Dissertations / Theses: 'Vocational education Education Children'

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Lock, Suk-han. "Careers education in s skills opportunity school (SOS) : a case study /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22706276.

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Buck, Linda Lee. "Perceptions of vocational special education coordinators in Ohio regarding the importance and level of performance of state-prescribed guidelines /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487266691095448.

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Williams, Bryan Thomas. "An investigation of the attitudes of juvenile delinquents toward vocational education and work in relation to intelligence, length of time spent in vocational education, length of incarceration, and age /." Access abstract and link to full text, 1993. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9412552.

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Paris, Tex. "Perceived Attitudes of the Self-Concept of Dropouts Who Returned to an Alternative Education School and Coordinated Vocational Academic Education Students." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc332445/.

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The problem of this study was to determine if there were differences in perceived attitudes of self-concept between young people who returned to alternative education after dropping out of public education and educationally disadvantaged at-risk youth in Coordinated Vocational Academic Education (CVAE) classes as measured by the Piers-Harris Children's Self-Concept Scale. The hypotheses formulated for the study predicted no significant difference in mean attitude self-concept scores of returned dropouts to alternative schools and CVAE students enrolled in junior high school preemployment laboratories and high school students enrolled in Cooperative Education classes as measured by the Piers-Harris scale; and no significant change in mean attitude self-concept scores of former dropouts enrolled in alternative education centers and CVAE students as measured by the Piers-Harris scale over a two-month period utilizing an extended Solomon Four-Group Design, with and without the treatment. The scale was administered to 351 students from junior high and high school CVAE classes in Ector County (Odessa), Fort Stockton, and Midland Independent School Districts and alternative schools in Denton, Fort Stockton, Midland and Odessa, Texas. The self-concept scores were treated for significance by an analysis of variance. Findings were that all groups tested scored within the age range, junior high school CVAE students scored lowest, but not significantly lower (p > .05); and junior high school CVAE students, alternative school students, and high school CVAE students all had a slight increase in self-confidence scores over the two-month period. All null hypotheses were retained. It was concluded that, overall, junior high school CVAE students, former dropouts who returned to an alternative school, and high school CVAE students possessed positive self-concepts that were above the national mean for the scale; and that CVAE classes enhance the self-concept of academically disadvantaged students in Cooperative Education classes.

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Kallie, J. "The relationship between the educational and vocational aspirations of a group of selected Asian parents for their children and those of the children themselves." Thesis, Oxford Brookes University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.375730.

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Li, Ping-ying Eria. "Self-determination of young adults with mild mental handicap : implications for education and vocational preparation /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21451291.

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Bell, Sheena. "Inclusion for people with dyslexia in education and workplace contexts." Thesis, University of Northampton, 2013. http://nectar.northampton.ac.uk/8850/.

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Beuka, Rose Doumou. "The educational and career aspirations of Solomon Island's parents for their children." The University of Waikato, 2008. http://hdl.handle.net/10289/2404.

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This study used the qualitative semi-structured interview method to collect data to discover Solomon Islands parents' educational and career aspirations for their children and their perceptions of formal secondary education in the Solomon Islands with respect to their children's preparation for meeting these aspirations. In carrying out the research, four couples were selected as participants and categorized into two groups according to their educational attainment (well educated and less educated). What was found was that, although parents have educational and career aspirations for their children, not all parents were specific. The findings also suggested that the career aspirations parents have were mainly influenced by economic and social factors rather than internal factors. In relation to parents' perception of the formal secondary education system in terms of preparing students for work, the findings suggested parents have both a positive and low opinion of formal secondary education in the Solomon Islands. There was also a mixed feeling and point to the idea that there are other factors such as teachers and curriculum subjects that impacted on the perceptions of success or vice-versa of the secondary education system. The findings also suggested that while parents appreciate the vocational curriculum and education system as preparing students for work (than secondary education), preference however was given to secondary education first and foremost.

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Robinson, John H. "A follow-up study of 1983 graduates of a special education program for learning disabled students." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/49881.

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In response to the need for data on the post-high school experiences of graduates from special education programs, this follow-up study of the 1983 graduates of a special education program for severely learning disabled students sought the patterns of post-high school employment, and education/training and the status of independent living of the graduates. In order to obtain a profile of the sample population, school records were reviewed. A telephone survey of graduates obtained employment history and experiences, identified types of frequency of education/training sought, and assessed the status of independent living. All data were analyzed descriptively and conclusions and implications identified for future educational programming during the high school years. Ed. D. incomplete_metadata

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Case, Gerald D. "Career development of gifted and regular elementary school students." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/862265.

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The purpose of this research was to investigate career development of gifted and regular elementary school students. Students in grades four through six from a university laboratory school were examined by ability, grade level, and gender in several areas of interests, using the Holland (1985a) Theory of Vocational Personalities and Work Environments.The Self-Directed Search - Form E (SDS-E; Holland, 1985b) and The Occupational Alternatives Questions (OAQ; Slaney, 1980) were administered to 148 students, 34 of which had been identified as gifted. Holland (1985b) SDS codes were assigned to the SDS obtained scores and the stated occupational choices. Prestige of occupational choices were also assigned, using the socioeconomic index of Stevens and Cho (1985).Demographic variables and hypotheses were tested by MANOVA and ANOVA statistical procedures to determine the nature of relationships between variables.Results indicated overall significant main effects in the MANOVA of obtained SDS codes for the independent variables of grade, sex, and ability. Males scored higher than females on the Realistic code. Females scored higher on the Artistic and Social codes. Gifted students scored higher on the Investigative code. On the ANOVA of the differential variable, there were significant differences by grade and sex, with fifth grade students and females more highly differentiated. Department of Counseling Psychology and Guidance Services

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Lock, Suk-han, and 駱淑嫻. "Careers education in s skills opportunity school (SOS): a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961320.

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Lackay, Joaline Merle. "'n Beroepsgerigte opleidingsprogram vir adolessente leerders met intellektuele gestremdheid." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6495.

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Thesis (PhD)--University of Stellenbosch, 2011. ENGLISH ABSTRACT: The aim of this study is to develop a vocational training programme for the adolescent learner with an intellectual disability. There is a need for these learners to be trained for work in the open labour market. From the literature it is apparent that American legislation is in place for these learners to gain access to schools, colleges and universities. The literature also makes it clear that parent involvement and community involvement are essential for the planning and implementation of a vocational training programme. To answer the research question, a qualitative participatory action research study was conducted from an interpretive research paradigm. The researcher implemented multiple sources to generate data, namely semistructured interviews, a literature review, personal documents and field notes. In the course of the study a number of steps were taken to ensure the credibility of the data and to pay attention to the ethical aspects that emerged during the research. The literature review extends over two chapters: Firstly the American legislation on vocational training programmes for the adolescent with intellectual disabilities was studied, as well as the South African Educational legislation after 1994. Secondly the three national curriculum programmes are described, namely Outcomes-based Education, Curriculum 2005 and the National Curriculum Statement. The vocational training programme was developed in accordance with the principles of the National Curriculum Statement, learning area Life orientation, Learning outcome 5: the world of work. The development of the learning programmes,work schedules and the lesson plans were adapted to suit the needs of the learners with intellectual disabilities. The findings concluded that schools can train learners to prepare them for entering the open labour market. The teachers cannot do the vocational training in school alone; they need the support of the parents and the community. AFRIKAANSE OPSOMMING: Die doel van die studie is om 'n beroepsgerigte opleidingsprogram vir die adolessente leerder met intellektuele gestremdheid te ontwikkel. Daar is 'n behoefte vir hierdie leerders om opgelei te word om toegang tot die ope arbeidsmark te verkry. Uit die literatuur is dit duidelik dat Amerikaanse wetgewing vir beroepsgerigte opleiding in plek is vir die genoemde leerders om tot skole, kolleges en universiteite toegang te verkry. Ouer- en gemeenskapsbetrokkenheid is belangrik in die beplanning en implementering van 'n beroepsgerigte opleidingsprogram. In antwoord op die navorsingsvraag is 'n kwalitatiewe deelnemendeaksie-navorsingstudie vanuit 'n interpretatiewe paradigma onderneem. Die navorser het van verskeie bronne gebruik gemaak om data te genereer, naamlik semigestruktureerde onderhoude, 'n literatuurondersoek, persoonlike dokumente en veldnotas. Tydens die studie is verskillende maatreëls toegepas om die geloofwaardigheid van die data te verseker. Die etiese aspekte het ook aandag geniet. Die literatuurstudie strek oor twee hoofstukke. Die eerste behels die Amerikaanse wetgewing op beroepsgerigte opleidingsprogramme, sowel as die Suid-Afrikaanse wetgewing ná 1994 op spesiale onderwys. Tweedens is die drie kurrikulumbenaderings ondersoek, naamlik Uitkomsgebaseerde Onderwys, Kurrikulum 2005 en die Nasionale Kurrikulumverklaring. Die beroepsgerigte opleidingsprogram is ontwikkel volgens die beginsels van die Nasionale Kurrikulumverklaring in die leerarea Lewensoriëntering, Leeruitkomste 5: Die wêreld van werk. Die ontwikkeling van die leerprogramme, werkskedules en lesplanne is aangepas volgens die behoeftes van leerders met intellektuele gestremdhede. Die bevindings het gelei tot die gevolgtrekking dat leerders op skool opgelei kan word om die ope arbeidsmark te betree. Die opvoeders kan nie die beroepsopleiding op skool alleen vermag nie; hulle benodig die ondersteuning van die ouers en die gemeenskap.

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Brenana, Stacy Lyn, and Deborah Gayle McTee. "School-to-career curriculum." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1803.

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The mission of this project is to develop a school-to-career curriculum that can be utilized by all middle school students. It is designed to help educate these students in the skills they will need to become successful in their future careers.

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Negron, Victor E. "The impact of the recreative and cultural project on Puerto Rican students after graduation from high school /." Access Digital Full Text version, 1994. http://pocketknowledge.tc.columbia.edu/home.php/bybib/1171444x.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1994. Typescript; issued also on microfilm. Sponsor: Margaret Terry Orr. Dissertation Committee: Francis A. J. Ianni. Includes bibliographical references (leaves 125-131).

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Kwong, Hung-piu. "The needs of integration & inclusive education in the Hong Kong context." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21190598.

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Venter, Petrus Albertus. "An investigation into the role of attitudes towards mathematics as a motivation for choosing vocational-technical secondary education." Thesis, Rhodes University, 1986. http://hdl.handle.net/10962/d1003813.

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From Introduction: As headmaster of a technical high school it is my responsibility to admit standard six pupils to this school. Often the refrain from parents is heard: "My son is weak in mathematics but good with his hands." These parents desperately seek a secondary education for their non-academic children. To what extent has the vicious circle of low achievement - negative attitude - lower achievement - despair already been established in these pupils as far as mathematics is concerned? How does this low self-concept in mathematics ability serve as a factor in deciding upon which career to follow, which type of high school to attend? Parents and the public at large seem to be ill-informed about the subjects offered at technical high schools. The mathematical character of these schools is especially undervalued. People often seem to think that the mathematics at a technical high school is easier than at other high schools. Furthermore, people do not realize that mathematics forms the cornerstone of any technical field of study. Failure in mathematics will inevitably lead to low marks or failure in technical subjects. It seems that many pupils who have already developed a defeatist attitude towards mathematics, seek entry into this type of high school. If so, then why? This study aims to elucidate the mathematical cognitive demands made by mathematically related subjects in a technical high school. At the same time possible relationships will be investigated between choice of type of high school (technical vs non-technical) and : i) attitudes to mathematics; ii) achievement in mathematics; iii) general academic achievement; iv) attitude to school. Pupils at standard five level have already established their attitudes towards subjects. For this study standard five boys from East London English and Afrikaans-speaking primary schools were involved. The reason why girls were not considered was to eliminate the variables of sex-related behaviours. Also, girls do not report in any large numbers for technical education as yet. The results of this study should be of use to those advising standard five pupils on their choice of type of high school. If satisfactory relationships are found between affective-cognitive variables and choice of high school, future researchers may use this towards the construction of a required profile for prospective pupils of technical high schools. There are of course, many other factors in the issue. Variables like social status, parents' own experiences, vested interests of academic high schools and many more are not considered in this study. It is conceded that any in-depth study into attitudes towards mathematics or into choice of type of high school is a many-faceted problem, the scope of which lies beyond this thesis. Suffice to admit that attitudes are complex dispositions resulting from the interactions between a number of affective, cognitive and psychomotor variables.

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Donnelly, Orlaith. "Evaluating the impact of an outdoor adventure education intervention for primary school children perceived to be vulnerable." Thesis, University of Nottingham, 2013. http://eprints.nottingham.ac.uk/13695/.

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Existing evaluation research has presented equivocal findings regarding the efficacy of outdoor adventure education (OAE) interventions for vulnerable young people. The evidence-base is weakened by methodological limitations and a paucity of unified theoretical models. The current study presents an evaluation of the psychological impact of a naturally occurring OAE intervention for children perceived to be vulnerable by their mainstream primary school teachers. This study attempts to address previous methodological limitations and to facilitate a real-world application of the Adventure Experience Paradigm (AEP: Martin & Priest, 1986; Priest, 1992, 1993). The mixed-methods research design involves an exploratory qualitative phase, a randomised control trial (RCT, n = 38) and group interviews with participants (n = 27). The RCT forms the most significant part of the design, measuring the impact of the intervention on participants’ locus of control, self-perceptions and teacher-reported emotional and behavioural difficulties (EBD). The results show that the intervention did not have a statistically significant effect on participants’ locus of control or self-perceptions. There is some evidence to suggest that the intervention had a positive impact on teacher perceptions of participants’ EBD, however, these findings are limited by a possible Hawthorne Effect. The group interviews allowed the researcher to explore participants’ perceptions of the OAE intervention however, conclusions are tentative due to the surface-level nature of the thematic analysis procedures employed. Participants appeared to perceive the intervention in a positive light with emerging themes of ‘The Physical Experience’, ‘Outside Comfort Zone’ and ‘Competence’ identified. These findings appear to contradict the quantitative findings and offer support for the AEP. Overall, the validity of the quantitative findings is limited by low statistical power and ceiling effects as a result of sampling error. These limitations are discussed and the findings are interpreted in line with existing research and the AEP. Implications for future research and professional practice are also considered. The findings support the benefits of mixed-methods approaches and RCT designs in future OAE evaluation research.

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Lamb, Darren Hayes. "Project based learning in an applied construction curriculum." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2188.

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This project addresses the integration of a career and technical (vocational) construction curriculum with academic curriculum. Career and technical (vocational) curriculum in the past has been developed to address specific content. This construction curriculum inegrates inherent academic aspects.

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Dushek, Shannon E. "Parents' perceived effectiveness of parental involvement on their children's education at Red Cedar Vocational and Special Education Center in Rice Lake, Wisconsin." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001dusheks.pdf.

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Henry, Linda M. Morreau Lanny E. "Attributes of career goals established by elementary-grade students with mild disabilities." Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633419.

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Thesis (Ed. D.)--Illinois State University, 1996. Title from title page screen, viewed May 22, 2006. Dissertation Committee: Lanny Morreau (chair), Mack Bowen, Jeffrey Hecht, Toni McCarty, Robert Wazienski. Includes bibliographical references (leaves 145-177) and abstract. Also available in print.

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Taylor, Meredith. "Working without credit : a case study of Quebec's IPL high-school program." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=22630.

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In order to accommodate the needs and abilities of all students, many high schools have designed programs for those students who are unable to cope within regular high school streams. These alternative programs have included vocational education, work experience education, various forms of tracking, and within Quebec, the Individualized Paths for Learning Program (IPL). Individualized Paths for Learning was developed to allow "at risk" students to work towards their high school diploma at a more individualised pace, and to ease their transition into the work force through job skills training and work site experience. As this case study of an Individualized Paths for Learning program suggests however, IPL in practice provides very limited work and academic preparation for the students involved. Through interviews with students and staff, and participant observation within the classroom the limitations of the program become apparent. Yet paradoxically both students and staff were committed to the program and continued to subscribe to the importance of education which is fostered both socially and by the IPL program itself. Within this case study, the students' impressions of the IPL program were of special interest. It is their words, as those most involved and affected by it, that are used in analysis. While this study is specific to its setting it hopefully will provide insight into work education programs following similar principles.

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Kwong, Hung-piu, and 鄺熊標. "The needs of integration & inclusive education in the Hong Kong context." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961678.

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Roux, Therese. "n Ondersoek na die belangstellingsprofiele en verklaarde beroepskeuses van 'n groep Afrikaanssprekende graad nege leerders uit die histories benadeelde bruin gemeenskap van die Kaapse Weskusstreek." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50039.

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Thesis (MA)--University of Stellenbosch, 2004. ENGLISH ABSTRACT: In light of recent South African literature that shows that most adolescents from previously disadvantaged communities have until recently not had access to career guidance interventions, it was decided to do an investigation into the career interests of a group of learners from such a community. It was decided to specifically focus on sex role stereotyping and parental role models, with the purpose of gaining relevant information that can be used in the planning of career guidance curricula. Socio-economic and cultural variables were also considered. The investigation was done with the coloured communities of the Cape West Coast area. Learners from grade nine of 11 senior secondary schools were visited and requested to rank the ten interest fields of the MB 10 interest questionnaire from 1 to lOon grounds of preference. Statistical calculations were used to compare the boys' and girls' fields of interest. The learners were also requested to make a provisional career choice. This information was then compared to their parents' careers in order to ascertain what role parental role models have in their conditional career choices. From the investigation the following become evident: • There is a statistical relevant difference (p<O.O1) between the sexes' interest on al ten MB 10 fields of interests together. • There is a statistical relevant difference (p<O.OI) between the sexes' interest in the following fields: People as individualsIin small groups (In), People in groups or public appearance (Gr), Linguistic (L), Artistic (A), Practical (P) and Animals, biological sciences (Z). • Parental role models do not seem to have a powerful influence on the participants' declared career choices. • Socio-economic and cultural influences seem to playa role in the participants' declared career choices. An attempt was made to contribute to the process of career development of adolescents through making recommendations regarding the development of career guidance curricula. AFRIKAANSE OPSOMMING: In die lig van resente Suid-Afrikaanse literatuur wat dit duidelik maak dat die meeste adolessente uit histories benadeelde gebiede tot onlangs min en selfs geen toegang tot beroepsvoorligtingintervensies gehad het nie, is besluit om 'n ondersoek te doen na die beroepsbelangstellings van so 'n groep leerders. Daar is besluit om spesifiek op geslagsrolstereotipering en ouerlike rolmodelle te fokus, met die doe Iom sodoende relevante inligting in te win wat in die beplanning van beroepsvoorligting kurrikula 'n rol kan speel. Sosio-ekonomiese en kulturele veranderlikes is ook in ag geneem. Die ondersoek is onder die bruin gemeenskappe van die Kaapse Weskusstreek uitgevoer. Graad nege leerders van Il senior sekondêre skole is besoek en versoek om die tien belangstellingsvelde van die MB 10 belangstellingsvraelys op grond van voorkeur van 1 tot lOte rangorden. Die seuns en meisies se belangstellingsvelde is deur middel van statistiese berekeninge met mekaar vergelyk Die leerders is ook gevra om 'n voorlopige beroepskeuse te maak Hierdie inligting is toe met hulouers se beroepe vergelyk om sodoende vas te stel watter rolouerlike rolmodelle in hul verklaarde beroepskeuses speel. Uit die ondersoek blyk die volgende: • Daar is wel 'n statisties beduidende verskil (p<O.OI) tussen die geslagte se belangstelling op al tien die MB 10 belangstellingsvelde gesamentlik. • Daar is statisties beduidende verskille (p<O.OI) tussen die geslagte se belangstelling in die velde: Mense as individue/in klein groepies (In), Mense in groepe of openbare optrede (Gr), Linguïsties (L), Artisties (A), Prakties (pr) en Diere, biologiese wetenskappe (Z). • Ouerlike rolmodelle blyk nie 'n kragtige invloed op die deelnemers se verklaarde beroepskeuses te hê nie. • Sosio-ekonomiese en kulturele invloede blyk wel 'n rol te speel in die deelnemers se verklaarde keuses van beroep. Daar is gepoog om die proses van beroepsontwikkeling van adolessente aan te spreek deur aanbevelings rondom die ontwikkeling van beroepsvoorligting kurrikula te maak

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Dungan, H. Nancy Fitzpatrick. "A study of self-efficacy based interventions on the career development of high achieving male and female high school students." Diss., Virginia Tech, 1992. http://hdl.handle.net/10919/37243.

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Over the last twenty years women have gradually entered number of occupations that have been considered "traditionally male". Despite recent gains, women continue to be underrepresented in science, mathematics and engineering career fields. Based on the application of Bandura's self-efficacy theory as applied to career development, the purpose of this study was to determine whether there was any difference in career choice self-efficacy, career decision-making self-efficacy or career maturity after participating in one of two performance-based research programs, specifically, a community-based mentorship program or a school-based research program. In addition the study investigated gender and personality differences between the groups, the student and mentor/supervisor perceptions of the quality and enjoyment of the experience, the quantitative application, the time involved and ways to improve the programs. The quasi-experimental study used a non-randomized control-group pretest-posttest design with two experimental groups and one control group. To determine the reliability and validity of the student perception instrument and the mentor/supervisor validation assessment, a pilot study was conducted. The groups were pre and post tested using the Career Decision-Making Self-Efficacy Scale, the Career Development Inventory and the Self-Efficacy for Technical/Scientific Fields Scale. The data were analyzed using multivariate analysis of variance (MANOVA) with PSAT scores and grade point averages serving as covariates. The results of the study found no differences in gain scores between the experiential programs and ordinary maturation. However, students in the mentorship program felt more positive about their mentor, the scientific/technical nature of the experience, and the application and enjoyment of the program than did the school-based group. The groups differed generally on the judging/perceiving characteristic of the Myers-Briggs Personality Indicator scale. Gender differences were found in time supervisors spent with students: whereas, mentors spent over twice as much time helping females, school-based teachers spent twice as much time with males. Recommendations include further validation of self-efficacy measures, further investigation of the effectiveness of self-efficacy based interventions, and replication with more diverse and special populations as well as with elementary and junior high school students. Ed. D.

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Miller, Annette. "A sample survey of the career maturity of disadvantaged learners in the Western Cape." Thesis, Link to the online version, 2006. http://hdl.handle.net/10019/1114.

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Clutter, Chance. "The effects of parental influence on their children’s career choices." Kansas State University, 2010. http://hdl.handle.net/2097/3951.

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Master of Science Department of Family Studies and Human Services Anthony Jurich An exploration of parents’ critical role in their children’s career choices and aspirations was the primary focus of this paper. This includes a brief history of past career counseling techniques, which began in its formative years by assessing the client’s personality to determine proper occupational fit. It has now progressed to the postmodernist view that bases vocational interest and aspirations on constantly changing life roles. Previous research that examined parental influence on adolescent’s career choices, as well as research on the effects of socioeconomic status, gender, and race was included. The paper concluded with how career counselors and parents may use the strength of parental influence upon young adults to provide more effective career development techniques and create stronger partnerships with the young adult’s primary stakeholders.

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Chapman, Constance Ann. "Writing and oral communication: a study of three African-American families in the United States sunbelt /." Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10257123.

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Thesis (Ed.D.) -- Teachers College, Columbia University, 1991. Typescript; issued also on microfilm. Sponsor: Jo Anne Kleifgen. Dissertation Committee: Lucy McCormick Calkins. Includes bibliographical references: (leaves 181-185).

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28

Cole, Chelsea. "The Emergence of Teacher Self in the Elementary Classroom." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8640.

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Significant research and ongoing inquiry highlight the importance of understanding and recognizing the development of identities and beliefs among teachers. These studies use techniques of reflection on the past or present to elucidate the developmental process of teacher identities and beliefs and their impact on the profession. The development of teacher identities and beliefs commence during childhood. A dearth of research exists that addresses the emerging developments of teacher identities and beliefs from the perspective of young children. This study uses qualitative methods through focus groups and individual interviews to examine the identities and beliefs held by fifth-grade students who plan to become teachers. Revealing the early developing identities of future teachers provides necessary insight into the emerging curricular needs of teacher education programs.

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Petrovick, Marian Brow. "Team research on intrinsic motivation in student populations: A continuing project." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1667.

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30

Chiu, Chiu Hing William, and 趙朝興. "Teachers' perceptions of collaboration between guidance anddiscipline: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962452.

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Morel, Claudia. "Le développement de la compétence à évaluer la lecture d'élèves de la première année du 3e cycle du primaire par une démarche individuelle de développement professionnel /." Thèse, Chicoutimi : Université du Québec à Chicoutimi, 2006. http://theses.uqac.ca.

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Thèse (M.Ed.) -- Université du Québec à Chicoutimi, 2007. La p. de t. porte en outre: Mémoire présenté à l'Université du Québec à Chicoutimi comme exigence partielle de la maîtrise en éducation. CaQCU Bibliogr.: f. [150]-168. Document électronique également accessible en format PDF. CaQCU

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Djooya, Akbar. "Perceived Attitudes of Vocational Administrators, Vocational Office Education Teachers and Marketing and Distributive Education Teachers Toward Using Microcomputers in Vocational Education Programs." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc330767/.

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The primary purpose of this study was to determine the perceived attitudes of vocational administrators, vocational office education teachers, and marketing and distributive education teachers toward using microcomputers in vocational education programs. The sample forth is study was randomly selected from all vocational administrators , vocational office education teachers, and marketing and distributive education teachers employed by Texas School Districts. A total of 288 questionnaire were returned from the three vocational education groups. The return was seventy-seven percent. Statistical techniques included descriptive statistics, one-way, and two-way analyses of variance (ANOVA) to describe the responses and to test the seven null hypotheses. The results of the study was reported in two categories: statistical significance of the tested hypotheses, and the educational inferences of the vocational administrators' and vocational teachers' responses to questionnaire items. There were significant differences in the perceived general attitudes of the three groups. There were no significant differences in the perceived general attitudes of the three groups when categorized by levels of age, occupational experience, amount of computer training, and availability of microcomputers. There were no significant differences in hypotheses which tested for differences in the perceived attitudes of the three groups toward utilizing microcomputers for classroom instruction and supportive services.

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Watkins, Larae Anne. "Contributions of vocational education to educational reform as perceived by vocational education policy influencers." Connect to resource, 1993. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1240407685.

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Laukia, Jari. "Vocational teacher education : finnish perspective." 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, 2013. http://hdl.handle.net/2237/19024.

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

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

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Vail, Ann. "Predictors of leadership behaviors of vocational and non- vocational teachers /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487757723998073.

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Li, Wanhong. "Jiao yu fen quan yu zhi ye jiao yu fa zhan Zhongguo Shanghai, ji Shenzhen fa zhan jing yan de bi jiao yan jiu = Decentralization in education and the development of vocational education : a comparative study on the developmental experience of Shenzhen and Shanghai in China /." online access from Digital dissertation consortium, 2002. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3066595.

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Aakre, Bjørn Magne. "Vocational Teacher Education A Norwegian Context." 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/2237/12144.

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

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

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

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Haney, Randall McGarey. "Secondary Student Perceptions of Vocational Education." UNF Digital Commons, 2002. http://digitalcommons.unf.edu/etd/181.

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The central focus of the present study was to examine the relationship between student personal factors (i.e., gender, race, academic performance, career awareness, and socio-economic factors) and the perceptions of secondary school students regarding vocational education. In recent years, traditional vocational programs have not done well throughout the nation. Enrollment within vocational education has dropped to approximately 10%, while enrollment in college preparation courses has increased to over 50%. The subjects of this study were secondary school students enrolled in the Duval County Public School system. The research was conducted using a two-part survey instrument containing 24 demographic questions and 76 questions related to vocational education. The survey instrument was subjected to content validity analysis by a panel of experts from various universities. Additionally, a validation panel, consisting of 12 vocational education teacher interns, critiqued the instrument. This study was helpful in illuminating the contradictions in commonly held perceptions of vocational educators, guidance counselors, school administrators and political decision makers towards secondary students and their declining interest in vocational education. Five hypotheses were tested relative to the relationship between student personal factors and perceptions of vocational education. The five hypotheses sampled were statistically significant, and R squared values indicate that an appreciable amount of variation in perceptions can be accounted for by student background. Demographic factors are related to students' perceptions of vocational education, with socio-economic status most appreciable among the several predictors.

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Oliveira, Sofia Carina dos Santos. "Returns to vocational education in Portugal." Master's thesis, NSBE - UNL, 2014. http://hdl.handle.net/10362/11534.

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A Work Project, presented as part of the requirements for the Award of a Masters Degree in Economics from the NOVA – School of Business and Economics In a context of increasing investment in vocational education, it is highly relevant to investigate the impact of this type of education over labor market outcomes. Following a panel of individuals with upper secondary attainment born between January 1974 and December 1990, this study assesses the wage returns to vocational education and general education, between 1993 and 2009. Estimates from a random effects model revealed a wage advantage for workers with vocational education vis-à-vis workers with general education, in the beginning of the career. However, the earnings of the former group grow at a slower rate and are surpassed by the earnings of the latter group at around eight years of experience.

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

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Squire, Patrick J. "Thinking skills required in adult vocational education programs : a study of adult vocational education instructors in central Ohio /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487846885779053.

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Maciel, Paulo Henrique Freitas. "Vocational Education Center Vocational Technology (CVT) In Community Umarizeiras, Maranguape-CE." Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=11594.

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nÃo hÃ Historically, we can verify the educational duality in which we have a formation oriented to the ruling Ãlite and another one oriented to the workers who act in the capitalist production process. However, the expansion of the capitalism in the last four decades, we identify, as Karl Marx had already previewed, the intensification of the substitution of the living work (the human being) for the dead work (machines), causing crisis, because the market doesnât absorb so many workers in the production process. Therefore, the unemployment, is a reality that scares even the international organizations, like the United Nations (UN). In this context, the employability, in a world without jobs and the human capital theory emerge as new forms of social domination, internalizing in the individual the idea that he is the responsible for his precarious economic situation. In this regard, in this research we analyzed the formation of workers released by Centro Vocacional TecnolÃgico (CVT) â Technologic Vocational Center â through means of initial formation courses or professional qualification in the community of Umarizeiras, in Maranguape, town in the Metropolitan Region of Fortaleza, pointing contradictions imposed by the contemporary capitalism which limit that performance. The investigation took place with oral sources, through interviews with thirteen dwellers; and documents: booklets of the courses available by CVT and Estatuto da AssociaÃÃo de Moradores de Umazeira, which let us highlight the contradictions between the official speech and the reality lived by the subjects involved in that formation. The available courses by CVT to that community were fruit pulp process, chicken raising, E.V.A., computing, fruit sweets. All the interviewed subjects had already participated in one or more courses, motivated by the immediate objective of getting a job, fact that doesnÂt really happen; about the knowledge acquired in the courses, itâs rare to find someone who uses it in the daily life. We conclude, therefore, that the offer of the courses achieves rather an ideological objective, targeting to blame the individuals for their economic situation than a whole formation of the human being, having work as the educational principle. Historicamente, verificamos a dualidade educacional em que temos uma formaÃÃo voltada para as elites dirigentes e outra para os trabalhadores que atuam no processo de produÃÃo capitalista. No entanto, na expansÃo do capitalismo nas Ãltimas quatro dÃcadas, identificamos, assim como jÃ tinha antecipado Karl Marx, a intensificaÃÃo da substituiÃÃo do trabalho vivo (o ser humano) pelo trabalho morto (as mÃquinas), ocasionando uma crise, pois o mercado jÃ nÃo absorve tantos trabalhadores no processo produtivo. O desemprego, portanto, Ã uma realidade que assusta atÃ mesmo os organismos internacionais, como a OrganizaÃÃo das NaÃÃes Unidas (ONU). Neste contexto, a empregabilidade, em um mundo sem emprego, e a teoria do capital humano surgem como novas formas de dominaÃÃo social, internalizando no indivÃduo a ideia de que Ã ele o responsÃvel por sua situaÃÃo econÃmica precÃria. Neste sentido, analisamos nesta pesquisa a formaÃÃo de trabalhadores desencadeada pelo Centro Vocacional TecnolÃgico (CVT), por meio de cursos de formaÃÃo inicial ou qualificaÃÃo profissional na comunidade de Umarizeiras, distrito de Maranguape, municÃpio da RegiÃo Metropolitana de Fortaleza (RMF), apontando as contradiÃÃes impostas pelo capitalismo contemporÃneo, que limitam aquela atuaÃÃo. A investigaÃÃo foi realizada a partir da articulaÃÃo de fontes orais, atravÃs de entrevistas com 13 (treze) moradores; e documentais: apostilas dos cursos disponibilizadas pelo CVT e o Estatuto da AssociaÃÃo de Moradores de Umarizeiras, o que nos permitiu colocar em evidÃncia as contradiÃÃes entre o discurso oficial e a realidade vivenciada pelos sujeitos envolvidos naquela formaÃÃo. Os cursos ofertados pelo CVT Ãquela comunidade foram: processamento de polpas, criaÃÃo de galinha caipira, E.V.A., informÃtica, doces de frutas e associativismo. A maioria dos entrevistados jÃ havia participado de um ou mais cursos, motivados pelo objetivo imediato da conquista de um emprego, fato que constatamos nÃo se realizar; sobre os conhecimentos adquiridos nos cursos, raros sÃo os que afirmam utilizarem em seu cotidiano. Conclui-se, portanto, que a oferta dos cursos cumpre mais um objetivo ideolÃgico com a funÃÃo de culpar o indivÃduo pela sua situaÃÃo econÃmica do que uma formaÃÃo integral de ser humano, tendo o trabalho como princÃpio educativo.

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

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Watkins, Marita. "A study to determine the level of emphasis on middle school career awareness and exploration." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1120.

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Lui, Wai-chung David. "Vocational education in a changing society : a case study from Guangzhou, the People's Republic of China /." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13999576.

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Xiong, Huojin. "Clustering in the Field of Vocational Education." Doctoral thesis, Universitätsbibliothek Chemnitz, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-qucosa-113319.

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Diese Dissertation wendet komparative Methoden an, um eine vergleichende Analyse von einigen ausgewählten praktischen Beispielen von ‚Clustering‘ in dem Handlungsfeld der Erziehung in China. Auf der Grundlage der strukturellen, hierarchischen und funktionellen Herangehensweisen der Systemtheorie und auch in Anbetracht der sozialen wirtschaftlichen und pädagogischen Implikationen des Clusters in der Beruflichen Bildung werden die Theorie von Porter (und deren Erweiterungen), die Theorie des Humankapitals und die Theorie der Bildung für die Wahl der für einen Vergleich erforderlichen Kriterien (tertium comparationis) herangezogen. Aus den verfügbaren Berichten über Implementationsversuche wurden die Implementationsmodelle der Cluster von Henan, Shanghai, Hainan, Yongchuan und Yantai ausgewählt. Alle Erfahrungen aus diesen Regionen wurden in zwei Kategorien gemäß ihrer Eigenschaften als professionelle und regionale Cluster untersucht. Die komparativen Analysen verweisen jeweils auf die oben erwähnten drei Kriterien. In Anbetracht der in den praktisch umgesetzten Modellen offenbar gewordenen Probleme werden zusätzlich einige internationale Erfahrungen herangezogen und auf ihre Erfolgskomponenten hin untersucht, z.B. wie man Faktoren für das Cluster verbindet oder wie man Anreize für die Teilnahme von Unternehmen am Cluster setzt. Auf der Grundlage der theoretischen Analyse der praktischen Erfahrungen in China sowie andernorts werden abschließend einige Vorschläge für die zukünftige Entwicklung des Clusterings entwickelt This dissertation applies comparative methods to make analyses on some selected implementation modes of clustering in the field of vocational education in China. Based on the structural, hierarchical and functional aspects of the theory of system, and also in consideration of the social economical and educational features of clustering in the field of vocational education, Porter’s theory and its amended models, theory of human capital and theory of education are reviewed for the choice of comparative criteria. On the basis of the available information, some representative implementation models are selected from Henan (province, South China), Shanghai (provincial level city, East China), Hainan (province, Central China), Yongchuan (prefectural level city, West China) and Yantai (Prefectural level city, North China). All the experiences from these areas are grouped and compared in two categories according to their features: professional clustering and regional clustering. And comparative analyses are made in reference to the above-mentioned three criteria. In consideration of the problems revealed in the implementation models, some international experiences are referred as examples in some practical aspects, such as of how to connect factors for clustering, of how to assist the clustering to live through its whole lifespan, and of how to get enterprises involved. Furthermore, some suggestions for future development of clustering are also made from theoretical point of view

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Sa'd, Ahmed al. "Evaluation of students' attitudes towards vocational education." Saarbrücken VDM Verlag Dr. Müller, 2007. http://d-nb.info/988458497/04.

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Dissertations / Theses on the topic 'Vocational education Education Children'

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