To see the other types of publications on this topic, follow the link: Vocational institutes.
Dissertations / Theses on the topic 'Vocational institutes'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Vocational institutes.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Wilson, Amy Dunn. "E-learning use and relevance in vocational institutes in New Zealand." Thesis, Curtin University, 2010. http://hdl.handle.net/20.500.11937/31.
Full textAbstract:
Following the initial enthusiasm shown by institutions to embark on e-learning, a sense of disillusion has followed. With many institutions feeling that the promise of e-learning has not been realised, these same institutions have been re-examining their e-learning use. This study examines the use of e-learning by vocational institutes in New Zealand by exploring lecturers' use of the technology and the impact on their students' success. The study also looks at what type of programmes use e-learning. Finally, the study examined the organisational support provided to the lecturers.Data for this study were collected from two different groups by means of two different research methods. Lecturers from 13 vocational institutes completed surveys and e-learning managers from the same institutions were interviewed. Data were analysed by statistical methods and a grounded theory approach.Lecturers who taught mainly diploma, degree or a mix of courses had a more positive perspective on how e-learning affected their students' success. Lecturers also held more positive views on using e-learning with theory-based courses. In terms of gender mix, lecturers who taught mainly female or mixed gender courses viewed the use of e-learning as having a positive effect on student success.The e-learning managers' interviews were included to provide background about professional development and organisational support available to the lecturers. The analysis of the interviews indicated that a range of professional development opportunities were made available. It also indicated that the level of support was dependent on what drove the development of the courses. If the development was lecturer driven, the support provided was much smaller scale. If the development was driven by senior management or external funding, the support was provided on a much larger scale. These larger scale developments were generally project-based. This analysis echoed the lecturers' responses as the majority indicated that they had developed their own courses. The conclusions that can be drawn from this are that the majority of the lecturers who participated in the survey were e-learning enthusiasts. The key message for institutions is to encourage these enthusiasts, while also encouraging the larger scale online developments.
2
Attia, M. H. "A critical analysis of ESP courses at Kuwait technical-vocational institutes with special reference to Kuwait Business Institute." Thesis, Bucks New University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.370141.
Full text
3
Bragg, Thomas Ennis. "The Georgia technical college administrators' perceptions of the future vocational and academic roles of Georgia's technical colleges." Click here to access thesis, 2005. http://www.georgiasouthern.edu/etd/archive/fall2005/ebragg/bragg%5Fthomas%5Fe%5F200508%5Fedd.pdf.
Full textAbstract:
Thesis (Ed.D.)--Georgia Southern University, 2005."A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education" ETD. Includes bibliographical references (p. 104-113) and appendices.
4
Loday, Karma Manee Chaiteeranuwatsiri. "An evaluation of training of instructors programme in enhancing the teaching skills of instructors of vocational training institutes of Bhutan /." Abstract, 2008. http://mulinet3.li.mahidol.ac.th/thesis/2551/cd412/4938036.pdf.
Full text
5
Abdulaziz, Abdulaziz Ismail. "The effectiveness of Saudi Arabia's secondary industrial institutes cooperative education programs as perceived by their organizational partners." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1101832531.
Full text
6
Carvalho, José Maria Pacheco Cabral de. "Contributo para a formação profissional de jogadores de futebol-estudo em clubes da Associação de Futebol do Porto da I e II ligas de futebol profissional." Master's thesis, Instituições portuguesas -- UP-Universidade do Porto -- -Faculdade de Ciências do Desporto e de Educação Física, 2002. http://dited.bn.pt:80/29536.
Full text
7
Герлянд, Т. М. "Теоретичні і методичні основи загальноосвітньої підготовки майбутніх кваліфікованих робітників аграрного профілю." Thesis, Компринт, 2021. http://lib.iitta.gov.ua/726888/1/aref_Gerliand.pdf.
Full textAbstract:
У дисертації досліджено теоретичні і методичні основи загальноосвітньої підготовки майбутніх кваліфікованих робітників аграрного профілю. Обґрунтовано характеристику категоріально-поняттєвого поля дослідження, досліджено суть їхньої підготовки, проаналізовано стан, обґрунтовано концепцію і методологічні підходи до її здійснення. Спроєктовано модель педагогічної системизагальноосвітньої підготовки майбутніх кваліфікованих робітників аграрного профілю та визначено критерії, показники і рівн і сформованості загальноосвітньої компетентності особистості учня. Узагальнено експериментальні дані, які доводять правомірність висновків щодо результативності впровадженої педагогічної системи, що ґрунтується на теоретичних і методичних основах загальноосвітньої підготовки, спрямованої на вдосконалення, самовдосконалення і саморозвиток майбутніх кваліфікованих робітників аграрного профілю, їхніх навчальних знань, умінь, професійно важливих якостей.Результати дослідження впроваджено у практику роботи закладів професійної (професійно-технічної) освіти, які здійснюють загальноосвітню підготовку майбутніх кваліфікованих робітників аграрного профілюThe dissertation is devoted to theoretical and methodical bases of general educational preparation of future skilled workers of an agrarian profile. The scientific novelty of the obtained results lies in the fact that for the first time the author's concept of general education of future skilled agricultural workers in VET schools is theoretically substantiated and developed. The concept is based on the provisions of leading methodological approaches, general and specific principles, scientifically sound selection of content, forms, methods, innovative technologies, which will increase the level of formation of general competence of future skilled agricultural workers. The pedagogical conditions of general education are substantiated. The first pedagogical condition – formation of po sitive motivation of future skilled agricultural workers on achievement of success in educational activity – encourages them to choose a constructive way to obtain educational information on the basis of cooperation and mutual understanding with the teacher. The second pedagogical condition – professional orientation of the content of general education subjects – is carried out through the professional orientation of the content of general disciplines, which determines the dialectic of interaction of holist ic development of the individual and his special, professional. The third pedagogical condition – pedagogical integration of the educational process – provides an opportunity to qualitatively change the process of general educa tion, allows teachers of general disciplines to carry out creative work, helps to improve, accumulate and develop integrated own pedagogical findings, as well as to form students' general competence with a large amount of information, to realize creative opportunities, increase the share of independent work of students, increase the pace of the lesson and its learning effect. The fourth pedagogical condition – the use of innovative pedagogical learning technologies in mastering general education subjects b y applicants for education – helps to attract future skilled workers to actively interact with each other, the ability to work in groups and subgroups, thereby contributing to the formation of their positive attitude to learning and striving for high results. The author's model of pedagogical system of general education of future skilled workers of agrarian profile is developed. Such a model contains target, methodological, semantic, activity, effective blocks that reveal the component structure of general education, systematic and p urposeful nature this process in VET schools of agricultural profile
8
Аніщенко, Олена Валеріївна. "Проблема наукової організації праці учнів загальноосвітньої і професійної школи в історії розвитку педагогічної науки і практики в Україні (кінець ХІХ – ХХ століття)." Thesis, Друкарня НПУ ім. М.П. Драгоманова, 2009. http://lib.iitta.gov.ua/6034/1/%D0%90%D0%B2%D1%82%D0%BE%D1%80%D0%B5%D1%84_%D0%90%D0%BD%D1%96%D1%89%D0%B5%D0%BD%D0%BA%D0%BE_%D0%9E.%D0%92..pdf.
Full textAbstract:
Дисертація на здобуття наукового ступеня доктора педагогічних наук із спеціальності 13.00.01 – загальна педагогіка та історія педагогіки. – Інститут педагогічної освіти і освіти дорослих АПН України, Київ, 2009. У дисертації висвітлено історію розвитку наукової організації праці (НОП) учнів загальноосвітньої і професійної школи в Україні наприкінці ХІХ – упродовж ХХ століття; схарактеризовано стан дослідженості обраної теми у педагогічній теорії; розкрито сутність ключових понять, зміст і структуру наукової організації праці учнів з позицій міждисциплінарного підходу; теоретично обґрунтовано періодизацію розвитку наукової організації праці учнів у загальноосвітній і професійній школі в Україні; розкрито особливості НОП школярів у контексті педологічних досліджень; виявлено тенденції розвитку наукової організації праці школярів, а також учнів у системах підготовки кваліфікованих робітників; проаналізовано основні напрями та організаційні форми професійно-педагогічної підготовки педагогів до організації праці учнів на наукових засадах; висвітлено особливості професійно-педагогічної компетентності вчителів з наукової організації праці учнів в умовах інформаційно-технологічного розвитку суспільства; здійснено прогностичне обґрунтування реалізації міждисциплінарного підходу у галузі організації праці учнів загальноосвітньої і професійної школи на наукових засадахThe thesis for a Doctorate Degree in Pedagogical Studies. Speciality 13.00.01 – General Pedagogy and the History of Pedagogy. – The Institute of Pedagogical Education and Adult Education at the Academy of Pedagogical Sciences of Ukraine, Kyiv, 2009. The dissertation deals with the historical development of pupils’ scientific labour management (SLM) in secondary and vocational schools in Ukraine at the end of the XIX – during the XX century; the extent to which the chosen theme has been investigated in pedagogical theory has been characterized; the meaning of the key concepts, the contents and the structure of the pupils’ scientific labour management have been revealed from the position of multidisciplinary approach; the periodization of pupils’ scientific labour management development in secondary and vocational schools in Ukraine has been grounded theoretically; the peculiarities of pupils’ SLM have been cleared in the context of pedological researches; the new tendencies in the development of pupils’ labour management in the systems of qualified workers’ training have been brought to light; the main directions and organization forms of teachers’ professional training for scientific labour management have been analysed; the peculiarities of teachers’ professional competence in pupils’ scientific labour management in the conditions of informational and technological society development have been enlightened; the prognostic grounding of multidisciplinary approach in the field of pupils’ SLM in secondary and vocational schools has been determined
Диссертация на соискание ученой степени доктора педагогических наук по специальности 13.00.01 – общая педагогика и история педагогики. – Институт педагогического образования и образования взрослых АПН Украины, Киев, 2009. В диссертации воссоздана история развития научной организации труда (НОТ) учащихся общеобразовательной и профессиональной школы в Украине в конце ХІХ – на протяжении ХХ века. Проанализировано состояние исследованности избранной темы в педагогической теории на основе изучения архивных источников, научно-методических, историко-педагогических, психологических, философских материалов, отчетной документации разных учреждений и административных лиц, а также результатов диссертационных исследований, содержания периодических изданий, в которых освещается названная проблема. Раскрыта сущность ключевых понятий, содержание и структура научной организации труда учащихся общеобразовательной и профессиональной школы на основе междисциплинарного подхода. Обоснование структуры НОТ учащихся осуществлено в контексте взаимосвязи всех ее составляющих (педагогической, психологической, социальной, экономической, организационно-управленческой и пространственно-предметной). С учетом социально-экономических, общественно-политических событий в Украине, а также специфических целей, задач и функций, некоторых зарубежных тенденций в области научной организации труда раскрыты особенности организации труда учащихся на разных этапах развития общеобразовательной и профессиональной школы. Разработана периодизация развития научной организации труда школьников и учащихся профессиональной школы в Украине и осуществлено ее теоретическое обоснование. Выявлены тенденции развития научной организации труда учащихся в общеобразовательных учебных заведениях, а также в учебных заведениях начального профессионального и профессионально-технического образования. Разработана хронологическая таблица документов, в которой систематизированы основные события и факты из истории развития научной организации труда учащихся общеобразовательной и профессиональной школы исследуемого периода. Проанализированы основные направления и организационные формы профессионально-педагогической подготовки педагогов к организации труда учащихся на научной основе. Определены особенности профессионально-педагогической компетентности учителей в области научной организации труда учащихся в условиях информационно-технологического развития общества. Осуществлено прогностическое обоснование реализации междисциплинарного подхода в области научной организации труда учащихся общеобразовательной и профессиональной школы. Определены перспективы дальнейших научных исследований проблемы содержания и структуры научной организации труда субъектов педагогической деятельности
9
(IEASA), International Education Association of South Africa, and Nico Jooste. "Study South Africa." International Education Association of South Africa (IEASA), 2016. http://hdl.handle.net/10962/64838.
Full textAbstract:
[Editor's Letter]: Study South Africa over time provided an annual overview of the South African Higher Education landscape as well as a forecast of some of the issues that could influence higher education in general and higher education internationalization in particular in South Africa for the year ahead. The 2016/17 issue being the 16th edition of Study South Africa provides an overview of the sector and a short description of all South African Public Higher Education institutions. This year, the Study SA Guide provides information about the system as well as articles that begin to address critical issues influencing the sector. It is foreseen that this would become a general feature in editions to come. The article that introduces a fundamental change in operations of South African Universities, beginning in 2016 and continuing into 2016 is the issue of the student protests on high tuition fees in South Africa. The #FEESMUSFALL movement introduced a topic that is fundamental to the internationalization of South African Higher Education. This event that began as a reaction to the increase in student fees for the 2016 academic year mutated into a social movement on university campuses throughout South Africa that challenged the way Universities function. Although not a mass based movement, but rather a movement driven by a desire to change the current social order in South Africa by a radical fringe, its focus is to use the plight of insufficient funding within South African Higher Education and in particular, focusing on funding of the poor. For a large part the issues raised by students is not in the domain of Higher Education, but a competency of Government and broader society. The influence of the constant disruption of academic activities on all South African University campuses resulted in a tendency to be an inwardly focused system where most of the energy is spent on local issues. South African Higher Education is known for its international connectedness and the way the international world accepted it into their fold as a critical player in a variety of fields, bringing a different voice to global debates. The hosting of Going Global by the British Council in May 2016 in Cape Town and the hosting of the Global Conference in August 2016 by IEASA in the Kruger National Park clearly demonstrated that South African Higher Education is globally an important player. The current situation in South Africa should be seen by the outside world as a process of internal re-evaluation. It is also a struggle to bring together the global and the local. It is a process that is currently driven by South African Higher Education institutions. Although the issues that triggered the revolt is local, the roots are global and our solution to the problem could become a guide to global higher education. It is thus necessary that all the partners of the South African system believe in South Africa as the carrier of goodwill and a message that is worth listening to. It is also necessary to rather engage with South African Universities to understand the issues and not to abandon them at this critical stage. This issue of Study South Africa should remain the connector with the global higher education system and the information provided will hopefully assist all those interested in keeping and building on this connection.
10
(IEASA), International Education Association of South Africa, and Nico Jooste. "Study South Africa." International Education Association of South Africa (IEASA), 2011. http://hdl.handle.net/10962/64952.
Full textAbstract:
[Extract from article by Ms Merle Hodges]: Over the past year there have been numerous conferences dealing with one general topic. How is it possible for higher education, globally, to produce the same quality in its graduates, research and community outreach when the financial resources entering into the system are radically declining? The conclusion is overwhelmingly despondent. ‘Universities have to do more with less, academics and academic research will increasingly be pressurised by lower salaries internally and career temptations from the corporate world – the impact of which is the greater commodification of universities, and the inevitable decline in academic freedom.’ This global negativity is predicated on inter–related factors. The first, the long tail of the economic recession, is continuing to bite all sectors and higher education is no exception. Secondly, higher education is a little like marketing – when the pressure is on government, sectors like higher education are de–prioritised. In light of this, the position of internationalisation in higher education might seem to fade into the background. Interestingly, the inverse is true. While the zeitgeist of higher education generally appears dismal, the prospects of internationalisation appear rosy in comparison. I believe this is true because of two overlapping issues. Firstly, students are not going to give up on university because of a lingering economic downturn. What they are doing, however, is deciding to travel and study at destinations that would have been perceived as implausible a few years ago. Venezuela, Chile, South Korea and South Africa are all drawing US students more than ever before. This is partly because, I sense, the quality of qualifications is achieving parity across the globe; and also, because students who are prepared to travel realise that cultural specificity – the ability to learn new and unique aspects of a different culture while gaining the same core ingredients of a degree – sets it apart from the degree gained locally. A one semester course in Russian anthropology might appear entirely redundant when applying for a job. However, the very interconnectedness of global business means not only that the course is never a waste of time, but that it might mean the difference between landing a contract and failing to do so. The international student has the benefit of developing in ways that traditional (home-grown) higher education may not yet fully understand. Secondly, development in South Africa at least, has an additional meaning. Our universities are not only focused on developing graduates for multicultural or global competitiveness. Over the past five or so years our universities have been focused on development of the country itself. As an emerging power, the impetus has been on creating universities that address the fundamental needs of the people. Poverty, HIV, sustainability and innovative solutions to global problems are the very sap of South African universities in the 21st Century. How to create a sustainable environment, how to preserve marine and wildlife, how to create jobs, reduce poverty, and maximise innovation – these are the concerns that are preoccupying the minds of the country’s best academics.
11
(IEASA), International Education Association of South Africa, and Nico Jooste. "Study South Africa." International Education Association of South Africa (IEASA), 2010. http://hdl.handle.net/10962/64963.
Full textAbstract:
[Extract from message from Minister of Higher Education and Training, Hon. Dr BE Nzimande]: The 10th Edition focuses on the highly relevant issue of ‘Higher Education Internationalisation in the Development of Africa’. The internationalisation of higher education is of great importance for the continent, if Africa wants to be able to compete and participate in a global context. Currently, there are only three African institutions in the Top 500 of the Shanghai Academic Ranking of World Universities and all of these are in South Africa. Similarly, one South African institution appears in the Top 200 of the Times Higher Education World Ranking and no other African universities are represented. Despite being cautious about the methodology used to derive rankings, our aim in higher education should be to actively compete internationally and, more importantly, to serve the developmental challenges of Africa. It is imperative that Africa engages internationally and participates in the development of humanity’s knowledge. Research outputs and publications are particularly low on the continent, and African universities need to develop their research capabilities and direct resources to this important function. It is particularly important that research, which affects Africa and its development, is conducted on a large scale on the continent, supported by collaborative work and partnerships, rather than being carried out predominantly in other countries. The time has come for the tide to change and for our researchers and academics to focus on research opportunities presented on the continent. This is an important step for Africa to take if it is to deal effectively with the problems it faces and take its place in the international arena. One way to increase and develop knowledge outputs is through collaboration. An important opportunity for South African universities is the Erasmus Mundus Programme funded through the European Union (EU). This programme encourages collaboration between South African and European universities and provides resources for the exchange of staff and students within specific research programmes. It is also important for Africa to develop the research collaboration within the continent and with other developing and developed countries. In this regard, the Intra-ACP (Africa-Caribbean-Pacific) Scheme is of great importance. This initiative by the African Union (AU), working in collaboration with the EU, provides the opportunity for academic staff and student exchanges between universities in these regions. Intra-African exchanges are of particular importance in developing the continent’s capacity. Through such programmes African universities can work together to develop research and participate in the knowledge economy. We should also not ignore the challenges faced in improving the quality of teaching and learning in African universities, including many in South Africa. If sufficient attention and resources are not directed to improving these most basic activities of higher education, we will not only fail to meet the continent’s human resource development needs, but we will fail to establish the basis for future research advancement. Student mobility is very much a part of our fabric and provides the necessary intellectual stimulation, which is an essential part of student life. The number of African students from outside South Africa studying at South African institutions is growing annually, as is the number of non-African students. The networks established through such internationalisation are invaluable. There are also large numbers of our own students who, through universities’ reciprocal agreements, are studying abroad. The information provided in this publication provides a valuable opportunity to showcase our higher education sector and goes a long way to providing the necessary facts to encourage such student mobility.
12
(IEASA), International Education Association of South Africa, and Nico Jooste. "Study South Africa." International Education Association of South Africa (IEASA), 2009. http://hdl.handle.net/10962/64983.
Full textAbstract:
[Extract from message from Minister of Higher Education and Training, Hon. Dr BE Nzimande]: It gives me pleasure to provide support to the International Education Association of South Africa’s (IEASA) 9th edition of the Study South Africa publication. The focus of this edition, which is Higher Education and Development in South Africa, is most appropriate today as South Africa continuously strives to ensure that higher education remains relevant and responsive to the developmental needs of the country. To this end, we always have to bear in mind that South Africa is a developing country, and as such still confronts challenges such as poverty and under-development. These challenges are characteristic of most developing countries, particularly in sub-Saharan Africa. Thus, our higher education sector, through its core functions of teaching, research, and community engagement, should seek to address these issues especially as they affect the poor and other vulnerable members of our society. Since we became a democratic state in 1994, South Africa has gone a long way to transform and restructure our higher education system to ensure amongst others equity with regard to the demographics of our staff and student population. The gender and racial profile of our students has improved significantly over the years to the extent that we now have black and female students constituting the majority at our institutions, especially at undergraduate level. It is also pleasing to note that our institutions enjoy good international standing. South African researchers and institutions continue to engage in research collaborations with their peers and counterparts around the world, and thus, are integral parts of research programmes and networks. With respect to student mobility, our higher education institutions continue to attract large numbers of international students, particularly from other parts of Africa. In 2007 the number of international students enrolled at our institutions was counted at 59 209, a significant increase from 44 439 in 2000. About 85% of these students originate from the African continent, more specifically the Southern African Development Community (SADC) region. Several factors account for the increase in the number of international students coming to South Africa. These include the country’s natural and ecological resources, rich and diverse cultural heritage, and the stable socio-political conditions. The consistent growth in the number of international students seeking to study in South Africa is a positive affirmation on the quality of the country’s institutions and the international reputation of their academics and qualifications. As a country, we see this growth as a positive development as it provides us with the opportunity not only to impart or relate our experiences, but also, to learn from others, and by so doing further enhance the international standing of our higher education system.
13
(IEASA), International Education Association of South Africa, Higher Education South Africa (Organization), and Roshen Kishun. "Study South Africa." International Education Association of South Africa (IEASA), 2007. http://hdl.handle.net/10962/65090.
Full textAbstract:
[Extract from message from Minister of Higher Education, Hon. Naledi Pandor]: It gives me great pleasure to endorse the 7th edition of Study South Africa. The International Education Association of South Africa (IEASA) has once again produced a publication that provides valuable insights and information about South African public universities and their place in the global higher education arena I welcome this publication and congratulate IEASA for its hard work in promoting our higher education institutions internationally. Study South Africa gives a comprehensive picture of higher education in our country. At a glance, the enquirer is able to see all that South African higher education has to offer diversity in terms of institutions, the wide range of affordable courses on offer, the international acceptability of South African qualifications as well as the rich multi-cultural experiences of our campuses. In short, the Guide provides a summary of everything that will assist the potential student to actualise his or her full potential. South African higher education is founded on broad social values such as respect for human life and dignity, commitment to equality and human rights, respect for diversity and nonsexism. Our education system seeks to construct citizens who are conscious of these values and therefore aware of their responsibilities in life and in the lives of others. These values are reflected in the diverse offerings by institutions covered in the Guide. In addition, we have specific mechanisms in place to facilitate internationalisation, and our immigration policies have been relaxed to make it easier for international students, academics and other higher education staff to enter the country and stay for the duration of their planned activity. We also subsidise students from the continent in terms of our policy on the state subsidisation of foreign students at higher education institutions. South Africa shares the global concern about the digital and information divide. We are of the view that access to information is empowering and would therefore like to see as many citizens of our country and the continent connected with the rest of the world, both digitally and in terms of knowledge. By staying in touch with the rest of the world through information sharing and exchange programmes, we minimise this information gap. It is for this reason, therefore, that the work of IEASA in the form of this publication is applauded, because it seeks to promote such exchanges and information sharing. There is no question that through internationalisation we can impact on our political, economic, cultural and social transformation. We can also address our skills shortage, build research capacity, enrich curricula and enhance the student experience. Collectively higher education institutions in South Africa offer an impressive array of information and communication technologies, well stocked and interconnected libraries and some scholars who are among the best in the world, making the country a destination of choice for both Africans and students from abroad. We aspire to make all our international partners, students and staff feel at home and content with what our institutions offer them, pleasant living and study or work environments. We want them to be proud of their association with South African higher education and be ambassadors for the system once they leave South Africa.
14
(IEASA), International Education Association of South Africa, Higher Education South Africa (Organization), and Roshen Kishun. "Study South Africa." International Education Association of South Africa (IEASA), 2006. http://hdl.handle.net/10962/65386.
Full textAbstract:
[Extract from message from Minister of Higher Education, Hon. Naledi Pandor]: It is a great pleasure for me to give a word of support to the sixth edition of Study South Africa: The Guide to South African Higher Education. I am particularly pleased with the effort and level of commitment shown by the International Education Association of South Africa (IEASA) in promoting South African higher education institutions internationally. The internationalisation of our higher education system is an acknowledgement that South African universities have a valuable contribution to make to the global higher education community, and in particular on the African continent. In this regard, I am pleased to note that of the 52,000 international students enrolled in our institutions, the majority come from the African continent. South Africa's higher education institutions offer unique benefits for international students, blending the experience of living in Africa with the opportunity to obtain internationally recognised qualifications at reasonably affordable costs. Also, high quality educational infrastructure, unique research opportunities, and a rich variety of cultures make South Africa one of the favourable study destinations for many international students. More than ever before our institutions are working hard to ensure that they provide high quality education, comparable to the best in the world. Our institutions continue to strive towards excellence and also to encourage international students, particularly those from Africa, upon completion of their studies to go back and make valuable contributions to the socio-economic development of their home countries. IEASA, Higher Education South Africa (HESA) and our universities have played a valuable role in reinforcing South Africa's international relations in academic and research exchange programmes. The Ministry would like to take this opportunity to commend IEASA and HESA for the dedicated efforts and targeted interventions made towards achieving our national priorities.
15
(IEASA), International Education Association of South Africa, and Nico Jooste. "Study South Africa." International Education Association of South Africa (IEASA), 2012. http://hdl.handle.net/10962/64928.
Full textAbstract:
[Extract from article by Ms Merle Hodges]: A recent article points to the feeling of alienation that students feel when studying away from home. It seeks to address the problem by establishing a range of fora where foreign students can feel more ‘at home’. It encourages host students to be more willing to accommodate these ‘outsiders’ in order to boost the reputation of the institution. Most of these initiatives are slightly patronising, but obviously well-meant. The overriding sense behind the article is that international students, within higher education institutions, are a benevolent burden. International students should be looked after, because universities are generally maternal (they are someone’s alma mater after all), places of kindness (they literally give away knowledge) and generally care for others (community outreach is fundamental to most universities). More importantly, international students – in places like the USA and UK – generate additional funding in an environment where government and federal funding is drying up. But what if four out of every ten students in the world who graduated were from China and India? In the next eight years? That genial inconvenience now becomes an imperative. These are the predictions by such august organisations as The British Council and the education branch of the OECD. It is also anticipated that these countries will not be in a position to educate this number of students internally. Which, in turn, suggests that there will be mass outflows at the undergraduate level and, by sheer dint of numbers, also means that internationalisation is heading towards a compounding acceleration in numbers. Where then does internationalisation stand? It will no longer be an altruistic add-on, but core business to the lifeblood of the universities across the globe. As far back as 1994, Jane Knight understood internationalisation as a phenomenon that would have a profound impact on the functions and structures of the university. “Internationalization,” she points out, “is the process of integrating an international, intercultural, global outlook into the major functions of a university – teaching, SRC, and service functions.” Over the past year arguments have been made that suggest that global shifts in student demographics are not the ‘province’ of South African higher education and that our obligation is to focus internally, on poverty alleviation and job creation. This argument misses the point. The free flow of academics and students – especially the large number of postgraduate students from other countries already at our institutions – are working with our academics on solving exactly these kinds of problems. IEASA is no longer only about the 60 000 students who migrate to our shores annually. It’s about what they learn and the diverse experiences that they will go through; experiences that will change them for life and will inevitably bring them to a different understanding of the world that we, collectively, are presently fashioning.
16
(IEASA), International Education Association of South Africa, Higher Education South Africa (Organization), and Roshen Kishun. "Study South Africa." International Education Association of South Africa (IEASA), 2008. http://hdl.handle.net/10962/65010.
Full textAbstract:
[Extract from message from Minister of Higher Education, Hon. Naledi Pandor]: The International Education Association of South Africa (IEASA) has produced yet another magnificent publication on higher education in South Africa It is an excellent source of information for everyone interested in universities and research in this country. It is especially useful for international students who plan to study in South Africa, and for people involved in developing international programmes. The theme of this edition, “The role of internationalisation in South Africa’s knowledge environment, is opportune at this juncture. It provides role-players in higher education with the opportunity to examine critical issues such as the place, purposes, benefits and limitations of internationalisation in the sector and the contribution internationalisation makes to the knowledge economy of our country. To participate effectively in the knowledge economy, South Africa has to grow its research base. For this, we need a pool of vibrant young researchers. South Africa is able to provide opportunities for groundbreaking research, and internationalisation provides students, academics and researchers with prospects to broaden the scope of their research. Exchange programmes, bilateral research connections, collaborative partnerships and other international links lend themselves to pathways through which local and international staff and students can expand their horizons and skills. In this way internationalisation can assist South Africa in realising its objectives. The South African higher education sector has identified priority areas in which it needs to develop human capital. They include science, technology and engineering. We can use international programmes to accelerate our capacity building plans and in particular the training and development of postgraduate students. Through research collaborations, for example, postgraduate students can be jointly trained and co-supervised with partners. This has beneficial outcomes for students, research partners and academics, as well as for the system as a whole. Aside from benefiting from sending our students abroad, South Africa also gains by receiving foreign students. International students bring with them different viewpoints, technologies and skills, which assist in developing new perspectives and techniques in South Africa Furthermore, cultural interaction enhances our own students' experiences. By studying together students come to understand and accept cultural differences and are enriched. These interactions, in turn, build positive relations which have positive long term benefits in developing economic and social links between people and countries, and which will help overcome newly surfaced problems of xenophobia in South Africa South Africa is currently host to more than 60,000 international students and many academics. The greatest proportion of international students and academics are from Africa particularly from the Southern African Development Community. As a host country we ensure high quality courses at universities, in order for our qualifications to be recognisable worldwide. South African institutions produce professionals who are highly sought- after around the world. This publication supports South Africa's education sector by providing information and by publicising our institutions and the sector as a whole. I would like to thank IEASA for the important role it plays in higher education.8th Edition
17
Albonyan, Abdulaziz Sulaiman. "An analysis of the current position of vocational skills in a sample of Saudi Arabian secondary technical institutes with speical reference to the requirements of 4th development plan (1985/1990)." Thesis, Cardiff University, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.295740.
Full text
18
Araujo, Jair Jonko. "Novos sentidos das políticas curriculares para a educação profissional no Instituto Federal Sul-rio-grandense." Universidade Federal de Pelotas, 2013. http://repositorio.ufpel.edu.br/handle/ri/1679.
Full textAbstract:
Made available in DSpace on 2014-08-20T13:48:05Z (GMT). No. of bitstreams: 1
Jair Jonko Araujo_Tese.pdf: 3939736 bytes, checksum: 204491a851f1b133cdc37c5293888ba8 (MD5)
Previous issue date: 2013-09-25This work discusses new meanings that are being produced in the curriculum policies for professional education at the Sul-rio-grandense Federal Institute of Education, Science and Technology (IFSul) during its institutional transformation in 2008. Considering educational policies in a complex way, as proposed by Stephan Ball and using the theoretical framework of Ernesto Laclau s Discourse Theory, we seek to identify some senses through official documents from the Ministry of Education (MEC), IFSul, as well as from interviews with IFSul s administrators and faculty. Different documents were organized into groups and analyzed with WordSmith Tools. By adopting the concept of curriculum/curricular policies as a discursive practice, as proposed by Lopes and Alice Elizabeth Macedo, we aim to analyze the different elements that compose the field of discursivity in Technological and Vocational Education, at local and national level, emphasizing historical conflicts and structural, cultural and discursive aspects which induce limits and possibilities for curricular policies at IFSul. In the process of analysis, we chose to identify, in different contexts, meanings and displacements around the significant teaching, research, extension and articulation. First it is verified that there is institutional priority for the teaching dimension, we find different forms of acceptance for discourses of integration and verticalization and we identify the myth that teaching is consolidated in the federal vocational education system and in this school. It is concluded that there are difficulties in fixing senses for research and extension and there is an acceptance of meanings for these dimensions similar to them in the university context, which does not seem to be consistent with an institution that acts predominantly on vocational education at high school level. Although there are advances in the administrative structure and research funding, the main expectation is that workers are able to institutionalize research and extension, although we found sensations of intensification on the part of teachers that now have to cope with the overlapping of work of the three dimensions in an institutional context that values formally only the time for teaching. The signifier articulation was identified as overdetermined of meanings, with the capacity to become an empty signifier for construction of hegemonic curriculum policies in the institution.
Este trabalho discute novos sentidos que estão sendo produzidos nas políticas curriculares para a educação profissional no Instituto Federal de Educação, Ciência e Tecnologia Sul-rio-grandense (IFSul), a partir de sua transformação institucional em 2008. Tendo por referência a necessidade de considerar políticas educacionais de forma complexa, conforme proposto por Stephan Ball, e utilizando os aportes teóricos da Teoria do Discurso de Ernesto Laclau, busca-se compreender estes sentidos por meio de documentos oficiais do MEC e do IFSul e também por meio de entrevistas com gestores e docentes da Instituição. Os diferentes documentos foram organizados em grupos e analisados com auxílio da ferramenta WordSmith. Ao adotar o conceito de currículo/política curricular como prática discursiva, conforme propõem Alice Lopes e Elizabeth Macedo, buscou-se trazer para a análise diferentes elementos que compõem o campo da discursividade da Educação Profissional e Tecnológica em nível nacional e local, destacando embates históricos e aspectos estruturais, culturais e discursivos os quais induzem limites e possibilidades para as políticas curriculares no IFSul. No processo de análise, opta-se por identificar, em diferentes contextos, sentidos e deslocamentos ao redor dos significantes ensino, pesquisa, extensão e articulação. Inicialmente verifica-se que há priorização institucional para a dimensão ensino, constata-se diferentes formas de acolhimento para os discursos da integração e da verticalização e conclui-se que há um mito de que o ensino está consolidado na rede federal e na instituição. Conclui-se também que há dificuldades de fixação de sentidos para pesquisa e extensão e que há o acolhimento de sentidos para estas dimensões na mesma perspectiva do contexto universitário, que entendo não ser condizente com uma instituição que atua predominantemente na EP de nível médio. Ainda que haja avanços na estrutura administrativa e no financiamento para pesquisa e extensão, a expectativa principal é que os servidores sejam capazes de institucionalizar estas dimensões, observando-se sensações de intensificação em parte dos docentes que passam a ter que dar conta da sobreposição de trabalho das três dimensões, num contexto institucional que valoriza formalmente apenas tempo dedicado ao ensino. Por fim, o significante articulação foi identificado como sobreterminado de sentidos, com capacidade de tornar-se um significante vazio para construção de políticas curriculares hegemônicas na Instituição.
19
Каспрік, Наталія Миколаївна. "Психологічні засоби профілактики наркотичної залежності учнів професійно-технічних навчальних закладів." Thesis, Видавництво Національної академії ДПСУ, 2012. http://lib.iitta.gov.ua/710609/2/%D0%B0%D0%B2%D1%82%D0%BE%D1%80%D0%B5%D1%84%D0%B5%D1%80%D0%B0%D1%82_%D0%A1%D0%B8%D1%81%D0%BA%D0%BE.pdf.
Full textAbstract:
Дисертація на здобуття наукового ступеня кандидата психологічних наук за спеціальністю 19.00.07 – «Педагогічна та вікова психологія» – Національна академія Державної прикордонної служби України імені Богдана Хмельницького. – Хмельницький, 2012.
У дисертації досліджується проблема профілактики наркотичної залежності учнів професійно-технічних навчальних закладів.
Проаналізовано соціальні та психологічні аспекти проблеми профілактики наркотизації учнівської молоді, індивідуально-психологічні особливості учнів професійно-технічних навчальних закладів, схильних до вживання наркотичних речовин, обґрунтовано особистісний підхід до проблеми розробки психологічних засобів профілактики наркотичної залежності учнів закладів профтехосвіти. Здійснено емпіричне дослідження індивідуально-психологічних особливостей учнів професійно-технічних навчальних закладів, схильних до вживання наркотичних речовин. Розроблено систему психологічних засобів профілактики наркотичної залежності учнів професійно-технічних навчальних закладів, експериментально перевірено її ефективність. Обґрунтовано методичні рекомендації для практичних психологів і соціальних педагогів щодо проведення профілактичної роботи із запобігання вживання наркотичних речовин учнями професійно-технічних навчальних закладів.Thesis on the obtaining of scientific degree candidate of psychological sciences for speciality 19.00.07 – «Pedagogical and age psychology» – The National Academy of the State Border Guard Service of Ukraine named after Bohdan Khmelnytskyi. – Khmelnytskyi, 2012. The problem of prophylaxis of drug addiction of vocational school students has been examined in the thesis. The social and psychological aspects of problem of prophylaxis of drug addiction of students have been analyzed; also individually psychological features of vocational school students inclined to drug consumption have been described. The personality approach to the problem of development psychological facilities of prophylaxis of drug addiction of vocational school students has been substantiated. The empiric research of individually psychological features of vocational school students inclined drug consumption has been carried out. The system of psychological facilities of prophylaxis of addiction of vocational school students has been worked out and its efficiency has been experimentally verified. The methodical recommendations for practical psychologists and social pedagogues concerning realization of prophylactic work with regard to prevention of the drug consumption by vocational school students have been given.
Диссертация на соискание ученой степени кандидата психологических наук по специальности 19.00.07 – «Педагогическая и возрастная психология». – Национальная академия Государственной пограничной службы Украины имени Богдана Хмельницкого. – Хмельницкий, 2012. В диссертации исследуется проблема профилактики наркотической зависимости учащихся профессионально-технических учебных заведений. Проанализировано социальные и психологические аспекты проблемы профилактики наркотизации ученической молодежи, индивидуально-психологические особенности учащихся профессионально-технических учебных заведений, склонных к употреблению наркотических веществ, обоснован личностный подход к проблеме разработки психологических средств профилактики наркотической зависимости учащихся учреждений профтехобразования. Выполнено эмпирическое исследование индивидуально-психологических особенностей учащихся профессионально-технических учебных заведений, склонных к употреблению наркотических веществ. Разработано систему психологических средств профилактики наркотической зависимости учащихся профессионально-технических учебных заведений, экспериментально проверено ёё эффективность. Обосновано методические рекомендации для практических психологов и социальных педагогов по проведению профилактической работы по предупреждению наркотической зависимости учащихся профессионально-технических учебных заведений.
20
Туташинський, Василь Іванович. "Організаційно-педагогічні умови професійної орієнтації учнів у процесі профільного навчання з технологій." Thesis, Видавництво "Науковий світ", 2012. http://lib.iitta.gov.ua/715165/1/%D0%90%D0%B2%D1%82%D0%BE%D1%80%D0%B5%D1%84%D0%B5%D1%80%D0%B0%D1%82%20%D0%92.%D0%86.%20%D0%A2%D1%83%D1%82%D0%B0%D1%88%D0%B8%D0%BD%D1%81%D1%8C%D0%BA%D0%BE%D0%B3%D0%BE%20.doc.pdf.
Full textAbstract:
Дисертація на здобуття наукового ступеня кандидата педагогічних наук за спеціальністю 13.00.02 – Теорія та методика навчання технологій. – Інститут педагогіки НАПН України. – Київ, 2012.
У дисертації обґрунтовано умови професійної орієнтації учнів у процесі профільного навчання за технологічним напрямом.
Здійснено системний аналіз розвитку професійної орієнтації, висвітлено передумови, соціально-економічні, психолого-педагогічні та медико-фізіологічні чинники професійного самовизначення особистості, визначено закономірності та сучасні тенденції в професійній орієнтації учнів.
Доведено, що система професійної орієнтації в Україні є функціонально неповною. Встановлено, що в загальноосвітніх навчальних закладах України організаційно і методично не забезпечується проведення професійного добору. Розкрито педагогічну технологію професійного добору та обґрунтовано необхідність його запровадження під час комплектування груп для профільного навчання з технологій. Підготовлено пропозиції та рекомендації щодо удосконалення нормативно-правової бази, змісту і педагогічних технологій професійної орієнтації учнів.
Визначено сукупність організаційно-педагогічних умов професійної орієнтації учнів, розроблено та експериментально перевірено модель профорієнтаційної роботи у процесі профільного навчання з технологій.The thesis for a Candidate Degree in Pedagogical Sciences in speciality 13.00.02 – Theory and Metods of Teaching Technology. – Instutute of Pedagogics NAPS in Ukraine. – Kyiv, 2012. The thesis is devoted to the problems of creating conditions for students` professional orientation in the process of school education for technological direction. Systemic analysis of the vocational guidance development is created, covered backgrounds, social-economic, psycological, pedagogical and medico physiological factors of professional self identitu, defined patterns and tendencies in modern professional students’ orientation. It is also put into scientific use new and Little-known sources that expand scientific knowledge about the development of professional orientation in Ukraine. It is proved that system of professional orientation in Ukraine is functional incomplete. It is established that in educational institutions of Ukraine the organization of professional selection is not provided both organizationally and methodologiically. It is specified the definition of “professional selection” and grouneded the nessesity of installation of professionl selection while gathering the groups for profile teaching of technology. It is determsned the objective and subjective factors which influence on efficiency of professional orientation of pupils. It is prepared the propositions and recommendations about improvement of normative-law base, content and psychological-pedagogical tehnologies of professional orientation of pupils. It is the defined totality of organizational-pedagogical conditions of implementation of experimentalmodel of professional orientation of pupils in thе process of profile teaching of technology and experimentally checked the efficiency of professional orientation methodic in the process of profile technology education.
21
Santos, Elza Ferreira. "Gênero, educação profissional e subjetivação." Pós-Graduação em Educação, 2013. http://ri.ufs.br:8080/xmlui/handle/123456789/4875.
Full textAbstract:
This research was based on the idea that new professional configurations have come due to some women are pursuing careers once considered to be male ones, and it progressed in order to understand how those new configurations of female subjectivity are being built, the way women are positioning themselves on the working market, and also the way gender relations develop themselves as far as women and men are together in the classroom, their conquest of traineeship and how male and female careers are received by contemporary society. We are based on the studies of gender inserted into a post-structuralist perspective, particularly those who advocate the need to escape from sociocultural apparatus that leads men and women to a male and female binarism. Thus, gender is understood as a performance, resulting from historical contingencies, so, it is not considered as a fixed and immutable identity. Men and women are in a network of power, confronting several interests, sometimes contradictory. They produce speeches and use them to express their choices and questions, their body and subjectivity. In speeches, there are strategies and resistances used in the daily school environment and in the world of work. The research is located at Educator Training: Knowledge and Skills line which belongs to the Center for Graduate Education at the Federal University of Sergipe. A special emphasis was given to theorists from the areas of education, gender, labor and technology. Our categories (gender - professional education and work - subjectivity) were built from what was learned in the relationship between theoretical and empirical body of research. The categories focused on the symbolic universe of discourse in our society and were analyzed through Foucaultian bias. The research subjects were students of integrated and subsequent courses of Electrotechnics, Electronics, Systems Development, Chemistry and Work Safety at the Federal Institute of Sergipe. For a year long, we conducted five focal groups with current and former male and female students besides six interviews with current and former female students. These strategies were inserted in a qualitative approach, which has not prevented us from elaborating a lot of graphics that show disparities, as well as advances and setbacks, with regard to the registration of male and female students who take part to subsequent and integrated courses, particularly the ones involved in our research. Finally, the thesis shows that the processes of subjectivity are frequent, dynamic and controversial, do not happen from time to time but accordingly to the story each one carries out. The school gear is usually challenged by new anxieties experienced from the dynamics of the classroom, corridors, laboratories and from some other anxieties brought by the experiences with family and the world of work. That's the instrument for the construction of subjectivity and the composition of new gender relations in the student body at the Federal Institute of SergipeEsta pesquisa partiu da ideia de que novas configurações profissionais ergueram-se em virtude de estarem as mulheres cursando carreiras outrora consideradas masculinas e avançou a fim de compreender como as novas configurações da subjetivação feminina estão sendo construídas, como as mulheres estão se posicionando diante do mercado de trabalho, como as relações de gênero se desenvolvem no convívio de mulheres e homens na sala de aula, na conquista do estágio curricular e como o que se compreende por carreiras masculinas e carreiras femininas, na sociedade contemporânea, está em vias de transformação. Fundamentamo-nos com os estudos de gênero inseridos numa perspectiva pós-estruturalista, precisamente os que defendem a necessidade de escaparmos do aparato sociocultural que empurra homens e mulheres para um binarismo masculino e feminino. Assim, o gênero é compreendido como performance resultante de contingências históricas, logo, não se constitui como identidade fixa e imutável. Homens e mulheres estão numa rede de poder em que se confrontam interesses diversos, por vezes, contraditórios. Produzem discursos e, por meio deles, expressam suas escolhas e dúvidas, seu corpo e sua subjetivação. Nos discursos, encontram-se as estratégias e resistências usadas no dia a dia do ambiente escolar e do mundo do trabalho. A pesquisa insere-se na linha Formação de Educadores: Saberes e Competências do Núcleo de pós-graduação em Educação da Universidade Federal de Sergipe. Priorizamos os teóricos das áreas de educação, gênero, trabalho e tecnologia. Nossas categorias (gênero educação profissional e trabalho subjetivação) foram construídas a partir do que foi apreendido na relação estabelecida entre o corpo teórico e o corpo empírico da pesquisa. As categorias focaram o universo simbólico dos discursos presentes em nossa sociedade e foram analisadas por meio da análise de discurso no viés foucaultiano. Os sujeitos da pesquisa foram estudantes dos cursos integrados e subsequentes de Eletrotécnica, Eletrônica, Desenvolvimento de Sistemas, Eletromecânica, Química e Segurança do Trabalho do Instituto Federal de Sergipe. Realizamos, ao longo de um ano, cinco grupos focais com alunos e ex-alunos, alunas e ex-alunas e seis entrevistas com alunas e ex-alunas. Essas estratégias se inseriram numa abordagem qualitativa, o que não nos impediu de elaborarmos diversos gráficos em que se mostrassem as disparidades bem como os avanços e recuos no que se refere à matrícula dos/das discentes nos cursos integrados e subsequentes, especificamente nos que foram selecionados para a pesquisa. Por fim, a tese mostrará que os processos de subjetivação são constantes, dinâmicos e controversos, mas não acontecem aleatoriamente, acontecem de acordo com a história que cada um carrega consigo. A engrenagem escolar é sacudida, quase sempre, pelos novos anseios vivenciados a partir da dinâmica da sala de aula, dos corredores, dos laboratórios e pelos anseios trazidos das experiências com a família e com o mundo do trabalho. É isso o frumento para a construção das subjetivações e para a composição de novas relações de gênero no corpo discente do Instituto Federal
22
Lasonen, Johanna L. "Finnish comprehensive vocational institute teachers' sex-role attitudes." Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-08252008-162611/.
Full text
23
Zatti, Vicente. "Educação técnico-científica emancipatória nos IFETs : um olhar através de Habermas e Freire." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2012. http://hdl.handle.net/10183/61743.
Full textAbstract:
Atualmente o crescimento econômico brasileiro demanda, de forma crescente, mão de obra com qualificação técnica e tecnológica e, os Institutos Federais de Educação, Ciência e Tecnologia (IFETs) são criados nesse contexto como uma proposta que visa superar um histórico de educação dual e tecnicista por meio da implantação de uma educação emancipatória. A questão que problematizamos nesse trabalho é justamente as possibilidades emancipatórias desse modelo de educação técnico-científica implantado como educação profissional e tecnológica nos IFETs. Para tal, definimos o que compreendemos como educação técnico-científica emancipatória tomando como referencial o pensamento de Habermas e Freire. Com esse objetivo, nos remetemos inicialmente a Immanuel Kant e Karl Marx, tendo em vista a centralidade do pensamento desses dois filósofos na configuração da concepção de emancipação na modernidade. Em seguida, apresentamos a suspeita de Nietzsche, Heidegger e Adorno/Horkheimer a essa ideia. Tais suspeitas tiveram um efeito terapêutico na medida em que demonstraram os limites da filosofia da consciência e do otimismo moderno em uma racionalidade que foi reduzida ao seu aspecto instrumental. Buscando o caminho da reconstrução da proposta emancipatória moderna, prosseguimos através da análise do pensamento de Habermas. Ele se apoia na centralidade do mundo da vida para a formulação de uma concepção de racionalidade que não se refere ao sujeito logocêntrico, mas sim à intersubjetividade: a racionalidade comunicativa. O interesse em emancipação, para Habermas, é um interesse em comunicação livre de coações a partir da própria estrutura da linguagem. Como chave para a formulação de nossa concepção de educação emancipatóra, além do conceito de racionalidade comunicativa, utilizamos o conceito de racionalidade dialógica elaborado a partir do pensamento de Paulo Freire. Apresentamos a concepção antropológica, espistemológica, política e ética de Freire para demonstrar como através delas ele formula uma concepção intersubjetiva de razão, que estabelece a dialogicidade como a raiz da constituição do humano. A concepção de educação técnico-científica emancipatória, na nossa pesquisa, se estabelece através da complementaridade dos conceitos racionalidade dialógica e racionalidade comunicativa e, aponta para uma educação que supera o estreitamento da razão à sua dimensão instrumental promovida pelo positivismo e tecnocracia. Articulamos esse referencial teórico com os dados obtidos na análise documental da legislação que cria e regulamenta os IFETs e com os dados obtidos nas entrevistas focalizadas. A partir desses três elementos elencamos os temas centrais para a análise de como a educação profissional e tecnológica em implantação nos IFETs está realizando suas potencialidades emancipatórias. A discussão desses temas é feita em torno de quatro eixos temáticos, superação da dicotomia formação humana e capacitação técnica, superação da dependência tecnológica, compromisso social, política e cidadania. Os temas que emergiram da articulação entre pesquisa empírica, análise documental e análise da teoria de Habermas e Freire, indicam que a educação técnico-científica emancipatória não se restringe à capacitação técnica, envolve formação mais ampla que possibilite uma relação intelectual com o conhecimento e prepare para a vida em suas múltiplas dimensões. Ao desenvolvermos tal hermenêutica, são indicados potenciais emancipatórios instalados, bem como, aspectos problemáticos no processo de implantação dos IFETs.Nowadays the Brazilian economic development demand increasingly work force with vocational and technological qualification. In this context, the Federal Institutes of Education (IFETs) are established as a proposal for overcoming technician and dual education history through the introduction of an emancipatory education. In this thesis, we research emancipatory possibilities in technical and scientific education performed at IFETs. To that end, we defined the concept of vocational and technologic education at IFETs based on Habermas and Freire studies. For starting, we research Immanuel Kant and Karl Marx theories due to the importance of their studies for the conception of emancipation in the modernity. After that, we present Nietzsche, Heidegger and Adorno/Horkheimer criticism about this idea, which demonstrates some good effect in that it shows the boundaries of the philosophy of consciousness and modern optimism within a rationality reduced to their instrumental viewpoint. We continue through the analysis of Habermas thinking in order to find the way to reconstruction of emancipatory modern proposal. He is based on the idea of world centralization for the re-draw the rationality conception connected to intersubjectivity and communicative rationality rather than logocentric subject. Habermas’s concerning with emancipation is connected to the communication without coercion from language structure. A key for education thinking changes, besides the communicative rationality, is the dialogic rationality conception based on Paulo Freire studies. We present some anthropological, epistemological, political and ethical views by Freire and we also show how he creates an intersubjective conception of reason through them, which establish the dialogism as the root of human composition. In this research, the conception of technical and scientific emancipatory education is made of the complementarity between dialogic and communicative rationality. It looks for an education which overcomes reason boundaries in its vocational perspective brought forth by the positivism and the technocracy. We match this theoretical data, some data obtained through IFETs law analysis and interviews. After that we list the central points for the analysis of how IFETs vocational and technological education has been using its emancipatory possibilities. This discussion is made through some points: overcoming the dichotomy between human education and technical training, the dependence of technology, social undertaking, politics and citizenship. The points emerged by the interface between empirical research, documental theoretical analysis show that technical/scientific and emancipatory education is not restrict itself to technical skills. It involves a larger education, which enables some intellectual knowledge and life preparation in different ways. Through the development of this hermeneutics, we analyse some emancipatory strengths and some weaknesses along the IFETs establishment.
24
Leimbach, Gale John. "The effects of vocational leadership development for individuals who participated in the Ohio Vocational Education Leadership Institute /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487843688959455.
Full text
25
Herbison, Kari. "Evaluation of the Stout vocational rehabilitation institute's post-secondary transition program." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009herbisonk.pdf.
Full text
26
(IEASA), International Education Association of South Africa, and Nico Jooste. "Study South Africa." International Education Association of South Africa (IEASA), 2014. http://hdl.handle.net/10962/64864.
Full textAbstract:
[Editor's Letter]: This 14th edition of Study South Africa foregrounds the celebration of 20 years of a democratic South Africa. Patrick Fish was commissioned to write a series of articles reflecting the development of South African Higher Education since 1994 for this edition. Reading through this the reader will hopefully experience a sense of the transformation of the South African Higher Education system. Although we all agree in South Africa that we are not done yet, we also recognise that given the South African realities, the change from a race based and fragmented system of higher education to a single but diverse system is well under way. The South African Universities transformed from mostly mono cultural to multicultural institutions that largely reflects the composition of the South African population. The University campuses also demonstrate the institutional appetite to be international. Not only do they jointly house more than 50,000 international students but are also involved in numerous ways in bringing the benefits of being globally connected to the local communities. We are one of the few higher education systems that largely fund our international activities from institutional budgets. This is one of the main reasons that South African Universities practice a style of internationalisation that is relevant to our institutional needs, as well as the local and national needs. Through our internationalisation endeavours we have connected with the rest of Africa in a very special way. Not only do we educate large numbers of students from other African countries but through the South African Higher Education alumni that now live all over the African continent we have built permanent connections that will enhance and develop long standing relationships. IEASA celebrates with all South Africans 20 years of democracy and realise that it is indeed a privilege to be practitioners in transformed ‘knowledge cities’. We are, however, saddened by the incidents of intolerance and destruction in other parts of the world that make the work of higher education institutions impossible, and can only in solidarity with those scholars at risk celebrate with deep appreciation the efforts and determination of those South Africans that made it possible for us to be Universities in a free and democratic society.
27
(IEASA), International Education Association of South Africa, and Nico Jooste. "Study South Africa." International Education Association of South Africa (IEASA), 2013. http://hdl.handle.net/10962/64878.
Full textAbstract:
[Editor's Letter]: Study South Africa has been the global mouthpiece of the International Education Association of South Africa (IEASA) and South African Higher Education since the publication of its first edition in 1999. It grew from a publication that served as a guide to South African Higher Education to a comprehensive source of information for the international academic community and others interested in South Africa’s tertiary education sector. This annual publication requires knowledgeable contributors as well as skilful editorial and other technical support. For the past number of years the editorial team was ably supported by Loveness Kaunda from the University of Cape Town (UCT). She provided the publication with her time, energy and knowledge. However, as she retired from her UCT position, she will no longer be available to consult with on a regular basis. This edition of Study South Africa is dedicated to her as a token of gratitude for all her time and passion. Another source of knowledge and inspiration is Patrick Fish - a higher education specialist who does research on topics relevant to the South African Higher Education landscape and provides us with up-to-date information. His writing skills turn the first number of pages of this publication into a real source of information. The knowledge about South African universities will be incomplete without the contributions of the universities themselves. A common trend this year is the focus on excellence of teaching and research as well as the relevance of South African Higher Education to local students functioning in an ever globalising world. It is also evident that most of the South African universities are aware of the need to be globally competitive, not only to attract the best international students, but also to be able to compete in a very competitive global knowledge driven environment. Study South Africa is again proudly presented by IEASA. This edition, focussing on Internationalisation of Higher Education, with a specific focus on South Africa in a changing world, again illustrates the interconnectedness of global higher education. It is envisaged that future editions will explore and document the collaboration between IEASA and similar organisations that is promoting the Internationalisation of Higher Education as well as global trends in international higher education affecting internationalisation of higher education in emerging countries.
28
(IEASA), International Education Association of South Africa, and Nico Jooste. "Study South Africa." International Education Association of South Africa (IEASA), 2015. http://hdl.handle.net/10962/64911.
Full textAbstract:
[Editor's Letter]: This, the 15th edition of Study South Africa, continues to provide a platform for South African universities to profile themselves. It also provides highlights from the South African Higher Education system for the past year. This edition will focus on research and the internationalisation of research in the South African context. Study South Africa has established itself as the international mouthpiece for South African universities and without missing a beat has been produced by volunteers who, with enthusiasm, have dedicated their time and intellect to promote Higher Education Internationalisation as well as to promote South Africa as a knowledge destination for students, academics and professional staff. It is a special privilege and honour to write the introductory message for this 15th edition of Study South Africa as President of IEASA and Editor of the publication. In an era where global re-organisation is dominating the Higher Education scene and new alliances are formed to emulate the new geopolitical landscape, we need to take note of all the challenges facing Higher Education Internationalisation. A number of trends can be identified as major influences on Higher Education on a global scale. I will focus on some of those trends affecting Higher Education in emerging economies and the developing world. The first of these trends is the focus on regional and south-south cooperation. South African universities indicated their intent to further develop closer relationships with universities in Africa through their participation in the re-thinking of Africa’s future during the African Higher Education Summit on the Revitalisation of Higher Education for Africa’s future, in Dakar, Senegal during March 2015. The vision agreed upon during the summit is to ‘develop a high quality, massive, vibrant, diverse, differentiated, innovative, autonomous and socially responsible Higher Education sector. This sector will be a driving force to achieving the vision outlined in the Agenda 2063 by the African Union with a commitment to a shared strategic framework for the inclusive growth, sustainable development and global strategy to optimise the use of Africa’s resources for the benefit of all Africans’. The role of universities would be to develop closer cooperation as well as to advance research with a focus on innovation and sustainable economic growth that will integrate African economies as equal partners in the world economy. It is clear from the vision that although the emphasis should be on inter-African collaboration, collaboration with institutions outside the African continent should not be excluded to achieve the knowledge creation needed to achieve Agenda 2063. Another Higher Education Internationalisation trend in South Africa is the development of closer cooperation within the BRICS countries. The agreements reached and strategies agreed to during the BRICS Summit in Ufa, and included in the Ufa Declaration of 17 June 2015, open doors to future collaborations between BRICS universities. It is envisaged that in the next year the constituent meeting of the BRICS University Network and the establishment of the BRICS Universities League will provide the necessary framework for future collaboration amongst universities from the BRICS member countries. It is imperative that organisations like IEASA and the Brazilian FAUBAI play a key role in the establishment and function of the above mentioned networks. We can provide the necessary support and leadership to other member countries where Higher Education Internationalisation is still at the early stages of conceptualisation and organisation. It will be important to make effective use of the occasion of the Global Conference on Higher Education Internationalisation, scheduled to take place in South Africa in August 2016, to debate and set the future agenda for the BRICS University Network in relation to the rest of the world. It is also vital that the BRICS universities as well as the universities in Africa integrate fully with the rest of the world instead of developing a separate grouping.
29
(IEASA), International Education Association of South Africa, and Andy Mason. "Study South Africa." International Education Association of South Africa (IEASA), 2002. http://hdl.handle.net/10962/65310.
Full textAbstract:
[Message from the Honorable Minister of Education, Prof. Kader Asmal]: Once again I am pleased to provide a message of support for the Guide to South African Universities and Technikons, particularly at a time when we are embarking on a new era with our plans for Higher Education in South Africa. Increasingly we have become aware of the need for higher education graduates who can make a significant contribution to the reconstruction and development of our country and, in this period of globalisation, the rest the world. With the dawn of a new century we need also to ensure that our system of higher education is relevant to the challenges we face in the years ahead. The onset of the 21st century has brought Minister of Education changes in the social, cultural and economic relations spawned by the revolution in information and communications technology. At the centre of these changes is the notion that in the 21st century, knowledge and the processing of information will be the key driving forces for wealth creation and social and economic development. Therefore we are driven by government policy that recognises the importance of human resource development. This involves the mobilisation of human talent and potential through lifelong learning, to contribute to the social, economic, cultural and intellectual life of a rapidly changing society. We need high-level skills training to provide the human resources to strengthen our region's enterprises, services and infrastructure. This requires the development of professionals and knowledge workers with globally equivalent skills, but who are socially responsible and conscious of their role in contributing to development efforts and social transformation. Finally we need to ensure the production, acquisition and application of new knowledge. This is essential for growth and competitiveness, and in turn is dependent on continuous technological improvement and innovation driven by a well-organised, vibrant research and development system which integrates the research and training capacity of higher education with the needs of industry and social reconstruction. Graduates from our higher education institutions have consistently shown that the quality of the education they receive is of a world class standard. Indeed, many developed countries try to lure our graduates away to work in their countries. Increasingly international students have recognised the value of our education system and are choosing to study in South Africa. We welcome them not only to our educational institutions but also to our beautiful country and the vibrant society that South Africa is today.
30
(IEASA), International Education Association of South Africa, and Andy Mason. "Study South Africa." International Education Association of South Africa (IEASA), 2003. http://hdl.handle.net/10962/65321.
Full textAbstract:
[Message from the Honorable Minister of Education, Prof. Kader Asmal]: It gives me pleasure to be able to once again give message of support for the Guide to South African Universities and Technikons. Government policy has placed higher education at the centre of the Human Resource Development Strategy. In the last edition I indicated the need to ensure that our system of higher education is relevant, accessible, efficient and provides the basis for lifelong learning. To this end we are embarking on a major transformation and reconstruction process to improve the capacity of our higher education institutions to respond nor only to national demands but also to the demands placed upon us by a globalised economy. TI1e envisaged higher education landscape should be better aligned to respond to the challenges of the constantly changing demands. The realisation of the African Union and the proposals contained in the New Programme for Africa Development calls for greater understanding of the international imperatives that will inform greater economic, political and social cooperation. All of this requires that higher education institutions should step up the pace in forging academic cooperation and linkages as well as providing an enabling environment for international students to study in South Africa. It also requires higher education institutions to ensure that the quality of the programmes offered matches or exceeds international benchmarks so that they become first choice institutions for students wanting an international experience. The initiative that the International Education Association of South Africa (IEASA) has undertaken together with the South African Universities Vice-Chancellors Association and the Committee of Technikon Principals is beginning to show some results. There has been an increase in the number of international students who seek study opportunities in our institutions. This can only strengthen our system as we gain more insight into international perspectives through these students. I wish all those involved in this endeavour success.
31
(IEASA), International Education Association of South Africa, and Roshen Kishun. "Study South Africa." International Education Association of South Africa (IEASA), 2005. http://hdl.handle.net/10962/65344.
Full textAbstract:
[Message from the President of IEASA, Dr Roshen Kishun]: We salute the thousands of South Africans From diverse racial backgrounds who 50 years ago put forward their vision, encapsulated in the Freedom Charter, to keep doors of education open. As we celebrate the 50th anniversary of this historic event we are aware of the Foundations laid then to allow us to reconnect to the world. In choosing “lessons in diversity' as the theme For the Sth edition of Study South Africa we support the need For South African higher education to keep its doors open in meeting the development challenges of Africa. The year 2005 has been described as critical For Africa because of a number of Factors that have come together. These include the New Partnership For Africa’s Development which spells out action plans to tackle some of the more intractable problems that Africa Faces, the Formation of the African Union with clear guidelines For governance and peace, and the Pan-African Parliament which promotes the concept of working together to solve the continent's problems. The launch of the Southern African Regional Universities Association in early 2005 by 45 of the region’s vice-chancellors recognised that the excellence and sustainability of university education, research and development will be a leading contributor to Future growth and poverty alleviation. Despite the tides of limited resources, external demands and internal policy challenges, the vice-chancellors were unequivocally committed to advancing the development agenda of higher education on the African continent. Critically, in recent years there has been acknowledgement of the ability of higher education to bring about economic and democratic reforms, as evidenced by the commitment and concerted efforts made by Foundations and funding agencies to support the improvement of higher education institutions in Africa. Most important from our perspective is the support for the ’’renewal’’ of higher education institutions as they are considered to be key vehicles For development on the continent. The Commission For Africa report, published in March 2005, endorses the Association of African Universities, Association of Commonwealth Universities and Higher Education South Africa’s joint 10-year partnership programme, Renewing the African University, The partnership programme calls, among other things, For constructive engagement between states and higher education institutions, increasing North-South and South-South collaboration, internationalisation of the curriculum and partnerships between universities and the corporate sector. The Commission makes clear its conviction that higher education's contribution to building professional skills and knowledge is key to achieving Fundamental development changes. The need for centres of excellence in science, technology and engineering is highlighted as key to Future development and growth. Higher education institutions need to be the “breeding ground For the skilled individuals whom the continent needs". The report stresses the need For urgent attention to be given to the management of natural resources, of Forests and water, improving sanitation and strengthening health systems to deal with pandemics such as malaria, tuberculosis and HIV-Aids. Other important developments needed are building the human and institutional capacity for good governance and strengthening leadership in public life, civil society and business. In Focusing on the theme “lessons in diversity’ the Guide captures the richness of the various “diversities ' in the South African higher education landscape. It describes the radical transformation of higher education in South Africa over more than a decade. It identifies South Africa's research system as being “by Far the biggest in Africa” and demonstrates the important role South African higher education can play in meeting the challenges of Africa. I hope that the information provided will allow those interested in South African education to make informed choices.
32
(IEASA), International Education Association of South Africa, and Orla Quinlan. "Study South Africa." International Education Association of South Africa (IEASA), 2017. http://hdl.handle.net/10962/64853.
Full textAbstract:
[Editor's Letter]: Welcome to the seventeenth Study SA, compiled as IEASA celebrates its twentieth anniversary. Study SA is the South African publication that provides an overview of South African Higher Education issues and developments. This edition has a special Commemorative section, celebrating 20 years of IEASA, as well as the standard sections found in every issue of Study SA, consisting of Higher Education in Context, Features and Medical Aid and the updated profiles of the 26 public Higher Education Institutions. Universities South Africa, USAF, kindly provided partial funding for this edition of Study SA and we are delighted to include a message from the current CEO Dr Ahmed Bawa, a consistent supporter of internationalisation in Higher Education. We also have a message from the former Minister of Higher Education, Dr Blade Nzimande (2009-2017). A voluntary organisation supported by a small secretariat, IEASA is testament to a group of people who saw the need for an organisation to support the South African Higher Education’s re-entry and engagement with the rest of the world, once it became a democracy in 1994. This edition includes articles by two of the founding members: lEASA’s first President, Dr Roshun Kishun and its first Treasurer, Dr Derek Swemmer. Our sincere thanks to all the committed individuals in South African Higher education, who have kept IEASA going from strength to strength. Thilor Manikam, lEASA’s longest serving staffing member and the Office Manager has provided continuity and institutional memory over the best part of the twenty years. Guided by lEASA’s Constitution, Thilor has ensured that regardless of the change in the Management Council over the years, IEASA operations are impeccably managed and that IEASA has received an unqualified audit every year since its inception. In its history, IEASA has had seven Presidents: Dr Roshun Kishan, Ms Fazela Hanif, Mr David Ferrai, Ms Merle Hodges, Mr Lavern Samuels, Dr Nico Jooste and the current President Leolyn Jackson, whose term will run until the end of 2018, when the current President Elect, Ms Orla Quinlan will serve a two-year term from 2019-2020. IEASA has facilitated the development of a close knit community of practice in South Africa with members drawing on each other’s strengths and skills; inviting each other to our respective institutions to share knowledge, skills and ideas on appropriate internationalisation, within the South African context. More than that, we have become friends and have developed a collective responsibility to present and represent South African Higher Education to the rest of the world. Sadly, we lost three of our very dear colleagues and friends in recent years: Mr Len Mkhize, Mr Jimmy Ellis and Professor Stan Ridge. We pay tribute to the energy and joy they brought to IEASA in all their endeavours. They are missed. Others who have supported IEASA over the years include PWC, who have provided free audit services up to 2017, as a contribution to South Africa’s Higher Education; ABSA and the Medical Aid companies, who have provided sponsorship to IEASA. Finally, its volunteer Management Council, members of which serve two-year terms, with the possibility of being re-elected, and each one of our members who participate in and support IEASA activities and events. IEASA continued its work with the Department of Home Affairs (DHA) to clarify the visa application procedures, communicate the processes and to request interventions when visa processing is unduly delayed or if there are extenuating circumstances, which require intervention. IEASA and DHA have held one joint workshop with universities in 2016; a second was held following the IEASA 20th conference in August 2017 and an initial meeting called by USAF was held with DHA, HR Directors from universities and IEASA in late 2017. Visa Facilitation Services (VFS) have introduced a new mobile biometric service for campuses who do not have a VFS office in their locality. IEASA will continue to work on behalf of the international students and the rest of the international Higher Education community to improve the clarity of immigration requirements and to help overcome any difficulties faced. An article providing an update on progress is included in this edition. The international landscape has shifted enormously in recent years, where previously unquestioned democratic principles are being contested in some of the world’s most established democracies. lEASA’s 20th Anniversary Conference theme was “Advancing internationalisation: overcoming hostilities and building communities”. While in reflective and celebratory mode about the achievements of the last twenty years during the the Colloquium, the conference attendees switched mode and engaged in robust debates, about the current challenges in Higher Education including economic and financial challenges, xenophobia, the lack of equity in existing partnerships, institutional strategies, opportunities for engaging with partners interested in South African Higher Education. IEASA is cognisant of its responsibility to build capacity for the upcoming professionals in the sector and workshops on themes pertinent to the professionals in International Offices included immigration, partnerships and developing internationalisation strategy.
33
(IEASA), International Education Association of South Africa, and Essche Alexandra Van. "Study South Africa." International Education Association of South Africa (IEASA), 2004. http://hdl.handle.net/10962/65333.
Full textAbstract:
[Message from the President of IEASA, Dr Roshen Kishun]: The fourth edition of Study South Africa; Guide to South African Tertiary Education coincides with a momentous event in the history of South Africa. It is the 10th anniversary of the democracy after the 1994 elections that ended apartheid. It is time to celebrate the achievements, the development strides, and the reintegration of South Africa into the world community. The International Education Association of South Africa (IEASA) welcomes the new Minister of Education, Ms Naledi Pandor, elected to the Cabinet after the April 2004 elections. We wish her well in her new and demanding portfolio. We are confident that the Minister will support the tertiary education sector to develop linkages between international education, skilled migration and the transition to knowledge economies. While we believe that a free and democratic country may be the most powerful attraction for international students wishing to study in South Africa there are other reasons. South Africa is rated as a technological powerhouse on the African continent. Comparatively South Africa’s educational infrastructure can be compared with the best in the world. Its research sector is by far the strongest in Africa. The country has adopted English as one of its official languages and it is the main medium of instruction in the tertiary education sector. A significant factor which makes South African qualifications attractive is the relatively lower cost of study. Study in South Africa offers the best of both worlds to international students, combining the experience of living in Africa with the opportunity to obtain quality education at a fraction of the cost. In the ten years since 1994, the opening-up of the tertiary education sector in South Africa is evidenced by the dramatic increase of international students studying in the South African public education sector from about 13 000 to more than 47 000 in 2002. While the headcount numbers include distance education students, it is possible that South Africa is currently the leading host country for international students in Africa. An IDP report predicts that by 2025 almost eight million students will be educated trans-nationally. The growth in international student numbers presents South Africa with some exciting challenges in the global context. South Africa is expected to become one of the top nations in the world hosting international students in the next ten yean. Study South Africa is published in the middle of one of the most intense periods of change when the South African education system is being restructured to eliminate duplications created under the apartheid system. The number of public institutions is being reduced from 36 to 23 through mergers and incorporations. The binary divide that existed in the public higher education system pre- 2002, where there were 21 universities and 15 technikons is blurred by the creation of the universities of technology. In spite of the massive transformation, the South African higher education sector has much to offer in the form of quality education, advanced research facilities and internationally recognized qualifications. The information provided in this Guide introduces the individual institutions, their academic offerings, support services provided and other relevant details needed to make a choice of study destination Study South Africa is also a useful tool in the development of a strategy to market South African higher education into the competitive world of international education. The decision by IEASA to develop a marketing strategy is not only a reaction to global higher education pressures, but is also an acknowledgement of South Africa’s return to the global higher education community and in identified geographical areas. IEASA realised that past isolation can only be overturned by conscious new strategies. This 'marketing initiative’ meant that the presence of South Africa was highly visible at some of the leading forums dealing with international education in the world. Study South Africa is undertaken by IEASA in association with the South African Vice-Chancellors Association (SAUVCA) and the Committee of Technikon Principals (CTP). These organizations themselves are set to merge in the near future. We appreciate the support of the Council on Higher Education (CHE), the South African Qualifications Authority (SAQA), Unitech (Higher Education professional body for marketing, communication and development), and Professor T Mthembu. We are most grarefril to Karen MacGregor, our specialist writer, who compiled the excellent articles in this publication on achievements during the ten years of transformation. I wish to take this opportunity of thanking all those who made contributions for their support and all the tertiary education institutions in the public education sector for their participation. We are grateful to the Department of Foreign Affairs for the distribution of the Guide abroad and to members of the IEASA publications committee for their input. We appreciate the support of Artworks Publishing for working under pressure to meet publications deadline. Special thanks are due to Zandile Wanda for the work in coordinating the response from the tertiary education sector and to Alexandra van Essche for compiling and producing the Guide. Without their efforts it would not have been possible to publish the Guide.
34
(IEASA), International Education Association of South Africa, and Andy Mason. "Study abroad in South Africa." International Education Association of South Africa (IEASA), 2001. http://hdl.handle.net/10962/65375.
Full textAbstract:
[Message from the Honorable Minister of Education, Prof. Kader Asmal]: I am pleased to provide a message for this important Guide to South African Universities and Technikons so soon after my appointment as Minister of Education. Each country depends on the higher education system to meet high human resource needs and to be the engine for the creation of new knowledge and innovation, and critical discourse. Our system offers students a wide choice of career options in a variety of differing environments of a world-class standard. Our universities and technikons play a vital role in preparing students, by equipping them with the necessary knowledge and skills, to take up their rightful place in society and to contribute to the socio-economic development of our country and the many other countries from which students come to study in South Africa. This also affords them the opportunity of making a substantial contribution to the development of human resources in their specialised fields. Like schools, our universities, technikons and other third level institutions must become vibrant centres of community and cultural life. We are looking at the ways in which universities can contribute to the responsibility of citizenship - within an atmosphere of voluntary help. This may be in the form of community service, which many institutions are already involved in, or, for instance, in the form of assisting with a national literacy campaign. In addition they must provide a safe and secure environment conducive to promoting their mission of teaching and learning, scholarship and research, and community service. Proper preparation for the challenges of a fast globalising world is essential if our students are to contribute to the development of the societies and the countries in which they live. Therefore I am committed to building a responsive higher education system of high quality. Such a system should demonstrate its readiness to meet the challenges of the 20st Century.
35
Ming, Chuang Fu, and 莊富閔. "Factors that Influence Students’ Computer Knowledge in Vocational and Technological Institutes." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/25586472412253110924.
Full textAbstract:
碩士樹德科技大學
資訊管理研究所
91
This research is basically targeted on investigation of computer knowledge regarding to learning contingency factor. The students of vocational and technological institute of southern Taiwan would be eligible for this research in order to analysis the diversities of learning contingency factors, computer uses, computer knowledge and computer self-confidence based on varieties of analytical factors, such as students’ gender, age, major and school attribution…. etc, which is called demographics. In this research, the definition of learning contextual factor is declared by eligible internal learning motivation and surrounding learning environment. Moreover, two intermediate variables, computer uses and computer self-confidence, are involved in this research as evaluation factors. According to these factors and variables, it makes easier to give a drift description on how computer knowledge could be affected causally. In this investigation, the students of vocational and technological institute of southern Taiwan would be treated as researching population, and prove investigated assumptions with given Structural Equation Modeling. The researching results would be info as position relationship between learning motivation and computer self-confidence; position relationship between learning motivation and computer utility; position relationship between learning environment and computer self-confidence; position relationship between learning environment and computer uses; position relationship computer self-confidence and computer knowledge; position relationship between computer uses and computer knowledge; position relationship between learning motivation and learning environment. The aspect of demographics would be info as existing diversities of learning motivation, computer self-confidence and computer knowledge due to gender, major and school attribution (state or privacy) respectively. Overall, to gain the students’ knowledge in computer does not only depend on two variables, which are computer self-confidence and computer uses, but also induce students’ learning motivation and give an appropriate learning environment. It could prompt knowledge enhancement of computer. The results of this research could provide some useful information for students and teachers in computer courses.
36
Chen, Jia-Ling, and 陳嘉苓. "The Trends of Industrial Vocational Education Oriented Institutes' Master Theses in Taiwan." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/86672150089667240936.
Full textAbstract:
碩士國立彰化師範大學
工業教育與技術學系
96
This study focuses on the research trends of industrial vocational education institutes’ Master theses from 1995 to 2007 in Taiwan. A total of 1,432 Master theses were examined in terms of the distribution of quantity per institute, topic, target population, field/sector, research method, instrument, number of supervisor(s) and language(s). Statistical data such as frequency, percentage, chi-square test and multiple responses were analyzed to address the trends of related theses. The results are as follows: 1. In terms of annual yield and accumulated output, the Industrial Education and Technology Department of National Chuanghua University of Education ranks the highest; followed by the Industrial Technology Educational Department of National Kaohsiung Normal University. The Industrial Education Department and Industrial Technology Education Department of National Taiwan Normal University are the third and fourth one. 2. The annual yields are significantly different among institutes. 3. Students, adult learners, and pupils are the most common target samples, followed by teachers and business employees. 4. In spite of the “Others” category, topics related to “Learning” rank the most common, followed by “Teaching” category. 5. The top three fields of the studies are Education, Manufacture, and cross-sector industries. 6. The top three research methods are survey, experiments, and interviews. 7. In terms of instrumentation, questionnaire, records and inventories are the top three implements utilezed. 8. Co-advising is found rare, and significantly defferent among institutes. 9. Most researchers prefer quantitative to qualitative paradigm. 10. Over 99% of related Masters’ theses were written in Chinese.
37
林瑞鑫. "Reducing training-employment gap:a study of public vocational traning institutes in Taiwan." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/68561415865597969404.
Full text
38
Xu, Hui-Dong, and 許惠東. "A study on adjustment of mechanical cluster in public vocational training institutes." Thesis, 1994. http://ndltd.ncl.edu.tw/handle/50662989294009308257.
Full text
39
WU, Hsiu-fang, and 吳琇芳. "A STUDY ON RESOURCE INTEGRATION OF PUBLIC VOCATIONAL TRAINING INSTITUTES IN TAOYUAN AREA." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/98893642161940788165.
Full textAbstract:
碩士國立臺北大學
公共行政暨政策學系碩士在職專班
94
The main purpose of this research is to explore the resources integration and the functionalities of the public vocational training institutes in Taoyuan area. Namely, how the government should properly plan the vocational training system during the changing process of vocational environment, and how to adjust the functionalities of vocational training of switching to another business, in order to meet the needs of human resources in the progress of national industry development. Nowadays, the vocational training policies are lack of the perspective of local resources allocations, and the training fields also have the problems of reuse of resources. This thesis focuses on the overall training resources to reveal the problems that the training resources are not allocated fairly, and provides suggestions and bases of transformations of types for the vocational training institutes. Through the inspections of references, exploration of relative theories, and interviews with the government officials, the savants, and the industry, we deeply understand the status of vocational training resources in Taoyuan area and to bring up the integration proposals for the future. According to the investigation into real cases, the concluded results are listed below: 1.The allocations of resources of vocational training are uneven and are not to be integrated. 2.The role of vocational training institutes should better be transformed. 3.The powers and responsibilities of many local vocational training institutes are overlapped, which make the waste of resources. 4.The vocational training of the physically and mentally challenged should be strengthened. 5.The protest of the members in vocational training institutes during organization change. The advices of this study are listed as follows: 1.The operations and integrations with vocational training resources of local public vocational training institutes are controlled by Council of Labor Affairs. 2.Integrations between vocational trainings, services of taking up an occupation and unemployment payments. 3.To establish an evaluation system of the efficiency of vocational training. 4.Build up the cooperation between academic communities and industries and share the resources mutually. 5.Seeking the assistance of non-government vocational training institutes to lighten burdens.
40
Chen, Li-Jung, and 陳麗容. "Contemporary Situation of the education and Training of Vocational Training Institutes in Central Taiwan." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/93108844339182840255.
Full textAbstract:
碩士雲林科技大學
技術及職業教育研究所碩士班
96
Every organization invests their effort in education and training in order to improve their market competency. Our domestic vocational training institutes also adjust and cooperate with the variation of domestic industrial structures and the development of high-tech. Recently, government has been ask folk education and training institutes to participate in it. The aim of the research is trying to examine the contemporary situations of the education and trainings of vocational training institutes in central Taiwan and discuss the problems and solution by collecting the materials of the origins of educationl training and references. The result of the research 1. The training courses largely provide by cram institution, the courses still provide and mostly course is regarding cosmetology. 2. The analysis of county, the members of the courses mostly engage in cosmetology and haircut after finishing the courses. The second one is Food and beverage. Another training course is computer aided draft. 3. The training hours of training course are mostly under 200 hours, the percentage of academia stand for 30 or 70. The faculty mostly come from enterprises, every class have one teacher. Some members of the courses perform well in employment and mostly their job is regarding their courses.
41
"A study of the full-time mechanical engineering technician programme in Hong Kong's technical institutes." Chinese University of Hong Kong, 1987. http://library.cuhk.edu.hk/record=b5885739.
Full text
42
劉宗政. "A Study of The Current Roles and Functions of Public Vocational Training Institutes in Taiwan." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/44842174781752391577.
Full textAbstract:
碩士國立臺灣師範大學
工業教育學系
95
Abstract The purpose of this research is to investigate the roles and educational functions of public vocational training institutes as perceived by their teaching and administrative staff in a learning society. A questionnaire was designed to investigate the education attainment, position, and duty of staff in various public vocational training institutes in Taiwan. The questionnaire also examines their perception of human resources, administration, and education resource management within the institute. Moreover, this paper discusses the effect of course content, organizational structure, curriculum design, resource integration, and innovative thinking on lifelong learning. Results of this research serve as useful reference based on which vocational training programs in Taiwan can be improved. Research methods included literature analysis and questionnaire survey. Research findings are summarized as follows. Several factors were found to influence public vocational training design, including Taiwan’s shrinking job market due to the nation’s declining manufacturing sector amid general economic downturn, the aging world population, paradigm shifts in world politics, and changes in Taiwan’s industrial structure. A questionnaire was designed to investigate subjects’ degree of agreement with the eighteen roles and eighteen educational functions of vocational training institutes proposed by the researcher. Results indicate that most subjects, though to different extents, showed agreement with the roles and educational functions listed in the questionnaire. To sum up, the research findings shed light on the roles and educational functions of public vocational training institutes for lifelong learning in a learning society. Research results may serve as useful reference based on which vocational training programs in Taiwan can be improved. Key words: learning society, lifelong learning, public vocational training institute, vocational training, role, educational function
43
Huang, Wen-Tsai, and 黃文才. "A Study on the Related Problem of Vocational Training at Institutes of Technology in R.O.C." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/94380425315737859918.
Full textAbstract:
碩士國立臺北科技大學
技術及職業教育研究所
90
Abstract In consideration of enlarging to transact vocational training at Institutes of Technology for the government at present to solve the high rate of joblessness for the moment internal, the purposes of the study were to discuss the related problems of vocational training at Institutes of Technology to offer reference materials of policies for the government. The main goals of the study were following: First, investigating the existing conditions of vocational training at Institutes of Technology in R.O.C.. Second, exploring the problems of transacting vocational training at Institutes of Technology had ever met with in R.O.C.. Third, providing the related suggestions of transacting vocational training at Institutes of Technology in R.O.C.. The methods of this study included reviewing literacy, semi-structured interview, investigative questionnaires. This study summed up and edited questionnaires by documentary analysis to proceed interviews with six chosen Institutes of Technology. Then, according to the results of the interviews, self-developed questionnaires were mailed to 86 Institutes of Technology for their opinions relate to vocational training in May, 2002. The valid return questionnaires were 85, and the return ratio was 98.8%. According to the information collected from the questionnaires and semi-structured interview, following conclusions were acquired: 1. Institutes of Technology got the greatly aspiration to transact vocational trainings. 2. The type of vocational trainings at Institutes of Technology was attended to accept entrusted trainings passively. 3. The classifications of vocational trainings at Institutes of Technology formerly couldn’t be transacted for reducing the joblessness ratio. 4. The part of organized systems and personnel on transacting vocational trainings at Institutes of Technology should be strengthened. 5. It is insufficient to offer the vocational trainings for the disadvantaged minority. 6. The criticize of the result for vocational trainings could be reinforced. 7. The real materials capability of vocational training teachers at Institutes of Technology must be promoted. 8. It should be more constructive to guide and assist the trainees to obtain employment after trainings at Institutes of Technology. Keywords: Institute of Technology, Vocational Training
44
Радкевич, В. О. "Теоретичні і методичні засади професійного навчання у закладах профтехосвіти художнього профілю." Thesis, 2010. http://lib.iitta.gov.ua/4371/1/diser.pdf.
Full textAbstract:
У дисертації досліджено методологічні, дидактичні, методичні засади у закладах профтехосвіти художнього профілю. Розкрито значення культурної парадигми освіти й професійно-художньої освіти зокрема, що сприяє визначенню й реалізації культурних основ педагогічної діяльності, використанню нових ціннісних орієнтацій, творчих ідей в процесі організації підготовки майбутніх фахівців художнього профілю. Доведено вплив формування в учнів ПТНЗ художнього профілю художньої культури на розвиток образотворчої грамотності й рівня самореалізації в декоративно-вжитковому мистецтві. Здійснено історико-педагогічний аналіз становлення і розвитку ремесла в Україні та його різні значення і тлумачення; систематизовано види спеціалізацій і категорії ремісників; розкрито особливості учнівства в художньому ремеслі; викладено зміст і форми підготовки майстрів художніх ремесел на різних історичних етапах.
Розроблено авторську концепцію професійно-художньої освіти; обґрунтовано гуманістичні засади професійної підготовки майбутніх фахівців художніх промислів і ремесел й гуманістичну спрямованість педагогічної діяльності викладачів і майстрів виробничого навчання ПТНЗ художнього профілю; схарактеризовано педагогічні моделі, що використовувались у професійній підготовці майбутніх фахівців художнього профілю; розкрито особливості інноваційної моделі «Педагогічна майстерня майстра художнього ремесла». Викладено положення щодо фундаменталізації професійного навчання фахівців художніх промислів і ремесел; визначено дидактичні підходи, принципи та критерії відбору і структурування змісту професійно-художньої освіти; обґрунтовано роль декоративно-вжиткового мистецтва в професійно-художньому навчанні майбутніх майстрів декоративно-вжиткової творчості; здійснено психолого-педагогічний аналіз стану розроблення стандартів із професій художніх промислів і ремесел в Україні і за кордоном; обґрунтовано сучасні підходи до створення професійних і освітніх стандартів на засадах компетентності.В диссертации изучены методологические, дидактические, методические основы в учреждениях профтехобразования художественного профиля. Раскрыто значение культурной парадигмы образования и профессионально-художественного образования в частности, что способствует определению и реализации культурных основ педагогической деятельности, использованию новых ценностных ориентаций, творческих идей в процессе организации подготовки будущих специалистов художественного профиля. Доказано влияние формирования в учениках ПТУЗ художественного профиля художественной культуры на развитие образотворческой грамотности и уровня самореализации в декоративно-прикладном искусстве. Осуществлен историко-педагогический анализ становления и развития ремесла в Украине и его разные значения и толкования; систематизировано виды специализаций и категорий ремесленников; раскрыто особенности ученичества в художественном ремесле; определены содержание и формы подготовки мастеров художественных ремесел на разных исторических этапах. Разработано авторскою концепцию профессионально-художественного образования; обосновано гуманистические основы профессиональной подготовки будущих специалистов художественных промыслов и ремесел, также, гуманистическую направленность педагогической деятельности преподавателей и мастеров производственного образования ПТУЗ художественного профиля; охарактеризовано педагогические модели, используемые в профессиональной подготовке будущих специалистов художественного профиля; раскрыто особенности инновационной модели «Педагогическая мастерская мастера художественного ремесла». Изложены положения фундаментализации профессионального образования специалистов художественных промыслов и ремесел; определены дидактические подходы, принципы и критерии отбора и структурирования содержания профессионально-художественного образования; обосновано роль декоративно-прикладного искусства в профессионально-художественном обучении будущих мастеров декоративно-прикладного творчества; осуществлен психолого-педагогический анализ положений разработки стандартов профессий художественных промыслов и ремесел в Украине и за рубежом; обоснованы современные подходы к созданию профессиональных образовательных стандартов на основе компетентности. Научно обоснованы принципы ступенчатой подготовки специалистов художественного профиля (общедидактические и специальные). Специальные принципы профессионально-художественного образования: традиционность, последовательность и наследования в освоении художественного опыта, единство коллективного и индивидуального творчества, региональность народного искусства, общность функционального и декоративного, единство содержания и формы изделий декоративно-прикладного искусства, которые определяют ее сущность и обеспечивают эффективность функционирования и дальнейшее ее развитие. Обосновано структуру целей профессионально-художественного образования будущих специалистов художественных промыслов и ремесел; раскрыто систему принципов обучения, которые регламентируют педагогическую деятельность мастеров производственного обучения – мастеров художественных ремесел профессионально-технических учебных заведений художественного профиля; изложена методика формирования навыков самостоятельной деятельности учащихся профессионально-технических учебных заведений художественного профиля в процессе обучения и этнографической поисковой деятельности; осуществлен анализ комплекса учебно-методического обеспечения профессионально-художественного обучения, обоснованы функции и структура учебника "Технология вышивки", средства письменного инструктирования будущих специалистов художественных промыслов и ремесел.
45
Радкевич, В. О. "Теоретичні і методичні засади професійного навчання у закладах профтехосвіти художнього профілю." Thesis, 2010. http://lib.iitta.gov.ua/4372/1/Avtor.pdf.
Full textAbstract:
У дисертації досліджено методологічні, теоретичні і методичні засади професійного навчання в закладах профтехосвіти художнього профілю. Обґрунтовано концепцію розвитку професійно-художньої освіти в Україні, розкрито значення принципів гуманізації й фундаменталізації, відбору і структурування змісту навчального матеріалу.
Запропоновано авторську модель професійного навчання майбутніх фахівців художніх промислів і ремесел у системі "Педагогічна майстерня майстра художнього ремесла".
Обґрунтовано ієрархію цілей, принципи й комплекс навчально-методичного забезпечення професійно-художнього навчання майбутніх фахівців художніх промислів і ремесел. Опрацьовано методичні засади діяльності педагогів ПТНЗ художнього профілю, розвитку їх методологічної, технологічної й дослідницької культури.Диссертация посвящена исследованию методологических, теоретических и методических основ профессионального обучения в заведениях профтехобразования художественного профиля. Научно обоснован феномен "художественная культура", раскрыта культурно-воспитательная роль содержательных компонентов формирования художественной культуры будущих специалистов художественных промыслов и ремёсел (изобразительное, декоративно-прикладное искусство, народные художественные промыслы). Обоснованы теоретико-методологические основы профессионально-художественного образования будущих специалистов художественных промыслов и ремёсел с учетом реализации личностно ориентированного, культурологического, деятельностного, системного и компетентносного подходов, принципов гуманизации, фундаментализации, непрерывности, преемственности, направленных на создание необходимых условий для индивидуализации процесса профессионального обучения в ПТУЗе художественного профиля. Исследованы историко-педагогические аспекты становления и развития ученичества в художественных ремёслах, специфика подготовки будущих специалистов художественного профиля. В авторской концепции развития профессионально-художественного образования в Украине определены инновационные подходы к профессиональной подготовке будущих специалистов художественных промыслов и ремёсел, создание условий для их творческой самореализации в декоративно-прикладном искусстве. Теоретически обоснована система специфических принципов формирования содержания профессионально-художественного образования: ценностных ориентаций личности в декоративно-прикладном искусстве; самореализации личности в художественно-творческой деятельности; учёта региональных особенностей народного искусства; единства теории и практики в художественном развитии личности специалиста художественных промыслов и ремёсел. Раскрыто значение принципов гуманизации и фундаментализации в профессиональном обучении учащейся молодёжи в ПТУЗе художественного профиля. Особенностью авторской модели профессионально-художественного обучения будущих специалистов художественных промыслов и ремёсел в системе "Педагогическая мастерская мастера художественного ремесла" является организация в единую систему знаний (общехудожественных, специальных) и практических умений на основе синтеза народного искусства и современных технологий художественных промыслов и ремёсел, а также создание авторской школы, в которой мастер проводит теоретические и практические занятия, организует исследовательскую этнографическую и творческую деятельность учащихся ПТУЗа художественного профиля. Теоретически обоснована иерархия целей профессионально-художественного обучения будущих специалистов художественных промыслов и ремёсел. С учетом специфики профессионально-художественной деятельности обоснованы принципы производственного обучения учащихся в ПТУЗе: учёта традиций народного искусства; единства коллективного и индивидуального творчества; учёта региональных особенностей народного искусства; сочетания функционального и декоративного; композиционного единства содержания и форм изделий народного искусства; преемственности в изучении художественного опыта.В процессе исследования экспериментально проверен комплекс учебно-методического обеспечения профессионального обучения учащейся молодёжи в ПТУЗе художественного профиля, использование которого позволяет повысить уровень творческой самореализации в декоративно-прикладном искусстве и самостоятельности в профессионально-художественной деятельности. Разработана и внедрена авторская программа повышения профессиональной компетентности педагога ПТУЗа художественного профиля.
In dissertation have been explored methodological, theoretical and methodical principles of professional studies in professional educational establishments of artistic type. The conception of professionally artistic education development in Ukraine were grounded; also there were exposed the meaning of humanizing and foundational bases principles in a selection and structuring of educational material maintenance for preparation of future specialists in artistic trades and handcrafts. It have been developed and proved the efficiency of author’s model of professional studies in system named "Pedagogical workshop of artistic handicraft master" and the complex of educational and methodological providing. The methodical system of technological and research culture of artistic type teacher of professional technical educational establishments development has been presented.
46
Любарець, Владислава Вікторівна. "Формування професійної компетентності майбутніх агентів з організації туризму у професійному коледжі." Thesis, 2013. http://lib.iitta.gov.ua/8372/1/%D0%90%D0%B2%D1%82%D0%BE%D1%80%D0%B5%D1%84%D0%B5%D1%80%D0%B0%D1%82%20%D0%9B%D1%8E%D0%B1%D0%B0%D1%80%D0%B5%D1%86%D1%8C%20%D0%92.%D0%92..pdf.
Full textAbstract:
Дисертація на здобуття наукового ступеня кандидата педагогічних наук за спеціальністю 13.00.04 – теорія і методика професійної освіти. – ДВНЗ «Переяслав-Хмельницький державний педагогічний університет імені Григорія Сковороди», Переяслав-Хмельницький, 2013.
Дисертація присвячена проблемі формування професійної компетентності майбутніх агентів з організації туризму. У процесі дослідження виявлено і конкретизовано особливості та стан професійної підготовки агента з організації туризму.
Науково обґрунтовано, розроблено і апробовано модель формування професійної компетентності майбутніх агентів з організації туризму в професійно-технічних навчальних закладах. Визначено структуру, зміст, критерії, рівні сформованості та експериментально перевірено ефективність моделі формування професійної компетентності майбутніх агентів з організації туризму в професійно-технічних навчальних закладах.
Представлено технологію формування професійної компетентності майбутніх агентів з організації туризму на засадах контекстного навчання на прикладі предмету «Організація туристичної діяльності», розроблено методичне забезпечення означеного предмету.
Модель формування професійної компетентності майбутніх агентів з організації туризму можна використовувати для корекції змісту навчальних програм предметів, направляти педагогічні технології на створення умов формування професійної компетентності.Диссертация на соискание учёной степени кандидата педагогических наук по специальности 13.00.04 – теория и методика профессионального образования. – ГВУЗ «Переяслав-Хмельницкий государственный педагогический университет имени Григория Сковороды», Переяслав-Хмельницкий, 2013. Диссертация посвящена проблеме формирования профессиональной компетентности будущих агентов по организации туризма. Проанализировано пути развития туризма в Украине и особенности подготовки специалистов сферы туризма в условиях рыночной экономики, рассмотрены проблемы профессиональной компетентности в научной литературе и психолого-педагогических исследованиях. Уточнена и определена сущность понятий «компетентность», «профессиональная компетентность» и раскрыта структура профессиональной компетентности будущих агентов по организации туризма. В процессе исследования выявлено и конкретизировано особенности и требования к профессии агент по организации туризма. Требования к качеству подготовки агентов по организации туризма были учтены при разработке модели формирования профессиональной компетентности будущих агентов по организации туризма и обосновании организационно-педагогических условий, которые лежат в основе построения модели. Научно обоснована, разработана и апробирована модель формирования профессиональной компетентности будущих агентов по организации туризма, которая может служить для коррекции содержания учебных предметов, направлять педагогические технологии на создание условий для формирования профессиональной компетентности. Модель внедрена в практику профессиональной подготовки учащихся в профессионально-технических учебных заведениях. Определены структура, содержание, критерии и уровни оценивания результата формирования профессиональной компетентности будущих агентов по организации туризма и определены формы, методы и приемы формирования профессиональной компетентности будущих агентов по организации туризма в процессе их профессиональной подготовки. Представлено технологию формирования профессиональной компетентности будущих агентов по организации туризма на основе контекстного обучения на примере дисциплины «Организация туристической деятельности». Разработаны методические рекомендации ее преподавания. Экспериментально проверены организационно-педагогические условия формирования профессиональной компетентности будущих агентов по организации туризма в процессе профессиональной подготовки в профессионально-техническом учебном заведении. Доказано, что внедрение в учебный процесс технологии формирования профессиональной компетентности будущих агентов по организации туризма способствует эффективному её формированию. Педагогический эксперимент подтвердил эффективность разработанной модели формирования профессиональной компетентности будущих агентов по организации туризма в процессе обучения в профессионально-технических учебных заведениях.
Dissertation for the degree of candidate of pedagogical sciences, specialty 13.00.04 – theory and methods of professional education. – SHEE «Pereyaslav-Khmelnytsky Hryhory Skovoroda state pedagogical university», Pereyaslav-Khmelnytsky, 2013. Dissertation deals with the problem of professional competence of future agents in the sphere of tourism. In the process of investigation specified features and state of professional bases were found out. Scientifically grounded, worked out and listed the model of formation of future agents of tourism professional competence in professional colleges. Defined the structure, content, standards, levers of formation and experimentally proved efficiency of formation of professional competence of future agents of tourism in professional colleges. Technology of formation of professional competence of future agents of tourism is presented on the basis of contextual learning on the example of the learning on the subject. Organization of tourism activity. Methodological teaching recommendations and methodological software of the subject «Organization of tourism activity». The pattern for the formation of the professional competence of future agents of tourism can be used for correction in contents of curriculum on different subjects it directs pedagogical technologies to the creating conditions for the formation of professional competence.
47
Wang, Li-mei, and 王麗美. "A Study on Psychological Characteristics and Administrative Styles of the Presidents in Technological and Vocational Institutes." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/05034431899294537081.
Full textAbstract:
碩士雲林科技大學
技術及職業教育研究所碩士班
96
The purpose of this study was to understand presidents’ personality traits and administrative styles of the technology and vocational institutes. We used the quality research method by visiting and interviewing the presidents of the technological and vocational institutes in order to understand their motviation, thinking, altitude and experience. We found that the personality traits were the most important factors in forming the administrative styles of the presidents. The presidents’ experiences and their office works were combined together reasonably. Do it themselves in the motion of action to achieve their concept of leadership. The presidents’ administrative styles include: having the ability to manage others and deal with cultural issues, to have positive thinking about school management, to establish the creative and presentation abilities in the culture. We had the following results: the excellent presidents’ leadership had their self-confident and support teacher preofession in the perfect education history, successful presidents passed formal experiences of school, shared the leadership experience and personal relation wisdom, presidents had the ability to make self-examination, the construction of the pure and fresh appearance.
48
Chen, Ya-Hui, and 陳雅惠. "A Study of Development of the Self-Evaluation Model for Administrative Division of Vocational-Technology Institutes." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/j4mnme.
Full textAbstract:
碩士國立臺北科技大學
技術及職業教育研究所
96
This thesis aims at providing an organized, objective and effective self-evaluation division for institutes of technology, so as to help institute authorities better understand and improve their efficiency in utilizing administrative resources. The research methodology includes literature review, analytic hierarchy process (AHP), and data envelopment analysis (DEA). A self-evaluation model of the administrative division is developed. The research objects are 32 institutes of technology, both public and private, in Taiwan. The objects’ comparative efficiency is reckoned based on the data of three academic years (2002-2004). The “input” indicators comprise: revenue of the extended education office, student/teacher ratio, book-borrow statistics, budget of the office of student affairs, statistics of student counseling, the number of full-time faculty, as well as campus area and floor space. The “output” indicators are: cases of governmental grants, graduation rate, the number of teachers’ further study, the amount of students’ professional certificates, etc. In addition, 25 copies of the AHP questionnaires were delivered and 23 were responded. The return rate is 92%. Weeding out the incompletely answered 4 copies, the valid questionnaire rate is 76% (i.e. 19 copies). In summary, this thesis finds that: 1. The priority setting of the Self-Evaluation Model for Administrative Division of Vocational-Technology Institutes approach is: academic affairs, student/teacher ratio, and graduation rate. 2. Concerning the scale fixed-return of the related three academic years, there is still room for public and private institutes to improve their administrative efficiency. 3. Among the three academic years, 2004 is the least efficient one due to inability to manage which caused much inefficiency. 4. As to the scale efficiency, when institutes reached the optimal scale, scale input inefficiency slightly increases. 5. There are 4, 3 and 9 institutes in the academic year 2002, 2003 and 2004 respectively that need to either decrease or increase their output so as to reach the optimal efficiency. 6. Institutes labeled No. 1, 5, 11, 15, 29 and 27 have been mostly referred to (for 11, 11, 9, 7, 7, 6 times individually). They are role models for other institutes. 7. The operating procedures of this self-evaluation model are as follows: Step 1, select the decision making unit. Step 2, select the input and output indicators. Step 3, proceed with the AHP and DEA analyses. Step 4, catch the weaknesses of the original resource allocation, and then start improving in more efficient ways.
49
Стрюк, А. М. "Система «АГАПА» як засіб навчання системного програмування бакалаврів програмної інженерії." Thesis, 2012. http://lib.iitta.gov.ua/1053/1/aref_%D0%A1%D1%82%D1%80%D1%8E%D0%BA_%D0%90.%D0%9C.pdf.
Full textAbstract:
Дисертація на здобуття наукового ступеня кандидата педагогічних наук за спеціальністю 13.00.10 – інформаційно-комунікаційні технології в освіті. – Інститут інформаційних технологій і засобів навчання НАПН України, Київ, 2012.
Дисертація присвячена методиці використання системи «Агапа» у комбінова-ному навчанні системного програмування бакалаврів програмної інженерії.
У роботі теоретично обґрунтовано, розроблено та експериментально перевіре-но модель використання системи управління навчанням для організації комбінова-ного навчання системного програмування бакалаврів програмної інженерії; уточне-но поняття комбінованого навчання; удосконалено модель організації комбіновано-го навчання у ВНЗ з використанням системи управління навчанням; дістала пода-льший розвиток модель освітньо-наукового інформаційного порталу ВНЗ. Практич-не значення результатів дослідження полягає в тому, що: розроблено систему управління навчанням «Агапа», інструкції адміністратора системи, викладача та студента, методичні рекомендації з організації навчального процесу з використан-ням системи «Агапа»; розроблено методику використання системи «Агапа» у ком-бінованому навчанні системного програмування бакалаврів програмної інженерії; розроблено структуру типового освітнього порталу на основі системи «Агапа» та уведено в експлуатацію освітній портал Криворізького національного університету.
Експериментальне впровадження розробленої методики показало, що органі-зація навчального процесу з системного програмування бакалаврів програмної ін-женерії за моделлю комбінованого навчання з використанням системи «Агапа» сприяє підвищенню рівня навчальних досягнень.Thesis for the degree of candidate of pedagogical science, specialty 13.00.10 – In-formation and Communication Technologies in Education. – Institute of Information Technologies and Learning Tools of the NAPS of Ukraine, Kyiv, 2012. Thesis is devoted to methods of using the system “Agapa” in the blended learning of System Programming for bachelor of Software Engineering. In thesis are theoretically substantiated, developed and evaluated a model the use of LMS in the blended learning of System Programming for bachelor of Software Engineer-ing, refined the concept of blended learning and the LMS-based model of blended learning in the universities, received further development the concept of educational and scientific informational university portal. The practical significance of research results is that: a learning management system “Agapa” and a methods of using the system “Agapa” in the blended learning of System Programming for bachelor of Software Engineering are devel-oped, designed the structure of typical educational portal based on system “Agapa” and put into operation an educational portal of Kryvyi Rih National University. Piloting the developed technique showed that the organization of educational proc-ess in System Programming for bachelor of Software Engineering by the model of blended learning using system “Agapa” enhances the level of educational attainments.
Диссертация на соискание ученой степени кандидата педагогических наук по специальности 13.00.10 – информационно-коммуникационные технологии в образо-вании. – Институт информационных технологий и средств обучения НАПН Украи-ны, Киев, 2012. Диссертация посвящена методике использования системы «Агапа» в комби-нированном обучении системному программированию бакалавров программной инженерии. В первом разделе проведен теоретический анализ проблемы организации ком-бинированного обучения в высшей школе, уточнено понятие комбинированного обучения, построена модель комбинированного обучения, определены требования к организации комбинированного обучения, выделены средства ИКТ комбинирован-ного обучения бакалавров программной инженерии, сформулированы требования к системе управления комбинированным обучением, раскрыты этапы проектирования и реализации такой системы, определено место и функции системного программи-рования в подготовке бакалавров программной инженерии. Во втором разделе спроектирована система комбинированного обучения сис-темному программированию, построена модель работы студента при изучении дис-циплины «Системное программирование», определено место системы «Агапа» в учебном процессе, рассмотрены этапы ее разработки и совершенствования, раскры-та ее современная структура, определено соответствие системы «Агапа» требовани-ям к системе управления комбинированным обучением, разработана модель и мето-дика использования системы «Агапа» в комбинированном обучении системному программированию бакалавров программной инженерии, выделены ее особенности как средства обучения системному программированию, исследованы возможности системы «Агапа» как платформы для создания образовательных порталов вузов. В третьем разделе работы охарактеризованы этапы исследования и определе-ны результаты педагогического эксперимента, целью которого была проверка эф-фективности предложенной методики использования системы «Агапа» в комбини-рованном обучении системному программированию бакалавров программной инже-нерии. Результаты педагогического эксперимента статистически обработаны и по соответствующим правилам принятия решений сделан вывод о том, что обучение системному программированию бакалавров программной инженерии по модели ор-ганизации комбинированного обучения с использованием системы «Агапа» способ-ствует повышению уровня учебных достижений, а, следовательно, предложенная методика является эффективной.
50
Warren, Jason Douglas. "A comparison of faculty and administrator perceptions of the merger of Kentucky's community colleges and vocational/technical institutes /." 2008. http://digital.library.louisville.edu/cgi-bin/showfile.exe?CISOROOT=/etd&CISOPTR=847&filename=848.pdf.
Full textAbstract:
Thesis (Ph. D.)--University of Louisville, 2008. Thesis (Ph. D.)--Western Kentucky University, 2008.University of Louisville, Department of Educational Leadership, Foundations, and Human Resource Education. Western Kentucky University, Department of Educational Administration, Leadership, and Research. Vita. "December 2008." Includes bibliographical references (leaves 215-231).