Relevant bibliographies by topics / Victorian School Vocational Programs

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Victorian School Vocational Programs'

Author: Grafiati
Published: 19 February 2023

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Journal articles on the topic "Victorian School Vocational Programs"

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Martin, James E., and James V. Husch. "School-Based Vocational Programs and Labor Laws." Journal of the Association for Persons with Severe Handicaps 12, no. 2 (1987): 140–44. http://dx.doi.org/10.1177/154079698701200208.

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Vocational programs have become an important part of the educational curriculum for students with moderate to severe handicapping conditions. Community-based instruction beginning at the elementary level and emphasis upon placement during the latter school years have created a need for school staff to better understand labor rules and regulations. This article reviews the rules and regulations of the U.S. Fair Labor Standards Act in relation to school-based vocational programs and emphasizes the payment of wages across different training and placement options.
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Tamrin, A. G., S. Slamet, and S. Soenarto. "The link and match of the demand and supply for productive vocational school teachers with regard to spectrum of vocational skills in the perspective of education decentralization." Jurnal Pendidikan Vokasi 8, no. 1 (2018): 40. http://dx.doi.org/10.21831/jpv.v8i1.15135.

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The purpose of this study was to describe the pattern of link and match of the demand and supply for productive vocational school teachers which should be carried out in the future. This study is descriptive qualitative with the grounded theory approach. The unit of analysis consisted of: policy makers at central level; policy makers at local level; productive vocational school teachers; Teacher Education Institutes (LPTK), and Non-Teacher Education Institutes (Non-LPTK). The data were analyzed using the three phases: open coding, axial coding, and selective coding. The research results are as
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Sweet, Richard. "Vocational Preparation." Australian Journal of Career Development 4, no. 2 (1995): 5–7. http://dx.doi.org/10.1177/103841629500400203.

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National targets for growth in vocational preparation are unlikely to be met by relying upon wage-based models such as apprenticeships and traineeships. Full-time programs in TAFE, like full-time school courses, cannot provide the rich contextual and applied learning needed for high quality vocational education. A strategy that combines general and vocational education, workplace and classroom learning, school and industry training standards as well as links to post-school training is advocated. The Australian Student Traineeship Foundation, launched by the Prime Minister in 1994, is designed
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Mukhadis, Amat, Nurul Ulfatin, and Andika Bagus Nur Rahma Putra. "SYNCHRONIZATION OF THE POTENTIAL OF INDUSTRIAL WORLD WITH SCHOOL PROFILES VOCATIONAL TO IMPROVE QUALITY AND CAPABILITY GRADUATES OF VOCATIONAL SCHOOLS IN INDONESIA." Jurnal Ilmu Pendidikan 24, no. 2 (2019): 47. http://dx.doi.org/10.17977/um048v24i2p47-54.

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Abstract: Synchronization of the Potential of Industrial World with School Profiles Vocational to Improve Quality and Capability Graduates of Vocational Schools in Indonesia. This study aims to map: (1) the potential of the business and industry that has the opportunity to collaborate with vocational fields; (2) profile of vocational field school (SMK) business in improving the quality of education; and (3) synchronizing the potential of the industrial world with the business profile of the SMK. This re­search was conducted using qualitative methods. The research location was centered in the E
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Catterall, James S., and David Stern. "The Effects of Alternative School Programs on High School Completion and Labor Market Outcomes." Educational Evaluation and Policy Analysis 8, no. 1 (1986): 77–86. http://dx.doi.org/10.3102/01623737008001077.

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This research probes two questions regarding participation in alternative high school programs: Does participation reduce the likelihood of students dropping out? Does participation lead to enhanced experiences in the labor market after students leave school? Using the California subsample of the 1980 and 1982 High School and Beyond surveys (involving nearly 3,000 sophomores and 3,000 seniors), vocational education and participation in other alternatives are scrutinized. Our findings regarding the dropout-preventing effects of these programs are mixed: The assessment varies across different pr
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Mahfud, Tuatul, Nuraly Masum Aprily, Ida Nugroho Saputro, Ibnu Siswanto, and Suyitno Suyitno. "Developing and validating the multidimensional industry commitment scales: The perspective of vocational high school students." International Journal of Evaluation and Research in Education (IJERE) 11, no. 1 (2022): 361. http://dx.doi.org/10.11591/ijere.v11i1.21840.

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<span>Industry commitment plays a vital role in vocational education programs, especially in vocational high schools. The involvement of the industry is the key to the success of implementing vocational education. However, how to measure industry commitment in vocational learning is still not discussed. This study aimed to develop and test the validity of an industry commitment questionnaire. The industrial commitment questionnaire validation test gradually used three techniques, namely, content validity test, pilot test, and confirmatory factor analysis (CFA). The respondents were 390 c
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Maryanti, Rina, and Asep Bayu Dani Nandiyanto. "Curriculum Development in Science Education in Vocational School." ASEAN Journal of Science and Engineering Education 1, no. 3 (2021): 151–56. http://dx.doi.org/10.17509/ajsee.v1i3.38429.

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The purpose of this study was to determine the science education curriculum in vocational high schools. We used the literature review method to obtain data. We analyzed the national curriculum in Indonesia regarding science education in vocational schools. The results showed that almost all vocational programs in vocational schools contain material about science education. The science education curriculum was contained in class X material in the content of vocational specialization (C1, C2, and C3), especially integrated science subjects. That is because science material was the basis for stud
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Tukino, Tukino, Baru Harahap, and Algifanri Maulana. "Pembinaan Akuntansi Berbasis SAK ETAP Untuk Perusahaan Manufaktur Mengunakan MYOB Accounting V17 Di SMK Batam Business School." PUAN INDONESIA 3, no. 1 (2021): 7–18. http://dx.doi.org/10.37296/jpi.v3i1.54.

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Vocational High Schools that are located close to each other, but have not synergized in the utilization of existing resources in each school are seen as less efficient. On the other hand, several vocational schools have adequate resources and potential to expand and simultaneously improve education services to the community through various education and training programs. In connection with these conditions, the Directorate of Vocational High Schools has programmed to combine these schools in one management and increase the capacity of Vocational High Schools through various education and tra
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Curtis, David D., and Sinan Gemici. "TRAINEESHIP COMPLETION: COMPARING SCHOOL-BASED AND POST-SCHOOL PROVISION IN AUSTRALIA." EPH - International Journal of Educational Research 2, no. 3 (2018): 64–72. http://dx.doi.org/10.53555/ephijer.v2i3.38.

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The impact of VET in Schools on transition outcomes is currently receiving considerable policy attention in Australia. Almost 50% of Australian senior secondary students participate in VET in Schools, either by taking VET subjects, engaging in structured workplace learning, or enrolling in school-based apprenticeships and traineeships. School-based traineeships are of particular interest because these relatively compact programs contribute to a senior secondary certificate, provide students with considerable workplace exposure and lead to qualifications recognised under the Australian Qualific
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Nordby, Mette, Berit Reitan, and Guðrún Jónsdóttir. "To naturfaglærere og deres undervisning i naturfag for yrkesfagelever Two science teachers and their teaching in school science for vocational students." Nordic Studies in Science Education 15, no. 1 (2019): 6–21. http://dx.doi.org/10.5617/nordina.5444.

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The curriculum in school science for vocational students has three different purposes: 1) prepare the students for later participation in society and coping with everyday life; 2) qualify the students for further studies; and 3) offer the students school science adapted to the various vocational programs. This study examines what influence two teachers’ choices when designing science teaching for vocational students. The research approach is action research conducted by two teachers and a researcher. Audio files from weekly meetings throughout one-year forms the data. Based on findings, the ar
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Dissertations / Theses on the topic "Victorian School Vocational Programs"

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Grinham, Fiona. "Walking the trade route to a dead end? Exploring journey stories of early completers of Victorian School Vocational Programs." Thesis, Federation University Australia, 2014. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/99907.

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In Victoria, there are some school students who, having completed Year 11, as Victorian Certificate of Applied Learning (VCAL) Intermediate students, leave school. They do not go on to complete Year 12 [or equivalent] either in other institutions or as part of an apprenticeship or traineeship. This group of students is quite a substantial proportion of the total VCAL student cohort, and their numbers are increasing every year. This behaviour is juxtaposed with government policy that is emphasizing youth participation in schools or vocational alternatives. The Compact with Young Australians (CO
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Tang, Yat-mun. "Managing change in a prevocational school : a case study /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20057672.

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Eckert-Stewart, Sandra S. "Articulation among programs as perceived by Missouri vocational-technical education administrators /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841281.

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Liang, Yental C. T. "The effects of economic transformation upon selected high school vocational education programs in Southern California." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1165.

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Headley, W. Scot. "Factors associated with training-related placement rates of high school vocational auto-repair programs /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487856906261255.

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Short, Christine M. "Comparison of Employability Skill Subjects Taught Statewide to Junior and Senior Programs in a Vocational School." Defiance College / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=def1281639544.

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Sandell, Amanda C. "Profiles of secondary vocational students enrolled in programs nontraditional for their sex." Thesis, Virginia Tech, 1987. http://hdl.handle.net/10919/45889.

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<p>Historically, vocational education has been sex-typed by program area, following patterns in the work force. Increasing enrollments and employment of females and males in fields traditionally dominated by the opposite sex is one of the goals of vocational educators. In order to do this, vocational educators need to understand the individuals who now choose nontraditional programs and why they make the choices they do. Two questions guided this study: l. How do high school students come to make the decision to enroll in vocational programs nontraditional for their sex? 2. How do
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Djooya, Akbar. "Perceived Attitudes of Vocational Administrators, Vocational Office Education Teachers and Marketing and Distributive Education Teachers Toward Using Microcomputers in Vocational Education Programs." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc330767/.

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The primary purpose of this study was to determine the perceived attitudes of vocational administrators, vocational office education teachers, and marketing and distributive education teachers toward using microcomputers in vocational education programs. The sample forth is study was randomly selected from all vocational administrators , vocational office education teachers, and marketing and distributive education teachers employed by Texas School Districts. A total of 288 questionnaire were returned from the three vocational education groups. The return was seventy-seven percent. Statistica
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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.

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Baker, Andrew J. "Effectiveness of secondary education programs as perceived by high school graduates /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9809682.

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Books on the topic "Victorian School Vocational Programs"

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Transdisciplinary vocational assessment: Issues in school-based programs. Clinical Psychology Pub. Co., 1993.

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Barnes, Gary. Minnesota consumer report on vocational technical college programs. Minnesota Dept. of Economic Security, 1997.

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Massachusetts. Dept. of Education. Boston vocational technical programs: Final status report. Commonwealth of Massachusetts, Dept. of Education, 1990.

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School programs in speech-language: Organization and management. 2nd ed. Prentice-Hall, 1987.

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Neidecker, Elizabeth A. School programs in speech-language: Organization and management. 3rd ed. Prentice Hall, 1993.

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Neumark, David. Evaluating school-to-work programs using the new NLSY. National Bureau of Economic Research, 2000.

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Your last day of school: 56 ways you can be a great intern and turn your internship into a job. Great Intern, 2011.

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Neumark, David. School-to-career programs and transitions to employment and higher education. National Bureau of Economic Research, 2003.

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Werner, Mark C. Destination and career pathways of enrollees from selected South Australian TAFE programs, 1990-1994. National Centre for Vocational Educational Research, 1998.

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1945-, Stern David, ed. School to work: Research on programs in the United States. Falmer Press, 1995.

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Book chapters on the topic "Victorian School Vocational Programs"

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Ritz, John M. "Evaluating Preparation Programs for Vocational Education Teachers." In Evaluating Preparation Programs for School Leaders and Teachers in Specialty Areas. Springer Netherlands, 1990. http://dx.doi.org/10.1007/978-94-009-2199-3_5.

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Hirschfeld, Heidi, and Bianca Lenz. "Young People’s Use and Construction of Institutional Support in Transitions from School to Work." In Life Course Research and Social Policies. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13512-5_4.

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AbstractIn the transition from school to work, young people from socially disadvantaged backgrounds have been identified and addressed as a risk group for many decades. Many policies have been designed to support them during their transitions. Aimed at increasing employability through counselling and pre-vocational education or training, these programs are based on politically defined ascriptions of individual deficits regarding skills, knowledge and professional orientation. Young people are addressed as passive recipients of support by the policies but are simultaneously made accountable if support fails. Based on the biographies of young people in lower secondary school and of young adult clients of the “Jobcenter”, this chapter analyzes how these young people are actively involved in shaping their transitions. It reveals that the ways they use institutional programs of professional orientation and job counselling differ considerably, and that differences in their use of these programs are closely related to subjective meaning-making in the context of biographical construction.
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Hess, Robyn S., and Cynthia E. Hazel. "Preventing School Failure and School Dropout." In Fostering the Emotional Well-Being of our Youth. Oxford University Press, 2020. http://dx.doi.org/10.1093/med-psych/9780190918873.003.0020.

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This chapter focuses on strengths-based approaches to preventing school failure and dropout. The underlying assumption is that the most effective way to prevent school failure is to simultaneously enhance school completion by building social and emotional skills and enhancing both academic and vocational development. A tiered model is used to introduce prevention strategies for all students, remediation for students who are at risk, and recovery of those who have dropped out. The first tier encompasses schoolwide interventions that increase student engagement and promote student aspirations. The second tier involves targeted prevention programs for students who are at increased risk of school failure. The final tier is designed to provide high-risk students and those who have dropped out the support they need to transition back into school or alternative programs. School failure is a complex problem that requires tiered models of services to effectively deliver comprehensive programming options.
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Sunyoto, Sunyoto, and Andri Setiyawan. "Entrepreneurship Education in Vocational Schools in Indonesia." In Education at the Intersection of Globalization and Technology. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.94046.

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One of the objectives of vocational school is to develop an entrepreneur. Via vocational high school education, students are provided with entrepreneurship learning so that they are able. Students are often exposed to the business community to find out what the real world of entrepreneurship is like. First, this paper will outline the goals and growth of Indonesia’s Vocational High School, respective government policies respectively. Second, the introduction of entrepreneurship education through academic programs, the introduction of apprenticeship programs, and assessment respectively. In Indonesia, through the vocational school curriculum program, entrepreneurship education is included as a compulsory subject and is strengthened by the experience of the industrial world through an internship in the development of an entrepreneur.
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Airy, Samuel P. G., and Gavin T. L. Brown. "Community Education in New Zealand." In Global Adaptations of Community College Infrastructure. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5861-3.ch010.

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The U.S. community college model does not currently operate in New Zealand. In addition to university and vocational programs at polytechnics, further education within the community is provided through open-entry, low-cost, “night-school” courses run from various high schools and community centers. Courses once covered “general interest” subjects to basic academic and vocational skills with significant government subsidies. However, government funding changes now prioritize programs containing core numeracy and literacy components, leading to the cancellation of some nonconforming classes. This raises questions regarding the role of community education for delivering certain programs. For example, many non-subsidized business and entrepreneurship courses are provided through night-school education. To illustrate this type of community education program, entrepreneurship courses taught in four different night schools are described. This chapter will help readers understand the nature of community education in New Zealand and the challenges it currently faces.
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Machynska, Natalia, and Halyna Boiko. "Educational Programs Integration as an Important Factor in Enhancing the Professionalism of the Primary and Preschool Teacher under the Conditions of the Higher Education." In Trends and Prospects of the Education System and Educators’ Professional Training Development. LUMEN Publishing House, 2021. http://dx.doi.org/10.18662/978-1-910129-28-9.ch004.

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The article covers education integration, application of the integrated approach in developing educational programs for the vocational training of experts in primary and preschool education; different approaches to the interpretation of the concept of «integration» are analyzed. It is noted that the use of interdisciplinary links was a prerequisite for the emergence of an integrated approach in education. The sequence of implementing integrated educational programs in the practice of higher education institutions is determined; the advantages and problems of using integrated educational programs in the vocational training of preschool and primary school teachers are characterized. The most effective ways of developing integrated educational programs are identified; the expediency of using the experience of training specialists for preschool and primary education of the Republic of Poland and Romania is shown.
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Addo, Alex Kortey. "History of Prison Education in Ghana." In Strategic Learning Ideologies in Prison Education Programs. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2909-5.ch008.

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The needs to discipline and train prisoners for work, has become a convention that all nations including Ghana have come to accept with a view to churning out productive ex-prisoners. Thus, the aim prison education programs in Ghana is to turn inmates into useful citizens and the purpose of vocational training is to equip prisoners with skills which they can utilize to make a living. Additionally, the purpose for setting up the Junior and Senior High Schools is to give a second chance to inmates who dropped out of school before they were incarcerated. Similarly, the functional literacy program was introduced to teach illiterate prisoners how to read and write English, Akan, Ga, and Ewe languages. The chapter also discusses the duration, enrollment, teachers and the challenges of the programs. In addition, the general education program focuses on the curriculum, examination, and class attendance. The themes covered provide information on how prisoners are prepared toward reintegration in Ghana.
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Ajithkumar, Usha. "A Study of the Problems Faced by Industrial Training Institutes (ITI) in India as Perceived by Different Stakeholders." In Technical Education and Vocational Training in Developing Nations. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1811-2.ch008.

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The study focused on the problems faced by students pursuing ITI and the views of school students about ITI. Data was collected by the researcher through questionnaire distributed to students and in-depth interview with the principals of ITI. The themes that emerged from the data were General information about the student, Information about his family, Information about ITI education, Administration and organization, Possibilities and equipments, Teacher's capacity, Curriculum, and Community's perception. The findings highlight lack of infrastructure, inadequate teacher capacity, lack of updated curriculum, lack of awareness about ITI among students from formal schooling. On the basis of the findings the study recommended that the Government needed – Curriculum Enhancement Policies, Increasing Training Capacity, Program Evaluation, and Apprentice Programs; Infrastructure Improvement, Personnel, and Personal and Professional Development.
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Peri, Narasimham. "Choices, Courses, and Companies." In Global Adaptations of Community College Infrastructure. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5861-3.ch004.

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How do students of post-secondary vocational education make career choices, and how/how much do the institutional systems of VE/VT support them? This chapter traces the expectations, choices, and alternatives encountered by the students enrolled at vocational institutions in India. Referred to as industrial training institutes (ITIs), these institutions bridge the transition from school to employment. The research uses the “safety net” theory of vocational education to assess student choices and preferences to analyze the reasons why students pursue a course at the ITI. The study includes a survey of 212 students in two-year programs. In-depth interviews were conducted with teachers in the same institutes where the survey was administered to the students. In the process, the role of such vocational institutions is assessed with respect to the correspondences with the larger VE/VT system in the country, thereby offering relevant insights into changes that are underway from recent policy measures.
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Lavoie, Laurence, Éliane Thouin, Véronique Dupéré, and Eric Dion. "High School Dropouts’ Movements In and Out of Work and Education During the Transition to Adulthood." In Young Adult Development at the School-to-Work Transition. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190941512.003.0011.

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High school dropouts are likely to experience challenges during the transition to adulthood, notably in terms of employment. For them, jobs are often hard to find, low-paid, and unstable. Many dropouts thus re-enroll in school, and some go on to obtain a high school or vocational diploma or even a college degree. However, others do not re-enroll or abandon school again, while some disengage from both education and employment. In other words, high school dropouts experience heterogeneous pathways during their transition to adulthood. A small but growing body of research attempt to document these pathways and their antecedents and consequences, as well as effective programs and services to reconnect those at risk of marginalization. This chapter provides a broad overview of this literature, focusing on the transition to adulthood among high school dropouts in Canada, the United States, and Europe. In closing, key policies and practical implications are discussed.
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Conference papers on the topic "Victorian School Vocational Programs"

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Nurlaiva, Claudia, and Raden Bambang Sumarsono. "Community Participants in Managing Education Programs in Vocational School." In 3rd International Conference on Educational Management and Administration (CoEMA 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/coema-18.2018.51.

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Anisah, Anisah, Tia Ayu Ningrum, and Yulia Ulfa. "Effectiveness of the Student Council Programs in Vocational High School." In Proceedings of the International Conference on Educational Sciences and Teacher Profession (ICETeP 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icetep-18.2019.1.

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Mulyati, Yati Siti. "The Relevance of Vocational High School Programs to Workforce Demands." In 6th International Conference on Educational, Management, Administration and Leadership. Atlantis Press, 2016. http://dx.doi.org/10.2991/icemal-16.2016.102.

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Alhamidi, Lubban, Prasetio Ariwibowo, and Tjipto Djuhartono. "Effectiveness of Double System Education Programs in Education Curriculum Performance Vocational High School." In Proceedings of the 2nd International Conference on Progressive Education, ICOPE 2020, 16-17 October 2020, Universitas Lampung, Bandar Lampung, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.16-10-2020.2305218.

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Lia, Roudloh Muna, and Ms Isnaeni. "Evaluation of Chemistry Learning Programs at Vocational High School Semarang on Vehicle Engineering Field." In Proceedings of the International Conference on Science and Education and Technology 2018 (ISET 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/iset-18.2018.82.

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Purnawirawan, Okta, Paramita P. Chintya, and Muflihatus Sholihah. "The Application of CIPPO Evaluation Model in Evaluating the Performance of School for Producing Entrepreneurs Programs in Vocational High School." In International Conference on Science and Education and Technology (ISET 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200620.075.

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Blândul, Valentin Cosmin. "Some Aspects Regarding Personality of Teachers who Attend Different Non-formal Continues Training Programs." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/06.

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Being an effective teacher today in Romania is one of the most noble but, at the same time, more complex professions. The beauty of teaching is given by helping children and young people acquire the knowledge they will need in life and to develop a harmonious and creative personality that will enable them to successfully integrate into the world in which they live. Therefore, attending different programs of continuous professional training is not only an obligation, but also a duty of a self-respecting professor, he respects his profession, but also his students. Forms of training and continui
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Armiati, Armiati, and Roli Mazendra. "Learning Design for Topic Two Variable Linear Equation Systems for Students of Machinery and Automotive Engineering Techniques Programs at Vocational High School." In Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar, MSCEIS 2019, 12 October 2019, Bandung, West Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.12-10-2019.2296390.

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Juverdeanu, Gabriela, and Luminița Erhan. "Applying scientific thinking and methods to streamline specialty lessons and practical training in online teaching in vocational education." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p104-113.

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In the present article the authors tried to explain, as much as possible, the need to modernize the education system, because, once put in the situation of teaching online, many of the educational institutions and teachers did not know how to cope with the situation, and the education system seems not to have been taken as seriously. It took a lot of work to discover the fragile parts of the education system, the need for digitization and, most importantly, the need to purchase the necessary programs and gadgets for both teachers and students to move the school online.
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Toure, Marija, and Helena Gabrijelčič Tomc. "Didactic methods for achieving improved creativity in teaching graphic design in secondary school formal education." In 11th International Symposium on Graphic Engineering and Design. University of Novi Sad, Faculty of technical sciences, Department of graphic engineering and design, 2022. http://dx.doi.org/10.24867/grid-2022-p64.

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In teaching and learning graphic design in a secondary vocational school, we mainly use digital tools for both teaching and learning. According to the curriculum, students in the 2nd and 4th years learn to design various printed and animated content. The work is very creative and students need to be able to visualize their ideas in an appropriate way and with appropriate tools, which is a challenging and complex process. For the teachers, it is a challenge to give instructions for a specific task and to evaluate it, and for the students, it is a challenge how to solve it in the most successful
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Reports on the topic "Victorian School Vocational Programs"

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Making a difference for children affected by AIDS: Baseline findings from operations research in Uganda. Population Council, 2001. http://dx.doi.org/10.31899/hiv2001.1002.

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Many organizations and programs have begun to provide services and support to AIDS-orphaned children in East and southern Africa. Typical program components include the provision of school fees and supplies, supplementary feeding, home-visiting programs in which community members visit and assist affected children, and vocational training. However, few of these programs have been formally evaluated for impact. This paper reports on baseline findings from a study of two programs for AIDS-affected children and their families implemented by PLAN International in the Luwero and Tororo districts of
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