Dissertations / Theses: 'Vocational Education and Training (VET) In Schools'

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Swan, Michelle Deanne. "Implementation and participation in vocational education and training in Catholic schools." Thesis, Australian Catholic University, 2019. https://acuresearchbank.acu.edu.au/download/3377f5796936035a938c5ae571b49d70254ad31f603d5868a3f63429cb30af62/4350036/SWAN_2019_Implementation_and_participation_in_vocational_education.pdf.

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Vocational Education and Training in Schools (VETiS) is recognised in all Australian states’ and territories’ education systems in the senior secondary certificates of education. The federal government has researched the benefits of VETiS and promoted it as a subject area of worth through both policy and funding. System leadership in schools have also included VETiS in their strategic direction by establishing and resourcing Registered Training Organisations (RTOs) to manage the compliance issues associated with the national Vocational Education and Training (VET) system. VETiS is offered in the majority of schools in New South Wales (NSW), including Catholic Schools; however, there are varying levels of implementation within schools along with wide differences in student participation across schools. With government and school leadership placing emphasis on the importance of VETiS as part of the curriculum, it is important to find out why some schools offer less VETiS than others, and why some schools have greater student take-up of VETiS than is found at other schools. Is this a result of limitations imposed by systems and situations which are difficult for schools to change, or is it caused by misunderstanding, misconceptions, or even ignorance, which—if left unchallenged— could have a detrimental impact on students’ academic choices, achievements, and ultimately, their career options? The reasons behind the variation between schools in implementation and participation in VETiS were the focus of this research. The research, situated in rural New South Wales, reports the experiences of four systemic Catholic schools and their students when making decisions in relation to Higher School Certificate (HSC) subjects. The perspectives of the students, parents, teachers and leadership were sought in order to unpack potential reasons for variation among schools and to identify any contributing issues that may impact on VETiS as a subject area of choice. The research utilised case study methodology, employing the epistemological approach of constructionism which is premised on the understanding that meaning is constructed rather than discovered. Constructionism focuses on the assumption that knowledge and meaning as constructed by the participants forms the basis for making judgements and decisions. The issues of subject implementation and subject choice provided the framework for the suite of data collection instruments, using a mix of qualitative and quantitative approaches in a multisite case study. The research identified a number of major characteristics and factors that were found to affect the rate of participation and implementation of VETiS in specific schools. It was found that the combination of specific factors—including the characteristics of students, subject advice, school staff, subject decision processes, school leadership, school vision, school reputation and school culture—impacted on the number of courses implemented in schools and the participation rates of students. The most significant overriding contribution to decision-making both by school leadership and students about VETiS was found to be the school culture, which is established and maintained by school leadership with the principal at the top. Most other issues—curriculum choice, information dissemination, staff attitudes and commitment, and parity of subjects—were found to be a consequence of the school culture and leadership beliefs. In schools where the leadership was responsive to policy and equity issues, the school processes were found to enhance the quality of information provided to students about these subjects—and foster real choice. While the study focused on Catholic schools, the results give valuable insight into the VETiS experience which can be applied to the Australian educational sector more generally.

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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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Sharma, Akhila Nand. "Management of the vocational education and training programme (VETP) in Fijian secondary schools." Thesis, University of Bristol, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.294618.

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Fjellström, Magnus. "Becoming a construction worker : a study of vocational learning in school and work life." Doctoral thesis, Umeå universitet, Pedagogiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-132075.

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This thesis describes and analyses vocational learning in school and workplaces, particularly the vocational learning involved in becoming a construction worker in Sweden. This includes learning the trade in upper secondary school education and a subsequent apprenticeship. An underlying argument is that activities in these contexts enable a diverse vocational learning outcome. However, there are potential tensions and contradictions, especially between production- and education-oriented aspects of the learning activities in these settings. To address these and associated issues, two research questions were posed. First, how do work-based activities enable vocational learning? Second, what forms of learning are enabled in school and work life settings and how are these forms of learning constituted? These questions were addressed using information drawn from observations, interviews and a survey. Analyses of the data, using a theoretical framework based on activity and forms of learning theory, show that the school and workplace settings enable different types of learning that form a joint constructed object. Further, the contexts provide diverse tasks that, with guidance from more experienced persons, can enhance the learning outcomes. So, vocational learning is enabled through tensions in the activity systems that form a learning outcome. In project-based vocational education and training (PBVET) provided in upper secondary school, vocational learning is enabled through basic training and opportunities to learn key techniques. In subsequent apprenticeships, the transformation of basic knowledge into specialized knowledge is enabled through close guidance and by the apprentices performing complex tasks. There are also clear differences in the freedom allowed in the performance of tasks between the PBVET and apprenticeships. The PBVET does not allow students to develop and apply their own solutions, while apprentices are encouraged to discover and implement solutions that enhance the performance of tasks. So, different forms of learning are enabled in the two contexts; the PBVET largely promotes reproductive learning and the apprenticeships largely promote productive learning. Scope for improvement was detected, as the PBVET does not appear to provide knowledge that fully meets criteria in the syllabuses, and the apprenticeship does not fully meet the learners’ educational needs. However, the settings provide complementary vocational learning opportunities. Thus, tensions and contradictions can be identified in the activity systems in the school and workplace settings that collectively form the boundaries of a learning outcome that largely corresponds to what the learners need to know and (hence) become construction workers.

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Parris, Sandra A. "Encouragement, Enticement, and/or Deterrent: A Case Study Exploring Female Experience in a Vocational Education (VET) Initiative in Northern England." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/26295.

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This case study examined how a group of young girls at a secondary school in northern England made sense of their participation in a gender specific vocational education initiative designed to encourage female interest in skilled trade education and professions. The investigation consists of a qualitative case study that included ‘practical’ and historical components. On the practical side, the study looked at a gender specific initiative (girls only) aimed at Year 9 students (12-14 years old) at Garden Road Community and Technology School. The one-day sessions were held at local area colleges or vocational education and training (VET) training facilities and covered skilled trade fields that are traditionally male-dominated (e.g. automotive, construction and engineering). My methodology for the study consisted of two data sources, interviews and a review of public VET policy-related documents. The data was gathered using two methods, with individual and group interviews as the primary one, and public VET policy-related document analysis as the secondary one. In total, 13 current, 2 former and an additional 2 formerly registered (now graduates who decided to pursue non-traditional vocational education and professions) students at the school were interviewed. Beside former and current students, interviews were conducted with 2 instructors and 1 senior administrator at the school. The selection of government policy-related documents covered 2002 to 2011. The study is framed by a feminist informed genealogy that invokes Foucault’s (1990) notion of ‘biopower’ and Pillow’s (2003) notion of the ‘gendered body.’ Meanwhile, Ted Aoki’s (2003) concepts of curriculum-as-plan and curricula-as-lived are used to analyze and discuss the review of UK government policy-related documents and participant narratives. The theme-based presentation of student narratives centred on the girls’ understanding and experience of: the session process and content; gender; non-traditional VET as educational and occupational options; and the impact of the sessions on their educational and professional choices. The student narratives suggest several things that relate to their understanding of gender and non-traditional VET. First, the sessions proved to be both interesting and informative and students expressed an interest in taking part in more (and) varied gender-specific sessions. Second, traditional constructions of gender and gendered behavior are commonly used in job-related discourse as evidenced by the use of the terms ‘boys jobs’ and ‘girls jobs’ among the students. In addition, students had limited opportunities for exposure to non-traditional VET education and professions; and what knowledge they do have is generally dependent upon family knowledge and experience in the area. From a document review standpoint, the findings show that government commitment in terms of interest and financial backing for VET has been inconsistent. Resultantly, schools are left to identify and maintain a range of community-based partnerships that may not always see gender segregation in VET as a major concern. The significance of this study rests in the presentation of the girls’ ‘lived curriculum’ and ‘gendered’ experiences as points that can offer insight into what transpires within vocational education initiatives and settings. Furthermore, from a feminist perspective the research also highlights the continued need to work with schools on how gender is presented, discussed and understood among students. Failure to consider the gendered nature of discourse about education and professional options that takes place within school and class settings limits students’ perspectives about what is available and possible.

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Ozaltan, Asli. "Sociological Analysis Of New Trends In Vocational Education And Training (vet) In Turkey." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/2/12612014/index.pdf.

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The aim of this study is to put forth the relationship between the transformation of the labor market and the production process and the vocational education and training in Turkey. The Study will reflect the effects of transformation on the individual and society. The research is conducted through interviews with social partners. The study touches upon the reflection of the understanding of new vocationalism adopted in line with the flexibilisation in the organization of work on the vocational and technical education in Turkey. It tries to explain how this new educational approach is shaped on the basis of the main three discourses such as lifelong learning, employability and flexibility. Consequently, the research focuses on the idea that transformation of vocational education and training in Turkey has occurred at discursive level and also based upon the prevailing opinion on the necessity of developing human resources in compliance with the needs of the economy that the transformation process. Contrary to expectations of the new vocational education and training system, it produces individual who feel themselves anxious and uncertain about the future, fear and feel in insecure, and accordingly, experiences deprivation and social exclusion.

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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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Volkoff, Veronica, and vvolkoff@unimelb edu au. "Changing drivers, shifting trends: a decade of equity research in Australian vocational education and training (VET) 1996-2006." RMIT University. Education, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080603.095451.

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This integrating essay presents and discusses the findings of the research studies that Veronica Volkoff completed within the context of the shifts in the Australian vocational education and training landscape and resultant trends in vocational education and training policy, in particular equity policy, during the period of researching and writing the nominated works, 1995 to 2004. The research included analysis of vocational education and training in relation to: equity policy; provider inclusiveness strategies; and access, participation, completion and outcomes in relation to learners, in particular members of designated and emerging equity target groups. A range of methodologies was implemented in these studies, usually utilising a mix of both quantitative and qualitative methods. The first study, the Longitudinal study of student experiences in vocational education and training, explored the experiences of access, participation and outcomes of students in vocational education and training from a range of equity target groups. It was undertaken in six Australian locations across three states and territories. It revealed that intentions, experiences and outcomes varied across students and equity target groups and that membership of multiple equity target groups compounded disadvantage and had an adverse effect upon outcomes. The second study, a Review of equity literature, was commissioned to inform national policy and broad strategy development and analysed the situation for five designated equity target groups in vocational education and training, nationally. Two other studies focussed on Vocational education and training for people from non-English speaking backgrounds, undertaken five years apart, reviewed the literature and analysed participation and outcomes for people from non-English speaking backgrounds. A further study analysed the Delivery of vocational education and training programs by adult and community education providers, particularly its provision for people belonging to disadvantaged groups.

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Nakar, Sonal. "Ethical Dilemmas Faced by VET Teachers in Times of Rapid Change." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/370433.

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Vocational education and training (VET) in Australia in recent decades has been subject to a range of major policy reforms in response to globalized pressures for it to become more effective, efficient, and competitive in its responsiveness to consumer demand. Those policy reforms have been noted to date as raising significant ethical challenges for teachers in the sector. There is, though, a dearth of research-based knowledge of how those challenges are being experienced, interpreted, explained, and responded to by the teachers themselves and how the teachers see the challenges as impacting on them. The research project described in this thesis sought to respond to that situation. It was directed to developing an understanding of how VET teachers in Australia experienced, interpreted, explained, and responded to the ethical challenges raised by changes in the contemporary cultural context of their work and what they saw as being the impact of those challenges on them as teachers in the sector. Correspondingly, the study was phenomenological in nature, drawing primarily on exploratory, discursive, conversational interviews with 18 VET teachers in South-East Queensland, who were selected from those responding to a call for participation in the study. Participants were selected to include a diversity of background and participatory involvement in the field and to ensure the each had some years of experience in VET teaching. Interview questioning was focused on the ethical challenges faced by the participants in their work as teachers in VET and which they attributed to changes in the contemporary cultural context of their work. Data analysis followed the process articulated as interpretative phenomenological analysis. It focused on identifying pertinent dilemmas shared by the participants: how the dilemmas were experienced, interpreted, explained, and responded to, and their impact on the participants. Four common dilemmas were identified: the dilemmas of (a) responding flexibly to heightened student diversity, (b) limiting educational engagement, (c) constraining teacher responsiveness, and (d) manipulating learning assessment. Each was seen as being created by tensions between what participants (intrinsically) understood that they should do in a particular situation and what they felt impelled to do by extrinsic imperatives or pressures from changed circumstances in the contemporary cultural context of VET. The extrinsic imperatives were identified from the ethical challenges attributed by the teachers to changes in that cultural context, each dilemma being defined by a small number of such challenges particular to it, with a total of 13 challenges emerging across the four dilemmas. The identified impacts of the dilemmas on the participants were all seen by them as being negative: disappointment, confusion, anxiety, discomfort, and distress. Three types of response on the part of participants to their experience of the dilemmas were evident: marginalizing the extrinsic imperatives through standing by their intrinsic moral commitments, compromising those commitments to accommodate the extrinsic imperatives, and appealing for ethical training. Three of the four categories of participant explanations for their experience of the dilemmas focused on what they saw as external realities of their teaching: changing immigration rules, changing funding requirements, and the changing culture and philosophy of their employing registered training organization. The fourth identified explanation focused on inadequacies in their teacher preparation. The study pointed to the value of dilemmas as constructs through which to generate knowledge of ethical conflicts arising from contextual changes. It highlighted the significance of those conflicts to VET teachers involved in the study. It also pointed to actions that may be taken to support teachers in better managing the conflicts. The negativity of the identified impacts and the disparate responses to the dilemmas suggested the need for such intervention. The challenges presented by each of the dilemmas and the participants’ explanations of the dilemmas suggested themselves as points for attention in any such intervention. Foremost among the implications of the study for such intervention are the need for effective teacher training in applied ethics and for better teacher support for their understanding and management of the challenges presented by the extrinsic imperatives. While the extrinsic imperatives – and hence the challenges for educational action – identified in this study may be expected to vary across educational and policy contexts, the dilemmas themselves, of which they are a part, may well be more stable. Therein lies an argument for further research to examine the extent to which the findings of this study may be applied to other educational sectors and contexts where policy changes of a similar nature are being implemented. Thesis (PhD Doctorate) Doctor of Philosophy (PhD) School Educ & Professional St Arts, Education and Law Full Text

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Williams, Shannon M. "Self-determination Training: A Collaboration Model for Schools and Vocational Rehabilitation." DigitalCommons@USU, 2016. https://digitalcommons.usu.edu/etd/4872.

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Students with disabilities often have difficulties transitioning from high school to employment. Many students lack the self-determination skills needed to make this transition. Self-determination involves students implementing strategies that enable them to modify and regulate their own behavior; and utilizing strategies that support them to track progress toward goals. The research literature has shown that self-determination instruction can facilitate positive transition outcomes. Collaboration between districts and outside agencies has also been shown to improve transition outcomes, according to existing research. This study examines the effects of self-determination training, taught by Vocational Rehabilitation counselors, on self-determination skills of students with disabilities. Participants included 11 students, ages 15-18, who have been identified as having a specific learning disability, intellectual disability, other health impairment, or autism. The target behavior will be increased self-determination scores on two instruments: a formal rating scale and curriculum-based assessment. The effects of the lessons will be measured by the AIR Self-Determination Scale and a Curriculum Based Assessment. Ten lessons were taught by a Vocational Rehabilitation Counselor. The researcher found that student self-determination scores did not substantially increase after receiving “Job Club” instruction taught by the Vocational Rehabilitation Counselor, but that participants showed an increased knowledge surrounding disability disclosure in the workplace and increased self-determination scores in the area of self-monitoring of progress towards a goal. The research also showed that participants who had been previously or were currently employed showed greater progress on a curriculum based assessment than those with no employment history.

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Rahimi, Mohammad Ali, and ma rahimi@gmail com. "Transfer of Australian Vocational Education and Training knowledge and practice in a global context." RMIT University. Global Studies, Social Science and Planning, 2009. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20091218.144230.

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Educational services have become Australia's third largest export industry. Onshore delivery of higher education has been a major export for many years, and in recent years offshore delivery of vocational education and training has grown to become a major part of this industry. Different Australian educational institutions are involved in delivery of Australian VET programs in a wide range of cultural and socioeconomic contexts. Because of the strong demand for skills in an increasingly interconnected world, this growing industry, which at an international level encompasses a diverse range of institutions, training delivery methods and management and administrative arrangements, is increasingly directing its attention towards globalising its regulatory and training approaches. The aim of this research is to investigate the process of adapting Training Packages and the Australian Quality Training Framework, the two main instruments of regulation in the Australian skill formation system, for an international audience. This thesis will examine what process of adaptation is involved when the Australian VET approaches are used as a model to develop skills formation overseas. Factors influencing the forms taken by this regulatory system in a global context will be studied through investigating the international activities of various Australian sectors in implementation of VET approaches in non-Australian systems. Two propositions underpin this key question. First is that the Australian VET system is primarily a regulatory system, which means that the export of these regulations needs to be accounted for. Secondly, the Australian VET system has been designed for Australian industrial and cultural conditions and adjustments are necessary in the regulations themselves, host country regulat ory practice, or both for Training Packages to work in these non-Australian cultural contexts.

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Leung, Pak-chung. "Prevocational schools and manpower planning in Hong Kong." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13553707.

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King, Sarah Jane. "Girls' vocational training schools in London : a study of the inter-war years." Thesis, University of Greenwich, 1994. http://gala.gre.ac.uk/6447/.

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The state education system of the inter-war years was characterised by the three crucial divisions of social class, ability and gender. It was the non-academic working class girl who was most disadvantaged by those divisions and who has been most ignored by educational policymakers and, indeed, by historians. That disadvantage was most apparent in the debate about vocational training for paid employment which marked these years. The controversy between the proponents of liberal and vocational education was of special significance for girls because of the frequently expressed argument that a girl had a single vocation - homemaking and domesticity. As the economy was restructured and women were drawn into the new consumer industries, the crucial dilemma of whether education should enable girls to enlarge their opportunities in paid employment or whether it should continue to orientate girls towards the domestic role had to be addressed. It is the educational policy and practices resulting from that tension between domesticity and productivity which this thesis will examine. Its focus will be the elementary and technical schools of London. The London County Council adopted a consciously progressive technical education programme during the inter-war years. This local study will therefore elucidate trends in the policy, practice and experience of girls' vocational schooling. It will be suggested that policy reflected the coexistence of patriarchy and capitalism. Class intersected with gender to result in a situation where schools trained girls to be cheap, unskilled workers in certain women's trades. Educational policy was constrained by the desire to preserve conventional domestic roles intact and a belief that working class girls could be defmed by their gender as a homogeneous group undistinguished by aptitude or ability. The assumption was made that girls would engage only temporarily in paid employment before returning to their true vocations as wives and mothers. Thus vocational schooling provides a concrete expression of inter-war gender ideology. The Introduction sets out the theoretical framework upon which this thesis is based. Chapter Two will provide an examination of the political, economic and social context in which educational policy was made. The third chapter analyses domestic studies' courses, the most explicit formulation of how schools prepared girls for their adult role. Chapters Four and Five focus on the Junior Technical and Central Schools, illustrating how schooling within them epitomised assumptions, prejudices and ideologies about girls' education during the inter-war years.

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NILSSON, Fay Lundh. "An alternative to traditional vocational education and training - Swedish Folk High Schools 1868-2005." 名古屋大学大学院教育発達科学研究科技術・職業教育学研究室, 2008. http://hdl.handle.net/2237/12148.

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Nakar, Sonal Alpesh. "Understanding VET teachers' dilemmas in providing quality education to international students in Brisbane." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/64087/1/Sonal_Nakar_Thesis.pdf.

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In the past fifteen years, increasing attention has been given to the role of Vocational Education and Training (VET) in attracting large numbers of international students and its contribution to the economic development of Australia. This trend has given rise to many challenges in vocational education, especially with regard to providing quality education that ensures international students' stay in Australia is a satisfactory experience. Teaching and learning is continuously scrutinized, teaching quality and student assessment are subject to regular audit (Takerei, 2010). VET teachers are key stakeholders in international education and share responsibility for ensuring international students gain quality learning experiences and positive outcomes, however, their experiences are generally not well understood. Therefore, this thesis, investigates particular challenges and associated dilemmas that VET teachers experience when teaching international students. The research participants were 15 teachers from several public and private VET institutions in Brisbane, Australia. The method involved responsive interviewing and inductive data analysis to identify and categorize teachers' challenges and dilemmas. The research reveals qualitatively different ways in which the 15 VET educators experienced challenges and associated dilemmas in their culturally diverse teaching context. The research shows that VET teachers experience numerous challenges and various inter-related professional, educational and personal dilemmas. These dilemmas result from ethical tensions teachers experience in their interactions with international students, teaching colleagues and their employment institutions. The dilemmas are often influenced by current economic and political conditions of international education. The dilemmas raised in the study by 15 VET teachers might be familiar to other teachers in VET and universities but to date they have received limited attention by researchers. This study's findings indicate significant implications for VET teachers, students, VET institutions and the government at a time of rapid economic, political, cultural and educational change. The findings are of potential interest to VET policy makers, managers and teachers. By giving voice to VET teachers, who are key stakeholders in the sustainability and future growth of VET, they contribute evidence for ongoing review and development of quality learning and teaching in the culturally diverse VET sector.

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Johnstone, Merryl L. "Early childhood education and care preservice teachers' experiences of articulation from vocational education and training to higher education." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/122575/2/__qut.edu.au_Documents_StaffHome_StaffGroupH%24_halla_Desktop_Merryl_Johnstone_Thesis.pdf.

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Early Childhood Education and Care in Australia is at a watershed, with significant legislation and policy requiring additional four-year-qualified Early Childhood teachers. This phenomenographic study examined the experiences of 16 Early Childhood preservice teachers who had articulated from Diploma programs to university-based Early Childhood teacher education programs. It examined articulation from the perspective of the articulating preservice teachers themselves to reveal the qualitatively different ways in which the preservice teachers experienced articulation. By revealing the conditions which enabled successful articulation to university, the thesis contributes empirical insights into the politically-driven ECEC reform agenda and articulation as a national workforce strategy.

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Baker, Kelvin. "From Pencil to Mouse: the 21st Century Animation House." Thesis, Griffith University, 2008. http://hdl.handle.net/10072/366780.

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The fast pace of change within the animation, computer game and post production industries has presented a problem for Vocational Education and Training (VET) programme developers who are finding it increasingly difficult to stay relevant and upto-date with the latest employability skill-sets in this industry sector. A comprehensive study of the Australian digital media industry -including the latest systems, software, technologies and production pipelines -is not readily available, making it difficult for Training Package developers to create up-to-date, flexible, meaningful and transferable qualifications. In response to this problem, this research was undertaken to identify the needs and realities of work required for the production of digital content within the Australasian digital media and post-production industry sectors. Employability skill-sets and attributes have been recognized and categorized through a skills audit (quantitative data) of position descriptions and role statements advertised over a six year period. Progressive levels of skill, knowledge, problem solving and attitude have been applied to the researcher’s own studio production through an Action Research process. This report documents the research and reports on findings identified through industry position descriptors making recommendations to support the integration of the new digital animation skills through a framework of progressive qualifications. Thesis (Professional Doctorate) Doctor of Visual Arts (DVA) Queensland College of Art Full Text

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Cannan, James. "Learning a trade in New Zealand : On and off the job learning in engineering trades." Thesis, Federation University Australia, 2017. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/162602.

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The engineering trades selected for this study were specifically in the automotive and refrigeration/air-conditioning/electrical disciplines, as they are typical of the engineering discipline trade groups studying at institutes of technology and workplaces as apprentices. This research focused on two trade occupations within the engineering industry and investigated differences between pre-apprentice and apprentice experiences in skills and knowledge acquisition and assessment whilst learning on and off the job; that is, studying vocational education at institutes of technology and engaging in practical activities at the workplace. New Zealand has faced dramatic changes in tertiary education over the past 20 years, particularly in the vocational education and training (VET) sector. As a result of these changes there has been a substantial increase in participation in education and training. There is now a far wider range of courses to cater for the needs of learners in the vocational sector as the New Zealand population grows, along with the engineering trade opportunities that are currently available in the workplace. A qualitative research approach was used including interviews, focus groups and questionnaires. The project consisted of case studies based around cohorts of apprentices and pre-apprentices. Lecturers and employers were also included. The findings of the study will inform discussions on the ways in which learning prior to and in the workplace might be more effectively facilitated and managed in the future. It also raises questions about the effectiveness and quality of current training and assessment of engineering trade programs of study within New Zealand, as well as issues in apprenticeships and attrition within specific trades. Doctor of Philosophy

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Gu, Chen Chen, Telma Gomes, and Victor Samuel Brizuela. "Technical and Vocational Education and Training in Support of Strategic Sustainable Development." Thesis, Blekinge Tekniska Högskola, Sektionen för ingenjörsvetenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-5351.

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This thesis looks at how Technical and Vocational Education and Training (TVET) be carried out to help society move towards sustainability. It starts by introducing the reader into the essential concepts about Strategic Sustainable Development (SSD), Education for Sustainable Development (ESD), TVET, and the barriers to integrating ESD into TVET. It also provides information about the case study conducted in a TVET organization in Ireland which is integrating ESD into TVET. The thesis presents the key aspects that TVET organization need to have in order to successfully support SSD and it also provides a definition of success which is developing a workforce skilled for sustainability where sustainability is defined by the four sustainability principles. After presenting the key aspects, it looks at the strengths and weaknesses, in the lens of the key aspects, of the case study and three other TVET organizations. It later provides with recommendations based on the challenges found integrating ESD into TVET and the presented key aspects in order for TVET organizations to reach the vision of success. Telma Gomes - phone: 0736280415 - tegomes@uol.com.br Victor Samuel Brizuela - samworks@gmail.com Chen Chen Gu -guchenchen880309@163.com,

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Grønning, Miriam [Verfasser]. "Institutional Characteristics of Upper Secondary Vocational Education and Training in Switzerland: How Do They Affect VET Diploma Holders’ Early Labour Market Outcomes? / Miriam Grønning." Hannover : Gottfried Wilhelm Leibniz Universität, 2021. http://d-nb.info/1238221106/34.

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Leung, Pak-chung, and 梁伯聰. "Prevocational schools and manpower planning in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956580.

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Lawton, Linwood E. "Perceptions of inservice strategies by vocational teachers and administrators in selected public schools of the District of Columbia." Diss., Virginia Polytechnic Institute and State University, 1988. http://hdl.handle.net/10919/53566.

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Employing a survey method, this study examined the perceptions held by teachers and administrators on inservice strategies in selected schools within the Washington, District of Columbia public schools system. In order to ferret out these perceptions, the following major questions were raised: (a) what are the demographic characteristics of the teachers? (b) what are teachers' reasons for pursuing inservice training? (c) which factors and formats were perceived to be convenient and preferred by teachers? (d) how often did teachers participate in inservice training? (e) what are the similarities and differences of the perceptions of teachers and administrators on the importance of inservice training for teachers? The substantive findings after a survey questionnaire was administered are: (a) The average age of the teachers was 45 years and the percentage for the females was twice greater than that for the males. Over three-quarters of the teachers had a masters' degree and above. Almost 45% of the teachers had taught between ll to 20 years, and about 85% of them were teaching in their area of preparation. (b) The most important reason for teachers' pursuit of inservice training was training toward certification, and their least important reason was training for inservice credit. (c) About 73% of the teachers were willing to travel only shorter distances to take their inservice training courses. A great number of them preferred Spring for their training and about one-third of them preferred afternoon training sessions. Over two-thirds of the teachers preferred group activities as forms of instruction and about 34% of them preferred an intensified format. More than half (52%) of the teachers chose industry training as a method of delivery. (d) Teachers did not participate frequently (on average 1 program per year) in inservice training programs. (e) A significant relationship indicated some differences between teachers and administrators' perceptions on inservice training. However, in general, all were seen as important by over half of the respondents. Discovering needs of students and instructional and student records management were similar between the two groups. Discovering needs of students was clearly the most important, with 88% of the teachers and 100% of the administrators rating this topic as the most important. Although even the least important in the list, fiscal policies of the total institution, was rated as important by 51% of the teachers and 65% of the administrators. Ed. D.

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Thom, Russell. "A design thinking approach to professional development in reasonable adjustment: A new methodology for trainers in the vocational education and training sector of Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2016. https://ro.ecu.edu.au/theses/1764.

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This research has demonstrated that design thinking (DT) could be used as a professional development (PD) methodology for Vocational Education and Training (VET) trainers in understanding and applying reasonable adjustment (RA). The use of design thinking has the further benefit of raising the trainer’s empathy and understanding of the impact of injury and disability upon a person’s life and the significance of RA outside of the training context. A workshop (PD session) was designed and conducted to explorer the relevance and success of the PD framework and the use of design thinking in developing an understanding and applying RA. The structure of the PD, the methods and the tools used supported the development of empathy, which facilitated new learning in RA through action and experience, and assisted in the transformation of the trainer’s point of view and assumptions. The PD increased the trainers’ confidence by utilising the existing skills and knowledge of the VET trainers and the inclusion of individual work and group work. The RA problem posed by the PD assisted in creating motivation for learning as it provided expectancy, instrumentality and valence. The outcomes of the workshop identified the relationship between the participant’s willingness to participate and the development of new ways of thinking. These new ways of thinking assisted in the development of empathy, which allowed for new learning The use of design thinking as part of the PD enhanced the development of empathy, facilitated learning including the ability to understand and apply RA.

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Arnold, Mogammat Adiel. "Exploring notions of assessment through three vocational education sites in the Western Cape." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86597.

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Thesis (MEd)--Stellenbosch University, 2014. ENGLISH ABSTRACT: With the coming of a new education and training dispensation in 1994 came the idea that equal opportunities for all learners could be created within different learning institutions - via the creation of new institutional and qualifications framework - and in so doing encourage equal opportunities through proper articulation, portability, and mobility within the different phases of the various education bands. As education and training provision and learning is complexly intertwined with its appraisal, assessment was regarded as one of the main processes to find out whether learning had taken place, on the goal and quality of that learning, as well as pointing to the kinds of ways in which teaching and learning could be further improved. In my study I focused on how educators and trainers within the differentiated Further Education and Training (FET) Band spoke about and understood assessment, with the aim of the study being to analyse how assessment is understood in three different sites of provision within the FET band. The main goal was to better understand challenges at the ground level of policy implementation. A further goal was to explore some of the ways in which the role and function of assessment in our contemporary society was understood, and whether, in its present formulation, it served the purposes that much of the policies and reform statements claimed. The study’s main claim is that educators and trainers in the FET Band in South Africa mainly experience assessment processes, criteria, and frameworks as a form of jargon, and that they translate ‘the jargon’ into ‘judgements of value’ about learning and knowledge that lead to quite different approaches being followed at different sites. It is argued that this scenario would be acceptable in terms of different work settings - producing different kinds of skills for the economy- were it not that the education and training infrastructure in South Africa remains perhaps too preoccupied with achieving a principle of similarity across the FET Band.

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Carnes, Marilyn J. "The Status of Training for Local Boards of Education in Ohio as Perceived by School Board Members and Superintendents." Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1210108464.

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Capocchi, Ribeiro Maria Alice de Fatima. "A New Perspective into Languages for Specific Purposes (LSP) Syllabus Design : Target language learningpromoting thedevelopment of refugee employability competencies." Thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper (KV), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-106924.

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This thesis reports on a meta-analysis of the most relevant employabilitycompetencies to foster refugees’ labour integration which may be potentiallyleveraged through a target language for specific purposes (LSP)MOOCsyllabus. Italso suggests to group the thus identified employability competencies into threecategories tofurther supportLSPMOOC syllabus design and implementation.Themethodology of meta-analysis was based on Cooper’s (2017) five-stage model andguided by exploratory data analysis (EDA) of a dedicated research corpus that wasspecifically tailored for this study. Three data mining tools were used to performnatural language pre-processing and pattern extraction, directed by key terms(employability, competency, competencies, skill, ability, abilities, vocational,refugee,andlabour) used in various query combinations and limiters. IterativeEDApost-processing of metadata generated by these tools, based ontheoretical andsemantic sorting and integration, led to 21 re-aggregated clusters of employabilitycompetencies and the suggested categories for grouping them.The present studyshows that the broader capillarity of data and text mining tools, as well as ofEDA,can contribute toa more encompassing view of employability competencies and oftheLSP as a tool-competency, hence to a greater capillarity ofcompetency-basedVET(Vocational Education and Training) syllabus design, particularly the proposedinnovative type ofLSPMOOC syllabus. Examination Seminar held by Zoom given that it was a Distance Programme

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King-Bailey, Shirley Ann. "Student and employer perceptions of work-based learning in rural community colleges in Mississippi." Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-04062009-082500.

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Phuroe, Marotole Richard. "An investigation into the factors which influence the implementation of the national curriculum statement (NCS) by the school management team (SMT) at selected further education and training schools (FET schools) in the Motheo district." Thesis, Bloemfontein : Central University of Technology, Free State, 2011. http://hdl.handle.net/11462/140.

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Thesis (D. Phil. Education) -- Central University of Technology, Free State, 2011 After the inception of the new government in 1994, a new curriculum was introduced, replacing the then existing curriculum. This new curriculum brought about challenges confronting the School Management Team (SMT) regarding its management and implementation. The changes required a paradigm shift and a proactive leadership approach by the SMT and particularly the principals of the Further Education and Training Schools (FET Schools). New policies were developed in respect of the management of this curriculum, which necessarily require the SMT to know and understand in order to be able to implement the curriculum. The aspect of training was also important in order for the SMT to be effective and efficient managers and implementers of the curriculum. The research study was therefore, about the investigation of the factors which influence the implementation of this curriculum known as the National Curriculum Statements (NCS) in the selected FET Schools in Motheo district. The literature in this study was informed and guided by both international and South African contexts and perspectives. The researcher in this study pursued a mixed mode approach. Quantitative investigation was conducted in selected FET schools within Motheo district specifically Bloemfontein, Thaba-Nchu and Botshabelo schools for deputy principals and Heads of the Departments (HOD) whilst qualitative, interviews were done with the principals. Data analysis was done through the development of categories and comparisons and contrasts were made. The data analysis also took into cognizance the visibility of contrary or alternative explanation for the findings. The investigation, therefore, discovered that most of the School Management Team particularly the principals were not trained on the National Curriculum Statement (NCS), and schools were also experiencing a shortage of resources. The recommendation was that the training for the SMT be an ongoing process as it will help with the successful and effective implementation of the NCS.

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Nogueira, Sílvia Maria Rosado. "Implementação do EQAVET. Contributos para um sistema de qualidade numa escola profissional." Master's thesis, Universidade de Évora, 2019. http://hdl.handle.net/10174/26420.

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O Quadro de Referência Europeu de Garantia da Qualidade para o Ensino e a Formação Profissionais (EQAVET), visa contribuir para a melhoria da qualidade no Ensino e Formação Profissional a nível europeu, procurando melhorar a qualidade a todos os níveis, respeitando a diversidade dos sistemas educativos nacionais. A presente dissertação tem como principal objetivo apresentar contributos para o sistema de garantia de qualidade em linha com o EQAVET. Tivemos como principais referências a recomendação Europeia de 2009, o Decreto-Lei n.º 92/2014 e uma escola profissional da região Alentejo onde se aplicaram os vários instrumentos de recolha de dados. Optámos por uma metodologia qualitativa que combina vários métodos de recolha de dados, a pesquisa bibliográfica e documental, a entrevista semiestruturada que foi realizada ao Diretor da escola profissional e ainda, questionários que foram aplicados aos vários intervenientes do processo e a um dos principais stakeholders. Os resultados obtidos permitiram identificar procedimentos a desenvolver para se operacionalizar um sistema de garantia de qualidade em linha com o Quadro EQAVET, os descritores indicativos e os indicadores de qualidade mais adequados para cada uma das fases do ciclo de garantia da qualidade. Apresentamos como principais contributos para o sistema de garantia de qualidade a proposta de implementação, a qual pode ser usada pelas escolas profissionais. Esta vai mais além do que está determinado pela ANQEP e apresenta um racional a seguir, pois identifica e fundamenta as várias fases a desenvolver e também inclui um conjunto de vários indicadores de qualidade, diretamente relacionados com os descritores indicativos, o que vai permitir às escolas escolherem os mais adequados à sua realidade;Implementation of EQAVET. Contributions to a quality system in a vocational school Abstract: The European Quality Assurance Reference Framework for Vocational Education and Training (EQAVET) aims to contribute to the improvement of quality in vocational education and training at European level, seeking to improve quality at all levels, while respecting the diversity of national educational systems. This dissertation aims to present contributions to the quality assurance system in line with EQAVET. Our main references were the 2009 European Recommendation, Decree-Law No. 92/2014 and a vocational school in the Alentejo region where the various data collection instruments were applied. We opted for a qualitative methodology that combines various data collection methods, the bibliographic and documentary research, the semi-structured interview that was conducted to the Director of the vocational school and also questionnaires that were applied to the several participants of the process and one of the main stakeholders. The results obtained allowed us to identify procedures to be developed in order to operate a quality assurance system in line with the EQAVET Framework, the most appropriate indicative descriptors and quality indicators for each phase of the quality assurance cycle. We present as main contributions to the quality assurance system the implementation proposal, which can be used by vocational schools. This goes beyond what is determined by ANQEP and presents a rational to follow, as it identifies and substantiates the various phases to develop and also includes a set of various quality indicators, directly related to the indicative descriptors, which will allow schools to choose the ones best suited to their reality.

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Csepe-Bannert, Eszter. "Die Kooperation zwischen Berufsschulen und Unternehmen im Rahmen der beruflichen Erstausbildung am Beispiel der Volksrepublik China." Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2015. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-166380.

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In the light of youth unemployment and increased transnational mobility practice oriented vocational education and training get more and more importance in the international cooperation in education. There is a broad consensus among educational experts, that one of the possible measures to reduce youth unemployment in the world is to provide youth skills and competences, which are needed on the labour market. The school based vocational education needs to be updated with practical skills. The fundament of each practice oriented vocational education and training system (VET) lays in the cooperation between the main actors: the enterprises and vocational schools. Dual systems in countries as Germany, Switzerland and Austria offer many good practice examples on the benefits of the engagements of both actors in the vocational education and training system but nevertheless these examples cannot be taken as “one model fits all” which can be implemented in each country. Therefore each country interested in the redesign of their own vocational education and training system needs to identify possible benefits of and challenges in their system, to be able to specify the opportunities and threat for future development. It cannot be presumed that enterprises can be forced to take apprentices and train them in their facilities. It has to be evident for every educational actor willing to cooperate with enterprises, that enterprises first strive for growth in profits upon others to be able to secure their existence and secondly they may support additional, non-economic activities; for example the vocational education and training of future employee. Although to ensuring the quality of future employees may partly be seen as their social responsibility this fact will still depend on their economic situation and their need for skilled labour. However, making profit does not collide with the idea of the engagement of enterprises in the vocational education and training. It only needs an in depth-analysis of potentials and needs of enterprises and vocational schools and an adequate planning as well as development of the educational programs and activities. The following example on the PR China delivers many interesting basic approaches on how cooperation between enterprises and vocational schools can be built up, managed and preserved. Thanks to the over thirty years of multilateral cooperation between der PR China and other European and Asian countries, the PR China already knows what is needed to modernize the vocational education and training system. Further education of teachers, redevelopment of curriculums and the redesign of the infrastructure of the vocational schools are those activities, which enriched the Chinese vocational education and training system in the last thirty years. There is still backwardness in the economically weak part of the country but within the “go-west-strategy” of the government innovative measures are offered for enterprises to foster the development of the western region; for example cut red tape or tax and duty exemptions. In the course of the bureaucracy development of the east-southeast part of the country and through the increased perception of the country in the international business the quality of labour become more relevant also for the PR China. Products with low-value-added and unskilled labour were not sufficient anymore for the competitiveness of the country in the international environment. More and more enterprises realised the shortage of qualified labour because of the rise of progressing technology and of the availability of qualified labour. The commitment to quality in the vocational education and training laid on the market orientation and therefore on the establishment of cooperation between enterprises and vocational schools. The PR China can consequently show good practice examples from cooperation in the vocational education after more than thirty years of learning from other countries. The constructive element of these cooperation was identified by the actors as the consensus about the mutual benefit of cooperative activities. Although there are many good practices in the cooperation, nevertheless, more persuasiveness is still needed for continuous fostering of quality in the vocational education and training. The cooperation is not only influenced by the interest, need and the level of cooperation between enterprises and vocational schools, but the nature of the directives of the government are crucial for the cooperation too. For example, the decentralized implementation of the directives of the government may endanger the uneven development and quality assurance in vocational training. The transfer of responsibility of the state in the hands of the provinces ensures on the one side more freedom for provinces, for instance, it allows them to adapt the vocational education and training to their specific needs and to implement it to local circumstances. This means, to offer labour market oriented vocational education and training. On the other side it needs in the context of quality assurance to archive the knowledge gained through the fragmented implementation. This implies, that already developed teaching and learning materials should not get lost but it should be used as synergies and transfer these to other provinces, schools or enterprises. One of the exemplary efforts made by good situated “model vocational schools” is their willingness to overtake a sponsorship for other less developed vocational schools that are located mostly in the western region. Previously mentioned schools support the improvement of the teaching quality of latter mentioned schools and help them especially in the initial phase of the redevelopment of their teaching and training system. More concrete, “school sponsorships” allow to share knowledge, experience or to share technical equipment. The further education of teachers, the establishment of training facilities, the adaptation of curriculum to the labour market needs leave space for the consideration of local needs on the one side, and the dynamics of market development on the other side. It is only possible to take over responsibility for less developed schools, if there is financial support through the government too. School sponsorship is mostly subject to model schools therefore there is a significant need for recognition and promotion of education activities of these model schools. The high dynamic of the labour market in developing regions may cause challenges in the cooperation between vocational schools and enterprises, especially in the time of recession. If the cooperation with a vocational school gives rise to concern because of the limited time, personal availability or financial support in the enterprises, than the support of enterprises may decrease. Therefore the model schools strive to mobilise all actors, ask for financial and material benefits during the time of economic growth to be able to implement those benefits targeted and lay a solid fundament for the performance of less developed schools. This fundament may consist of well-educated vocational teachers, well-equipped training facilities as well as practice oriented curricula. A solid basis allows vocational schools in a economically weak period to use previous investments and benefits. Additional created supplementary services, as further educational offers for enterprise employees, well-educated vocational teachers as consulters by building up of new production lines or by doing research on the effectiveness of human resources, are examples for reserves to bear itself. The redefinition of the role of vocational schools as “service providers” in a wide sense, allows setting quality standards in relation with the pedagogical requirements and economical needs in the vocational education and training. The school administration and teachers need to be equipped with additional management skills in addition to their educational and professional skills to be able to initiate, build and maintain cooperation systematically and analytically. Enterprises need to be aware of taking responsibility for future skilled labour while cooperating with vocational schools. The openness of enterprises for cooperation allows determining one's potential within vocational education and training and look for benefits for both actors. It is necessary for a successful cooperation to be a "win-win" situation, so the motivation for all parties should be maintained. Finally each cooperation needs competent teachers, well equipped training facilities also strategic planning (AIOC-strategy) in sense of analysis of initial situation and the possibilities for the implementation of practical vocational education and training, optimisation of available capacities and resources, the interdependence of responsibilities and competences of both actors, and the consolidation of pedagogical quality criteria under economic premises. The PR China has tried in the past thirty years to modernize its vocational education and training system; this happened mostly in the technical occupations. The challenge for the future will be to do the same effort for the service occupations. The reform and open-door policy of the Chinese government since the 1970s brings many opportunities not only for the economy, but also for the society. The rapid development in the technically based fields brought the anticipated economic upswing and leads the PR China from a development country to the second biggest economy in the world. Now, the current government aims more to increase the life standard of the Chinese and strengthen the domestic consumption than to focus on industry production. Through the emerging middle class the quality and necessity of services gain higher importance in the society and it is seen as an integral part of increasing their quality of life. Chinas new generation remained from the destructive revolutions of the 1960s and 1970s, which have slowed down the development in the country. It has now in hand to bring together identity of the country with its traditions and modernity not only outwardly in the perception of the world, but to strengthen it also in the Chinese society.

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Leke, Daniel Kaki. "Vocational education and training in secondary schools: investigation into a VET model for Papua New Guinea." Thesis, 2010. http://hdl.handle.net/2440/64581.

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Vocational education and training (VET) was introduced into the secondary school curriculum in many developed countries because of its economic and social benefits. Papua New Guinea (PNG), a developing nation, appeared to overlook VET as an important tool for economic and social development since independence in 1975. Its secondary schools have provided only an academic pathway for the top quarter of its students. Thousands of secondary school students become school leavers at Grade 10 and 12 levels, without having VET knowledge and employability skills/attributes. This student transition problem negatively impacted on PNG society through high level youth unemployment and unrest. The purpose of this study was to investigate and determine the characteristics of a VET program model at the secondary school level which might address the current student transition problem in PNG. The following question was used to direct this research: How can a VET model address and minimise the current student transition problem at the secondary school level in Papua New Guinea? This study applied the positivist (qualitative) and descriptive (quantitative) mixed methodology. The use of mixed/triangulation methods was considered important because one data collection form would supply strengths to offset the possible weaknesses of the others. The data was gathered using applied discourse/text analysis, questionnaires and semi-structured interviews from purposely selected PNG stakeholders: students, teachers, policy-makers/school principals and business/industry personnel. The results illustrated how VET in PNG was given little priority at the policy level. Most stakeholders thought that academic subjects would assure a better future than VET subjects. Although VET subjects and employability skills and attributes were considered to have some importance by most stakeholders, almost always they expressed some reservations. Most students and teachers thought that VET subjects were less valuable than academic subjects. Similarly, most business/industry personnel expressed that postgraduate students and other tertiary graduates possessed better skills for work than the secondary school graduates. This was because VET programs were restricted to post-secondary schools or TVET colleges. Most stakeholders failed to realise that the academic subjects could be studied only by a minority students. Teachers and school principals were trying their best to manage their schools within their means. Most did not have the required teaching and learning facilities to implement the new VET subjects at secondary level. These reforms were put in jeopardy because of the lack of resources, especially classroom space, training facilities and qualified VET teachers. Although the stakeholders were positive about the importance of VET, there was little evidence of actual participation in VET programs at the secondary school level. The results illustrated a need to embrace both VET and general academic subjects as an integral part of secondary school level in PNG. Therefore, the study concluded that PNG needs to consider and implement an integrated academic/VET program model at the secondary school level. This integrated academic/VET model would enhance many students' pathways for further education and training, employment and improvement of life in PNG. Thesis (Ph.D.) -- University of Adelaide, School of Education, 2010

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Ellis, Hywel Richard. "Factors impacting the choice of Vocational Education and Training (VET): perspectives of students in NSW schools." Thesis, 2021. http://hdl.handle.net/1959.13/1423023.

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Research Doctorate - Doctor of Philosophy (PhD) Student aspirations, or the lack thereof, have drawn considerable research and policy attention in recent decades, with their focus often linked to the dual goals of excellence and equity in tertiary education (Bradley et al., 2008). However, much remains problematic in terms of conceptualising student occupational and educational aspirations (Bowers-Brown et al., 2019) and understanding the mix of influences at play in their formation across the years of schooling (Gore et al., 2015). Questions for policy and practice remain about the weight and influence that the notion of aspirations deserves in analysing and supporting students’ post-school intentions. In Australia, and internationally, much of the focus on aspirations has been to direct students into university pathways, often under the guise of addressing equity issues or framed as widening participation (Bowers-Brown et al., 2019; Lumb & Burke, 2019; Rainford, 2017). Students who aspire to vocational occupations do so in a system that privileges university pathways in terms of the school system, the information available to help navigate post-school pathways, and broader policy settings (Atkinson & Stanwick, 2016). Many students and many of those who provide them with support do not seem to know or fully appreciate what Vocational Education and Training (VET) has to offer in the way of post-school options or the array of pathways available for students to achieve their vocational aspirations (Hosken et al., 2013). Nor do they understand the complex systems and possibilities for later articulation of VET qualifications to higher levels of education (Curtis, 2009, 2011; Grytnes, 2011; Smith et al., 2017) or to changes in career paths (Abbott‐Chapman, 2006; Hess et al., 2012). These uncertainties create and compound the often serious issues of misalignment between occupational and educational aspirations (Hargreaves & Osborne, 2017), flagging this as an area in need of additional research and policy attention. Drawing on a sub-set of students interested in VET (n = 2,978) taken from the full Aspirations Study sample collected in NSW public schools between 2012 and 2015 (N = 8,070), this thesis makes a detailed examination of the factors associated with ‘what’ choices students make and the reasoning behind ‘why’ students chose vocational occupational options and educational pathways in the broader context of post-school destinations. This was achieved by bringing together the distilled themes from the literature, the factors available from student surveys, secure linkage with extant system-held background, contextual, and achievement data, and to an innovative measure of student occupational reasoning developed from the coding of students’ open-ended survey responses. The question of ‘what’ choices students make, is framed within the Aspirations Study’s composite capitals construct (Albright et al., 2019), juxtaposing the theories of Bourdieu (1986) on cultural, social, and economic capital, with Becker and Tomes’ (1986) theory of human capital. This quadripartite framework was used to facilitate a detailed examination of the factors most salient in the formation of student aspirations. Importantly, this approach enabled the under-researched aspect of student aspirations for VET pathways to be considered within the broader field of aspirations research. Leveraging on the previous analysis of Gore, Ellis, et al. (2017), Multiple Cluster Analysis was employed to identify significant sub-groups of students choosing VET occupational pathways as defined by the most salient factors at play, mapping distinctive patterns of student choice. This provided new insights into the interplay of factors most relevant in the choice of VET occupational pathways for distinctive groups of students identified on the basis of their prior achievement, gender, cultural capital, and maturity. The reasoning behind ‘why’ students chose vocational occupational pathways was examined by coding their open-ended responses (N = 2,601) in terms of number, interaction, specificity, and proximity of influences (Howard et al., 2015). The coded data was then subjected to a quantitative analysis, which included devising and statistically verifying a new and innovative measurement construct, the Occupational Reasoning Index (ORI), to represent the level of student reasoning about their occupational futures. The statistical significance of year level, prior achievement and self-perception of relative academic performance, occupational skill level and prestige and, to a lesser extent Aboriginality and, alignment between education and occupational choice as predictors was established through subsequent bivariate and multivariate analysis of the newly developed ORI. In combination, these findings flag the importance of individual and inter-group differences in understanding and supporting students’ aspirations, and the need for differentiated strategies to support the development of student reasoning about their occupational and educational futures. Recommendations for practice and policy are made to better frame and developmentally support students with a focus on vocational education as an option that is too often undervalued or ignored.

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Li, Bingyi. "In/equality and choice in senior secondary school students' outcomes : Queensland's reforms of vocational education and training in schools." Thesis, 2011. http://handle.uws.edu.au:8081/1959.7/500333.

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The extension of compulsory education to Year 11 and 12 has been implemented in Queensland since 2006. The research project reported in this thesis was designed to develop a detailed picture of young adult outcomes from the innovation in Queensland’s Senior Learning. It provides insight into the relationship between the expected benefits of these changes to senior education as promised in Government policies and evidence of actual outcomes students obtained through their learning and training. The focal research questions are: Are young adults provided equal opportunity for learning and training through the Senior Learning policy and what factors affect their learning outcomes and post-school pathways? The issues of how to improve the capacity of secondary schools to provide comprehensive vocational education and training programs for young people and how to offer effective pathways are the focus of much debate. A review of the research literature points to the need to better understand young people’s work/life trajectory made possible through reforms to schools in terms of in/equality education with respect Government education and training policy (Chapter 2). Both qualitative and quantitative methods of data analysis were used in this study, including the analysis of statistics (by Excel and SPSS) as well as texts. Document analysis provides the core means for examining where and how the idea of “education for equality” is expressed by VETiS policies and how these policies relate to VETiS outcomes, especially the transition from learning to work and/or further education and/or training. Young adult’s VETiS outcomes arising from Government sponsored innovations in Senior Learning are engaged by using data to explore at macro, meso and micro levels, and their interaction (Chapter 4 and 5). At the macro level, the 2006 and 2007 VETiS School Statistics (NCVER, 2008, 2009) provide data which focuses on Year 12 students’ VETiS outcomes nationally and for respective States and Territory. At the meso level, the analysis concentrates on accounts of Year 12 outcomes 2008 (Queensland Government, 2009b) from all 440 Queensland secondary schools. Young adults’ VETiS outcomes are analysed in terms of different variables such as geographical dimensions (Remoteness Area), school size and representation by different political parties to explore how policy actors and regions (such as school location and size) influence the implementation of the senior learning reform as well as the young adults’ freedom of choice with respect to different pathways. At the micro level, sixty-one schools’ annual reports and curriculum are analysed to explore the question of how policy actors characterise VETiS implementation, and their accountability in relation to the effects of VETiS on students’ education and work life trajectories (Chapter 9). Through analysing this range of evidence, this study found that students’ VETiS outcomes are unequal in relation to the level of Certificate qualification, the location they are living and their Indigenous identity. Young adults’ choices for VETiS courses and their post-school destinations show that socio-economic background and the location influencing the choices of young adults’ schooling and post-school pathways. Such social privilege makes it difficult for students from disadvantaged backgrounds to obtain as equal opportunities as their peers to access to VETiS. Besides that, the conflict between achieving VET qualification and academic qualifications such as QCE and OP reflect two differing perspectives on the role of senior learning experience. In one way, academic achievement remains the school’s primary concern of most secondary schools, with vocational education remaining a focus for curriculum reform. In another way, vocational training is seen as valuable learning experience for acquisition of specific vocational competence, at least by part of the school population. Therefore, students’ different VETiS outcomes and the factors that influence such outcomes require a new interpretation of equality in education. The analysis of students’ VETiS outcomes needs to focus on an issue of space rather than specific individuals. This may provide insights into education in/equality and possible interventions. Based on the foregoing theoretically informed and empirically grounded analysis, this thesis argues that the inadequate and inconsistent VETiS information publicly provided by these particular schools invites interrogation of their accountability for school performance. VETiS outcomes are not confined to the qualifications students obtain from school; much valuable informal or nonformal learning occurs in community and VETiS workplace settings (Chapter 10).

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Helmy, Abdullah. "VET Training and Industry Partnerships : a Study in East Java, Indonesia." Thesis, 2014. https://vuir.vu.edu.au/28814/.

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Across Indonesia, training partnerships have formed between vocational education and training institutions and industry to meet the demands of the 21st century labour market. For many industry managers, a partnership has become a necessary means to train unskilled workers as well as update skills required for the current workforce. Vocational education and training institutions, such as polytechnics, are emerging as one of the major and logical providers of workforce training that is necessary to revitalise and maintain the competitiveness of this nation’s industries and business. The purpose of case study research is to explore and examine the impacting factors in four VET providers of industry training partnerships in East Java, Indonesia. A comprehensive partnership construct is based on three factors identified by Lendrum (2003) and Callan and Ashworth (2004): environmental influences upon partnerships, a process/training model, and the role of people and relationships, were used to frame and guide this study.

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Cui, Guihua. "Organising senior learning through a hub-and-spoke model : the integration of vocational education and training across Queensland secondary schools." Thesis, 2011. http://handle.uws.edu.au:8081/1959.7/499865.

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The exploratory case study reported in this thesis investigated organisational changes occurring in Senior Learning (Years 10-12) in Queensland through the introduction of vocational education and training in order to develop a better understanding of hub-and-spoke mode of organising inter-school links with industry. The main research question is: What does this exploratory case study reveal about the 'hub-and- spoke' mode of organising groups of Secondary School around particular by industries, specifically in terms of Government policies, school curricula, teacher professional learning, school communications and student outcomes? The contributory research questions concern the strategies Government policies use to drive organisational changes in Senior School through VETiS; what public representations of Queensland Minerals and Energy Academy (QMEA) schools' curricula say about the offering of VETiS-related courses and/or activities; the initiatives and investment of the QMEA schools and their teachers' involvement in professional learning; what is the variety of public communications QMEA schools engage in about VETiS and the QMEA; and what changes have occurred in students' choices in their immediate post-school destinations from 2008 through 2009 to 2010. This thesis contributes important new knowledge about organisational changes with respect to planning a curriculum that is responsive to diverse needs of students, school timetabling, the venues for education and teacher professional learning, an area that is highly under-represented in the research literature. This makes this research significant and important. Based on the analysis of the evidence, this thesis draws seven key findings in the final Chapter, which also recaps, emphasises and rounds off the main aspects of this study. First, the hub-and-spoke mode of Secondary School organisation is a potentially effective strategy for re-organising groups of schools to support workintegrated education and training so as to enhance successful and smooth post-school transitions for young adults. Second, although Governments' policies say little about the motives, principles and strategies for such an innovative organisational mode, the lack of adequate funding is an important issue in driving organisational changes in Senior Schools through VETiS. Third, although some QMEA schools provided their students with various VETiS courses, programs and activities in their school curricula producing varied results, going to university was not the dominant outcome. Fourth, most of schools' initiatives for professional learning focused on academic learning or training. However, teachers' involvement in teacher professional learning is not in direct proportion to the QMEA schools' initiatives and investment in it. Fifth, although all the seven QMEA schools that were studied in-depth are engaged in providing information about VETiS and/or the QMEA for purposes of public communication, there exist differences in both variety and amount. Sixth, while several changes have occurred in students' choices of immediate post-school destinations, no one was found to be decisive. Lastly, historical issues about vocational education continue to exist in the current debates concerning academic versus vocational schooling, reflecting the continuing relatively low social status of vocational education.

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Walstab, Anne. "The VET sector and schooling: interactions and outcomes." Thesis, 2018. https://vuir.vu.edu.au/42120/.

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Nicholls, Kristina M. "A Critical Review of Acquisitions within the Australian Vocational Education and Training Sector 2012 to 2017." Thesis, 2020. https://vuir.vu.edu.au/40716/.

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Organisations often look to acquisitions as a means of achieving their growth strategy. However, notwithstanding the theoretical motivations for engaging in acquisitions, research has shown that the acquiring organisation, following the acquisition, frequently experiences a fall in share price and degraded operating performance. Given the failure rates that are conservatively estimated at over 50%, the issue of acquisitions is worthy of inquiry in order to determine what factors make for a successful or alternately an unsuccessful outcome. The focus of this study is the vocational education sector in Australia, where private registered training organisations [RTOs] adopted acquisitions as a strategy to increase their market share and/or support growth strategies prompted by deregulation and a multi-billion dollar training investment by both Australian State and Federal governments in the past ten years. Fuelled by these changes in Government policy, there was a dramatic growth in RTO acquisitions between the period 2012 and 2017. Many of these acquisitions ended in failure, including several RTOs that listed on the Australian Stock Exchange [ASX]. This study investigates acquisitions of Australian RTOs, focusing on the period from 2012 to 2017 [study period]. The aim is to understand what factors contributed to the success and/or failure of acquisitions of registered training organisations in the Australian Private Education Sector. The study uses phenomenology, a qualitative research methodology within the interpretivist paradigm, with the intention to gain insight into the ‘lived experiences’ of the participants who represent a cross-section of key industry stakeholders with first-hand acquisition experience. A central and practical outcome of the study relevant to the pre-acquisition stage is to highlight the primacy of strategic planning. Given the largely opportunistic approach over the study period that reflected the perceived easy access to funds as a result of Government’s policy and initial regulatory inaction, there was a demonstrable gap in terms of local knowledge of the sector and awareness of the pitfalls and risks associated with a sector subject to strict regulatory oversight. The 3-stage acquisition process model may inadequately identify the importance of sound planning and risk filtering based on sector specific information. As a result, the study recommends the revision of the model to include a pre-pre-acquisition stage that emphasised the importance of ‘industry intelligence’. This role is anticipated to comprise a team of industry experts with current inside information and with a wider understanding of the education sector that is subject to stringent regulation. This finding may be relevant to not only RTOs, but could be extended to other businesses that operate in a heavily regulated sector, and ones that are dependent to a large degree on government funding. Historical evidence supports this risk proposition; the Royal Commission into the Home Insulation Program [HIP] that was established in December 2013, bears an uncanny parallel with funding related issues the result of policy decisions in the vocational education sector. The study findings are reported in order of the three-stage acquisition process model: pre- acquisition, integration and post-acquisition, with general strategy and related risk considerations noted, and industry specific red flags [indicator of risk] also highlighted. The study also highlights several issues in the integration stage of RTO acquisitions. The three in-depth RTO case studies, for example, illustrate a lack of strategic planning for the integration of new acquisitions. The rush by a number of acquirer firms such as Vocation Limited, Australian Careers Network and Study Group was in order to access VET-FEE HELP [VFH] loan funding and build student enrolments. This myopic focus, rather than considered process that examined the strategic alignment of their multiple acquisitions, was a key factor in acquisition failure. In the post-acquisition stage, this study highlights the role of government and the industry regulator, Australian Skills Quality Authority [ASQA]. Regulation is a significant sector specific consideration that determines success and failure of the business. By its very nature, government funded industries are subject to volatility associated with changes in political leadership, changes in priorities and policies, and changes in funding priorities. From the findings it is evident that the 2012 expansion of the VET-FEE HELP student loans scheme policy decision to include private RTOs, was a Government policy initiative that was derailed by poor execution. Taking on some lessons learned from the VET-FEE HELP loan policy ‘debacle’ may prevent the loss of Government revenue, as well as protect key stakeholders, such as students and taxpayers, from unjust outcomes in the future and importantly avoid reputational damage in a competitive international education market. This study area may also benefit from further industry specific research to understand the roles of government and regulators and how they can potentially help as well as adversely impact prospective new RTO entrants and associated stakeholders.

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Nguyen, Song Hien. "History of Vietnamese Vocational Education and Training since 1954." Thesis, 2021. http://hdl.handle.net/1959.13/1429127.

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Masters Research - Master of Philosophy (MPhil) This research explores the “ History of Vietnamese Vocational Educational and Training (VET) since 1954”. It provides policymakers, educators, and administrators with a review of Vietnam’s VET models through three significant periods, 1954 to 1975, 1976 to 1985, and 1986 to the present. The research was conducted at 13 vocational schools of 13 provinces and cities in Vietnam. Data were collected from documentary and interview data. Participants were former and current MOLISA policymakers and managers, current and former DOLISA officials, former and current principals and head teachers of vocational schools from 13 provinces and cities of Vietnam. They were selected using the snowball method, where initial participants recommend the potential subsequent participants. Findings show that the informal VET model originating from the ancient past in the form of the traditional vocational village undeveloped to establish the formal VET model in Vietnam. It was not until the beginning of the 19th century when the French invaded Vietnam and set up the first vocational school system, that the formal VET model was formed. Since 1954 Vietnamese VET has experienced three different models. From 1955 to 1975 Vietnam was divided into two different political areas: in South Vietnam, the VET system was based on the French VET model. Whereas, North Vietnam's VET system followed the model of the Union of Soviet Socialist Republic (USSR). After Vietnam was unified in 1975, the VET model of North Vietnam was applied across the country and the VET model of South Vietnam was replaced. Since 1986, the Vietnamese government has implemented a Doi Moi policy (the renewal policy), and the Vietnamese VET system has transferred from the USSR’s VET model to the German dual model.

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Francisco, Susanne Lynette. "How novice vocational education and training teachers learn to become teachers." Thesis, 2016. http://hdl.handle.net/10453/90284.

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University of Technology Sydney. Faculty of Arts and Social Sciences. Expectations of the vocational education and training (VET) sector continue to increase as governments, industry, and the community see vocational education and training as an answer to a range of issues. Meeting these expectations and providing quality VET requires VET teachers with a high level of skills and abilities. At the same time, in Australia, many VET teachers begin teaching with little or no prior experience or educational qualifications related to teaching. This thesis addresses the question of how novice vocational education and training teachers learn to undertake the teaching role. Specifically, it considers, • How novice VET teachers learn to become teachers through undertaking the teaching role; • How novice VET teachers learn to become teachers through practices additional to the teaching role; • What novice VET teachers learn; and • What enables and constrains novice VET teacher learning. Nine novice teachers, in eight different teaching areas, and across four campuses, participated in the longitudinal multi-case study undertaken over two years. A practice theory framework was used to design the research and to analyse the data. The research found that there was considerable variation in the practices that novice teachers undertook as part of their role as a teacher. For instance, ‘teaching’ involved different practices in each site. There was also variation in what each teacher needed to learn to undertake that role. The research found that practices associated with undertaking the teaching role were more influential in supporting teacher learning than practices additional to the teaching role. In some sites, a trellis of interconnected practices that supported learning (PSLs) was developed. A trellis is made up of interconnected components that help support growth in a particular direction. In sites where a trellis of PSLs was developed, it provided greater support for novice teacher learning to undertake their role than in sites where PSLs were not interconnected. The thesis identifies the key arrangements in each site that enabled and constrained novice teacher learning.

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Paton, RM. "VOOM model : digital learning excellence in VET MOOCs." Thesis, 2019. https://eprints.utas.edu.au/31524/1/Paton_whole_thesis.pdf.

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Technology-rich online learning environments are exponentially transforming the landscape of higher education and changing global learning communities. This is a radical shift, as the approaches to sustainable web delivery extend existing online models to exploit free and accessible education through the Massive Open Online Course (MOOC) initiative. As contemporary MOOC literature is mainly focused on university developments which are coupled with high learner withdrawals and poor engagement, sustaining learners in web-based environments is a recurring theme for many educational systems around the world. Accordingly, the Vocational Education and Training (VET) sector has been reluctant to connect with the benefits of MOOCs as a teaching and learning tool and consequently, there is an incomplete picture of the way this tool performs in this sector. As VET moves away from traditional forms of delivery, it is important to examine how VET students perceive their e-Learning experiences and the andragogical practices for effectively retaining and engaging these learners. This study investigated VET MOOCs, Small Private Online Courses (SPOCs) and online courses offered by the Canberra Institute of Technology (CIT) with the aim of identifying the themes, components and functional approaches that stimulated learner engagement and encouraged retention. This evolutionary research used continuous improvement mechanisms to discover design enrichments for each subsequent MOOC over three years of multiple course iterations. Each improvement was guided by the four research predictors: sense of community, course content flow, assessment structure, and instructor accessibility. A conceptual framework was developed to interconnect the five research questions to the theoretical perspectives and methodological practices of the study. Then, an action research investigation appraised 11 MOOCs, 6 SPOCs, and 6 online learning courses with 683 consenting participants involved in the study. The research methodology instigated scientific method for quantitative data analysis and purposeful qualitative sampling of recurring variables with an evaluation of tangible learner perceptions summarised in response to the research inquiry. Through this evolutionary journey of learners in fully online technology-rich environments, the learners’ capabilities and their receptiveness to each learning mode fostered the development of the VOOM model. The VOOM model combines the most effective techniques for enhancing the students’ learning experiences into a best-practice application that promotes digital learning excellence in VET MOOCs. Even though the model was derived from the science discipline of Biometric Technologies and had a VET focus, the outcomes classified by the model offer practical strategies to better engage and retain learners in MOOC and online courses. Further work is required to establish its applicability in other discipline contexts. VOOM encouraged learner inclusion and a sense of community through collaborative mechanisms comprising of social networking opportunities, discussion boards, and optional content-related discussion forums. Awarding a MOOC certificate enticed learners to persist in the course as did offering further academic pathways to extend professional and career development opportunities. The desire and influence of learners to advance in a free learning program was enhanced by a positive course experience. Additionally, the systematic release of course content and quality instructional course designs that incorporate interactive tools and blended connectivism and andragogy, and thus promoted student retention. The learner’s capacity to achieve was heightened when students had previous online experience or prerequisite entry requirements were enforced. Furthermore, well-developed competency-based formative assessments fostered stronger learner commitment and engagement. Learners’ demonstrated competency in skills and knowledge through a summative assessment. The instructor was visible on discussion boards, accessible through online forums/email and committed to globally contextualised communication by sending an initial welcome email, weekly article links, and weekly topic summaries. The negative impact of engagement and retention was further reduced with condensed study durations and short course timeframes. Also, learner participation was improved when week-one course materials were innovative, manageable and interesting. The inclusion of the VOOM techniques from this study contributed to a 10% increase in student completions. When this is considered in comparison to the NCVER (2018) statistics for 2016, a 10% increase from 43% to 53% in the number of students completing their VET courses would be worth $605 million to the economy and reduce the future debt of VET FEE-HELP recipients by $182 million. This could be of real economic benefit to Australia and similarly to global education. The 12 recommendations detailed from the findings are intended for practical implementation by instructors, course designers, and educational institutions. They are not only suitable for VET providers but, in practice, they could offer a clear pathway towards better learner engagement and retention for all educational organisations that offer technology-rich online learning. Finally, based on the outcomes of the research, a new definition of engagement and retention is proposed: Engagement and retention are the learners’ judgement of success through improved knowledge and skills, and their ongoing recommendations to others.

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Qian, Xiang. "Dynamic capabilities of Chinese small private vocational education and training institutions: a case-based research." Doctoral thesis, 2021. http://hdl.handle.net/10071/24959.

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China’s vocational education and training (VET) industry is undergoing rapid growth and transformation. Small private VET institutions face the dual dilemma of a shortage of educational resources and low market reputation. Thus, it is important to understand how these institutions may develop and sustain competitive advantages. This dissertation has analyzed the strategic development of ZK, a small private VET institution in China, using the dynamic capabilities framework. The company’s strategic success in the last years was due to its dynamic capabilities of sensing opportunities and threats, seizing opportunities, and managing threats and reconfiguring resources. The study has shown that ZK’s dynamic capability of sensing opportunities and threats has two micro-foundations, namely entrepreneurship and social capital at individual and organizational levels. Seizing capability were grounded on microfoundations such as the firm’s value chain positioning, integrating resources including complements, organizational flexibility, and commitment to implementation. The microfoundations of ZK’s dynamic capability of managing threats and reconfiguring resources were organizational learning and knowledge management. To support the future strategic development of ZK, four strategic initiatives were devised using the SWOT framework. The study contributes to management practice by increasing the understanding of the capabilities and microfoundations that can support the development of small private VET institutions in China. It also sheds light on the relationship between these capabilities and the obtention of competitive advantages in the Chinese market. Its conclusions are of interest to other VET institutions, government departments and other stakeholders, as well as foreign institutions interested in the Chinese VET industry. A indústria chinesa da educação e formação vocacional (inglês: Vocational Education and Traning ou VET) está em plena expansão e transformação. O estudo das estratégias das pequenas instituições de VET tem grande importância, no sentido de compreender como as mesmas podem se manter competitivas. Esta dissertação tem o objetivo de analisar o desenvolvimento estratégico da ZK, uma pequena instituição chinesa de VET, através da teoria de capacidades dinámicas. O éxito estratégico da ZK deveu-se ao seu dinamismo em antever oportunidades e riscos e reestruturar os seus recursos. Este dinamismo resultou de um forte espírito empresarial e de um elevado capital social, tanto ao nível individual como institucional. O aproveitamento das oportunidades deveu-se a cinco micro-fundamentos: o posicionamento da empresa na cadeia de valor, a integração de recursos, a inclusão de complementos, a flexibilidade organizacional e a dedicação na implementação. Por sua vez, a capacidade de minimizar riscos e reconfigurar recursos resultou de aprendizagem organizacional e de uma boa gestão da informação. Com base nas referidas capacidades dinâmicas, e através da matriz SWOT, foram desenvolvidas quatro linhas estratégicas para o desenvolvimento futuro da ZK. A dissertação contribui para uma melhor compreensão das capacidades dinámicas e dos micro-fundamentos que podem suportar o desenvolvimento das pequenas empresas de VET na China. Além disso, revela a íntima relação entre as referidas capacidades e as vantagens competitivas no mercado chinês. As conclusões são úteis para outras instituições de VET, departamentos governamentais relacionados, partes interessadas em VET na China e instituições estrangeiras interessadas nesse mercado.

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Lam, Wai Keung Wallace. "Personality, career decision self-efficacy and career choices commitment process among post-secondary vocational education & training (VET) students in Hong Kong." Thesis, 2016. http://hdl.handle.net/1959.13/1318433.

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Professional Doctorate - Doctor of Business Administration (DBA) Youths are the future leaders of society and they will strive for the betterment and advancement of the society. Career choices among young people have recently drawn attention. Recently, graduates have faced fierce competition in finding job in the job market due to the expansion of higher education. This situation is the same as in Hong Kong. However, most of the graduates have faced difficulties in preparing their career-searching activities and also lack confidence in finding their job in the market (He & Zhou, 2006). To understand what factors influence students’ career choices is becoming more important for most educators and student counselors in colleges and universities. They are required to design appropriate educational programme to cater the diverse needs and inclinations of the students. It is also critical and essential for student counselors to provide suitable support and career advisory services to assist students in finding out and planning for their career after graduation. The objective of this thesis is to investigate and examine the relationships between personality traits and the career commitment process of students studying vocational education and training (VET) programme in Hong Kong. It also examines the degree to which career decision self-efficacy (CDSE) mediates the relationship between these two constructs. Social Cognitive Career Theory (SCCT) is the guiding conceptual framework (Lent, Brown, & Hackett, 1994, 2000) of this study. It was assumed that personality traits were related to two dimensions of career choices commitment process, namely vocational exploration and commitment (VEC) and the tendency to foreclose (TTF) through the effect of career decision self-efficacy. This is a quantitative research for identifying data patterns or testing a pattern of relationships. This research study was conducted in the form of anonymous questionnaires to be distributed and collected in classes of undergraduate participants in three Hong Kong Institutions of Vocational Education. A total of 362 questionnaires were collected. Among these 362 questionnaires, 58 questionnaires were abandoned for incompleteness or same answers across all questions on the whole questionnaire. Therefore, 304 questionnaires were submitted for final data analysis. Data analysis comprises three stages. Firstly, an overview of the demographic profiles of the participants was conducted. Secondly, the examination of validity and reliability of data using Cronbach’s alpha testing, exploratory factor analysis and conformity factor analysis were also examined. Lastly, the four hypotheses were tested using SPSS version 23. In assessing the research questions, multiple regression analysis was employed in this study. The results indicated that CDSE has significant effect on VEC and TTF. All five Personality traits have significant effect on the CDSE. Extraversion, agreeableness, neuroticism and openness to experience are significantly affected VEC, whereas only agreeableness and conscientiousness are significantly affected TTF. In relation to the mediation effect, extraversion shows a partially mediation effect on the relationship between personality and VEC while agreeableness and openness to experience have fully mediated on this. Moreover, all personality except neuroticism shows mediation between personality and TTF.

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Kitchener, VH. "Skills policy and equity: a matter of human rights : a grounded theory of equity in policy for vocational education and training (VET)." Thesis, 2017. https://eprints.utas.edu.au/23856/1/Kitchener_whole_thesis.pdf.

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Background Equity in education is defined internationally and in Australia as fairness and inclusion, and these concepts are intrinsic to human rights. Vocational education and training (VET), or technical vocational education and training (TVET) which is the term used by UNESCO (2016), has a nexus with equity in skills policy since in Australia VET is the source of training for skills which learners experiencing disadvantage are most likely to approach to improve their job prospects. Skills can provide access to improved income, health, well-being and social inclusion. There are community benefits also when the skills base is increased. In Australia and internationally, practitioners, policy analysts and researchers argue that equity is compromised by policy that focuses on industry needs and defines learners in terms of units of capital input. There is frequent reference in the literature and in policy to the need to embed equity into skills policy. Aims The aims of the study are to improve understanding of: how to more effectively represent adult learners experiencing disadvantage for the purposes of interpretation in skills policy; and how to incorporate equity as human rights into skills policy. The evolved research questions are: how is equity defined and implemented in skills policy; how might learner disposition inform equity objectives in skills policy; and what should be the key features of governance of equity in skills policy? The intellectual puzzle is: how might equity be embedded into skills policy? This study uses the intellectual puzzle as a framework to research questions to enhance flexibility in the research, to acknowledge that questions may have no answers and to emphasise aspects of relationships in the research. Methodology and Methods The puzzle demanded methodology that would envision or imagine forward. Constructivist grounded theory was an obvious choice through which to understand basic social and organisational problems and processes involving diverse categories of actors in the equity, policy and learning framework. The topic is explored through induction of empirical evidence, interviews, observation and comparison with extant literature. The provenance of the research is equity programs in VET that are delivered through government-provided contested funding in Tasmania by public, private and community registered training organisations (RTOs). Interviews were conducted with adult learners socially categorised in policy as experiencing disadvantage, together with government and institutional policy-makers, teachers and trainers. Constructivist grounded theory provides a new approach to this social justice topic where the prevailing analysis is quantitative. Findings Consistent with constructivist grounded theory, findings are represented in substantive grounded theory and potential formal theory. The delimited substantive grounded theory emerged from empirical evidence and delivered “problematic equity”. This is a slice of theory located in a time and circumstances and explores the complexities and conflicts of equity in skills policy. The theory makes learners visible as a process of learner disposition and locates them within policy and organisational frameworks. The potential formal theory is abstracted from the substantive grounded theory, is generic and has prospects for broader application across substantive areas of study. The potential formal theory is “alternative equity”. “Alternative equity” proposes that there are at least two concepts of equity: neo-equity (a term which emerges from the research) and embedded equity. Neo-equity is primarily a product of the new public management paradigm with the dominant goal of productivity for industry goals and the learner as a unit of human capital input. In neo-equity, most policy-makers do not make the connection between equity and human rights. Embedded equity is represented within a paradigm of new public governance with equity as a matter of human rights taking a dominant position. “Embedded equity” draws attention to the role of methodology in policy analysis, distinguishing between contemporary quantitative methodology and opportunity arising from constructivist grounded theory. Conclusions This study locates VET in a human rights “recession” in Australia. The study approaches the policy table to argue that reform in the VET sector must also be reform in equity policy. Equity is a matter of human rights but most policy-makers and academic commentators do not see the connection. This study argues that the contemporary Australian position is neo-equity; it eschews human rights law and is not equity at all. Nonetheless, human rights law does not have all the answers to address the equity gap. Equity in skills policy should be governed and embedded in a compatible, new public governance approach to public administration that is grounded in public values. Public administrators and universities must come together to diagnose issues of de-centred network governance; and make visible the transitioning public administration paradigms of new public management and new public governance. Most of all, if meaningful change is to occur, policy analysis should be transformed and new methodologies applied. This study makes visible problematic equity where social justice is re-articulated because of productivity objectives in which the industry demand is dominant. “Embedded equity” is proposed to improved understanding of equity as human rights law and what is needed to govern it. Analysis of learner disposition and constructivist grounded theory are exemplified as ways of building new understanding in policy. This matter requires that academic research come to the government policy table to clarify the nexus between VET and equity.

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Hsieh, Ming-Hsiung, and 謝明雄. "A Study on Enhancing the Seafarer Training and Education Scheme at Taiwan Marine Vocational High Schools." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/44461765887469601523.

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碩士 國立臺灣海洋大學 商船學系所 99 Taiwan is surrounded by the ocean. Maritime transportation is the lifeline toward Taiwan’s development.With the transition of historical background and technology development, marine vocational schools which have ever been the cradles of training marine professionals face the crisis of leaving nowadays. The students graduating from national marine vocational high schools can’t correspond to the minimum standard of international seafarers. This study aims to explore if the professional curriculum, material, equipment and teacher training in vocational high schools are compatible with the training conventions and regulations and to put forward suitable suggestions. It is hoped that the authorities can pay more attention to the marine education in vocational high schools, and the policy should be put into effect. First of all, the related literature is collected in this study, and the current education situation of the navigation departments in the national marine vocational high schools is compared with STCW Code 95 (Seafarer’s Training, Certification and Watch-keeping Code, 1995). Then, the data of the expert questionnaire is analyzed by using AHP (Analytical Hierarchy Process). Finally, the semi-structured interview is utilized so that the interviewees can make suggestions for training seafarers in marine vocational high schools. The suggestions are regarded as the reference material to the educational authorities. The findings from this study indicate that the training of seafarers is influenced by the following four factors-the professional curriculum planning, the professional curriculum material, the professional curriculum facilities and the professional teachers. Among them, the most influential factor in training seafarers is professional teachers. The second ones are the professional curriculum material and the professional curriculum planning. The last one is the professional curriculum facilities. Therefore,the success or failure of education depends on the qualification of the teacher. It is suggested in this study that if we look forward to educating the seafarers who can correspond to the international regulations in the vocational high schools, the government has to be urged to take positive measures to make sure the lasting development of the long-range program for training seafarers.

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Almeida, Maria Altina. "Content and Language Integrated Learning in Tourism Vocational Education and Training in Portugal." Master's thesis, 2017. http://hdl.handle.net/10400.26/19731.

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Tourism is an international industry which involves a range of intercultural encounters where communication is the key feature. It is clear that the language of tourism in an international context is English as, when dealing with international guests, a better command of English means providing higher quality service. Furthermore, tourism has been perceived by many students as having good employment prospects, which has been a further driver for Tourism and Hospitality vocational programmes. The Vocational Education and Training (VET) system is increasingly expected to be responsive to the changing demands of society, shaped by pedagogical, social, cultural, economic and employment considerations. To respond to the demands of globalisation and internationalisation the Turismo de Portugal’s (TP) schools offer three technological specialisation courses with programmes in English: Food and Beverage Management; Hospitality Operations Management; and Culinary Arts, whose teaching strategies and effectiveness are the scope of study of this dissertation. Content and Language Integrated Learning (CLIL) is a dual-focused educational approach with the objective of promoting both content and language competence. This study aims at understanding how far these courses integrate both content and language learning and if CLIL is the best learning approach within the scope of tourism vocational education and training. In order to investigate these questions, both quantitative and qualitative methods of inquiry were applied: questionnaires to current and former students of these courses, followed by semi-structured interviews to teachers from the three schools where the courses are offered, school and pedagogical directors and finally the training director of TP. The findings suggest that students are extremely motivated to study in English, but despite some methodologies that are also used within the CLIL approach, it is possible to conclude that content is more emphasised than language. In fairness, it consists of teaching in English, whereas CLIL is teaching through an additional language based on connected pedagogies and using contextual methodologies. By showing the relevance of the CLIL approach in tourism vocational education, I intend to bring about change in educational practices, which may have implications for various areas: for tourism education in general and particularly for VET; for framing best practice when teaching in a foreign language; and for CLIL education involving content and language teachers. This is an opportunity for teachers to improve their overall skills in leading classes and managing teaching as a whole, for students to improve their English language competence and cultural skills through authenticity and relevance, and for schools/institutions to meet students’ expectations while addressing today’s market needs. O turismo é uma indústria internacional que convoca uma diversidade de encontros interculturais, nos quais a comunicação é a principal característica. É evidente que a língua de comunicação do turismo num contexto internacional é o inglês, já que no atendimento a clientes de outros países um serviço de qualidade implica um bom domínio da língua inglesa. Além disso, a área do turismo tem sido escolhida por muitos alunos pelas suas perspetivas de emprego, o que, por sua vez, tem dado origem a mais cursos profissionais de turismo e hotelaria. Paralelamente, é esperado que o sistema de Ensino e Formação Profissional (EFP) responda às exigências de uma sociedade em constante mudança, pautado por questões pedagógicas, sociais, culturais, económicas e laborais. Para responder às exigências da globalização e à necessidade de internacionalização, as escolas do Turismo de Portugal (TP) oferecem três Cursos de Especialização Tecnológica em inglês: Food and Beverage Management (Gestão de Restauração e Bebidas), Hospitality Operations Management (Gestão Hoteleira – Alojamento) e Culinary Arts (Gestão e Produção de Cozinha), cujas metodologias de ensino, bem como a sua eficácia, são objeto de estudo desta dissertação. A Aprendizagem Integrada de Conteúdos e Língua (AICL) é uma abordagem de ensino que tem o duplo objetivo de promover a aprendizagem dos conteúdos e a competência linguística. Este estudo tem, pois, o propósito de compreender se os referidos cursos integram a aprendizagem de conteúdos e língua e se esta é a melhor abordagem no âmbito do ensino e formação profissional na área do turismo. Para analisar estas questões foram usados métodos de investigação quantitativos e qualitativos: questionários aos atuais e antigos alunos desses cursos, seguidos de entrevistas semi-estruturadas a professores das três escolas onde os cursos são lecionados, diretores de escola, coordenadores pedagógicos e, por fim, à diretora de formação do TP. Os resultados obtidos sugerem que os alunos estão extremamente motivados para estudar em inglês, mas, apesar de se verificar que algumas das metodologias também são utilizadas na abordagem AICL, é possível concluir que é dada maior ênfase aos conteúdos do que à língua. Objetivamente, trata-se de ensino em inglês, enquanto que a abordagem AICL consiste no ensino através da língua, assente na utilização de métodos pedagógicos inter-relacionados e devidamente contextualizados. Ao expôr a relevância da abordagem AICL no ensino profissional do turismo é meu objetivo promover a mudança de práticas educativas, o que poderá ter implicações em diversas áreas: no ensino em turismo no geral e no ensino e formação profissional em particular; no enquadramento de boas práticas de ensino em língua estrangeira; e na aprendizagem AICL envolvendo professores de línguas e de outras áreas. Trata-se de uma oportunidade para os professores aperfeiçoarem as suas competências de ensino, para os alunos melhorarem as suas competências linguísticas e culturais através de contextos e materiais autênticos e relevantes e para as instituições de ensino responderem às expectativas dos alunos e necessidades do mercado.

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Maniram, Radhika. "Managing inclusive education at selected special schools in Pietermaritzburg with special reference to the vocational training of learners." Diss., 2015. http://hdl.handle.net/10500/19737.

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There has been a paucity of research concerning vocational training of learners with special education needs. The literature study focused on a vocational training and transition planning programme in the United States of America, which could provide as a useful guide to educators and school managers, when implementing vocational training and transitional planning in South Africa. Research was conducted using semi-structured interviews with educators and principals at special schools, observation of learners whilst performing skills training and documentary analysis, to explore whether learners with barriers to learning are receiving skills training that could position them for employment in the open labour market after they exit school. Findings revealed that principals and educators at special schools are faced with challenges in the learner’s microsystem, exosystem and macrosystem, resulting in the inadequate preparation of learners with special education needs for employment in the open labour market. Based on the findings, recommendations in terms of Bronfenbrenner’s Ecological Systems Theory were made, to increase the opportunity for learners who experience barriers to learning, to be engaged in meaningful employment. Education Management M. Ed. (Education Management)

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Liu, Wen-fang, and 劉紋坊. "A Study on Learning Motivation of Special Education Students Participating in Skill Certification Training at Vocational High Schools." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/36912659270603289918.

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碩士 國立臺灣師範大學 工業教育學系 104 This study aims to explore vocational high school special education students’ motivation to participate in Skill Certification Training in Taipei metropolitan area. This research adopts the questionnaire method. The participants come from the special education department of vocational high schools in Taipei metropolitan area, 2015. The research tool "Questionnaire on Vocational High School Special Education Students’ Motivation to Participate in Skill Qualification Exams in Taipei Metropolitan Area" was developed by the researcher, which has a total of 23 items and encompasses four dimensions: value, expectancy, feelings and will of execution. The resulting data were analyzed with the SPSS software in terms of frequency distribution, percentage, mean, standard deviation, t test and f test. The results are summarized as follows: 1.Vocational high school special education students hold a positive motivation about participating in skill certification training. 2.Students of different gender、status of passing the licenses exam and parental education attitudes don’t differ significantly in their motivation to participate in skill certification training. 3.Students of different grades differ significantly in their motivation to participate in skill certification training: First graders have higher motivation than second graders and third graders. 4.Different reason of participate has an effect on students’ motivation to participate in skill certification training: volunteer have higher motivation than those attend because their parents 5.Students of different teacher-student relationship exhibit a difference in motivation to take skill certification training: those with good teacher-student relationship have higher motivation than those with bad teacher-student relationship. 6.Students of different peer relationship exhibit a difference in motivation to take skill certification training: those with good peer relationship have higher motivation than those with bad peer relationship. Finally, based on the findings and results, specific suggestions for schools, teachers, parents, students and researchers are proposed.

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Lawler, Madeleine Ruth. "Social enterprises in vocational education and training: can Bourdieu’s social theory enhance understanding of their potential?" Thesis, 2018. https://vuir.vu.edu.au/38662/.

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This thesis examines social enterprises providing education and training for disengaged young people in the state of Victoria, Australia. Young people in Australia are increasingly struggling in the transition from education to the full-time labour market (Foundation for Young Australians (FYA) 2016) and young people who become disengaged from employment, education and training are vulnerable to entrenched disadvantage (OECD 1998). It has been suggested that social capital is an important factor in the prevention of disengagement for young people and assists with successful transitions (Bynner 2001a; Bynner & Parsons 2002). The Victorian state government in 2017 endorsed the use of social enterprise to address some of the state’s most significant social issues (Victorian Government February 2017), including youth transitions. Given this enthusiasm for the model, this thesis is concerned with undertaking a theoretical exploration of the potential, limitations and contributions of social enterprise. The critical social theory of Pierre Bourdieu offers a conceptualisation of social capital (1980, 1986), embedded within a rich theoretical framework (Wacquant 2017) which is underused in social research (Foley and Edwards 1999, Wacquant 2018). This is in contrast to the normative framework of social capital derived from Putnam (1993) that has been popularised in the social sciences. To test the value of a Bourdieuian framework, a multi-site tri-level case study was employed using focus groups at the social enterprise level with a short-term longitudinal case study by semi-structured interview with program participants. The case study was conducted over two program intakes with three social enterprises. Applying Bourdieu’s theories was valuable for exploring the theoretical potential of social enterprise. Crucially, it was also useful in demonstrating some tempering limitations and challenges in the use of social enterprise. This study found that social enterprise education has a positive impact on the lives of the program participants. Social capital is found to be of secondary influence in the operations of the social enterprises, with cultural capital being the most significant factor in the successful operation of a social enterprise. Finally, the sociopolitical climate has become increasingly supportive of social enterprise as a means to deliver public services, as a neoliberal rationality continues to dominate both sides of the Australian political landscape.

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Chen, Xiafang. "Leadership for the reform of senior secondary learning : a case study of Queensland's vocational education and training in schools." Thesis, 2011. http://handle.uws.edu.au:8081/1959.7/506741.

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The research project reported upon in this thesis focuses on leadership for reforms in Senior Learning through vocational education and training in schools (VETiS). Developments in Queensland during the period of 2006 to 2009 provide the empirical focus for this study. The main research question is: what is the characteristic of leadership displayed in the implementation of reforms to Senior Learning through VETiS? The contributory research questions that are addressed in the evidentiary chapters and help answer the main research question relate to: the policies driving the leadership of reforms of education and training in Queensland schools; the barriers to VETiS reforms that pose challenges for leadership strategies; the worries facing Queensland's VETiS leaders and the changes made due to their leadership; and the vindication of their leadership. To date there has been no research that has specifically studied the leadership of the Senior Learning reforms in Queensland, or elsewhere in Australia. This research in this thesis contributes to knowledge of leadership now operating at different levels across different systems and sectors in Queensland. Fullan's (2005) concept of tri-leadership and Lear's (2006) concept of leadership in terms of radical hope were used as the conceptual framework, and provide the counter-point for the argument developed in this study. Data were collected through interviews and from documents. NVivo software was used to aid in the data analysis. How leadership can be characterised given the multi-dimensional, multilevel, multi-agency nature of education and training reforms in Queensland schools is the underlying theoretical concern. A Chinese metaphor, lì tǐ is introduced to conceptualise the complexity of leadership in Queensland because of the limitations identified in Fullan (2005) and Lear's (2006) theories. This Chinese concept serves as useful and innovative lenses for understanding educational leadership in the context of large scale educational reform. Overall, this thesis argues that the leadership of Queensland's education and training reforms in senior secondary learning can be better understood by the concept of lì tǐ leadership than the key concepts from Fullan (2005) or Lear (2006). Lì tǐ leadership refers to the capability to deal with multi-dimensional, multi-level, multi-agency changes. Lì tǐ leadership includes understanding policy driven change, the strategies xv to engage challenges and barriers to innovation, the necessity to track changes, and the need to vindicate efforts to make change.

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(14023284), Clive Graham. "An evaluation of the dominant assumptions and practices of training packages in Australian Vocational Education and Training and the extent to which they coincide with the emergence of mode-2 society and its imputed education and training needs." Thesis, 2004. https://figshare.com/articles/thesis/An_evaluation_of_the_dominant_assumptions_and_practices_of_training_packages_in_Australian_Vocational_Education_and_Training_and_the_extent_to_which_they_coincide_with_the_emergence_of_mode-2_society_and_its_imputed_education_and_training_n/21427032.

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This research investigates the relevance of contemporary Australian Vocational Education and Training (VET) to economic development in Mode-2 society. Mode-2 society is a term coined by Nowotny et al (2001) which equates with changes in productivity and the triumph of free-market capitalism commonly referred to as knowledge driven capitalism or knowledge capitalism. Building on Schumpeter's economic theory of entrepreneurial competition and Romer's new growth economic model that have transformed capitalism into 'gales of creative destruction' by which new knowledge now generates national economic advantage, the thesis examines the literature of Training Packages as the prescribed instruments of VET in the milieu of knowledge capitalism. It could be expected that Australian VET, and in particular Training Packages, would have a greater justification for pursuing a knowledge and skill application-and-transfer policy that fits the growth of knowledge capitalism which Mode-2 society represents than it had for the former manufacturing economy. To test this contention, the thesis establishes eleven key transitions from Mode-1 to Mode-2 society and the imputed education and training needs of the latter as derived from the Nowotny et al (2001) Mode-2 thesis. These transitions are formed into an Evaluative Framework and underpin an ethnographic study involving thirty-three VET experts. The literature search and ethnography responses are synthesized and analysed with new material elicited from the ethnography. The outcomes of the analysis are equated with the eleven key transitions from Mode-1 to Mode-2 society and the imputed emergent education and training needs of each transition. It is concluded that the dominant assumptions and practices of Training Packages do not align with the imputed education and training needs of Mode-2 society as indicated by the eleven key attributes of the Nowotny et al (2001) conceptualisation. The theoretical implications of this conclusion had an impact on the Australian provision of VET because they indicate that the Training Package agenda is a potential liability for national economic advantage in Mode-2 society.

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Dissertations / Theses on the topic 'Vocational Education and Training (VET) In Schools'

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