Dissertations / Theses: 'Vocational Education and Training System'

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MacMahon, Rosaleen. "The Certificate of Pre-Vocational Education : a learning system?" Thesis, University of Nottingham, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.293217.

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Ramanathan, Chettiar Palaniappan. "The development of the Malaysian vocational education and training system." Thesis, Federation University Australia, 2017. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/164428.

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The vocational education and training (VET) sector in Malaysia has experienced significant change over the last 10 years. This thesis aimed to identify the challenges facing VET development in Malaysia and consider the lessons that can be learnt from Australian and Singaporean VET experiences. This research explored the challenges using a mixed methods approach (qualitative and quantitative) to answer the research question from a multiple stakeholder perspective. The 42 respondents included policymakers, chief executive officers (CEOs) from industry, CEOs from registered training organisations (RTOs), VET instructors and trainees. There were 34 respondents from Malaysia involved in the interviews. Two policymakers and two CEOs of RTOs from Singapore and Australia were also involved in the interviews. An online survey was answered by 209 Malaysian respondents. Significantly, the literature review, including literature from Malaysia, Australia, Singapore, the United Kingdom, Europe and the United States, focused on the development of VET policy and the ideas associated with vocational education theory, human capital theory, systems theory and threshold theory, program theory, employability theory, collective skills formation, stakeholder engagement and the capability approach. The literature review provided an overview of the motivations behind government initiates to expand skills development initiatives using different models, the shifting of responsibility for employability to the employee and promoting inclusivity within the nation. While VET objectives were overt, the need for socially inclusive results were not. There is a need to consider economic, social and education contexts when developing VET systems, given the diversity of Malaysian society. The argument is made within the thesis that the development of VET policy has been largely led by government and legislation, rather than industry. The thesis suggests that challenges inherent in the development of a VET system arise from the gaps between VET policy and practice, rhetoric and implementation. While the presence of policy mechanisms for system efficiency was acknowledged by stakeholders, VET policy was characterised by respondents as incremental rather than long term. Most stakeholders acknowledged the importance of lifelong learning and for the need for Malaysia to become a learning nation. The lack of a single agency to monitor skills development was considered an obstacle for effective skills development within the country. Accordingly, this thesis proposes a set of recommendations to address these challenges and provides directions for future research.
Doctor of Philosophy

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Kaminskienė, Lina. "Social partnership in the school based vocational education and training system." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20081202_100208-13474.

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Social partnership, as interaction between the state, employees and employers, functions in all the democratic states. Social partnership became one of the important quality assurance factors in VET, which make influence on the change, innovation and renewal processes in the VET system. On the one hand, social partners have been involved into the identification of the curriculum aims, implementation and evaluation processes; on the other hand, they have been also involved into the VET policy-making. For Lithuania, with the dominating school-based VET model, it is characteristic that for a long time the interaction between the activity and education systems was influenced by the supply principle: training of specialists was organised according to the decisions and possibilities of the educational system not taking into consideration demands from the labour market. Social dialogue in Lithuania had to be born in extremely difficult situation. Initiatives of social partners were blocked by the centralised system; there was no culture and tradition of social dialogue, labour relations were affected by the soviet regime. The research problem is defined by still fragmented relations and interaction between the activity and education systems, vocational education and training sub-system, and vocational education and training quality assurance processes, influencing social partnership. The research focuses on the questions of social partnership forms in the school based VET system... [to full text]
Socialinė partnerystė darbdavių, darbuotojų ir valstybės institucijų sąveika – veikia visose demokratinėse valstybėse. Socialinė partnerystė tapo vienu iš svarbių profesinio rengimo kokybės užtikrinimo veiksnių, sąlygojančių kaitos ir atsinaujinimo procesus profesinio rengimo sistemoje. Socialiniai partneriai ne tik įtraukiami į profesinio rengimo turinio tikslų nustatymą, jų įgyvendinimą, pasiekimų ir rezultatų vertinimą, bet ir dalyvauja formuojant profesinio rengimo politiką, administruojant ir organizuojant profesinio rengimo veiklą. Lietuvoje, kur dominuoja mokyklinis profesinio rengimo modelis, švietimo sistemos ir veiklos pasaulio ryšiai ilgą laiką buvo veikiami pasiūlos principo: specialistai buvo rengiami neatsižvelgiant arba minimaliai atsižvelgiant į veiklos pasaulio poreikius. Socialinis dialogas Lietuvoje turėjo gimti ypatingai sudėtingomis sąlygomis. Viena vertus, socialinių partnerių iniciatyvą stabdė ne tik centralizuotai valdoma profesinio rengimo sistema, žemas profesinio mokymo prestižas, bet ir darbo santykiai, kurių formavimuisi įtakos turėjo sovietinė sistema. Antra vertus, socialinė partnerystė, kaip reiškinys, atsirado tik prasidėjus demokratizacijos procesams, todėl neturėjo nei tradicijos, nei partnerystei palaikyti reikiamos infrastruktūros, resursų ir kompetencijų, todėl dar ir šiandien socialinė partnerystė, kaip organizacinė forma, priimama be didelio pasitikėjimo, neaiškūs jos principai ir siekiai, neapsispręsta, kaip ir kokiu būdu ji turėtų... [toliau žr. visą tekstą]

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Mühlemann, Samuel. "The economics of vocational education and training from the perspective of the firm." Berlin dissertation.de, 2008. http://d-nb.info/999361589/04.

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Georg, Walter. "Learning from Japan? : On the Crisis of the German Vocational Education and Training System." 名古屋大学教育学部技術職業教育学研究室, 2000. http://hdl.handle.net/2237/2997.

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Houston, Tony. "Perspectives on the development and implementation of the quality assurance system for National Vocational Qualifications." Thesis, University of Sussex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298028.

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Okapuu-von, Veh Alexander. "Sound and vision : audiovisual aspects of a virtual-reality personnel-training system." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=23752.

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This thesis describes a prototype virtual reality (VR) training system. E scSOPE-VR, designed and implemented for Hydro-Quebec by graduate students at McGill University and Ecole Polytechnique de Montreal. The project was motivated by the necessity of providing a realistic training environment for substation operators, while ensuring their safety and the network's integrity at all times.
With the simulator, trainees can carry out all the switching operations necessary for their work in absolute safety, while staying in a realistic environment. A speech-recognition system controls the training session, while audio immersion adds a dimension of realism to the virtual world. An expert-system validates the trainee's operations at all times and a steady-state power-flow simulator recalculates network parameters. The automatic conversion of single-line diagrams enables the construction of three-dimensional models of substation equipment.
The present thesis focuses on the speech command, audio, video and network aspects of the system. A survey of current VR applications and an overview of VR technology are followed by a summary of the E scSOPE-VR project.

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Dempsey, Mairead. "Impacts of the changing nature of the Vocational Education and Training (VET) system on educators within the VET system in Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/586.

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Vocational Education and Training (VET) in Australia has experienced an unprecedented rate of change in recent times dominated by economic discourses that point to the need for the VET system to contribute to economic development. This discourse includes increasing the competence of the present and future workforce to meet the emerging needs of the economy so Australia can compete in the global market. The VET sector in Australia operates within a National Training Framework that has been constantly changing over the past decade. This study considered the impact of the changing nature VET policy on trainers of VET. The study explored the proposition that there is a link between VET trainer competency and a high level of non-compliance in the delivery and assessment aspects of the Australian regulatory standards. This study includes an environmental scan, a review of key literature, interviews, a survey and findings from focus groups that relate to the VET trainer profile, impacts of sector changes and benchmarks for trainers of VET. The study draws on both quantitative and qualitative data to determine some of the impacts of policy changes on trainers operating within the system, from regulatory to operational perspectives. This study identifies a basic profile of VET trainers in Australia. It found the pace of change of government policy, regulatory changes, expectations of industry and changes in learners had placed considerable strain on VET providers and their trainers. Some of the challenges identified by trainers included the capacity to reflect the requirements of National Training Packages and meets the needs of the diverse learner’s, and the use of new technology. They identified increased stress levels and pressure of time constraints to produce results. The evidence indicated the disparity of content, delivery and assessment and modes of the benchmark Certificate IV in Training and Assessment was not conducive to consistency in trainer competency and ability to meet the changing needs of the VET environment. An important conclusion was that the benchmark qualification for training and assessment within the VET sector does not provide sufficient skills and knowledge to enable trainers to confidently adjust to the speed of evolution within the VET sector. The findings led to recommendations that may help to inform government and policy makers who hold responsibility for the VET sector in Australia of possible future considerations in relation to trainers of VET.

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Lindqvist, Alexander. "A 'welfarist' political economy of skills? : A study of Sweden's vocational education and training system, as an arena för welfare policies, 1946-1991." Thesis, Umeå universitet, Ekonomisk historia, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-124288.

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This study takes its starting point in the problematic relationship between skills and welfare policies. It poses Sweden’s vocational education and training (VET) as a case which has seen the kind of tripartite efforts that might help us better understand the dynamics underlying a highly developed mixture of social citizenship and efficiency. To better approach this case the study also seeks to combine the theoretical insights provided by the Varieties of Capitalism (VoC) and Power Resources Theory (PRT) schools of thought, capitalizing on an ability to see “both sides of the coin” that such a combination may entail. But to avoid the presumptions that have formed around notions of stable “models” or “worlds”, the study also takes an inductive stance, forming a dialectic strategy that leans heavily on the work of historical institutionalism. Thus a general research question is posed: how can we explain the developments of Sweden's VET as an arena for welfare policies - during the period 1946-1991 - by combining an inductive approach with the insights gained from the theoretical frameworks represented by PRT and VoC? The study proceeds by tracing developments in Sweden’s VET during two sub-periods, taking into account both ideological and business-interest concerns. The aim is first to establish an account of “how” the institutions changed over time. The subsequent analysis brings back the theoretical framework to provide explanations. The study arrives at a number of conclusions: it first of all finds that Sweden’s school-based VET of 1971 itself rested on a firm “cross-class settlement”, which persisted through the reforms of 1991. But when seen as an arena for welfare policies, the foundation appears much weaker: while the reforms of 1971 were influenced by an ambitious welfare policy agenda, the ensuing changes arguably rolled back some of the comprehensiveness and universality previously associated with the labor movement’s education policy. Two underlying hypotheses are presented that focus on the strategic role played by “general skills”: the first hypothesis is that organized capital’s reliance on large firms played an important role in weakening its position vis-a-vis labor, thanks to its dependence on the kind of widely diffused general skills that the labor movement had strategic access to. The second hypothesis is that the same reliance on general skills created difficulties for the Social Democratic Party to create a new cross-class settlement, as circumstances changed. The conclusion suggests further studying the area of general skills as a power resource itself in a comparative perspective.

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Österman, Marcus. "Education, Stratification and Reform : Educational Institutions in Comparative Perspective." Doctoral thesis, Uppsala universitet, Statsvetenskapliga institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-332622.

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The main argument of this thesis is that research has to take the institutional character of education seriously. Educational institutions carry considerable weight for outcomes of education and their design is a matter of intense political debate. This work focuses in particular on the institution of tracking that has wide-reaching consequences for the structure of education. The thesis consists of an introductory essay, together with three empirical essays. The empirical essays all acknowledge the main argument but study different outcomes and relationships connected to education. Essay I studies how the institutions of political economy and education together affect equality of income and equality of educational opportunity. This essay contributes to the literature by distinguishing the effects of the different institutions of political economy and education, as well as how they interact to affect the two contrasting conceptions of equality. The results reveal that tracking hinders equality of educational opportunity but is also related to better incomes for vocational education graduates in certain institutional settings. Wage bargaining coordination reinforces the more equal educational opportunities of weakly tracked contexts and improves the relative income of vocational graduates in these contexts. Essay II explores how education and tracking affect social trust. It makes two contributions. First, the empirical approach provides strong support for causal inference. Second, it is the first study to consider how tracking affects social trust. The empirical evidence finds no general effect of educational attainment on social trust, but decreasing tracking has a positive effect on social trust for individuals who come from weakly educated backgrounds. Essay III aims to explain cross-country differences in tracking by focusing on the impact of government partisanship. The study contributes to the literature by being the first comparative study to explore how partisan politics may explain differences in tracking and being one of few comparative studies there are on the topic at all. The results show that tracking is strongly related to a dominance of Christian democratic governments, whereas detracking reforms have mainly been carried out by social democratic governments.

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Bank, Volker. "Le 'Système de Dualité' de la formation vocationelle." Universitätsbibliothek Chemnitz, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-qucosa-142905.

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Ce texte donne une compilation brève des traits fondamentaux du système d'éducation vocationnelle dans les pays germanophones. Tandis que d'autres essais de ce genre se limitent généralment dans la description des structures organisationnelles, ceci tente une phénomènologie essentielle de ce système bien particulier tout en considérant son historique et son présent.

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Krusche, Julianne. "Negotiating policy - renegotiating practice : Understanding language, literacy and numeracy teachers' professional identities within discursive weather systems." Thesis, Federation University Australia, 2018. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/162592.

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This thesis examines the professional identities of teachers in light of Australian vocational educational policy reform since the late 1980s. Although the reform has been national, this study is located within Victoria. It is specifically interested in the professional identities of Language, Literacy and Numeracy (LLN) teachers who work within the Vocational Education and Training sector. This study brings the voices of LLN specialists to the forefront. Poststructural theory, with particular emphasis on the work of Michel Foucault and narrative inquiry, is used to make sense of these voices, collectively known as the ‘voice of practice’. This study treats professional identity as a multiple term encompassing a range of assigned roles and chosen identities; as such, it argues that professional identity should be seen as fluid and dynamic and as something that continues to evolve. The teachers involved in this study actively negotiated various discourses related to the shaping of professional identity. The effects of this were threefold: LLN teachers ascribed to certain identity positions in line with government policy and institute directives; they preserved other identities; and they forged new identities based on opportunism and a resistance to policy discourse. While there has been a decline in the Adult and Community Education voice in policy development, within practice, this study found that teachers have retained a voice through the maintenance and creation of teaching practices that sit outside policy. Further, this study found that although numerous stakeholders invest in the provision of LLN, it is learners who hold a lot of the power; indeed, the needs of learners, feedback from learners and their transformative learning experiences are the primary drivers in teacher motivation and identity. Finally, this study found a misalignment between policy discourse and the voice of practice that requires attention if LLN policies are to be successfully implemented.
Doctor of Philosophy

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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.

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Thesis (M. Tech.) - Central University of Technology, Free State, 2006
This 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.

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Baker, Colleen Patricia. "The development of a curriculum for an advanced officer course in instructor development." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1529.

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Wenghöfer, Frank. "Untersuchungen zur Aus- und Fortbildung von Lehrkräften der beruflichen Bildung in Projekten der internationalen Berufsbildungszusammenarbeit Deutschlands mit Entwicklungsländern Fallbeispiel Laos: Einrichtung eines nationalen Multiplikatoren-Trainingssystems." Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2011. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-71054.

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Diese Arbeit beschäftigt sich mit der Aus- und Fortbildung von Lehrkräften der beruflichen Bildung in Entwicklungsländern und leistet einen Beitrag zur Disziplin „Berufsausbildung in der Dritten Welt“, einer Disziplin der Berufspädagogik. Sie verbindet Aspekte der internationalen Berufsbildungszusammenarbeit aus deutscher Sicht mit Aspekten der vergleichenden Berufspädagogik, des internationalen Projektmanagements sowie der Didaktik und Methodik im Kontext der beruflichen Bildung. Im Mittelpunkt der Schrift steht eine empirische Untersuchung zur Aus- und Fortbildung von Lehrkräften der beruflichen Bildung in der Volksdemokratischen Republik Laos mittels eines nationalen in-service-trainingsystems, das durch deutsche und laotische Experten im Zeitfenster 2000-2003 erfolgreich und nachhaltig eingerichtet wurde. Das System mit der Bezeichnung „Multiplikatoren-Trainingssystem (MTS)“ basiert auf einem erprobten deutschen Konzept, das seine Transferfähigkeit in mehreren Entwicklungsländern bereits nachgewiesen hat.

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Галиаскарова, 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.

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Проведен анализ профессиональной подготовки кадров в монопрофильном муниципальном образовании Первоуральск. Выявлено, что внедрение практико-ориентированной (дуальной) формы подготовки производственных кадров нуждается в мерах активной государственной поддержки.
The 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.

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Chatziangelidou, Kalliopi. "The implementation of the Lisbon strategy in an heterogeneous Europe : the case of the southern countries concerning the education and training systems." Thesis, Aix-Marseille, 2013. http://www.theses.fr/2013AIXM1102/document.

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L'objet de la présente thèse est d'analyser l'incidence des politiques menées dans le cadre des systèmes d'éducation et de formation grec et italien afin de se conformer aux exigences de la stratégie de Lisbonne 2000. Le niveau d'influence de la politique de l'UE sur les structures des deux pays et ses effets sur les réformes nationales sont liés à la relation, entre structures nationales et internationales en ce qui concerne les politiques d'éducation et de formation. Les réformes ne sont pas nécessairement le résultat de la politique de l'Union européenne ; elles peuvent également être le résultat de la voie nationale suivie et intervenir indépendamment des politiques européennes. Cela permet de se demander si le changement de la politique nationale est lié aux directives internationales ou s'il est le résultat indépendant de l'évolution de l'État
The present thesis attempts a policy impact analysis through the Greek and Italian education and training policies undertaken to respond to the Lisbon's Strategy 2000 requirements. The level of influence of the EU policy within the domestic structure of both countries and its dynamic on national reforms is related to the relationship, - level of influence-, between national and international structure as concerns the educational and training policies. Reforms are not necessarily results of the European's Community policy, but they can be results of the national pathway and they would have taken place in any case. The above hypothesis leads to the query if national policy change is linked to the international directives or it is the independent result of the State's development

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Pimentel, Fabia Maria de Lima Lins. "Técnico em Farmácia: problematizando o perfil de formação a partir da realidade de uma unidade de saúde do SUS." Instituto de Saúde Coletiva, 2010. http://repositorio.ufba.br/ri/handle/ri/16226.

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O presente trabalho se propõe a analisar o perfil de formação dos trabalhadores de nível médio que desenvolvem atividades relacionadas à assistência farmacêutica no Sistema Único de Saúde (SUS). A partir da revisão da literatura pertinente às áreas de Assistência Farmacêutica e de Educação Profissional Técnica de nível Médio em Saúde no Brasil, e da realização de um conjunto de entrevistas com trabalhadores de nível médio, Farmacêuticos e docentes de graduação em farmácia em uma unidade de saúde do SUS, localizada no município de Salvador – Bahia, buscou-se identificar as atividades desenvolvidas por esses trabalhadores em seu ambiente de trabalho e sua relação com o perfil de formação sugerido no Catálogo Nacional de Cursos Técnicos para o Técnico em Farmácia. Por fim, ao realizarmos uma síntese da análise das entrevistas, constatamos que apesar do discurso favorável em relação à necessidade do Técnico em Farmácia nas unidades do SUS, os trabalhadores de nível médio que desenvolvem atividades relacionadas à assistência farmacêutica carecem de uma formação profissional adequada às necessidades dos serviços realizados, tendo em vista as lacunas de conhecimentos e técnicas voltadas para o entendimento da natureza e objetivos inerentes às suas atividades. Nessa direção, pressupomos que a possibilidade de uma formação técnica de nível médio desses trabalhadores amplie a sua área de atuação e promova o reconhecimento da profissão de Técnico em Farmácia.

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Ndoumatseyi, Botongoye Landry. "L'utilisation des simulateurs dans l'enseignement technique et professionnel au Gabon : cas des filières maintenance des systèmes motorisés." Thesis, Aix-Marseille, 2012. http://www.theses.fr/2012AIXM3055/document.

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Le développement de l'usage de simulateurs dans les formations techniques et professionnelles tend, pour des raisons économiques et de modernité, à se généraliser. Cette tendance est perceptible dans les établissements gabonais sans que l'on puisse savoir si cette introduction est justifiée, que l'on considère le point de vue didactique - qu'est-ce que leur introduction modifie dans le rapport au savoir ? – ou du point de vue de l'enseignement – qu'est-ce que cela modifie dans les pratiques des enseignants ? – ou encore du point de vue des élèves – quel impact ont-ils sur les apprentissages ? La thèse présentée vise à comprendre les conditions de légitimation de cet usage dans la formation des élèves de la filière maintenance des systèmes motorisés et dans quelles logiques de formation ils s'inscrivent. Paradoxalement, les résultats montrent que, d'une part, les simulateurs pallient dans une certaine mesure les déficits chroniques d'équipement des établissements gabonais. Mais, d'autre part, ces résultats soulignent toute l'ambiguïté que leur usage véhicule. En effet, cet usage impacte le processus d'enseignement apprentissage qui se déconnecte des besoins de formation. Pour les enseignants, les simulateurs ne sont que peu utilisés lorsqu'ils existent alors que ceux qui n'en ont pas ont tendance à leur prêter de nombreuses vertus pédagogiques. Cette tendance se retrouve à peu près à l'identique chez les élèves
The development of the use of simulators in technical and vocational trainings tends to generalize, for economic and modernity reasons. This tendency is perceptible in the Gabonese schools without one being able to know if this introduction is justified, if we consider the didactic point of view - what does their introduction modify in the report with the knowledge ? - or from the point of view of teaching - what does that modify in the practices of the teachers ? - or from the point of view of the pupils - which impact have do on the learning ? The presented thesis aims at understanding the conditions of legitimation of this use in training of the pupils of the sector of the maintenance of the motorized systems and in which logics of formation they fit. Paradoxically, the results show that, on the one hand, the simulators mitigate to a certain extent the chronic deficits of Gabonese equipment of the vocational schools. But, in addition, these results underline all ambiguity that their use conveys. Indeed, this use impacts the process of teaching-learning which is disconnected from the needs for training. For the teachers, the simulators are little used when they exist whereas those which do not have any tend to lend many teaching virtues to them. This tendency is found about with identical at the pupils. In fact, the only equipment of the establishments is not enough ; it is clear that their introduction must be thought in terms of curricula, of teacher training and of acculturation of the pupils through the development of a technology education in their general education

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

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

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

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

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

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

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

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

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Lau, Siu-wai. "Vocational training centre for the deaf." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25954210.

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Law, Chun-wah. "Experience from Siemens Training Centre in Germany." Click to view the E-thesis via HKUTO, 1995. http://sunzi.lib.hku.hk/HKUTO/record/B38628545.

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劉少偉 and Siu-wai Lau. "Vocational training centre for the deaf." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31983443.

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Tsang, Kwok-chun, and 曾國鎮. "Vocational education and training in Hong Kong: a case study of a training centre of the VocationalTraining Council." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959830.

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

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Othman, Ahmad Bin. "The role of the National Vocational Training Council in the management of vocational training in Malaysia : a critical evaluation." Thesis, University of Nottingham, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298958.

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

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Marshall, Stephanie jane. "Pre-vocational education : a comparative policy study." Thesis, University of York, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.333742.

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Cooper, Evan S. "Got Skills? Improving U.S. Vocational Training amidst Growing Demand for Advanced Vocational Skills." Ohio University Honors Tutorial College / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1524678708998462.

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

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

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

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Henworth, Andrew Timothy. "Quality in land-based further education and training." Thesis, University of Hull, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389465.

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

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

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Williams, Carol A. Wagner. "Longitudinal training needs assessment of school vocational evaluators in Ohio /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487844485893837.

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Grace, Lauri Joy, and lswan@deakin edu au. "Language, power and ruling relations in vocational education and training." Deakin University. School of Education, 2005. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20060927.134645.

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This thesis uses institutional ethnography to explore the text-based regulatory framework of the Australian Vocational Education and Training (VET) sector. Training Packages are national competency standards used to assess local workplace practice. The Australian Quality Training Framework (AQTF) is a national compliance framework used to audit local learning and assessment practice. These texts operate in a symbiotic relationship to achieve a policy goal of national consistency. The researcher explicates the social relations of VET starting from her disquiet as a practitioner. The thesis argues that Training Packages and the AQTF socially organise the content and delivery of local learning and assessment activities. VET practitioners struggle to use these texts to support good practice, and their hidden work maintains an unstable VET system. Yet the extralocal mode of ruling offers no room to challenge VET policy. The thesis explicates three themes. Interview data is used to explore the contrast between the institutional language of Training Packages and the vernacular of workplaces in which these texts are activated. Many practitioners and participants simply do not understand Training Package competency standards. Using these texts to judge employee performance shifts the policing of workplace practice from local sites to external VET authorities. A second theme emerges as the analysis explores why VET practitioners use this excluding language in their work with participants. Interview data reveals that local training organisations achieve different readings as they engage with ruling VET texts. Some organisations use the national texts as broad frameworks, allowing practitioners to create spaces for meaningful learning. Other organisations adopt a narrow and rule-bound reading of national texts, displacing practitioners authority over their own practice. A third theme is explored through examination of a sequence of VET texts. The review and redevelopment of the mandatory qualifications for VET practitioners identified the language of the competency standards as a significant accessibility issue. These concerns were reshaped and subsumed in an official response that established the use of this language as a compulsory assessable requirement and a language and literacy benchmark. The thesis presents a new understanding of VET as a regulatory framework established through multiple levels of ruling texts that connect local sites to national government agendas. While some individual practitioners are able to navigate through this system, there is an urgent need for practitioners as a profession to challenge national hegemony.

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陳坤德 and Kwan-tak Chan. "Diploma disease and vocational education and training in Shanghai, China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962142.

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Patiar, Shyam Sunder. "Vocational education and training in the hospitality and catering industry." Thesis, University of Liverpool, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.440769.

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Turton, Richard. "Vocational education, training policy and business strategy, England and France." Thesis, University of Bristol, 2005. http://hdl.handle.net/1983/0107666e-c87a-4030-befe-406d54773068.

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Feyertag, Joseph. "Varieties and politics of skill protection : a micro level analysis of unemployment protection systems in Europe." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:c69681da-2da3-4467-985f-b644c1be6c48.

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Varieties of Capitalism theory predicts that the skill specificity of workers determines their demand for social protection. In this thesis, I test this assumption using a measure of occupational mobility between pre- and post-unemployment, which I apply to European workers in different skill groups as defined by Fleckenstein et al., (2011). Using this measure as an indicator of the portability of workers' skills, I then evaluate whether the lower marketability of human capital investments is associated with greater demand for unemployment protection. The findings demonstrate that whilst this relationship is apparent in certain countries, notably Coordinated Market Economies such as Germany, the assumptions do not apply across institutional settings. Consequently, skill specificity cannot explain variation in attitudes towards unemployment protection policies between countries.

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Al-Marzooki, Ahmed Mohamed. "The development of vocational and technical education in Qatar." Thesis, Durham University, 1994. http://etheses.dur.ac.uk/965/.

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Sullivan, Dale Leroy. "Managerial perceptions of training provided for entry-level management trainees." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/899.

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Forh, Edward S. "Stakeholders' Roles in Prioritizing Technical Vocational Education and Training in Postconflict Liberia." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3665850.

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Postconflict governments and counterparts have collaborated to provide skills training to communities as a critical postconflict development strategy. In these undertakings, the role of community members remains largely undefined. The purpose of this qualitative descriptive case study was to understand the perceptions held by rural community members regarding the role they played in influencing government's policy priority for technical and vocational education and training (TVET) as a local human development strategy in postconflict Liberia. The conceptual framework was based on human capital theory and concepts of motivation and achievement. Fourteen participants were purposefully selected for the study. Data were collected from interviews, focus group discussion, and documents and analyzed using constant comparison. Results indicated that increasing human capital, restoring self-esteem, encouraging civic participation, and building peace were among the community members' motivations for establishing a skills training institution. Leadership, advocacy, and ownership were major roles community stakeholders played in establishing their local skill training institution; voluntarism and collaboration were found to be strategies for support to the local TVET initiatives. Findings have positive social change implications for facilitating community-initiated TVET programs for youth employment as well as informing TVET policies in countries transitioning from conflict to development.

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Jawarneh, Tariq Yousef. "The delivery of pre-vocational education in Jordan in relation to the United Kingdom's Part One General National Vocational Qualification." Thesis, University of Huddersfield, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247461.

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Moore, Judith A. "Certification competencies for teachers of Missouri's vocational industrial education programs /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841201.

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McKinstry, Elizabeth. "The impact of coaches' training on implementation of the Linked Learning approach." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10179205.

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The onset of the 21st century brought a new dynamic in the workforce fueled by societal changes and technological advancements. These forces helped to create the conditions that transformed the economy from the industrial age of routine labor to a knowledge age where creativity, collaboration, and critical thinking are now needed for success. In addition, the forecasts for this new global economy of the 21st century project that students will need not only new skillsets but also increased levels of education to succeed in the workplace. To prepare all students for postsecondary education and foster the growth of these new skillsets, education has to integrate reform efforts that address these changes. Yet, a challenge to transforming the education system of the industrial age to one that meets the needs of the 21st century is the two-track system that was created to align with an industrial age economy: one track for those who were to attend higher education and one for those who were to enter the workforce directly from high school. Linked Learning is an evidence-based reform effort that addresses these changes. It includes four elements: academic and technical coursework, student support systems, and work-based learning opportunities. Linked Learning prepares all students for postsecondary education options. Coaches’ training has been identified as a strategy to aid in the implementation of the elements of Linked Learning and change instructional practice.

This quantitative dissertation research study examined the impact of the coaches’ training on the implementation of Linked Learning approach. The study used a web-based survey to collect data from educators who had participated in the coaches’ training to assess if the training was of value in implementing the core elements and beliefs of Linked Learning with their districts after they had completed the sessions and supporting assignments. Twenty-one educators from northern, central and southern California who had participated in the training responded to 35 Likert items that were aligned to the seven intended coaches’ outcomes. Participants were given the opportunity to add comments to each section. The results allowed for an assessment of the impact.

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Lindell, Mats. "From formulation to realisation : reform in Swedish continuing vocational training : the case of advanced vocational education /." Luleå, 2004. http://epubl.luth.se/1402-1544/2004/29.

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Dissertations / Theses on the topic 'Vocational Education and Training System'

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