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Dissertations / Theses on the topic 'Vocational guidance Education, Secondary'

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Published: 4 June 2021

Last updated: 14 February 2022

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1

Fowkes, Kristyn Michelle. "An evaluation of Career Information System in secondary schools /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1421620251&sid=3&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2007.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 130-138). Also available for download via the World Wide Web; free to University of Oregon users.

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2

Reich, Lia Y. "An examination of University of Wisconsin-Stout students' perceptions of their secondary career guidance programs." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002reichl.pdf.

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3

Sindabi, Aggrey M. "An analysis of the guidance and counseling program in selected Kenyan secondary schools." Diss., Virginia Tech, 1992. http://hdl.handle.net/10919/40025.

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4

Maslowski, Lindsay B. "The various post-secondary educational and career aspirations of high school females in one public versus one private school setting in the Mid-west." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004maslowskil.pdf.

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5

Nong, Tlou William. "The impact of career guidance (CG) for career choice (CC) in the secondary schools of Sepitsi Circuit in Lebowakgomo District, Limpopo Province." Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/1591.

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Thesis (MDEV.) --University of Limpopo, 2016
The aim of this study is to assess the impact of career guidance for career choice in the secondary schools of Sepitsi Circuit in Lebowakgomo District, Limpopo Province. The total number of secondary schools in the Circuit is twelve (12), with 20 Life Orientation Educators (LOEs) and 275 Grade 12 Learners (GR12Ls). All schools are public schools having the same features of rural and previously disadvantaged communities’ context. The study was conducted during examination time and therefore co-operation both in the part of learners and educators was not at the maximum as expected. The research is evaluative in nature as the researcher sought to assess the effectiveness of Career Choice (CC) as influenced by the implementation of Career Guidance (CG). The primary data were collected by means of two categories of questionnaires for mostly close-ended questions and open-ended questions for Grade 12 Learner (GR12L) respondents and Life Orientation Educator (LOE) participants respectively. The findings show that CG is not given the necessary attention at secondary schools as GR12Ls and LOEs struggle to understand obvious CG concepts. This research project focuses on the value of such a study both to explain how Career Guidance need to be taken as the mother of all subjects in schools as it is the nucleus in the realization of the main aim of every country’s education system, participating fully in the world of work for socio-economic growth. The study’s recommendations concluded that Career Guidance, which is part of Life Orientation (LO), should be given the status of a full subject in our schools.

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6

Callahan, Marguerite (Marguerite Louise). "Identification of the Competencies Needed by Secondary & Post Secondary Career Counselors to Initiate and Maintain Articulation of Secondary & Post Secondary Comprehensive Career Development Programs and Services." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278803/.

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This study researched effect of selected demographic variables on the self-perceived competencies of career counselors at secondary and post secondary institutions in Texas. Demographic variables were years of service, educational level, type of institution, age of counselor, size of institution, and percentage of vocational enrollment. One hundred career counselors, fifty secondary and fifty post secondary career counselors were mailed copies of the Professional Needs Assessment and a Demographic questionnaire.

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7

Husby, RoseAnn. "Evaluation of a K-12 career portfolio system in the Barron School District." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998husbyr.pdf.

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8

DeVault, Carol Aline. "Working for the environment: Pathways to environmental careers." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1909.

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Fifteen professionals in a variety of environmental occupations in the United States were interviewed in a structured, open-ended format. Job profiles were developed from the interviews. The philosophy of these environmental professionals is expressed in their own words and offers insights into influences upon career choice, professional training and personal fulfillment. In addition, environmental related career activity guides were developed to help students and their parents and teachers gain an awareness of the occupations available in this field.

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9

Garforth, Graham. "School control of information, advice and guidance during transition : a two year study into post-16 student decision-making." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/35625/.

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The majority of research into choice, transition and decision-making took place in the 1990s-2000s. Since this time the context in which post-16 transition takes place has been changing due to increased competition between institutions and the extended length of time students are required to remain in education or training through raising the participation age. Additionally, in 2012 the government made schools responsible for Information, Advice and Guidance. This thesis explores choice and decision-making during the transition to post-16 education and training. It provides new research evidence to contribute to the existing literature in light of the changes in context since the body of literature was formed. In particular, it explores the impact of the changes to Information, Advice and Guidance provision and the role of schools in influencing students' transition. The study uses evidence from three schools with sixth forms, drawn from two contrasting counties of England during the first year of research. The second year of research draws evidence from a range of post-16 institutions which the students progressed onto. Overall, the data from staff, students and documentary evidence explores student transition from the final year of secondary schooling to post-16 education or training. The study finds that competition between post-16 institutions has implications for the way that post-16 Information, Advice and Guidance is provided by schools. The practical strategies schools use to influence transition include practical prevention of access to alternative IAG, control of the application process and active student selection. The most powerful strategies involve the social construction of unique selling points and the management of culture and trust. The implications of these strategies for students' transition is assessed taking into account how students make their post-16 transition decisions in a loosely coupled manner and the common belief that their position is of their own making. Overall, a continuum of schools' influence on transition is presented. The study concludes that the competitive post-16 environment coupled with school control of guidance may lead to imperfect transition for students and reproduction of the structural status quo rather than social change. For school leaders implications exist in being able to mitigate competition through collaboration and specialisation. However, the complexity of achieving this in the competitive post-16 marketplace produces implications for guidance providers in equipping students with decision-making skills and empowering them with an understanding of their position which is more likely to lead to students being able to challenge influencing structures and make effective post-16 transitions.

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10

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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11

Ruff, Nancy Schoettinger. "The successful secondary marketing teacher: case studies of teaching award recipients in marketing education." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54406.

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The purpose of this study was to develop a profile of the successful secondary marketing teacher based upon perceptions of teaching award recipients in marketing education. A naturalistic inquiry paradigm using the case study approach was the research design selected for the study. Semistructured, open-ended interviews were conducted with 11 teachers who were recipients of the annually presented, state-level teaching award in marketing education in the states of North Carolina and Virginia. Data collected from the interviews were analyzed according to tenets associated with the constant comparative method. The perceptions of the participants were organized and coded into the following five core categories established by the research questions: (a) teacher preparation, (b) personal motivations and abilities, (c) students, (d) professional roles and practices, and (e) teaching environment. Conceptual categories which emerged within each core category formed the framework for a perceptual profile of the successful secondary marketing teacher presented in the case report. Based on the findings from this study, it can be concluded that the successful secondary marketing teacher: (a) approaches the job with enthusiasm and strives to accomplish more than the minimum job requirements; (b) receives satisfaction from watching students experience success and develop positive self-concepts; (c) is professionally committed and involved; (d) is a very caring, student-centered teacher; (e) is most effective when allowed the freedom to work with minimum supervision; (f) performs teaching and other program duties in a somewhat structured, methodical manner; (g) realizes the success of the marketing education program is dependent on his or her ability to maintain good interpersonal relationships; and (h) receives thorough preparation in both technical content and pedagogy. It is recommended that secondary marketing teachers attempt to improve their performance in teaching, coordination, and other areas of the job through the emulation of the profile produced from this study. Additional recommendations are presented for education policymakers, teacher educators, and future research.
Ed. D.

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McVicker, Diana Lynn. "The development of curriculum for a high school course integrating drafting and mathematics." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1333.

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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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Davenport, Billy Gene. "The Perceived Role of the Post-Secondary Transition Team Leader in Special Education in Texas." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc331402/.

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The role for the transition team leader (TTL) has not been formalized at the state level in Texas. The purpose of this study was to determine the current perceptions of the public school superintendents in Texas for the roles, responsibilities, and functions of the TTL. The framework of the survey questionnaire was based on eight categories of expertise for the TTL derived from a review of the literature and from professional experience in preparing handicapped individuals for the world of work. The findings are listed as desirable and undesirable characteristics for the role or job description of the TTL. The desirable characteristics for the role of TTL were viewed as: (a) having experience with handicapped populations, (b) having skills to supervise others, (c) being a liaison between agencies, (d) making program adjustments as needed, (e) providing training, (f) knowing how to explain the transition program to staff, (g) being a liaison with parents, (h) being a liaison with community employers, (i) knowing pertinent regulations, (j) knowing the characteristics for each of the handicapping conditions, and (k) knowing the options and barriers to transportation for handicapped individuals in the community. The least desirable characteristics identified with the role of the TTL were: (a) The need for certification of the TTL, (b) making curricular changes at the elementary level, (c) the TTL as the Educational Diagnostician, (d) the TTL as a parent of a handicapped individual participating in the transition program, and (e) the TTL encouraging severely handicapped individuals to remain in the public schools until the maximum age of 21. These categorical data were grouped by ESC area with urban, suburban, and rural demographics. These data were analyzed by a three-way ANOVA design and significant differences were found by category, by ESC area, and by population designation. The public school superintendents have perceived the role of the TTL as a new position, community-based, community-oriented, transferable, and requiring no additional certification procedures.

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Gala, Celiwe Anathi. "The extent of knowledge about the hospitality industry among life orientation teachers and learners in previously disadvantaged black schools in Cape Town, South Africa." Thesis, Cape Peninsula University of Technology, 2017. http://hdl.handle.net/20.500.11838/2429.

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Thesis (MTech (Tourism and Hospitality Management))--Cape Peninsula University of Technology, 2017.
The hospitality industry is one of the most popular industries in Cape Town, where it plays a major role in the economy and offers many employment opportunities. Because of this, one might have thought that learners would be encouraged to pursue a career in the industry. But learners and Life Orientation teachers in black township schools do not know about the hospitality industry: Hospitality Studies is not offered as a subject and learners receive no career guidance about this industry. This study investigates the extent of knowledge among Grade 11 learners and LO teachers in black township high schools about the hospitality industry, with a focus on the extent to which these learners are guided towards pursuing a career in the industry. The study therefore examines the information given to Grade 11 learners about the hospitality industry and the information LO teachers have about the industry to equip them to guide learners. The aim of the study is to highlight the knowledge gap that exists amongst Grade 11 and LO teachers when it comes to the hospitality industry, with the ultimate object of enhancing awareness of the industry so that learners can make meaningful career choices informed by that awareness.

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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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Álvarez, González Manuel 1946. "La madurez vocacional en los alumnos de secundaria." Doctoral thesis, Universitat de Barcelona, 1990. http://hdl.handle.net/10803/670101.

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El primer problema que nos encontramos a la hora de afrontar esta investigación es que el constructo de la Madurez Vocacional (MV) se presenta asociado a contextos socio-económicos, culturales y educativos, que son diferentes en los distintos países. De ahí la necesidad de efectuar estudios transculturales que ayuden a contextualizar, clarificar y definir la M.V. en aquellos ambientes donde se va a estudiar dicho constructo. Teniendo en cuenta estas reflexiones, nuestra investigación se centró en cuatro objetivos fundamentales: 1) El comprobar la existencia de las dimensiones o factores de la M.V., que se haya tenido en cuenta en otras investigaciones; 2) Examinar el tipo de relaciones que se establecen entre una serie de variables que aún no siendo de la M.V. están asociadas a dicho constructo; 3) Como una consecuencia de los dos primeros objetivos, el profundizar en el instrumento que se ha utilizado en la medición de la M.V.; y 4) Finalmente afrontar aquellos aspectos a tener en cuenta en un programa de intervención. Para el desarrollo de estos objetivos la investigación se ha estructurado en tres partes: una primera parte donde se sentarán las bases teóricas y los aspectos metodológicos de la investigación, una segunda parte que se centró en el análisis de los resultados y conclusiones, y una tercera parte que hace referencia a la intervención para el desarrollo de la M.V.

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Borden, McKay. "Effects of career guidance strategies for females on career maturity and locus of control of high-achieving twelfth-grade females." Diss., Virginia Tech, 1993. http://hdl.handle.net/10919/39731.

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This study was designed to examine the effectiveness of the following career guidance strategies: career information investigating, job information interviewing, shadowing, panel of positive female role models, parental involvement and group counseling on career maturity and locus of control of high-achieving twelfth-grade females. Participants in this study were thirty-two high-achieving twelfth-grade females currently enrolled in advanced placement English classes, who were currently taking advanced mathematics, advanced science, and advanced foreign language courses; or who had completed three years of advanced mathematics, advanced science, and advanced foreign language courses. The design of this experiment was a pretest-posttest, experimental/control group design. The participants in the treatment group participated in a ten-week career guidance program involving strategies to increase career maturity and improve internal locus of control utilizing the results of the Caree~ Maturity Inventory, Counseling Form B-1 and the Different situations Inventory.
Ed. D.

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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 (pAFRIKAANSE 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

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Monroe, Carolee Ann Novicky. "A follow-up of transitioning students with mild disabilities." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1499.

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Ho, Tin Lai. "A study of the relationship of family structure, students' social-economic status, and grade retention to the educational and occupational expectations of secondary school students in Macao." Thesis, University of Macau, 2008. http://umaclib3.umac.mo/record=b1880480.

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Agbomeji, Ayinda Mojeed Oladele. "An investigation into factors that shape secondary school female retention in two rural public schools, Alimosho Region, Lagos State, Nigeria." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1004331.

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Challenges of access to education in the developing world and elsewhere appear to be widespread. Many declarations and conventions have been developed to assist countries to respond to the issue. While challenges of access are universal, Africa in general and sub-Saharan Africa in particular are presented with additional concerns about gender equality and gender parity. While learner numbers seem to be on the decline globally, dropout amongst girls is disproportionately greater than amongst boys. Even though school retention presents a challenge at all levels of the schooling system, it is more acute for girls at the secondary school level. This study was conducted to examine and understand factors that shape retention of secondary school female learners in two rural public schools in Alimosho Region of Lagos State, Nigeria. The study design was qualitative and interpretive in nature. Data collection strategies included administered questionnaires in two schools, focus group discussion with twenty female learners in two schools, case studies, individual interviews with four participants from two schools, and observation in English and Biology classes where the two teachers from the two schools participated in the interviews. Ethical clearance from Alimosho Educational Region office and the two schools was obtained before undertaking the study. Participants’ school principals also signed written consent forms before interviews. The female learners were briefed about the study interview activities and advised that their participation was voluntary and that they were free to withdraw at any point. This study drew on Sen’s (1989, 2000) capabilities theory to understand the phenomenon beyond dominant discourses on education that view education as a basic human right or that focus on economic and development gains. The key finding of this study is that in-school and out- of- school factors interact in complex ways to support female learner retention. Key among these are value placed on education by female learners and significant others, particularly parents; family support; and individual aspirations. Extra-curricular participation, government policy, role models, and peer support were also found to be important factors that mediate progression and retention.

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Karnas, Joëlle. "Contribution à l'étude de la préférence professionnelle et de ses relations avec les représentations de soi et du travail." Doctoral thesis, Universite Libre de Bruxelles, 2003. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/211226.

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Wong, Yee-suen. "Careers guidance in a secondary school a case study /." Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B31963687.

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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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Law, Yee-ling. "Careers education : a study of students' and teachers' perceptions /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20057994.

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Kirby, Carol Anne. "Career and life style aspirations of gifted Canadian secondary school females." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184544.

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The purpose of this study was to obtain a description of the career and lifestyle expectations of a sample of intellectually gifted female secondary school students in Ottawa, Ontario, Canada. The subjects were 140 gifted female students, selected through their school principals to attend a conference on career awareness. Data were obtained from four sources: (1) Career choices, as provided on conference registration materials; (2) Futures' Diary, a questionnaire designed to gain a description of subject expectations for work and lifestyle patterns at age thirty; (3) Family Work Patterns, a questionnaire designed to obtain a description of current work and family life patterns; and (4) Career Factor Checklist, an instrument developed to assess the relative influence of 28 factors affecting career decision making and subject awareness of them. The factors are divided into six sub scales: familial, societal, individual, socioeconomic, situational, and psychosocial emotional. Data analysis was done using descriptive measures of frequency distribution, range and percentage. In career choice, subjects selected 28 careers, with 74.96% selecting professional careers, and 52.27% selecting male-dominated professions. The Futures' Diary questionnaire indicated that 74% of subjects expected to combine career and family, with less than 2% expecting to be personally responsible for their children's home day care. Subjects expected a relatively affluent lifestyle that included home ownership (83.57%) and international travel (52.86%). Divorce was foreseen by fewer than 1% of subjects, and egalitarian work and family patterns were expected. These findings were contrasted with their current experience of more traditional patterns, as shown in the Family Work Patterns questionnaire. The Career Factor Checklist showed that subjects perceived the strongest effect on their career choices to come from individual factors, including self-expectancies, abilities, interests, need to achieve, and attitudes. Situational chance factors were seen to have the least effect These findings were discussed relative to current research on adolescence and current career and family patterns. Recommendations for further research and counseling were given.

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Rash, Mickey Ellen. "Veterinary technician assistant curriculum guideline." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1930.

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The purpose of this thesis was to develop a core curriculum to be presented to the state for consideration as the established curriculum guideline for veterinary technician assistants/veterinary assistant programs.

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Mohammad, M. S. "Technical/vocational secondary education planning in Iraq." Thesis, University of Salford, 1989. http://usir.salford.ac.uk/2115/.

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The United Nations Educational, Scientific and Cultural Organisation (UNESCO) has proposed that economic growth in developing countries can best be achieved through a good delivery of technical/vocational education targeted to the specific needs of the country and its economy. In Iraq, the state regards technical/vocational education within the secondary system of education as the main source of the middle-rank skilled labour needed to satisfy the requirements of the economy. This study analyses the development of technical/vocational secondary education policies in Iraq. It seeks to examine this system in relation to the country's geopolitical, economic, social and cultural circumstances. The first chapter considers the arguments for and against I technical and vocational: education. The second chapter is concerned with Iraq's geopolitical position and examines the structure of its society. It will also examine the evolution and development of the Iraqi economy, with the main focus on the period after 1968. The third chapter is an analysis of the existing Iraqi educational system, including principles, aims and priorities, levels of education and quantitative growth, education finance and administration, curriculum and examination system. The fourth chapter reviews the nature of and growing need for technical and vocational education throughout the history of the country. The fifth chapter evaluates the existing system of technical and vocational education by firstly, examining its characteristics and then the problems facing it. Implications for planning and the reform of technical and vocational education in Iraq emerge from the conclusions and suggestions which constitute the final part.

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Storck, William Karl. "A historical overview of career counseling and its significance in education." Online version, 2004. http://www.uwstout.edu/lib/thesis/2004/2004storckw.pdf.

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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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Wong, Yee-suen, and 黃綺璇. "Careers guidance in a secondary school: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B31963687.

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Navaratnam, K. K. "Cost-benefit analysis of secondary vocational education programs." Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/76461.

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The purpose of this study was to propose and field test a cost-benefit analysis model to determine the profitability of secondary vocational education programs. The model consisted of costs, process, and benefits components. Instructional personnel, building, equipment, materials and supplies, administration, travel, services, utilities, and maintenance were the major components of the costs. Process implied the actual conduct of the program. Increased earnings from graduates' employment, earnings from cooperative placement, provision of services, and noneconomic benefits obtained by the graduates were the components of the benefits. Costs and benefits data for field testing the model were obtained from four programs from the four vocational service areas of trade and industrial, occupational home economics, business education, and marketing and distributive education selected from both a comprehensive high school and an area vocational education center in the Roanoke County School Division, Virginia. All graduates of 1983/84 of the four programs were surveyed to gather data on them. A 73.9% return was obtained from the survey. The difference between the graduates' current earnings and earnings determined by using the Federal minimum wage for the same number of work hours by employed graduates was considered as an income benefit. Actual differences between discounted benefits and the gross costs were used to determine the profitability of programs. The following conclusions were drawn from the findings of this study: 1. The trade and industrial, business education, and marketing and distributive education programs were economically profitable. 2. The occupational home economics program was not economically profitable. 3. Graduates in each program have obtained several noneconomic benefits. 4. The proposed cost-benefit analysis model was determined useable and transportable to other vocational education settings. Based on the findings and conclusions of this study, the following recommendations were drawn: 1. That local vocational administrative units use the concept of cost-benefit analysis as an evaluation technique for secondary vocational education programs. 2. That a research study be conducted to determine what other costs and benefits should be considered in the model. 3. That a research study be conducted to determine the economic value of noneconomic benefits. 4. That a longitudinal cost-benefit analysis is needed to determine economic earning and type of jobs held by graduates after graduation. 5. That a study be conducted using cost-benefit analysis with an appropriate comparison group to vocational graduates. 6. That an annual cost-benefit analysis of vocational programs be conducted for each school system to make comparative judgement of their programs. 7. That post-secondary vocational programs explore the possibility of using cost-benefit analysis for evaluating programs.
Ed. D.

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Buck, Ilene Megan. "Casting no shadow assessing vocational overshadowing in counselor trainees /." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3330761.

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Thesis (Ph.D.)--Indiana University, School of Education, 2008.
Title from home page (viewed on Jul 20, 2009). Source: Dissertation Abstracts International, Volume: 69-10, Section: A, page: 3865. Adviser: Susan C. Whiston.

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Harrison, Barbara A. "Missouri secondary vocational education teachers' concerns regarding Internet adoption /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3012975.

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Desai, Govind. "Vocational higher secondary education in Gujarat : a critical evaluation." Thesis, University of Leicester, 1998. http://hdl.handle.net/2381/30856.

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Over the last thirty years there has been a vigorous debate on the role of vocational education in developing societies. Critics have asserted that vocational education cannot deliver the economic and social benefits claimed for it. Despite the debate vocational education has continued to expand. India has followed the example of other developing societies with national plans for the extensive implementation of a programme of vocational education at the higher secondary level. The target was that by 1995 25% of the students in higher secondary education should be in the vocational stream. However progress has been slow and there has been considerable variation between states. In order to examine the problems of implementing vocational education this study examines the progress made in one state, Gujarat. It draws on examination of official statistics, documents and interviews with officials. The major part of the study is a comprehensive survey of the perceptions of the major stakeholders in vocational education - the Principals, the Teachers, the Students, Ex-students and Employers. The thesis examines the implications of the findings for the broad debate on the role of higher secondary vocational education in developing societies and more specifically for developments in India and Gujarat. A series of recommendations relating to areas such as the selection of schools and vocational courses, their management structure and staffing and their curriculum are made.

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Mbetse, David Jackson. "The development of an intervention strategy for career education in Bushbuckridge." Pretoria : [s.n.], 2002. http://upetd.up.ac.za/thesis/available/etd-07272005-091231.

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Hampl, Steven Paul. "Stress, personal and environmental resources, and strain in adult career counseling clients /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487324944215444.

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Phillips, James Ronald. "Certification requirements and practices for secondary and post secondary trade and industrial and technical teachers in the United States /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487260859495031.

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Wong, Wai-hung. "Ethical decision-making in individual counselling among secondary school guidance teachers." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2013728X.

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Nherera, Charles Muchemwa. "Vocationalisation of secondary education in Zimbabwe : a theoretical and empirical investigation." Thesis, University College London (University of London), 1994. http://discovery.ucl.ac.uk/10006586/.

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This study investigates recent attempts to vocationalise secondary education in Zimbabwe in relation to the issues surrounding the provision of school-based vocational education in developing countries. Focusing on the Zimbabwe National Craft Certificate (ZNCC) and the National Foundation Certificate (NFC) pilot schemes, it examines the apparent conflict between policies advocating vocationalisation of secondary education and the views emerging from international literature questioning the efficacy of such policies. It is contended in the study that empirical evidence confirming the 'fallacy' of school-based vocational education only shows that it does not achieve its intended goals without explaining why this is the case. The current study examines the issues surrounding the provision of school-based vocational education from both theoretical and empirical perspectives. It is concluded from the theoretical discussion that the unsatisfactory labour market outcomes of schoolbased vocational education in post-colonial countries are a result of socio-economic and political factors which continue to reflect 'low-participation' practices in the inherited economic systems. Fieldwork findings seem to disprove the commonly held notions about vocational education. Although pupils' high educational and career aspirations were consistent with the arguments from literature, pupils still aspired to technical occupations related to their NFC courses. Teachers and Education Officers were positive about the NFC, even though they were sceptical about the opportunities existing in the formal employment sector. There were conflicting views regarding what pupils, teachers and Education Officers perceived as the goals of the NFC and how useful they thought it was in meeting the different objectives. The study concludes that contrary to the viewpoint of the 'vocational school fallacy', vocational education has a crucial role to play in empowering pupils and enabling them to join either the formal or informal productive sectors in attempts to transform and democratise the inherited 'low-participation' economic system in Zimbabwe.

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Lai, Wai-man. "Application of solution-focused strategy on classroom guidance." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22330136.

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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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Fong, Hoi-wan Ivy. "Vocational education in the People's Republic of China issues and development /." Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/HKUTO/record/B38627164.

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Lam, Yee-wah Evelyn. "Whole school approach to guidance in a secondary school in Hong Kong : a case study /." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13999540.

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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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Ho, Moon-tim. "A case study of the influence of the proposed recommendations in the "review of prevocational and secondary technical education (1997)" by the Education Department in a technical secondary school." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21305031.

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Miles, Jean. "The impact of a career development programme on career maturity and academic motivation." Thesis, University of Fort Hare, 2008. http://hdl.handle.net/10353/143.

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The present study addresses the problems experienced by South African youth in making effective, informed career decisions. The goal of this study was to determine the effect of a career intervention programme on the career maturity and academic motivation of Grade 11 learners at Alphendale High School. Furthermore, the relationship between career maturity and academic motivation was explored. Using a pre-post test quasi-xperimental design it could be demonstrated that different dimensions of the learners’ career maturity and their academic motivation improved subsequent to the career intervention programme and therefore underscored the value of a career intervention programme.

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Olson, Elizabeth M. "An examination of university students' perceptions of their secondary career guidance programs." Online version, 2004. http://www.uwstout.edu/lib/thesis/2004/2004olsone.pdf.

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Lo, Chi-chun Rita. "An action research on a developmental guidance programme in a Hong Kong Secondary School." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14042812.

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