education to Influence STEM Perception in Middle School Youth." Thesis, 2019.

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<p>Science, Technology, Engineering and Math (STEM) are at the forefront of conversations in education, not only in Indiana, but across the country. This conversation is crossing boundaries from primary and secondary education, to academia, to government agencies, to industry. The inherent focus on STEM comes from an understanding of the impending job shortage in STEM jobs in the next decades. In the discipline of fluid power, the gap between education and industry with jobs is not easy to see because while the gap is known by industry experts there is a lack of literature documenting the gap.

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Ngobeni, J. S. "Identifying the educational needs of Capricorn College for Further Education and Training : a case study." Thesis, 2015. http://hdl.handle.net/10386/1241.

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Thesis (MEd. (Community and Continuing Education)) -- University of Limpopo, 2015<br>The research was carried out in Capricorn College for FET. The main aim of this study was to identify the educational needs of Capricorn College for FET. This study attempted to answer the following research question:  What are the educational needs of Capricorn College for FET? This study was designed within a qualitative research paradigm using multiple-case studies. A document analysis, semi-structured interviews, observations were used to identify the educational needs of Capricorn College for FET.

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Akoojee, Salim. "Private technical and vocational education and training (TVET) and national development : The South African reality." Thesis, 2008. http://hdl.handle.net/10539/5855.

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This thesis examines the extent to which the private Technical and Vocational Education and Training (TVET) Sector in South Africa is responsive to national development. National development is understood as associated with a range of socio-economic imperatives which include challenges of poverty, unemployment, inequality, the ravages of the HIV/AIDS pandemic and its associated impacts. In addition to these, the educational component of national development is to ensure access, redress and equity, which are necessary to undo the impacts of an apartheid-related skills regime. Skills development

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Mothapo, Mamochite George. "Principles for effective governance of further education and training (FET) colleges in South Africa." Diss., 2014. http://hdl.handle.net/10500/14142.

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Since 1994, the South African education system has been undergoing continuous transformation which has had an impact on the governance of Further Education and Training (FET) colleges. This study, which focused on an investigation of the principles of effective governance at FET colleges, was conducted in three purposefully sampled FET colleges. Qualitative content analysis was used to analyse data collected using semi-structured interviews, observation and document analysis. The main finding of this study revealed that college councils do not have either the capacity or the resources t

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Matshaya, Kulana. "The professional develoment of lecturers at further education and training colleges in the Eastern Cape Province." Diss., 2016. http://hdl.handle.net/10500/21143.

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The study focused on professional development of lecturers at Further Education and Training (FET) Colleges in the Eastern Cape Province. The effectiveness of lecturers at FET colleges depends on continuous development in order to meet challenges that they face due to continuous changes in technology and curriculum. Also, the development of the lecturers has a positive effect on their teaching with the result that both the students and the wider institution benefit from it. The literature reviewed revealed the effects, types, theories and nature of professional development. A qualitative rese

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Matea, Marobane John. "The evaluation of skills development facilitation in Gauteng public further education and training (FET) colleges." Thesis, 2013. http://hdl.handle.net/10500/14625.

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South Africa is a developing country that contends with a serious skills deficit that hampers its economic growth prospects. To address this skills deficit particularly at intermediate level, the government identified the public Further Education and Training (FET) College sector to serve as a medium to counter the challenge. Subsequent to the aforementioned decision by the government, political and financial support was pledged to the sector. Legislation that is attributed to the sector was also enacted and amended to capacitate the sector to perform optimally. The focus of this research was

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(9809444), Helen Keen Dyer. "(Re) imagining the boundary: A case of contemporary fire and emergency services education and training." Thesis, 2018. https://figshare.com/articles/thesis/_Re_imagining_the_boundary_A_case_of_contemporary_fire_and_emergency_services_education_and_training/13447793.

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The Australian Fire and Emergency Services (FES) industry environment is becoming increasingly complex, with recent research suggesting this trend is expected to continue. At the heart of this complexity is an increase in the incidence and intricacy of operational activity, advances in technology and practice plus increasing scrutiny by all levels of government and the public FES serves. The changing industry environment has been attributed to a range of factors and importantly here, manifesting in the changing of many of ‘the ways’, that is, the ways of being, knowing and doing of FES, as the

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(9809444), Helen Keen Dyer. "(Re) imagining the boundary: A case of contemporary fire and emergency services education and training." Thesis, 2023. https://figshare.com/articles/thesis/_Re_imagining_the_boundary_A_case_of_contemporary_fire_and_emergency_services_education_and_training/24079497.

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<p dir="ltr">The Australian Fire and Emergency Services (FES) industry environment is becoming increasingly complex, with recent research suggesting this trend is expected to continue. At the heart of this complexity is an increase in the incidence and intricacy of operational activity, advances in technology and practice plus increasing scrutiny by all levels of government and the public FES serves. The changing industry environment has been attributed to a range of factors and importantly here, manifesting in the changing of many of ‘the ways’, that is, the ways of being, knowing and doing o

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Frost, JC. "Curriculum management in TAFE colleges : a case study of Launceston College of TAFE, School of Commerce/Secretarial Studies introduction of commerce/secetarial new (1986) curriculum." Thesis, 1988. https://eprints.utas.edu.au/19557/1/whole_FrostJanetteClaire1988_thesis.pdf.

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The School of Commerce/Secretarial Studies, Launceston College of Technical and Further Education has been used to provide a case study on the introduction of new (1986) commerce/secretarial studies curriculum. A short history of commercial and secretarial training with particular emphasis on Launceston college of TAFE is outlined. The study has focussed on the subject of Typing Stage 1 (new curriculum) and Typewriting 1 (old curriculum) although other subjects, communication and office skills, are also mentioned. Observation of resistance to change and teachers' attitudes before and after t

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(9818384), Carmel Mckenzie. "Opening the black box of beauty teaching in Australian Vocational and Education Training: A case of beauty teachers forming alliances with networks." Thesis, 2024. https://figshare.com/articles/thesis/Opening_the_black_box_of_beauty_teaching_in_Australian_Vocational_and_Education_Training_A_case_of_beauty_teachers_forming_alliances_with_networks/28030739.

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<p dir="ltr">This study opened the black box of beauty teaching in Australia to investigate, firstly, what is needed to teach beauty, and secondly, how beauty teachers implemented a beauty training package. Opening the black box utilised the Actor-Network Theory (ANT) approach of revealing the people and materials of a little known teaching practice where clients were needed for teaching and assessing in a simulated beauty salon. </p><p dir="ltr">Actor-Network Theory’s (ANT) concepts of actors, networks, black box, obligatory passage points, translations, intermediaries, and an immutable mobil

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Бородієнко, О. В. "Система розвитку професійної компетентності керівників структурних підрозділів підприємств сфери зв'язку". Thesis, 2018. http://lib.iitta.gov.ua/716865/1/dis_Borodiyenko.pdf.

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У дисертації здійснено теоретичне узагальнення і запропоновано розв’язання наукової проблеми щодо обґрунтування педагогічної системи розвитку професійної компетентності керівників структурних підрозділів підприємств сфери зв’язку (на прикладі керівників структурних підрозділів з продажу послуг та обслуговування споживачів) . Професійну компетентність керівників структурних підрозділів підприємств сфери зв'язку репрезентовано як інтегративне утворення, що відображає систему професійних знань, умінь, цінностей, цільових настанов, професійно важливих якосте

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Бородієнко, О. В. "Система розвитку професійної компетентності керівників структурних підрозділів підприємств сфери зв’язку". Thesis, 2018. http://lib.iitta.gov.ua/716864/1/Borodiyenko_aref.pdf.

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У дисертації здійснено теоретичне узагальнення і запропоновано розв’язання наукової проблеми щодо обґрунтування педагогічної системи розвитку професійної компетентності керівників структурних підрозділів підприємств сфери зв’язку. Розроблено авторську концепцію, визначено методологічні підходи, принципи, педагогічні умови, модель означеного розвитку. Обґрунтовано педагогічну систему розвитку професійної компетентності керівників структурних підрозділів підприємств сфери зв’язку; узагальнено експериментальні дані, що свідчать про правомірність висновків щодо її результативності. Результати дисе

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(5929802), Andrew M. Jackson. "A Case Study of High-School Student Self-Regulation Responses to Design Failure." Thesis, 2019.

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<div>Although design is part of everyday experience, increased proficiency in managing and reflecting while designing signify greater proficiency as a designer. This capacity for regulation in design is crucial for learning, including from failure experiences, while designing. Failure and iteration are integral parts of design, with potential cognitive and psychological ramifications. On the one hand, failure can be framed as a learning experience that interrupts thinking and evokes reflection. On the other hand, it can be detrimental for confidence and motivation or derail the design process.

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(10867428), Jisoo Hwang. "Emotions on Learning with Technology." Thesis, 2021.

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<div> <div> <div> <p>Previous work has identified the many difficulties that students experience in learning abstract concepts in STEM. Past studies have also identified the critical role that emotions play on students' motivation to learn. As new learning technologies are developed, they enable visualizing complex scientific concepts which can be non-visible thus assisting students' understanding of abstract ideas as well as improving their motivation as they learn. This study investigated two learning technologies and compared them to examine 1) their effectiveness on learning concept

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