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Dissertations / Theses on the topic 'Vocational Education Policy'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

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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2

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

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3

Herd, George D. "Further education as social policy for labour market control." Thesis, University of Dundee, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.262001.

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4

Meredyth, Denise Lee, and n/a. "Education and its Critics: Principles and Programmes in Australian Education Policy." Griffith University. School of Curriculum, Teaching and Learning, 1994. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20050901.095322.

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This thesis is concerned with the relationship between the education system and its critics - with the terms in which programmes of educational reform are viewed by critical intellectuals, and with the claims and limitations of a particular mode of 'principled' critique. It explores this concern in relation to a number of recent developments in Australian education policy, describing the debates that they have engendered and identifying the political ambiguities that attend them. Three case studies are developed. The first is drawn from reactions to the recent bureaucratic reorganisation of hi

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5

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

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6

Peasley, Donald D. "Ratings of quality indicators for secondary vocational education programs by education policy makers." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1243604095.

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7

Hogue, Darryl Emery. "Understanding Perceived Benefit for Students, Employers, and Parents Who Participate in Work-Study Programs at Fulton High School." Thesis, Western Illinois University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10934225.

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<p> The purpose of this mixed methods case-study was to understand why students enroll in the Community Involvement work-study program, why employers continue to host students, and what are the parents’ perceptions of their child’s experience. The following research question framed this study: <i>What is the perceived impact of the Community Involvement Program?</i> </p><p> Five additional questions further guided this study: 1. Why do students enroll in the Community Involvement Program? 2. What impact does enrolling in a work-study program have for participating students? 3. Wh

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8

Child, Brenda. "The impact of competancy-based education and training policy on the healthcare professions." Thesis, University of Bristol, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361084.

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9

Borchers, Tracy Schneider. "A study to define secondary computer literacy programs: Implications for restructuring vocational education policy directions." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1059.

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10

Larey, Desiree Pearl. "Focus schools and vocational education in the Western Cape." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20023.

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Thesis (MEd)--Stellenbosch University, 2012.<br>ENGLISH ABSTRACT: The main goal of this thesis was to better understand the role and function of the focus schools project in the Western Cape, to explore the reasons for their emergence in 2006, and to locate the policy initiative within historical and policy developments around vocationalism in the province. The study focused in particular on how one focus school experienced the roll-out of this policy decision, what the impressions of the learners and educators at a case study school were, and also how officials attached to the Western Ca

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11

Katusiime, Denis. "AN ENHANCED HUMAN DEVELOPMENT CAPABILITY APPROACH TO EDUCATION: IMPLICATIONS FOR TECHNICAL VOCATIONAL EDUCATION AND TRAINING POLICY IN UGANDA (206 pp.)." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1396530162.

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12

Ching, Yiu-yuen, and 程耀源. "Review of prevocational education since the 1970s: the need for change." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31965180.

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13

Auburn, Stephen Donald, and sauburn@optusnet com au. "Trust the process: stakeholder management using a transparent, evidence-based policy approach." RMIT University. Education, 2005. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20060515.113429.

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In Australia, the development and implementation of National Training Packages has been a major tool in the drive to reform of the vocational education and training system. The main aim of the reform is to establish a national vocational and education system within a federal political system and to make vocational educations and training providers more responsive to the needs of industry, by industry specifying its skill needs through the mechanism of national Training Packages. The background to this workplace project, the Review of the Community Services Training Package, and t

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14

Maseko, Pamela. "Vocational language learning and how it relates to language policy issues." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1002158.

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This research explores issues relating to language policy, and language learning and teaching. It further looks at the relationship that exists between language policy and language learning and teaching. In the research I argue that well-thought out and well-meaning language policies will fail to be implemented meaningfully if there is no clear and unambiguous implementation plan. I also note that the national vision and ideals which are often embodied in the language policy fail to take effect if, again, there is no comprehensive implementation plan. This view is held by many scholars and res

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15

Novel, Julie Lyn. "Implementation Of The Carl D. Perkins Career-Technical Education Reforms Of The 1990s: Postsecondary Education Outcomes Of Students Taking An Enhanced Vocational Curriculum." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1230731760.

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16

Cheng, Mei-ching, and 鄭美菁. "The policy of practical schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B50605756.

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This study explores the nature of the policy gap – the discrepancy between intended and actual policy outcomes – resulting from the implementation of Practical School (PS) policy in four Hong Kong Practical Schools during the 1990s. The study closely examines the complexity of the policy formulation and implementation processes, and finds that a number of factors at different policy levels served to divert PS implementation from its intended outcome. These factors can be grouped into two main categories – those that were specific to individual policy levels (e.g., policy orientation at the Ed

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17

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

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18

Ecclestone, Kathryn. "The impact of Advanced level GNVQ assessment policy on further education students' autonomy and motivation." Thesis, University of Newcastle Upon Tyne, 2001. http://hdl.handle.net/10443/739.

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Policy goals for lifelong learning prioritise a need to motivate people to participate in purposeful learning and to become autonomous lifelong learners. As the latest of a series of initiatives in the vocational curriculum, Advanced GNVQs adopted a controversial assessment model to achieve these aims. The implementation of the model in the further education (FE) sector has taken place at a time of protracted restructuring in colleges. This study evaluates the effects of Advanced level GNVQ policy on students' autonomy and motivation. It focuses on the 'policy trajectory' created by the interp

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19

Burns, Ann. "Gender equality in Liverpool schools : making a difference through TVEI: a case study." Thesis, London South Bank University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310642.

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20

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

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21

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.<br>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

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22

Mykerezi, Pavli K. "The Potential Contribution of Vocational and Technical Education to the Future Social-Economic Development of Albania." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/27259.

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The purpose of this study was to determine the potential contribution of vocational and technical education to the future social-economic development of Albania. To achieve this purpose, a panel of experts was involved in the formulation of statements and the determination of each statement's value as a contributor to future social-economic development. This study was conducted using a Modified Delphi Technique to identify and prioritize statements generated as part of this research methodology. The study was accomplished through solicitation of responses from a 17 member panel of experts. The

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23

Niehaus, Harold. "Association Between Identified Perkins IV Performance Data and Selected Characteristics of Ohio Joint Vocational School Districts." University of Dayton / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1366731958.

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24

Cusano, Christine. "Vocational Instructors Experience and Practice Teaching in the Hybrid Environment." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5846.

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At a technical post-secondary school in the Northeast United States, campus leaders lacked formative data of faculty skills and knowledge needed for instruction in a hybrid format involving both face-to-face instruction and on-line instruction. Therefore, the delivery of appropriate professional development (PD) programs for faculty whose duties include hybrid format instruction has not been provided. The purpose of this study was to identify the faculty experiences of teaching in a hybrid-learning environment, and their perceived PD needs to provide effective instruction in a hybrid-learning

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25

Walters, Elizabeth. "The elements of successful work placement processes: A case study of three Technical Vocational Education and Training (TVET) Colleges." Master's thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/29543.

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Many research documents indicate that learners’ ability to transition from education and training to employment is closely linked to their work placement experience during their studies and on exit from their respective qualifications. This study identifies and analyses successful work placement practices through case studies, to understand which elements have supported TVET Colleges to facilitate the successful placement of their learners. The study starts with a historic overview of the Colleges to provide the context. It then moves on to explore, through secondary research, what the literat

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26

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

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The main argument of this thesis is that research has to take the institutional character of education seriously. Educational institutions carry considerable weight for outcomes of education and their design is a matter of intense political debate. This work focuses in particular on the institution of tracking that has wide-reaching consequences for the structure of education. The thesis consists of an introductory essay, together with three empirical essays. The empirical essays all acknowledge the main argument but study different outcomes and relationships connected to education. Essay I st

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27

Soliman, Salma. "Institutional theory and the policy problem of vocational education and training and its development : the Egyptian case." Thesis, Middlesex University, 2011. http://eprints.mdx.ac.uk/9108/.

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This thesis extends analysis of the policy problem of Egyptian Vocational Education and Training (VET) beyond the current supply/demand mismatch perspective and into a broader institutional analytic framework. It critically deploys concepts from Whitley's institutional framework (1999) and Wood and Frynas' (2006) Segmented Business Systems (SBS) archetype to the problem, complementing them with historical and political dimensions. These illustrate the continuities and discontinuities in key institutional features and relationships influencing VET since the military coup in the 1950s and throug

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Ngubane, Phiwokuhle Bongiwe. "Compliance of technical and vocational education and training colleges’ curriculum implementation with the national strategy and policy." Thesis, University of Zululand, 2017. http://hdl.handle.net/10530/1588.

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A dissertation submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Master of Education in the Department of Curriculum and Instructional Studies at the University of Zululand, 2017<br>The purpose of this study was to determine whether the Technical and Vocational Education and Training colleges’ NCV curriculum structure complies with the national strategy and policy stipulations in offering WBE for students. The CASE study was conducted at the Umfolozi TVET College, specifically on two campuses of the college in northern KwaZulu-Natal. The NCV programmes

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29

Flack, Sylvia Ann. "Secondary and postsecondary vocational education in North Carolina: student characteristics, outcomes, and program similarities and differences." Diss., Virginia Polytechnic Institute and State University, 1988. http://hdl.handle.net/10919/53691.

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The purpose of this study was to analyze, present and interpret data that have implications for policy making in the evaluation of vocational education in North Carolina. Existing follow-up study databases were merged for the 1985-86 community college and secondary school systems. Characteristics of completers and the relationship of outcome and demographic variables to levels of preparation were analyzed. The degree of similarities and differences in programs was determined through document analysis of curriculum guides and policy manuals. Findings suggested that completers from selected voc

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30

Al, Shanfari Abdullah Mubarak Salem. "The development of government policy in technical education and vocational training in the Sultanate of Oman : 1970-1990." Thesis, Cardiff University, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.334723.

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31

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

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<p> Postconflict governments and counterparts have collaborated to provide skills training to communities as a critical postconflict development strategy. In these undertakings, the role of community members remains largely undefined. The purpose of this qualitative descriptive case study was to understand the perceptions held by rural community members regarding the role they played in influencing government's policy priority for technical and vocational education and training (TVET) as a local human development strategy in postconflict Liberia. The conceptual framework was based on human cap

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32

Kim, Hae Na Kim. "The Relationship between and among Job Satisfaction, Training and Organizational Culture in South Korea's Manufacturing Industry." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1462800023.

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33

Dahlbeck, Ronald. "Proposed state legislation for high school graduation requirements." CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/542.

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34

Fiddy, R. G. "Case-studies in the relationship between pre and post-school vocational education/training policy and the experience of the individual." Thesis, University of East Anglia, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.378589.

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35

Sommers, Robert Downing. "An examination of the relationships among policy development practices of joint vocational school district boards of education, school board effectiveness, and school performance /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487950658547965.

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36

Manley, Robert Adam. "The intended and unintended consequences of the 1990 Carl D. Perkins Vocational and Applied Technology Act Within-state Funding Formula Change: A Modified Policy Delphi Study." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/26730.

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The purpose of this study was to identify the impact the 1990 amendments to Carl D. Perkins Career and Applied Technology Act within-state allocation of federal funds had on the operational infrastructure of career and technical education (CTE) in Virginia as specifically related to the overall quality of secondary CTE programs. In the 1990 Perkins Act, Section 102 mandated that 75% of the within-state allotment go directly to local secondary and postsecondary institutions that offered CTE programs. The remaining 25% of funding was divided among the following state-administered programs and ag

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Ledman, Kristina. "Historia för yrkesprogrammen : Innehåll och betydelse i policy och praktik." Doctoral thesis, Umeå universitet, Institutionen för idé- och samhällsstudier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-99842.

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This thesis offers critical perspectives on a history syllabus for vocational education and training (VET) tracks in Swedish upper secondary schools and adds to our knowledge and understanding of the educative function of history education for the individual and for society. The overall aim of this thesis is to critically investigate discourses that are voiced in different fields about the construction and reproduction of the history curriculum in VET tracks. A general question addressed is how vertical (critical and theoretical) and horizontal knowledge is articulated by the discourses in ter

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38

Friedrich, Florian. "Innovation in vocational education and training in England, Germany, and Austria : implications of practitioners' perspectives for policy development and college leadership." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:2af191a3-c629-4c72-b158-558f00875f7f.

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This research project conducted an in-depth, qualitative assessment of vocational education and training (VET) teachers’ perceptions of pedagogic innovation, with an emphasis on obstacles and supporting factors. The main research question was: “How do teachers’ roles and perspectives shape innovation processes in VET and what does this imply for the development of teaching and learning practices?” Three clusters of subsidiary questions were derived around thematic foci: ‘perceptions and concepts’, ‘documentation of practice’, and ‘dynamics, limitations, and lessons for innovation’. Based on an

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39

Dale, Diane. "How has the University Technical College curriculum delivery model achieved motivational benefit for learners?" Thesis, University of Bath, 2017. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.715250.

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University Technical College (UTC) schools are academies for 14-19 year olds. They are distinguished by close links to industrial and university partners to encourage vocational learning, particularly in STEM subjects. Currently 50 are open in England, with more in development. Their expansion is a key strategic objective in the government’s 2016 Educational Excellence Everywhere strategy document. This research analyses data collected through students’ perceptions of their experience of the UTC curriculum model in two detailed case studies. The research questions examine how the approach to t

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Naanda, Raimo Ndapewa. "The integration of identified employability skills into the Namibian vocational education and training curriculum." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5357.

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Bibliography<br>Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2010.<br>ENGLISH ABSTRACT: Since the advent of the 21st century the world has been experiencing rapid changes in knowledge, technology and information. These changes pose challenges to the providers of education and training in general and vocational education and training in particular. The impact of technological advancement and the nature of organisational changes in the workplace demand skills of an increasingly higher level – particularly skills in the areas of information technology, problem solving and c

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41

McKinnon, Delphine. "A policy comparison of the relevance of secondary school Technical and Vocational Education Initiatives for low attaining students in Scotland and Ontario from 1984 to 1990." Thesis, University of Edinburgh, 2002. http://hdl.handle.net/1842/24956.

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This Ph.D. research compares the relevance of the secondary school Technical and Vocational Education Initiatives (TVEI) for low attaining students in Scotland and Ontario, Canada from 1984 to 1990. Larger trading markets and the new technologies have created economic pressures resulting in unemployment, particularly of youth, in many post-industrialised countries. Education has had to respond to political pressures directed at the preparation of secondary school students for their future, and for the world of work. For these reasons education modified curricula structures providing technical

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42

Nylund, Mattias. "Yrkesutbildning, klass & kunskap : en studie om sociala och politiska implikationer av innehållets organisering i yrkesorienterad utbildning med fokus på 2011 års gymnasiereform." Doctoral thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-29316.

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The overall purpose of this thesis is to critically contextualise the organization of content in Swedish upper-secondary vocational education by highlighting its social and political implications in relation to social class. Policy documents concerning the content of vocational education in Sweden from 1971 to 2011 serve as the main empirical source, with particular attention given to the reform of 2011 (Gy11). The thesis is comprised of four studies that each represents a different context that reveals social and political implications of the selection and organisation of content in Gy11. The

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Gitahy, Júnior Ivan Márcio Gomes. "Políticas públicas e a educação profissionalizante: a trajetória no município de Presidente Prudente SP." Universidade do Oeste Paulista, 2008. http://bdtd.unoeste.br:8080/tede/handle/tede/20.

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Made available in DSpace on 2016-01-26T18:49:30Z (GMT). No. of bitstreams: 1 DISSERTACAO_CORRECAO_04_03.pdf: 1848355 bytes, checksum: bdc6ee830e43dee1dda9ec24382c0632 (MD5) Previous issue date: 2008-12-03<br>This dissertation is addressing the vocational education in Saginaw, considering their contribution to the formation of business entrepreneurs, former students of the school / gym industrial state and performance of public policies as part of social policies in the development of citizens and the municipality between the decades from 50 to 70 of the last century. The research is the reco

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Martins, Luis Flávio Santos. "Desvelando os sentidos atribuídos pelos professores e técnicos sobre as mudanças institucionais: da Escola Técnica Federal do Piauí ao Instituto de Educação, Ciência e Tecnologia do Piauí." Universidade do Vale do Rio dos Sinos, 2014. http://www.repositorio.jesuita.org.br/handle/UNISINOS/3948.

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Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2015-06-19T15:17:45Z No. of bitstreams: 1 Luis Flávio S. Martins.pdf: 1327246 bytes, checksum: 975f0cb67f4fb1143ff883e5187abc16 (MD5)<br>Made available in DSpace on 2015-06-19T15:17:45Z (GMT). No. of bitstreams: 1 Luis Flávio S. Martins.pdf: 1327246 bytes, checksum: 975f0cb67f4fb1143ff883e5187abc16 (MD5) Previous issue date: 2014-02-24<br>Nenhuma<br>A educação profissional no Brasil ao longo do seu processo de constituição sofreu importantes alterações em sua trajetória, implicando em transformações, que direta ou indir

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Johnson, William Raymond. "Four-Year Music Degree Program Perceptions of Value from Administrators and Students: A Mixed Methods Study." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1460725110.

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Campones, Kelly Cristina. "HISTÓRIA, TRABALHO E EDUCAÇÃO: ENSINO PROFISSIONALIZANTE DO SENAI PONTA GROSSA, PR." UNIVERSIDADE ESTADUAL DE PONTA GROSSA, 2012. http://tede2.uepg.br/jspui/handle/prefix/1324.

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Made available in DSpace on 2017-07-21T20:31:56Z (GMT). No. of bitstreams: 1 Kelly Campones.pdf: 1184579 bytes, checksum: e66e6c2d3693758a2d77494805978cf0 (MD5) Previous issue date: 2012-02-28<br>The present work of research entitled History, Work and Education: Vocational education at the Senai Ponta Grossa, PR, was developed in the State University of Ponta Grossa in the program of Post-Graduation in Education - Stricto Sensu, in the research line of History and Educational Policies. The research had as general objective to investigate and to analyze the relations of the work with the voca

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Silva, José Carlos Barboza da [UNESP]. "As políticas educacionais e a formação do profissional da psicologia: suas implicações para a atuação profissional." Universidade Estadual Paulista (UNESP), 2010. http://hdl.handle.net/11449/101510.

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Made available in DSpace on 2014-06-11T19:31:29Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-12-01Bitstream added on 2014-06-13T21:02:34Z : No. of bitstreams: 1 silva_jcb_dr_arafcl.pdf: 2977866 bytes, checksum: 70ea3e23f791abcee30519a4b8fb756c (MD5)<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)<br>O objeto de estudo dessa Pesquisa são os fundamentos das políticas de formação para a Psicologia e o tipo de formação que é ofertada, além de suas implicações para a atuação desse profissional. O objetivo é avaliar a proposta de política educacional no país para o

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Búrigo, Elisabete Zardo. "O ensino técnico industrial segundo os professores: adaptações e resistências à reforma em duas escolas estaduais gaúchas." Universidade de São Paulo, 2004. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-01042015-151307/.

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São enfocados neste trabalho os processos de reconfiguração dos currículos dos cursos técnicos de duas escolas estaduais gaúchas, no contexto da reforma empreendida pelo Governo Fernando Henrique Cardoso a partir de 1997. A investigação é baseada em entrevistas semi-estruturadas com professores, nos planos de curso e em outros documentos produzidos nas escolas e por órgãos governamentais durante o processo de reestruturação, complementados por observações de aulas e de eventos escolares, questionários e entrevistas com estudantes. Na análise dos processos de reconfiguração curricular são exami

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Takei, Keiko. "The production of skills for the agricultural sector in Tanzania : the alignment of technical, vocational education and training with the demand for workforce skills and knowledge for rice production." Thesis, University of Sussex, 2016. http://sro.sussex.ac.uk/id/eprint/60644/.

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The general objective of this study is to identify skills required by employers relevant to the agricultural sector especially in cash crop rice farming and to explore how to increase the contribution of new entrants to the labour market leading to increased production, socio-economic development and the reduction of income-poverty in Tanzania. Productivity gains in the agriculture sector have been modest and have had a limited effect on economic growth in Tanzania. Although the country has considerable agricultural potential, making the most of this depends on the availability of a labour for

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Kennedy-Salchow, Shana. "Corporate Philanthropy Practices in K-12 Education in the U.S. and Germany." Doctoral thesis, Humboldt-Universität zu Berlin, 2018. http://dx.doi.org/10.18452/19292.

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In Deutschland und den USA engagiert sich die unternehmerische Philanthropie zunehmend in der Allgemeinbildung, während der letzten Dekade vor allem in den „MINT“ und den „STEM“ Fächern. Hierzu gibt es bisher kaum systematische Studien. Diese vergleichende Arbeit untersucht, warum und wie sich Unternehmen in diesen Bereichen engagieren, und wie sich ihre Rolle in der Bildung verändert. Die Studie beruht auf einer historischen Analyse der Rolle von Unternehmen in der Bildung seit 1945 und auf Interviews mit Experten aus dem MINT- und STEM-Bereich. Die wichtigsten Befunde der Studie sind: (1)

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