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McVicker, Diana Lynn. "The development of curriculum for a high school course integrating drafting and mathematics." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1333.
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Hung, Chi-chiu Stephen. "An evaluation study on the integration of theory and practice of nursing curriculum in Hong Kong." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2037947X.
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Naanda, Raimo Ndapewa. "The integration of identified employability skills into the Namibian vocational education and training curriculum." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5357.
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BibliographyThesis (PhD (Curriculum Studies))--University of Stellenbosch, 2010.
ENGLISH ABSTRACT: Since the advent of the 21st century the world has been experiencing rapid changes in knowledge, technology and information. These changes pose challenges to the providers of education and training in general and vocational education and training in particular. The impact of technological advancement and the nature of organisational changes in the workplace demand skills of an increasingly higher level – particularly skills in the areas of information technology, problem solving and communication. The problem identified in this study was that graduates from vocational training centres (VTCs) in Namibia did not have appropriate employability skills needed at the workplace, as indicated by Namibian employers. The aim of this study was to identify the types of employability skills considered important by employers at the workplace and to determine how such skills could be integrated into the vocational education and training curriculum in Namibia. A literature review conducted revealed that employers require workers with the following key, core or employability skills: communication, information technology, working with numbers, working with others, problem solving and improving one’s own learning and performance. The population for this study was 493 employers providing on-the-job training or employing vocational training centre graduates. A total of 244 out of the 493 employers responded. The population of the study represented the following occupational sectors: auto trades, building construction trades, metalwork trades and electrical engineering trades. Data for the study were collected through reviewing the literature on employability skills, a survey questionnaire to employers and face-to-face interviews conducted with selected employers during the research. The following questions were explored in the questionnaire and structured interviews: i) Which employability skills are important at the workplace? ii) Who is responsible for developing employability skills? iii) If it is the responsibility of vocational training centres to foster employability skills, at which educational level should employability skills education be introduced? iv) How should the acquisition of employability skills be promoted? v) How should employability skills be assessed? The study found that employers in Namibia considered employability skills such as teamwork, time management, a positive attitude, problem solving, planning, and coping with multiple tasks as the most important skills they required from vocational training centre graduates. Employers further indicated that employability skills could be developed at family/home settings as well as at school and vocational training centres and suggested that employability skills education be introduced from level 1 during the first year of training. It was also found that portfolios, observation and practical assessment were credible approaches for assessing employability skills and that this should be done in real-life contexts. Based on the conclusions arrived at in the study, it is recommended that a policy framework for employability skills be developed and implemented in the Namibian vocational education and training system. Specific recommendations are made regarding the following aspects: the type of employability skills; whose responsibility it is to develop these skills; at which level of training the development of employability skills should be implemented; how they could best be learned and how the learning of employability skills could be assessed.
AFRIKAANSE OPSOMMING: Die snelle veranderinge op die gebied van kennis, tegnologie en inligting sedert die begin van die 21ste eeu bied groot uitdagings aan die verskaffers van onderwys en opleiding in die algemeen en beroepsonderwys en -opleiding in die besonder. Die uitwerking van tegnologiese vordering en die aard van organisatoriese veranderinge in die werkplek vereis groter hoërorde-vaardighede as vantevore – veral vaardighede op die gebied van inligtingstegnologie, probleemoplossing en kommunikasie. Die probleem wat in hierdie studie aan bod gekom het, was dat gegradueerdes van beroepsopleidingsentrums in Namibië nie oor voldoende indiensneembaarheidsvaardighede wat in die werkplek benodig word, beskik nie, soos aangedui deur Namibiese werknemers. Die doel van hierdie navorsing was om die soorte indiensneembaarheidsvaardighede wat werkgewers by indiensneming van personeel as belangrik beskou te identifiseer, en om vas te stel hoe sodanige vaardighede in die kurrikulum vir beroepsonderwys en .. opleiding in Namibië geïntegreer kan word. Literatuuroorsig het getoon dat werknemers benodig word met die volgende belangrike, kern- of indiensneembaarheidsvaardighede: kommunikasie, inligtingstegnologie, syfervaardigheid, samewerking met ander persone, probleemoplossing en die verbetering van eie leer en prestasie. Die navorsingspopulasie vir hierdie studie het uit 493 werkgewers bestaan wat indiensopleiding verskaf of wat persone in diens het wat reeds hul beroepsopleiding voltooi het. Tweehonderd-vier-en-veertig werkgewers het uiteindelik aan die vraelysondersoek deelgeneem. Die motor-, konstruksie- en metaalwerkbedryf, asook die elektriese-ingenieurswesesektor, is in die navorsingspopulasie verteenwoordig. Data is ingesamel deur literatuuroorsig te doen oor indiensneembaarheidsvaardighede, en deur vraelyste en persoonlike onderhoude. Die volgende vrae is in die vraelys en tydens gestruktureerde onderhoude gestel: i) Watter indiensneembaarheidsvaardighede is in die werkplek belangrik? ii) Wie is verantwoordelik vir die ontwikkeling van indiensneembaarheids-vaardighede? iii) Indien dit die verantwoordelikheid is van beroepsopleidingsentra om indiensneembaarheids-vaardighede te bevorder, op watter opvoedkundige vlak behoort opleiding met betrekking tot indiensneembaarheidsvaardighede ingestel te word? iv) Hoe behoort die aanleer van indiensneembaarheidsvaardighede bevorder te word? v) Hoe behoort indiensneembaarheidsvaardighede geassesseer te word? Daar is bevind dat werkgewers in Namibië indiensneembaarheidsvaardighede soos spanwerk, tydbestuur, positiewe houding, probleemoplossing, beplanning en die hantering van veelvuldige take as die belangrikste vaardighede beskou wat hulle van potensiële opgeleide werknemers verwag. Werkgewers het aangedui dat indiensneembaarheidsvaardighede in die huis, in skole en deur beroepsopleidingsentrums ontwikkel kan word. Hulle het voorgestel dat opleiding in indiensneembaarheidsvaardighede in die eerste jaar van opleiding by die beroepsopleidingsentrums vanaf vlak 1 aangebied behoort te word. Verdere bevinding was dat die assessering van kwekelinge se portefeuljes, waarneming en praktiese assessering geloofwaardige benadering tot die assessering van indiensneembaarheidsvaardighede is en dat dit binne die konteks van die werklike lewe gedoen behoort te word. Daar word op grond van die bevindinge onder meer aanbeveel dat beleidsraamwerk vir die ontwikkeling van indiensneembaarheidsvaardighede in die Namibiese beroepsonderwys en .. opleidingstelsel ontwikkel en geïmplementeer word. Spesifieke aanbevelings word gemaak ten opsigte van die tipes indiensneembaarheidsvaardighede, wie se verantwoordelikheid dit is om hierdie vaardighede te ontwikkel, op watter opleidingsvlak die indiensnemingsvaardighede geïmplementeer behoort te word, hoe dit ten beste aangeleer kan word, en hoe die leerproses met betrekking tot indiensneembaarheidsvaardighede geassesseer kan word.
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Wu, Yi-Chuan. "A study of factors related to the integration of vocational and academic curricula in selected California counties." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/925.
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Freudenberg, Julia Christina [Verfasser], and Jantje [Akademischer Betreuer] Halberstat. "Vocational integration of refugees chances and challenges of refugee (social) entrepreneurship / Julia Christina Freudenberg ; Betreuer: Jantje Halberstat." Lüneburg : Universitätsbibliothek der Leuphana Universität Lüneburg, 2019. http://d-nb.info/1197303804/34.
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Lund, Carol I. "Effective Modes for Encouraging Faculty Involvement in Interdisciplinary Curriculum Development." UNF Digital Commons, 1992. http://digitalcommons.unf.edu/etd/73.
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The integration of vocational and academic classes is often recognized as an effective method to motivate students and involve them in career preparation. This is also a goal of the dropout prevention efforts of many school districts. In Baker County, Florida, as in other districts, teacher participation in integrative efforts is recognized as a crucial factor. This project examines curricula and instructional and leadership practices that led to the successful implementation of academic and vocational integration in a Florida middle school. The resultant success and modus operandi may be used as a model for encouraging faculty involvement in interdisciplinary curriculum development.
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Drolet, Alain. "Les conditions souhaitées de l'intégration sociale et professionnelle de jeunes marginalisés : une exploration de leurs perceptions /." Thèse, Chicoutimi : Université du Québec à Chicoutimi, 1994. http://theses.uqac.ca.
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Carmichael, Laurence. "The impact of EU vocational training policy on regional networks : the case of ESF implementation in Provence-Alpes-Cote d'Azur and the North East of England." Thesis, University of Newcastle Upon Tyne, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311163.
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Christidis, Maria. "Ämnesintegrering på vård- och omsorgsprogrammet utifrån ett verksamhetsteoretiskt perspektiv." Licentiate thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-107934.
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The study investigated subject integrated teaching and vocational knowledge in one Health and Social Care program. The material was collected ethnographically, during a period of a school semester (5 months), and analysed according to the Activity-Theoretical concepts actions, goals and tools. The results identified five goals for subject integrated teaching: the legitimacy of Swedish as a school subject; a focus on linguistic prescriptivism; the identity of vocational subjects; a predominant medical focus in vocational subjects; and a professional language. Further six recurrent tools were identified: a fictional book; a teacher-prepared hand-out; a teacher-constructed case report; teacher-examples from health care; and linguistic rules. There was a theoretical kind of vocational knowledge with focus on language issues, on medical aspects of care, and on a professional language. In conclusion, subject integrated teaching contributed with more than each of the specific subjects contributed with and simultaneously tensions between goals representing different subjects were found. However, tools were shared between subjects.
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Jansen, Henry Hermanus. "Institutional commitments, integration and student persistence in the NCV Safety in Society at a TVET College in the Western Cape." UWC, 2020. http://hdl.handle.net/11394/7553.
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Magister Educationis (Adult Learning and Global Change) - MEd(AL)Student dropout, certification and retention rate has played a pivotal role for academic institutions globally. There are various factors that affect student persistence which inevitably leads to a student’s failure to graduate. These factors may also result in voluntary withdrawal from institutions which could impact on the status and funding of tertiary institutions. To deal with such critical issues, there is a need to understand the reasons for the decline in student retention and the factors that influence goals and student departure. The aim of the current study was to explore the factors that may or may not contribute to persistence, which eventually has an influence on the retention rate. In the current qualitative study, Tinto’s longitudinal model was comprehensively explored. Therefore, the current study was located within Tinto’s longitudinal model of student departure. The researcher was prompted to explore the factors that influence student goals, institutional commitments, social and academic integration and persistence. The South African government expected that the role of the TVET colleges would become the cornerstone of the skills development landscape. According to the Department of Higher Education and Training (DHET, 2013b), it was estimated that the growth in the sector would escalate as follows: the projection of 345 000 students in 2010, 630 000 students in 2013. The total projection for 2030 was that 2.5 million students would be certified (DHET, 2013b). Unfortunately, the 2030 projection has been adversely affected by the poorly performing institution and the high dropout rate. (DHET, 2013b) Therefore, the setting for the research was a Technical Vocational College in Cape Town which offers the National Certificate Vocational NCV. The single institutional study linking academic integration, goal influencers, institutional commitments social and academic integration and persistence was based in a college in Cape Town. Thus the study has an overarching research question and three sub-questions. The college was selected conveniently and the researcher purposively selected the participants. A total of twenty participants (20) were interviewed after providing assent and consent. The qualitative design utilized in the current study allowed the researcher to identify themes. Therefore, thematic analysis was employed in the data analysis section. The researcher is currently an insider in this sector. The unique experience and academic background of the researcher has afforded the opportunity to ethically gain access to past results in the TVET, specifically, in a NCV programme at a Cape Town College.
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Graham, Margot Sigrid. "Integration of adult persons with disabilities into the workforce of developing rural villages in South Africa." Thesis, University of Pretoria, 2004. http://hdl.handle.net/2263/25496.
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The researcher was invited by the CSIR (formerly known as the Council for Industrial and Scientific Research in South Africa) to investigate the work opportunities for persons with disabilities (PWD) in a rural area in the Eastern Cape in which they were planning to implement their Integrated Rural Development Project (IRDP). The community development committee had requested assistance with the plight of the unemployed PWD in their community. The aim of the study was to investigate work opportunities for PWD in rural developing communities. The study allowed the researcher to also explore possible means to maximise current services to reach into areas that are underserved in terms of professional rehabilitation services. A participatory research approach was used for the study in which the research team consisted of the author, members from the community development committee including the sister in charge of the community clinic and three research assistants from the community. In a two-phase disability survey in the 475 household of the area, adults with disabilities in the working age group were identified and their abilities assessed. Five development projects from nearby communities, similar to projects planned by the community were analysed. A scale had been developed that would allow a direct comparison between the abilities of the PWD and the work abilities required for the projects. The data were plotted on a spiral graphic, the Work Abilities Web (WAW), to illustrate compatibility and components for which adaptations might be needed. Taking the PWDs' level of motivation and aspirations into account job matches were made. The intellectual process of making such matches was investigated and described. Because of a lower disability prevalence found in the area than expected from international projections the data were presented as 12 case studies. In the feedback to the community three scenarios were provided for the employment of PWD in their midst for implementation by the community. A committee of PWD was established, which would have representation on the development committee to drive the process and to ensure that disability issues would be considered in all future community planning. The study contributes the following innovations to the knowledge base of health and social sciences theory, in terms of disability and development issues: - A refinement of a participatory research model, the Mutual Benefit Research model (MBR), for research projects with communities.
- A functional assessment format, developed for possible use by community health workers.
- The recording and comparison method used for the WAW.
- An analysis of the job match process used by occupational therapists in vocational rehabilitation.
Thesis (PhD (Occupational Therapy))--University of Pretoria, 2005.
Occupational Therapy
unrestricted
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Gericke, Christine. "Einflussfaktoren der beruflichen Integration psychisch beeinträchtigter Menschen." Doctoral thesis, Humboldt-Universität zu Berlin, Philosophische Fakultät IV, 2010. http://dx.doi.org/10.18452/16245.
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Auf der Suche nach Determinanten der erfolgreichen beruflichen Integration in den allgemeinen Arbeitsmarkt wurden Teilnehmer einer Integrationsmaßnahme für psychisch beeinträchtigte Menschen bei der REHAaktiv darr GmbH sowohl qualitativ als auch quantitativ untersucht. Es handelt sich um eine prospektive Längsschnitt- bzw. Kohortenstudie. Der umfangreichere Quantitative Teil der Arbeit beinhaltet die Auswertung erhobener demographischer, psychodiagnostischer und persönlicher (Freizeit, finanzielle Situation) Daten von n=206 Maßnahmeteilnehmern bezüglich der Zielvariablen erfolgreiche berufliche Integration direkt nach der Maßnahme, nach einem halben Jahr sowie nach einem Jahr und Abbruch der Maßnahme aus gesundheitlichen Gründen sowie Anzahl krankheitsbedingter Fehlzeiten während der Maßnahmedauer. Als Prädiktoren der erfolgreichen beruflichen Integration konnten ein hohes Intelligenzniveau, ein guter Schulabschluss, das Vorhandensein eines Partners, ein mittleres bis hohes Engagement, gute Kontrollstrategien innerhalb der Stressbewältigung sowie ein höheres Einkommen zu Maßnahmebeginn gefunden werden. Die Einnahme von Medikamenten, ein höheres Alter, eine vorhandene Berufsunfähigkeit sowie eine subjektiv höhere Einschätzung der psychosomatischen Beschwerden wurden als Prädiktoren des Maßnahmeabbruchs aus gesundheitlichen Gründen identifiziert. Die Anzahl krankheitsbedingter Fehlzeiten wurde durch die beiden Prädiktoren psychosomatische Beschwerden sowie das Fehlen der Diagnose Schizophrenie, vorher gesagt. Im zweiten Teil der Arbeit erfolgte die Auswertung der qualitativen Interviews von jeweils sechs erfolgreich integrierten und sechs nicht integrierten Maßnahmeteilnehmern. Als Ergebnis konnten die generellen Bedeutungsschwerpunkte Empfundene Unterstützung durch die Mitarbeiter, fehlende berufliche Orientierung sowie die große Bedeutung der Praktika und der Seminargruppe herausgestellt werden. Individuelle Unterschiede in Bezug auf den Integrationserfolg zeigten sich bezüglich der Bedeutung der Arbeit, der Fähigkeit zur Stressbewältigung, der Selbsteinschätzung und der Einstellung zur Maßnahme.Searching for determinants for the successful integration into the general job market, participants in a rehabilitation program for the mental handicapped carried out by REHAaktiv darr GmbH were studied qualitatively und quantitatively. This was a prospective longitudinal or cohort study. The more extensive, quantitative part of the study consists of an analysis of the demographic, psychodiagnostic and personal (leisure time, financial situation) data ascertained from n=206 participants with regard to the variable objectives of the successful integration immediately after completion of the scheme, after six months and one year as well as after dropping out of the scheme for health reasons as well as the number of days absent for health reasons during the scheme. Predictors of a successful integration are high intelligence, high school graduation, the presence of a partner, a mid to high level of commitment, good strategies of control as soon as a higher income in the beginning of the program. Medication, advanced age, vocational disability and subjectively higher assessment of the psychosomatic troubles were identified as predictors for dropping out of the scheme for health reasons. The number of absences due to illness was predicted by the predictors psychosomatic disorders as well as the absence of a diagnosis schizophrenia. The second part of the study consisted of the assessment of the qualitative interviews with six participants who were successfully integrated and six who were not. The result that emerged emphasized the amount of support from the REHAaktiv personnel “felt” by the participants, a lack of career orientation on their part as well as the great importance of the practical training and the seminar group. Individual differences with respect to the success of the integration could be attributed to the importance of work, the ability to deal with stress and mental attitude to the scheme.
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Röder, Anne, Lars Leidl, and Hanno Hortsch. "Wege in die berufliche Ausbildung." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-155207.
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Der Zugang zum Arbeitsmarkt ist eine wesentliche Voraussetzung für eine erfolgreiche Integration in die Gesellschaft. Gleichzeitig zeigt sich, dass die Übergänge von jungen Migrantinnen und Migranten in Ausbildung insgesamt zahlenmäßig geringer sind und deutlich länger dauern als bei jungen Menschen ohne Migrationshintergrund. Die vorliegende, durch die TU Dresden durchgeführte Verbleibsuntersuchung knüpft an bundesweite Übergangsstudien an und liefert einen Beitrag zur Erfassung der Situation arbeitsmarktbezogener Integration von Jugendlichen und jungen Erwachsenen mit Migrationshintergrund in Sachsen. Neben der Beschreibung von soziodemografischen, schulischen und sprachlichen Merkmalen der Befragten, gibt die Studie einen Einblick in Motivation und persönliche Einstellungen der Zielgruppe hinsichtlich ihres beruflichen Werdegangs. Im Mittelpunkt der Untersuchung stehen jedoch der Verbleib im Berufsbildungssystem sowie die Analyse einflussgebender Faktoren.
Die Verbleibsuntersuchung wurde im Rahmen des XENOS-Projekts „GE.W.IN.N.“. durch den Lehrstuhl für Didaktik des beruflichen Lernens am Institut für Berufspädagogik und Berufliche Didaktiken der TU Dresden durchgeführt und durch Mittel des Europäischen Sozialfonds gefördert.
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Asher, James Wayne. "Integration of the Internet in career exploration in education." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1919.
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Costa, CÃsar Lima. "The integration of high school vocational education and technical developments in Brazil in the state of CearÃ: the appearance to the essence." Universidade Federal do CearÃ, 2012. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=9038.
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nÃo hÃDiscute a integraÃÃo do ensino mÃdio (EM) à educaÃÃo profissional tÃcnica (EPT), na medida em que pretende superar a clÃssica divisÃo histÃrica entre a educaÃÃo profissional, destinada à formaÃÃo da classe trabalhadora, e a educaÃÃo propedÃutica, dirigida à formaÃÃo da classe dirigente/polÃtica no contexto escolar brasileiro. Para tanto, adota-se o mÃtodo dialÃtico de investigaÃÃo e exposiÃÃo crÃtica do objeto com arrimo nas anÃlises de cunho marxista realizadas sobre a documentaÃÃo legal e bibliografia pertinentes à temÃtica, encorpadas pelos insumos advindos de entrevistas e questionÃrios que compÃem a pesquisa de campo realizada junto à rede educacional cearense que desenvolve o EMI a EPT desde sua implantaÃÃo em 2007. No itinerÃrio da pesquisa, delineia-se o contexto histÃrico geral, que evidencia a tendÃncia à dualidade estrutural como marca distintiva na educaÃÃo escolar no Brasil, destacando o mote das polÃticas educacionais da dÃcada de 1990, com Ãnfase nas mediaÃÃes entre a educaÃÃo e as transformaÃÃes ocorridas mundo do trabalho desde os anos 1960, caracterizadas, sobremodo, pelo binÃmio reestruturaÃÃo produtiva e contrarreforma do Estado. Nesta panorÃmica, insere-se a anÃlise do governo Lula, no qual se origina a polÃtica de integraÃÃo do EM/EPT, destacando, de um lado, os aportes legais da polÃtica de integraÃÃo, com Ãnfase nos embates polÃtico-ideolÃgicos que redundaram no Decreto n 5.154/2004 e nas posteriores mudanÃas introduzidas na LDB n 9394/1996 no que tange ao objeto de estudo. De outra parte, situa-se a discussÃo do EMI no conjunto das aÃÃes governamentais, expressas pelo Plano de Desenvolvimento da EducaÃÃo (PDE) e os rebatimentos da polÃtica de integraÃÃo EM/EPT no Estado do CearÃ, dando relevo Ãs reconfiguraÃÃes polÃticas da burguesia local, expressas na adoÃÃo da concepÃÃo de mundo empresarial por intermÃdio, dentre outras, da tecnologia empresarial socioeducacional (TESE) como referencial teÃrico e mecanismo gerencial de implantaÃÃo/implementaÃÃo para a estruturaÃÃo do EMI neste Estado. Os resultados da pesquisa indicam que, no Brasil, prevalece, como marca distintiva, a clÃssica bifurcaÃÃo nos percursos de formaÃÃo da classe trabalhadora e dirigente/polÃtica, tendo como diferencial histÃrico os contornos assumidos pelas demandas da crise estrutural do capital no atual estÃdio de desenvolvimento das forÃas produtivas. Tal contexto, reverbera nos entes federados, potencializados pela ausÃncia de um sistema nacional de educaÃÃo. Por esse prisma, pode-se concluir que a educaÃÃo escolar, em suas formas e nÃveis, desde os rudimentos histÃricos, evidencia concepÃÃo dual da realidade que legitima o status quo classista, favorecendo, desta feita, a manutenÃÃo/aprofundamento das desigualdades sociais, conformando a formaÃÃo humana aos limites do sistema capitalista, tornando-se imprescindÃvel, portanto, sua superaÃÃo, na qual a educaÃÃo escolar pÃblica se insere como âtrincheiraâ a ser defendida, entre outras, mediante a depuraÃÃo dos aspectos capitalistas que se incrustam proposital e funcionalmente em seus nÃveis e modalidades de ensino, enredando, assim, a elevaÃÃo cultural nas massas subalternas aos limites do capital, mantendo incÃlumes as bases de extraÃÃo da mais valia assentes na divisÃo social do trabalho/propriedade privada dos meios de produÃÃo.
This dissertation is focused on the integration of High School (HS) with Professional Technical Education (PTE), in this work it is intended to overcome the classic historical division between the Professional Education, which is said to be addressed to the working class, versus the Propaedeutic Education that forms in Brazilian context the dominant politics class. In order to achieve our goals, It is adopted a dialectical method of investigation added to a critical exposition of the studied object based on a Marxist analysis on the legal documentation and bibliography related to the theme. All these comments were empowered by data coming from questionnaires and interviews which were extracted from the field research investigation which took place on the educational system of Cearà that has worked with the method HS to PTE since its beginning in 2008. In the development of the research, it was pointed out the general historical context of the educational problematic in Brazil, showing the tendency to structural duality as the hallmark in Brazilian education, we also highlighted the theme of the educational policies in the 1990s, taking emphasis on the mediation between education and the global changes since the 1960s, paradigm, greatly, characterized by the binomial productive restructuring and governmental counter-reformulation. In this overview, we went through an analysis of the president Lulaâs government in which was originated the political integration HS/PTE. First, we debated the contributions of legal integration policy, with emphasis on political and ideological struggles that resulted in the Decree No. 5.154/2004 and the subsequent changes made to the LDB No. 9394/1996 concerning the discussed matter. Secondly, we debated the set of governmental actions related to HS, expressed by the Education Development Plan (EDP) and the consequences of integration policy HS/PTE in the state of CearÃ, enforcing the political reconfigurations of the local bourgeoisie expressed in the adoption of the conception of the world as business derived mainly from the philosophy of socio-educational stuff as a business technology (abbreviated in Portuguese as TESIS), all those elements put together as theoretical reference and base management to the formation / implementation of HS model in CearÃ. The results mentioned in this research showed that in Brazil it is notorious the division between the formation of working class educational versus the formation of dominant/politic class, this context was influenced differentially by the historical movements of the structural crisis of capital in the current stage of development of the productive forces. That context, added to an exacerbated absence of a national education system, influenced the federal agencies. In this sense, we can conclude that education in its various forms and levels has been influenced by the capitalist logic, then, it has been legitimizing the classist status quo, enforcing, in this way, the maintenance/ deepening of social asymmetries, adapting the human conscience to the capitalist system. In this scene, it is crucial to overcome this paradigm, so the public school rises as a "trench" to be defended against the capitalist purpose, a defense based on the purification of the educational system from the deliberated forces of capitalism. We also concluded the urgency of developing the cultural level of the masses subordinated to the limits of capital, fighting against the untouchable bases of extraction of surplus value what originates the social division of labor/ private ownership of the means of production.
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Kwong, Hung-piu. "The needs of integration & inclusive education in the Hong Kong context." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21190598.
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Pickworth, Glynis Ellen. "An integration of the theories of JL Holland and DA Kolb a theoretical and empirical study of vocational personality and learning style types /." Thesis, Pretoria : [s.n.], 1997. http://upetd.up.ac.za/thesis/available/etd-03012007-133156.
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Hung, Chi-chiu Stephen, and 洪志超. "An evaluation study on the integration of theory and practice of nursing curriculum in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960170.
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Clark, Crystal Yvette. "Curriculum integration connecting academic and career and technical education." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2931.
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The purpose of this project was to develop a curriculum that will help integrate Academic, Career, and Technical Education. The basic purpose of curriculum integration is to help student make connections between academic and technical information, to help them discover the answer to "Why do I have to learn this?" In 1990, the federal government mandated the "integration" of Academic and Career and Technical Education through amendments to the Carl D. Perkins Vocation Education Act of 1984.
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Valčiukienė, Ilona. "Neįgaliųjų profesinio rengimo ir papildomo ugdymo sąveikos aspektai." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2006. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2006~D_20060530_153746-83133.
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The problem, analysed in the master’s thesis “Aspects of Interaction between Vocational Training and Supplementary training of the Disabled” is how education concept, society’s attitude towards disability, integration of the disabled into society, their preparation for vocational activities and after-class occupation is changing. Accenting that insufficient attention is paid at supplementary training of the teenagers including the disabled. If some links between supplementary training and vocational training may be noticed, they are not sufficiently assessed, week and unreasonably belittled.
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Dutra, Israel Pinto Dornelles. "Entre a escola e a fábrica : o papel do estágio na formação de técnicos em transformação de termoplásticos no IFSUL - Campus Sapucaia do Sul." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2009. http://hdl.handle.net/10183/17717.
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A presente dissertação tem como objeto a prática de estágios na educação profissional, buscando conhecer seus aspectos e sua contribuição na constituição do técnico industrial de nível médio. Tendo como base um estudo de caso no Instituto Federal de Ciência e tecnologia Sul-rio-grandense (IFSUL), no Campus Sapucaia do Sul, no curso técnico de nível médio em termoplásticos. O estágio, neste caso, configura-se enquanto prática obrigatória, sendo ele necessário para a conclusão do curso e, posteriormente, para a obtenção do diploma e do registro como técnico habilitado pelos conselhos profissionais. O estágio realizado nas empresas, intermediado pela própria instituição de ensino, leva em consideração o aprendizado teórico adquirido durante as aulas do curso. A discussão acerca da educação profissional alcança um novo patamar, pois a rede nacional de educação técnica profissional vive um novo momento de expansão. Também a legislação que regulamenta o estágio alterou-se recentemente. A mesma discussão inscreve-se dentro da temática do campo de inserção profissional, com estudos sobre juventude e trabalho. A metodologia utilizada tem caráter qualitativo; além do estudo de caso, utiliza-se como técnicas de pesquisa. Foram entrevistados estudantes em fase de estágio, egressos que já realizaram seu estágio, bem como estudantes que não realizaram seu estágio, e professores que organizam e respondem dentro do IFSUL. Neste sentido, foram originais os achados, a partir das falas dos estagiários, relacionando o estágio com sua relação entre teoria e prática, o horizonte da inserção profissional, a dinâmica da precarização do trabalho e das dimensões contraditórias do estágio como trabalho. Com este texto espera-se contribuir para trazer elementos concretos para a análise de uma prática tão relevante, no atual momento da educação profissional, como é a prática do estágio curricular.The object of this research is the practice of curricular training in professional education, with the purpose of knowing its aspects and its contribution for the constitution of a secondary level industrial technician. The basis is a case study carried out in the technical secondary course in thermoplastic, in campus Sapucaia do Sul of Instituto Federal de Ciência e Tecnologia Sul-rio-grandense (IFSUL). Training, in this case, is an obligatory practice, needed for the conclusion of the course and, then, for the obtaining of the diploma and the registration as a technician, habilitated by the professional councils. Curricula training is realized in companies and intermediated by the school, and it takes into account the theoretical learning acquired during the classes. Discussion about professional education reaches a new level, because the national network of technical education is in a moment of expansion. Also the law that regulates the training has changed recently. This discussion takes place into the topic of the field of employability, with studies about youth and work. Methodology is qualitative; beyond the study case, we used XXX research techniques. It has being interviewed students that are in training, egresses which have already being in training, students that still did not realized training, and also teachers who organize and answer in IFSUL. In this sense, the findings from the speech of the trainees were original; they relate training with their relation between theory and practice, the horizon of vocational integration, the dynamics of precariousness of work and the contradictories dimensions of training as a work. With this essay, I hope to contribute to bring to light concrete elements for the analyses of a practice that is so relevant at the moment of professional education, which is the curricular training.
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Andersson, Martin. "Möjligheter och hinder för ämnesintegration : En studie av karaktärsämneslärares uppfattning av ämnesintegration på Industriprogrammet." Thesis, Karlstads universitet, Estetisk-filosofiska fakulteten, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-14025.
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Ämnesintegration är ett sätt att organisera undervisning för att eleven ska se det som förmedlas i ett större perspektiv, i syfte att skapa en helhetssyn på kunskaper, i ett effektivare lärande. Meningen är att elevernas motivation ska öka liksom måluppfyllnaden för undervisningen. Studien har för avsikt att undersöka hur karaktärsämneslärare på Industriprogrammet uppfattar ämnesintegration. Det som undersöks är vilka möjligheter och hinder för ämnesintegration karaktärsämneslärarna uppfattar genom kvalitativa intervjuer med 6st karaktärsämneslärare på Industriprogrammet. Undersökningen kompletteras också med en jämförelse av kärnämneslärares uppfattning om infärgning i en annan studie. Resultaten visar att karaktärsämneslärarna uppfattar fler möjligheter än hinder och har hittat sätt att övervinna hindren för att jobba ämnesintegrerat. Möjligheterna beskrivs som ökande motivation hos eleverna, snabbare inlärning och helhetssyn på kunskaperna. Hindren beskrivs som kunskapssyn, brist på kommunikation och tid. Lösningarna beskrivs som att ta initiativ, skapa gemensam tid och tydliga och enkla mål.A correlated curriculum is a way to give the subject relevance in a wider context to strengthen the pupils’ education. The idea is that students' motivation will increase for their studies, as the goals to aim for. This study intends to find out vocational teachers perception of a correlated curriculum within the Industrial programme. The studies of opportunities and obstacles of a correlated curriculum are made through qualitative interviews with six vocational teachers within the Industrial programme. The study compares vocational teachers understanding of a correlated curriculum with the perceptions of core subject teachers of another study. The results show that vocational teachers perceive more opportunities than obstacles and have found ways to overcome barriers to integrated working substance. The possibilities are described as increasing motivation, accelerated learning and a holistic approach to knowledge. The obstacles are described as approach to knowledge, lack of communication and time. The solutions are described as taking the initiative, creating common time, clear and simple goals.
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Ritter, Rhonda LeDoux. "The Relationship of Career and Technical Education Information Technology Teachers' Technology Self-Proficiency to Levels of Technology Integration, Prior Work Experience, Years of Teaching Experience, and Stage of Adoption of Technology." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849653/.
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The focus of this study is to determine the relationship between a Career and Technical Education (CTE) Information Technology (IT) teacher's self-assessed level of technology proficiency to the level of technology integration into the classroom, the prior work experience in the information technology field, the years of teaching experience, and the stage of adoption of technology. Participants were CTE IT teachers who were members of an IT teacher listserv that was established by the UNT Grant for Educational Excellence from the Texas Education Agency/CTE and teaching in Grades 9-12 in the state of Texas during the 2015-2016 school year. The study utilized a quantitative survey methodology to gain a perspective on the correlation of the variables. Three validated self-report instruments were administered via an online survey. The three instruments utilized were the Technology Proficiency Self-Assessment for 21st Century Learning, Concerns-Based Adoption Model-Levels of Use (CBAM-LoU), and the Stages of Adoption of Technology.
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Brito, Edenice da Silva Pereira. "Formação integrada no curso técnico em manutenção mecânica do IFBA/Salvador: concepções teóricas e possibilidades." Faculdade de Educação, 2011. http://repositorio.ufba.br/ri/handle/ri/14700.
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ABSTRACT This dissertation aimed to analyze the integration conception proposed in the Technical Course Project of Integrated Intermediate Level in Industrial Mechanical Maintenance IFBA/Salvador. Initially, I made a comparison between the official documents and the legislation on vocational education in effect, in which the integration dimensions are based on the principles of work, science, culture and technology, which enable students to access to the socially produced knowledge and thus, to an emancipating training. The analysis was performed in light of academic work of work and education area, taking as reference, specifically, the fundamentals produced by the authors who discuss vocational education in the Brazilian context, such as: Ciavatta, Frigotto, Kuenzer, Machado, Oliveira, Ramos, and Saviani. The Course Project studied was elaborated pursuant to Decree No. 5.154/2004, which (re) establishes the possibility of curricular integration between high school and vocational education. The approach used in the research was on historic-dialectical nature, because it permitted the analysis of the working and education relationships, talking to the various contexts, historicizing them. The methodological procedure used was the bibliographic and documental research, in which were analyzed the main documents of the Ministry of Education that guided the implementation of integration (Laws, Decrees, Opinions and Legislation), and the Course Project. Also, I performed interviews with professors who participated in the Commission that elaborated the Project. In the first chapter, I discussed the working and education categories and its relationship with vocational education in contemporary Brazil. In the second chapter, I approached the vocational education integration challenge to high school. In the third and final chapter, I presented the results of the analysis of the Technical Course Project of Integrated Intermediate Level in Industrial Mechanical Maintenance IFBA/Salvador including the results of the interviews, finding that the project was elaborated without a consistent ground of what the integration conception is like. The following to-be-faced challenges were identified by IFBA/Salvador: to raise discussions with IFBA community in order to clarify what an integrated course really is like; to develop a plan of collective teaching among teachers in general and specific training; to mobilize students in order to involve them in the integration concrete actions, including interpersonal relationships; to improve the communicational conditions, materials and infrastructure; to establish a conversational relationship with the companies and, especially, develop an integrated technical vocational education to a quality high school in which the student may be subject of his/her history. For this, it is necessary to rethink the Course Project.
Esta dissertação teve como objetivo analisar a concepção de integração proposta no Projeto do Curso Técnico de Nível Médio Integrado em Manutenção Mecânica Industrial do IFBA/Salvador. Inicialmente realizei o cotejamento do Projeto com os documentos oficiais e a legislação sobre educação profissional vigente, em que as dimensões da integração são balizadas sob os princípios do trabalho, da ciência, da cultura e da tecnologia, as quais possibilitam aos alunos o acesso aos conhecimentos socialmente produzidos e com isso, a uma formação emancipadora. A análise foi realizada à luz da produção acadêmica da área trabalho e educação, tomando como subsídio, especificamente, os fundamentos produzidos pelos autores que debatem a educação profissional no contexto brasileiro, tais como: Ciavatta, Frigotto, Kuenzer, Machado, Oliveira, Ramos e Saviani. O Projeto do curso estudado foi elaborado em obediência ao Decreto nº 5.154/2004, que (re)estabelece a possibilidade de integração curricular entre o ensino médio e a educação profissional. A abordagem utilizada na pesquisa foi de natureza histórico-dialética, pois permitiu a análise das relações trabalho e educação, dialogando com os diversos contextos, historicizando-os. O procedimento metodológico utilizado foi a pesquisa bibliográfica e documental, em que foram analisados os principais documentos do Ministério da Educação que nortearam a implantação da integração (Leis, Decretos, Pareceres e Legislação), e o Projeto do Curso. Realizei, também, entrevistas com professores que participaram da Comissão que elaborou o Projeto. No primeiro capítulo, discuti as categorias trabalho e educação e sua relação com a educação profissional no Brasil contemporâneo. No segundo capítulo, abordei o desafio da integração da educação profissional ao ensino médio. No terceiro e último capítulo, apresentei os resultados da análise do Projeto do Curso Técnico de Nível Médio Integrado em Manutenção Mecânica Industrial do IFBA/Salvador incluindo os resultados das entrevistas, constatando que o Projeto foi elaborado sem uma fundamentação consistente do que seja a concepção de integração. Foram identificados os seguintes desafios a serem enfrentados pelo IFBA/Salvador: promover debates com a comunidade do IFBA para esclarecer sobre o que seja realmente um curso integrado; desenvolver um planejamento de ensino coletivo entre os professores de formação geral e de formação específica; mobilizar os alunos no sentido de envolvê-los nas ações concretas da integração, inclusive nas relações interpessoais; melhorar as condições comunicacionais, materiais e de infraestrutura; estabelecer uma relação dialógica com as empresas e, principalmente, desenvolver uma educação profissional técnica integrada ao ensino médio de qualidade na qual o educando possa ser sujeito de sua história. Para isso, faz-se necessário repensar o Projeto do Curso.
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Kwong, Hung-piu, and 鄺熊標. "The needs of integration & inclusive education in the Hong Kong context." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961678.
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Fritzsche, Martina. "Lärares åsikter om ämnesintegrering : En studie om ämnesintegrering mellan matematik och karaktärsämnena på de yrkesförberedande programmen." Thesis, Linnaeus University, School of Computer Science, Physics and Mathematics, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-8768.
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Syftet med denna rapport är att utreda vad matematik- respektive karaktärsämneslärare på yrkesprogrammen på gymnasiet anser att det finns för för- respektive nackdelar med en ämnesintegrering mellan deras ämnen. Med hjälp av en enkät har de två grupperna fått delge sina för- och nackdelar samt i vilken utsträckning de tillämpar en sådan ämnesintegrering. Enkäten användes också som underlag för en intervju som låg till grund för en beskrivning av hur ett ämnesintegrerat arbete kan gå till. Majoriteten av lärarna var positiva till att ämnesintegrera och ansåg att de tillämpade en sådan undervisning men endast ett fåtal samarbetade med sina kollegor över ämnesgränserna.
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Camus, Gauthier. "Du chômage à la réinsertion professionnelle : vers un modèle intégratif temporel." Thesis, Reims, 2016. http://www.theses.fr/2016REIML005/document.
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Cette thèse a pour objectif de proposer un cadre global dans l’étude de l’influence des conséquences identitaires du chômage sur la réinsertion professionnelle. La Partie I propose une revue de littérature ancrée dans les théories du Soi, et pointe l’intérêt de la prise en compte de la perspective future dans l’étude du chômage et de la réinsertion. La Partie II s’intéresse aux stéréotypes des demandeurs d’emploi (Manuscrit 1) et montre l’influence négative du chômage sur les concepts de soi actuels et futurs de ces personnes (Manuscrit 2). Elle traite aussi de l’influence des processus d’identification actuelle à l’endogroupe et future à l’exogroupe de salariés (Manuscrit 3) sur le pessimisme. Un dernier manuscrit œuvre à déterminer différents profils d’identification et leur impact sur le stress (Shortnote 1). Les études présentées dans la partie III sont centrées sur les antécédents de la recherche d’emploi. Un premier manuscrit présente la validation d’une nouvelle mesure, celle de motivation à (re)travailler (Manuscrit 4). Deux autres manuscrits s’intéressent au construit de Considération pour les Conséquences Futures, le premier en proposant une validation française de l’outil (Manuscrit 5) et un second ayant pour but de montrer l’intérêt d’étudier ce construit à un niveau contextuel (Manuscrit 6). Ces deux nouvelles mesures permettent de proposer un modèle temporel de la recherche d’emploi présenté dans un dernier document (Shortnote 2). Enfin, la Partie IV présente les premiers éléments statuant de l’influence de l’identification sur le modèle de la recherche d’emploi. Une discussion sur les apports et les ouvertures de ce travail doctoral conclut ce documentThis thesis aims to provide a comprehensive framework in the study of identity consequences of unemployment on vocational rehabilitation. Part I offers a review of the literature rooted in the theories of the Self, and points to the interest of taking into account future time perspective in the study of unemployment and reintegration. Part II takes an interest in the jobseekers’ stereotypes (Manuscript 1) and shows the negative impact of unemployment on current and future self-concepts of jobseekers (Manuscript 2). It also deals with the influence of identification processes –actual to the in-group and future to the out-group of workers- on the pessimism of job-seekers (Manuscript 3). A last manuscript aims at identifying specific identification profiles and study their impact on perceived stress (Shortnote 1). Studies presented in Part III focus on job search antecedents. A first manuscript presents the creation and validation of a new measure of the motivation to work again (manuscript 4). Two other manuscripts deal with another important construct – the Consideration for Future Consequences-, the first with the objective of validating a version of the tool in French (Manuscript 5) and the second with the aim of showing the interest to consider this construct at a contextual level of generality (Manuscript 6). Those two new measures helped to test for a temporal model of job search that is presented in a last manuscript (Shortnote 2). The fourth part focuses her to present the first elements which argue in favor of identification influence on the temporal job search model. A discussion on the contributions and openings of this doctoral work concludes this document
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Capocchi, Ribeiro Maria Alice de Fatima. "A New Perspective into Languages for Specific Purposes (LSP) Syllabus Design : Target language learningpromoting thedevelopment of refugee employability competencies." Thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper (KV), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-106924.
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This thesis reports on a meta-analysis of the most relevant employabilitycompetencies to foster refugees’ labour integration which may be potentiallyleveraged through a target language for specific purposes (LSP)MOOCsyllabus. Italso suggests to group the thus identified employability competencies into threecategories tofurther supportLSPMOOC syllabus design and implementation.Themethodology of meta-analysis was based on Cooper’s (2017) five-stage model andguided by exploratory data analysis (EDA) of a dedicated research corpus that wasspecifically tailored for this study. Three data mining tools were used to performnatural language pre-processing and pattern extraction, directed by key terms(employability, competency, competencies, skill, ability, abilities, vocational,refugee,andlabour) used in various query combinations and limiters. IterativeEDApost-processing of metadata generated by these tools, based ontheoretical andsemantic sorting and integration, led to 21 re-aggregated clusters of employabilitycompetencies and the suggested categories for grouping them.The present studyshows that the broader capillarity of data and text mining tools, as well as ofEDA,can contribute toa more encompassing view of employability competencies and oftheLSP as a tool-competency, hence to a greater capillarity ofcompetency-basedVET(Vocational Education and Training) syllabus design, particularly the proposedinnovative type ofLSPMOOC syllabus.Examination Seminar held by Zoom given that it was a Distance Programme
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Coimbra, Fernanda Cristina CorrÃa Lima. "Aluno com deficiÃncia visual: perspectivas de educaÃÃo profissional inclusiva na histÃria e na memÃria do Instituto Federal do Parà - Campus BelÃm de 2009 a 2012." Universidade Federal do CearÃ, 2012. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=9002.
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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel SuperiorO presente trabalho tem como propÃsito compreender o processo de inserÃÃo da pessoa com deficiÃncia (PcD) visual no contexto da pespectiva de EducaÃÃo Profissional Inclusiva em uma das unidades de ensino do Instituto Federal de EducaÃÃo, EducaÃÃo, CiÃncia e Tecnologia do Parà (IFPA), durante a formaÃÃo profissional de nivel TÃcnico integrado ao Ensino mÃdio no periodo de 2009 a 2012. As dificuldades de se estudar os eventos sociais cotidianos, em seu momento presente, sÃo amplificados quando fazemos parte da experiÃncia, mesmo considerando o cuidado e a separaÃÃo exigidos pelo rigor acadÃmico e a pesquisa cientÃfica sobre a questÃo. Entretanto, nas discussÃes deste trabalho, as abordagens contemporÃneas como: a relaÃÃo entre inclusÃo socual e escolar e a educaÃÃo profissional nos Institutos Federais (IFs) sÃo necessÃrias para a melhor compreensÃo das prÃticas de inserÃÃo da pessoa com deficiÃncia em ambientes educacionais voltados para a formaÃÃo profissional tÃcnica na atualidade. Para tanto, foram levantados dados pertinentes à questÃo na maior e mais antiga unidade de educaÃÃo profissional do IFPA, o Campus BelÃm, revelando, com maior aprofundamento, a anÃlise de um perÃodo de quatro anos da vida escolar de um estudante com deficiÃncia visual, em sua formaÃÃo profissional tÃcnica, ressaltando alguns marcos histÃricos da instituiÃÃo, dentre eles o advento da Lei Federal 9.394/1996 (LDB). O estudo à caracterizado como uma pesquisa de abordagem exploratÃria, na qual utilizei de forma combinada a histÃria de vida do aluno e o estudo de caso, como estratÃgias bÃsicas de investigaÃÃo que, por sua vez, inserem-se no contexto teorico-metodolÃgico da HistÃria e da MemÃria da EducaÃÃo. A coleta de dados teve como principal instrumento a entrevista realizada com uso de perguntas semiestruturadas, a anÃlise de documentos e a observaÃÃo participante em que as fontes, principalmente oral â relatos de um aluno com DV â foram analisadas de modo articulado. AlÃm do aporte tÃorico embasado em autores como Tompson, Vasconcelos, Sassaki, Caiado, Saviane, Manfred, Ciavatta, Mols, Laville e Dione, dentre outros, a anÃlise e sistematizaÃÃo dos dados foram realizados atravÃs de eleiÃÃo de categorias analÃticas mais recorrentes ao relato das fontes em relaÃÃo Ãs prÃticas pedagÃgias do IFPA sobre a inserÃÃo da PcD visual, tais como: o atendimento educacional especializado, a formaÃÃo de professores e a organizaÃÃo e gestÃo do ambiente educaional, entre outros. Os resultados indicam que as condiÃÃes existentes nas prÃticas educativas do CBel/IFPA situam-se numa relaÃÃo subjulgada de atendimento educacional Ãs PcD que apresenta um carater identitÃrio, ainda e predominante, marcado por um movimento transitÃrio entre as prÃticas de fundamentaÃÃo ideolÃgica da IntegraÃÃo e outras da InclusÃo educacional, sendo que fica evidente a prevalÃncia, entre outras, da ideia de que o acesso e a permanÃncia de PcD à escolartizaÃÃo em turmas regulares à prerrogativa Ãqueles considerados mais aptos entre esta tipificaÃÃo de aluno, ou que o mesmo deve se adaptar a escola e nÃo o contrÃrio, e que mesmo com relativos avanÃos, as prÃticas educativas, na perspectiva de uma educaÃÃo profissional inclusiva, necessitam ser (re)estruturadas de modo sistemico por parte de toda a comunidade educacional e a sociedade para que se possa realmente garantir o direito de educaÃÃo para todos, nÃo apenas para a PcD.
This study has the purpose to understand the integration process of people with visual disabilities (PWD) in the context of the Inclusive Professional Education perspective, in one of the teaching units at the Federal Institute of Education, Science and Technology of Parà (IFPA), during the training level of the Integrated Technical High School in the period from 2009 to 2012. The difficulties of studying everyday social events in your present moment, are amplified when we are part of the experience, even considering the care and separation required by the academic rigor and the scientific research on this issue. However, in the discussions of this work, contemporary approaches as: the relationship between social and academic inclusion and the professional education in the Federal Institutes (FIs) are necessary for better understanding of the practices of inclusion for people with disabilities in educational settings focused on technical training today. Therefore, data were collected relevant to the issue in the largest and oldest professional education unit of the IFPA, the Campus BelÃm, revealing, with greater depth, the analysis of a four-year school life of a student with visual disabilities, in his technical training, highlighting some landmarks of the institution, including the advent of the Federal Law 9.394/1996 (LDB). The study is characterized by an exploratory research approach, which is used in combination with the life history of the student and the case study, like basic research strategies which, in its turn, fit into the theoretical-methodological context of History and Memory of Education. The mainly data collection instrument was the interview, conducted with the use of half-structured questions, document analysis and participant observation in the sources, many of them oral sources - reports of a student with DV - were analyzed in an articulate manner. Besides the theoretical base, grounded in authors like Tompson, Vasconcelos, Sassaki, Caiado, Saviane, Manfred, Ciavatta, Mols, Laville and Dione, and others, the analysis and systematization of the data were performed by electing the more applicants analytical categories to the report sources in relation to the IFPAâs pedagogic practices in the visual integration of PCD, such as the specialized educational services, teacher training and the organization and management of the educational environment, among others. The results indicate that the conditions existing in the educational practices of GCBEL / IFPA are situated in relationship of the educational services subdued PWD which features in a identity character, and still predominant, marked by a transitional movement between the practices of ideological reasoning Integration and other Inclusion of education, and this prevalence is evident, among others, the idea that access to and retention of PCD in regular classes is a prerogative of those considered most adapted in this characterization of this student, or that it must adapt to school and not vice-versa, and that even with limited progress, educational practices, from the perspective of a professional education inclusive, need to be (re)structured as a systemic mode by the entire educational community and society, so that one can really guarantee the right education for all, not just for the PCD.
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Stjerna, Julia. "Integrating education with occupation by architecture." Thesis, KTH, Arkitektur, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-187892.
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"Integrering av utbildning och yrke" är en analys över hur arkitekturen kan bidra till och uppmuntra en bättre läromiljö för yrkesskolor i Sverige."Integrating education with occupation" is a study of how architecture can contribute and encourage the cooperation between education and occupation to create a more sustainable teaching method.
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Yesil, Sevim. "Unfolding Republican Patriarchy:the Case Of Young Kurdish Women At The Girls&." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/688036/index.pdf.
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The purpose of the thesis is to analyze the inclusion of the Kurdish women in the modernization and nation-building processes of Turkey, and to understand how they experienced these processes. Regarding the issue, although the literature reflects how the educated, urban, upper class, Turkish women experienced these processes, the experiences of women from different ethnic and religious groups and lower classes have not been studied yet. Therefore, this study aims to discuss the experiences of women from different ethnic-religious backgrounds with a feminist approach. In this thesis, I analyzed the transformation of the pre-Republican modernization/Westernization process into a nation-building construction process in the Republican period, and also the integration of women in general into this new process. I executed a research on The Elazig Girls’
Boarding Vocational School, founded under the Elazig Girls&
#8217
Institute in 1937, in order to explore how Kurdish people were affected by these modernization/Westernization and national-building construction processes and how Kurdish women were involved in these processes through the mediation of education. The thesis has the following three conclusions: First, the school had achieved its mission of the integration of these women into the Turkish culture by the adaptation of the Turkish language and culture by them. Second, the school had become successful in its objective of making these women adapt the ideal Republican woman identity and become the representatives of the Republican ideology. Third, these women experienced such an adaptation process generally not traumatically.
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Gaborel, Anne-Sophie. "Sport de haut niveau et formation : l'exemple du Football-Club de Sochaux-Montbéliard." Thesis, Besançon, 2015. http://www.theses.fr/2015BESA1024/document.
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Dans les travaux en sciences humaines, le football est abordé selon deux axes : le football amateur et celui, plus médiatisé, des professionnels.Imaginés comme des monde imperméables, il est rarement fait mention du passage de l'un à l'autre que réalisent une poignée de jeunes passionnés. Présentés le plus souvent de manière hagiographique, les récits de vie des vedettes du ballon rond ne font pas mention des fondements de l'engagement sportif et des années passées en apprentissage dans les pôles d'excellence. La recherche présentée ici vise à mieux saisir, sociologiquement, les étapes d'entrée dans le haut niveau, des premières balles échangées en famille à la signature du contrat. Au centre de ce processus d'inclusion, le séjour dans un club formateur doit être examinée de manière approfondie. Ce travail, conçu dans une perspective interactionniste, étudie de façon compréhensive les relations interindividuelles au fondement de l'accès à la carrière de haut niveau. Dans cette optique, l'étude de l'école des Lionceaux, à Sochaux, constitue un bon exemple de la prise en charge des aspirants de par sa politique tournée vers la jeunesse et de ses bons résultats. Les données utilisées repose sur une triangulation des sources : des questionnaires, envoyés dans les centres de l'Hexagone, des observations des matchs et des temps de vie en pensionnat, des entretiens -enfin- auprès des apprentis et des entraîneurs. Les éléments collectés permettent de déconstruire le parcours de ceux qui s'engagent dans l'aventure de l'excellence sportive, qu'ils accèdent au Graal ou non. En effet, sur chaque promotion d'une quarantaine d'aspirants, seuls un ou deux signeront un contrat, les candidats éconduits devant renouer avec un quotidien loin des stades. Au-delà des trajectoires individuelles, c'est toute la dynamique de recrutement et de maintien des clubs au haut niveau que l'on entrevoitIn human sciences field, there are two ways to study football : amateur football and professionnal, which got a widely media coverage. Seen like two worlds split, the coming up to professional from amateur football achieved by a handful of young players is rarely studied. Accounts of football star life's, often written in an hagiographic style, does not mention fondations of the sport entry or the years past in specialized centres of formation. This work aim, by sociological approaches, to the signature of a contract. Inside of this process, the time spent in instructive football clubs has to be studied in details. This work, conceived in an interactionist way, focuses on interindividual relationship which contributes on the access to high-level career. With this point of view, the Lionceaux school, in Sochaux, bring a good exampleof the way to train candidate, because of its youth politics and its good results. Our data comes from three kind of sources : the questionnaires sent to French football clubs, the watching of matches and lifetime in centers, and the interviews of players and coaches. It permits us to detailed candidates' careers, who succeed or not in the purchase of becoming a high-level footballer. Indeed, each year, from about forty players, only one or two will sign a contact, whereas the other will have to return to their lives, away from stadiums. Beyond individual career, we would see here the whole dynamics and maintenance of high-level football clubs
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Van, der Post Leda. "Creating a space for integrative education within the sciences." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1012677.
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This thesis documents an action research project that was carried out within the Department of Computing Sciences at the Nelson Mandela Metropolitan University (NMMU), South Africa, from January 2010 to December 2011. The overall aim of the research was to foster an environment in which academics could explore ways to teach using an integrative approach to education. Previous research within the department had raised the concern that students were graduating without the type of high-level cognitive skills that were required in the workplace. While the students’ technical skills were perceived as being excellent, employers indicated that students would benefit from opportunities to develop or improve skills such as communication, teamwork, innovative thinking and time management. These skills include high-level cognitive skills, and are often referred to as “soft skills”. The academics participating in the research project came to believe that it was essential to develop teaching methods that would provide opportunities for students to develop these soft skills, in conjunction with the content and technical knowledge currently addressed in their courses. The research project followed the living theory approach to action research. A living theory action research project allows the researcher to investigate her own teaching, and develop a theory of practice. The theory of practice can be applied to the issues under investigation, to improve the situation or solve problems. At the same time, the theory of practice can contribute to the body of knowledge within the academic domain of the research. Action research is an iterative, cyclical process. There were four research cycles, each one semester in length, during the two years of the project. The project will continue, with a fifth research cycle, starting in January 2012. By the end of the fourth research cycle—Semester Two, 2011—there were eleven academics actively participating in the research group. The project had extended its influence to include academics from the Department of Mathematics at NMMU. The academics ranged from senior, long-serving professors to junior lecturing staff. The results of the research, or the researcher-practitioner’s living theory, explain the process by which an effective and enthusiastic community of practice, dedicated to improving the academics’ teaching and learning practice, was developed. The living theory is applicable to academics within a scientific discipline, desiring to explore and improve their education practice. My living theory explains the characteristics of the TLC (The Learning Community) space, and the action strategies for creating such a space. The explanation of the process of this project includes an analysis of the development process of the research group, typical characteristics of the environment or “space” of the group, and action strategies that other academics could use to create a similar community of practice.
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Marcellin, Catherine. "Un système cognitif polymorphe enculturé. Langues, langages et cognition." Thesis, La Réunion, 2012. http://www.theses.fr/2012LARE0033/document.
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Cette recherche porte sur l’étude des spécificités liées à l’apprentissage, dans un contexte interculturel. Elle se situe à l’intersection des réflexions menées sur les champs conceptuels traitant du lexique mental de l’adolescent et de l’existence de deux grandes orientations cognitives, en liaison avec la culture locale et la culture scolaire en lycée professionnel à La Réunion. Le contexte de cette étude réside dans le constat que les apprenants activeraient préférentiellement un certain type de logique selon les contextes d’enculturation. Il existe deux systèmes de développement parallèles. L’un conditionne l’autre en fonction de sa localisation. Ainsi, il y aurait une relation entre les codes linguistiques utilisés et les performances scolaires. Deux groupes d’adolescents, scolarisés dans un lycée professionnel au Nord de l’île acceptent de se soumettre aux tests. Ce panel de données est en nombre suffisant pour décrire et observer le comportement et les relations existantes au sein de notre population. Un certain nombre d’épreuves proviennent des évaluations de l’Éducation Nationale (ce2) et (6e). Pour compléter notre étude, nous comparons celles-ci avec les épreuves de Jean Piaget et des épreuves du Binet-Simon. Les résultats montrent des différences interculturelles. Ils suggèrent une perte des performances d’environ 40 % entre le niveau ce2 et l’entrée en 6e. Moins de 1 élève sur 2 réussit les épreuves de fin de primaire. Les épreuves tirées des différentes théories (Jean Piaget et Binet-Simon) sont significatives et indiquent un âge cognitif de 9-10 ans concernant la population étudiéeThis research work is about the specific characteristics linked to learning in a multicultural context. It takes place at the crossroads between reflections on the conceptual fields dealing with the teenagers’ mental lexis and the two great existing cognitive orientations, in relation with local culture in vocational schools in Reunion Island. The context of this study lies in observing that learners might preferentially activate a certain kind of logic: whether it be an abstract logic or a natural logic depending on the contexts of integration. There exist two systems of development, which are parallel. One conditions the other according to its localization. Thus, there might be a relation between the linguistic codes used on the island and the learners’ performances at school. Two groups of teenagers attending the same vocational school in the island agreed to submit themselves to a battery of tests. This sample of data stands as numerically sufficient to describe and observe behavior and existing relations inside our population. Concerning of tests, were taken in the assessment-diagnosis implemented by the French Ministry of Education – their levels are: entering the consolidation of knowledge and the end of them. Then some Piaget’s evaluations as well as evaluations Binet-Simon were used. They suggest a loss in performance of around 40% between the level of the second year of primary school and the level at entering the first of secondary school. Less than one pupil out of two succeeds at the evaluations. The Piaget’s evaluations and the evaluation on verbal thinking linked with cognitive age would be that of a 9 year old
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Kim, Ki Hyun. "Moving toward a better understanding of job satisfaction of South Korean masseurs with visual impairments: test of integrative job satisfaction model in social cognitive career theory." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1861.
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The research regarding employees' job satisfaction is one of the most important indicators of their vocational adjustment or outcome. In addition, understanding the level of job satisfaction of employees' with disabilities it is important to understand the predictors of success. This knowledge contributes to the qualitative and the quantitative improvement of vocational rehabilitation outcomes for individuals with disabilities. The purpose of this dissertation was to explore the job satisfaction of South Korean masseurs with visual impairments, utilizing the Social Cognitive Career Theory framework. A total of 221 South Korean masseurs with visual impairment responded to a survey, Including a demographic questionnaire and five instruments: Index of Job Satisfaction(IJS), The International Positive and Negative Affect Schedule short form (I-PANAS-SF), the Personal Efficacy Beliefs Scale (PEBS), Subjective Fit Perception(SFP), and the Multidimensional Scale of Perceived Social Support(MSPSS). Multiple regression analysis indicated that as masseurs in this study considered that they have a better fit with their job, as they experienced being more efficacious with their massage skills, and as they felt more positive, their level of job satisfaction was higher. Moreover, as masseurs in this study experience having a better fit with their job regarding their monetary aspects, as they feel efficacious with their massage skills, as they feel more positive, and as they consider their job duties fit their education or skills they learned, their level of job satisfaction also was higher. However, in this model (when these social cognitive career variables were accounted for altogether), no matter how masseurs with visual impairments consider how their personal values fit with their organizational values or how much social support they received from their family, friend, or significant others did not appear to contribute to overall their job satisfaction. In addition, the analysis supported the existence of a moderating effect of positive affect on the relationship between subjective fit and job satisfaction, in addition to the moderating effect of social support on the relationship between work related self-efficacy and job satisfaction among masseurs in this study. In conclusion, the integrative model of work satisfaction (Lent &Brown, 2006, 2008)provided a good overall fit to the data. Discussion of the results of the analyses of this study and limitations were demonstrated. Finally, implications for policy makers, researchers, and career counselors were also provided.
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Hahn, Robert G. "Integrating Ethics, Leadership, and Organizational Culture into the Curriculum for a Military Aviation Safety Leader." Thesis, Northcentral University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3630153.
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A qualitative research study utilizing the Delphi research technique was used to explore the integration of leadership, ethics, and organizational culture into the curriculum of a Military Aviation Safety Leader. Despite the existence of safety programs and education, the military services still experience deadly aviation mishaps. There is a dearth of literature that has focused on curricula for Military Aviation Safety Leaders, specifically on whether or not leadership, ethics, and organizational culture should be integrated into safety topics. As a result, there is wide variance in curricula for Military Aviation Safety Leaders across the military services. The problem addressed in the present study is the incomplete understanding of how integration of leadership, ethics, and organizational culture may enhance the unique educational needs of the Military Aviation Safety Leader and the issues that stem from the dearth of research and understanding. The issues that directly stem from the paucity of research and understanding include poor standardization in curricula; curricula that are inadequate to the needs of the Military Aviation Safety Leader; and ultimately, poor safety practice and increased aviation mishaps as a result of non-optimal education for the Military Aviation Safety Leader. A qualitative research method utilizing the Delphi research technique was chosen as the best approach to investigating the research problem. The Delphi technique of probing experts over several rounds of focused questions achieved development of information in the form of expert consensus which in turn yielded relevant information for the literature and school curricula. In turn, future Military Aviation Safety Leaders will benefit from the information generated by the study, elevating their awareness of how ethics, leadership, and organizational culture may enhance safety in the organization. Thirteen Military Aviation Leaders were chosen to participate in the Delphi study. The research revealed that there are positive relationships between ethics, leadership, organizational culture, and safety. The research demonstrated that these topics should be integrated in safety curricula for Military Aviation Safety Leaders. The research examined methods and media for curriculum delivery. Case studies and small group scenario-based discussions ranked as methods of curriculum delivery most preferred by the experts. Resident teaching was preferred over on-line teaching media for curriculum delivery. The expertise and experience of the Delphi panel was a significant strength of the study in its findings which will improve and enhance understanding of the benefits of integrating leadership, ethics, and organizational culture into the curriculum for a Military Aviation Safety Leader.
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Triepke, Bonnie Jean. "Kaleidoscope: Integrating a third grade curriculum through the use of theme studies." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/898.
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Scott-Toux, Deborah. "Constructivist model for career internships: Integrating contextual learning and critical thinking." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2014.
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Jammoul, Zoualfakar. "Formation professionnelle et marché du travail : Étude exploratoire des interactions entre compétences scolaires et attentes du secteur de la restauration (technologie culinaire) à partir des représentations des acteurs." Thesis, Lyon 2, 2013. http://www.theses.fr/2013LYO20061/document.
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La relation entre le système éducatif et le monde de l’entreprise a souvent suscité des questionnements et des remises en cause des uns et des autres et cela depuis le Moyen-âge étant donné que le milieu professionnel évolue plus rapidement en fonction des paramètres économiques, sociaux et culturels que l’éducation scolaire ne peut le faire. Or, les élèves sont au centre de cette tension puisqu’ils poursuivent un apprentissage scolaire dans l’objectif de s’insérer dans la vie professionnelle.Pour mieux appréhender cette problématique, cette recherche s’est penchée sur l’influence des apprentissages scolaires et sur les besoins des métiers dans la branche de la restauration, filière nommée « technologie culinaire » auprès d’élèves d’un lycée professionnel.Trois axes de recherche ont été établis : la relation entre les compétences professionnelles déclarées par le Ministère de l'éducation nationale (MEN) et les besoins des métiers de la restauration, le processus d’apprentissage en travaux pratiques (TP) au cours de la formation professionnelle initiale et l’acquisition des compétences par les élèves puis le lien entre l’orientation scolaire et l’insertion dans la vie professionnelle.Ces trois champs d’investigation ont été menés auprès d’un échantillon composé d’élèves, d’enseignants et de restaurateurs de la région Rhône-Alpes à travers un questionnaire, des observations sur le terrain et des entretiens. L’objectif étant de confronter les avis afin de questionner le processus d’apprentissage permettant une meilleure insertion professionnelleThe relationship between education and the business world has often been questioned and challenged on either part and that since the Middle Ages as the workplace evolves more rapidly taking into consideration the economic, social and cultural parameters of the time than school education can. However, students are at the heart of this interaction as they engage in academic learning with the aim to enter the job market later.To better understand this problem, this research focused on the interaction between academic learning and the needs of the food industry, particularly the catering branch involving students from a vocational school currently engaged in developing their culinary skills. Three areas of research have been established: the relationship between the skills required by the MEN and the needs of the catering business, the learning process in workshops during the first stages of training and the acquisition of skills by students and thirdly the interaction between counseling and entering professional life.These three areas of investigation were conducted with a sample of students, teachers and restaurateurs in the Rhône-Alpes region through a questionnaire, field observations and interviews. The objective was to compare the opinions questioning the learning process for better employability
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Fernandes, Jarina Rodrigues. "A integração das tecnologias da informação e comunicação ao currículo no PROEJA." Pontifícia Universidade Católica de São Paulo, 2012. https://tede2.pucsp.br/handle/handle/9663.
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This research aims to identify ways to use the strategic potential of information and communication technologies (ICT) in order to build an integrated curriculum within the National Program for Integration of Professional Education with Basic Education, in the form of youth and adults Education (PROEJA). Before this challenge, it was sought in a first stage of research to critically understand the meanings of integration, curriculum and the presence / role of technology in the curriculum, specifying how they are considered in the base document of PROEJA, directed to technical professional education at average level / high school and the technical quality course plan, in the PROEJA form, from the São Paulo's campus of the Federal Institute of Education, Science and Technology of São Paulo.In a second stage, it was sought to create a critical collaboration context with the teacher of the investigated Computing course. This activity was expanded to other teachers in search of ways to share and build new meanings on the integration of technology into the curriculum of this course.The theoretic-methodological contributions of this research present characteristic of bricolage: to perform the documents analysis, it was employed thematic maps to support bakhtinian's technology and contributions, as well as principles and procedures of the Critical Research Collaboration to the development and analysis of the interaction along with the research subjects.The analysis of the base document points to the defense of an integrating education of basic education and professional education, with references of critical character, to the role of technology in society and in the curriculum. The analysis of the course plan introduces references to the integration and use of technologies with little emphasis on the operationalization of the integrated curriculum and the role of ICT.The analysis of the interaction to the subjects of research shows diverse meanings related to the integration of ICT into the curriculum of the investigated course. The critical-collaborative research conducted with the Computing teacher pointed to the relevance of: articulate the work with both theoretical and practical knowledge in dealing with ICT and create active role opportunities in the process of knowledge construction for the learners. In terms of challenges it has been identified the need for: reconsider the teacher-student relationship, cognize new methodologies aimed at teaching-researchteaching curriculum and other curriculum practices experienced in the other course disciplines.This last challenge conducted the expansion of the research activity to the other teachers of the course, which showed signs of integrating ICTs to the curriculum of several disciplines in which they were used: applications and software, audio, video, animations, teaching materials available on the web; virtual learning environment integrated to the classroom and research on the Internet. To improve such signals of integration it was raised the possibility of: partnerships between the work of the various disciplines and Computing discipline; involvement of technical staff in the process, the organization of a virtual learning environment for PROEJA; exchanges with students from other federal campuses, creation of a virtual space to publish routes and results of projects developed in the course. Before these possibilities, there were raise the difficulties related to the dynamic of class allocation and the lack of staff meetings per course. As a difficulty-possibility, there was raised the creation of spaces for dialogue between PROEJA teachers, a required activity to fulfill the integration of ICT and the curriculum in the mentioned course
Esta pesquisa tem o objetivo de identificar caminhos para a utilização do potencial estratégico das tecnologias da informação e comunicação (TIC), tendo em vista a construção do currículo integrado no âmbito do Programa Nacional de Integração da Educação Profissional com a Educação Básica, na modalidade de Educação de jovens e adultos (PROEJA). Diante de tal desafio, buscou-se, numa primeira etapa da pesquisa, compreender criticamente os significados de integração, currículo e a presença/papel das tecnologias no currículo, especificando como são considerados no documento base do PROEJA, voltado à educação profissional técnica de nível médio/ensino médio e no plano de curso Técnico em qualidade, na modalidade PROEJA, do campus São Paulo do Instituto Federal de Educação, Ciência e Tecnologia de São Paulo. Numa segunda etapa, buscou-se criar um contexto crítico colaborativo junto ao professor de Informática do curso investigado, atividade expandida aos demais docentes, na busca de compartilhar sentidos e construir novos significados sobre a integração das tecnologias ao currículo do referido curso. Os aportes teórico-metodológicos da pesquisa apresentam características de bricolagem: para realização da análise documental, lançou-se mão de mapas temáticos com suporte na tecnologia e contribuições bakhtinianas; bem como de princípios e procedimentos da Pesquisa Crítica de Colaboração, para o desenvolvimento e análise da interação junto aos sujeitos da pesquisa. A análise do documento base aponta para a defesa de uma educação integradora da educação básica com a educação profissional, contendo referências, de caráter crítico, ao papel das tecnologias na sociedade e no currículo. A análise do plano de curso apresenta referências à integração e ao uso de tecnologias, sem destaque à operacionalização do currículo integrado e ao papel das TIC. A análise da interação com os sujeitos da pesquisa aponta diversos sentidos e significados relacionados à integração das TIC ao currículo do curso investigado. A investigação crítico-colaborativa realizada junto ao professor de Informática apontou para a pertinência de: articular o trabalho com conhecimentos teóricos e práticos ao abordar as TIC e oportunizar aos educandos um papel ativo no processo de construção de conhecimentos. Como desafios identificou-se a necessidade de: repensar a relação professor-aluno, conhecer novas metodologias voltadas ao ensino-pesquisa-ensino e práticas curriculares vivenciadas nas demais disciplinas do curso. Este último desafio conduziu a expansão da atividade de pesquisa aos demais docentes do curso, que apontou sinais de integração das TIC ao currículo em diversas disciplinas em que eram utilizados: aplicativos e softwares; áudios, vídeos, animações, materiais didáticos disponíveis na rede; ambiente virtual de aprendizagem integrado às aulas e pesquisas na Internet. Para aprimoramento de tais sinais de integração levantou-se a possibilidade de: parcerias entre o trabalho das diversas disciplinas e a disciplina Informática; envolvimento da equipe técnica no processo; organização de um ambiente virtual de aprendizagem para o PROEJA; intercâmbios com alunos de outros campi da rede federal; produção de um espaço virtual para publicar percursos e resultados de projetos desenvolvidos no curso. Diante de tais possibilidades, foram levantadas dificuldades relacionadas à dinâmica de atribuição de aulas e à falta de reuniões de professores por curso. Como dificuldade-possibilidade levantou-se a criação de espaços de interlocução dos professores do PROEJA, atividade necessária para que a integração curricular e das TIC ao currículo possam se realizar no referido curso
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Boggs, Heather L. "Teacher professional development in the context of school change : a qualitative case study of teachers integrating academic and vocational education /." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1250271046.
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Kennedy, Michael. "An integrative investigation of person-vocation fit, person-organization fit, and person-job fit perceptions." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4768/.
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Person-environment (PE) fit has been considered one of the most pervasive concepts in psychology. This study presents an integrative investigation of three levels of PE fit: person-vocation (PV) fit, person-organization (PO) fit, and person-job (PJ) fit, using multiple conceptualizations (e.g., value congruence, needs-supplies fit) of each fit level. While a trend in the PE fit literature has been the inclusion of only one fit level with a single conceptualization, researchers call for the addition of multiple conceptualizations of multiple fit levels in a single study. Traditionally, PO fit has been conceptualized as value congruence, whereas PV fit has remained untouched in the literature investigating the direct measurement of fit perceptions. Therefore, new fit perceptions scales assessing PO fit using a needs-supplies fit conceptualization and PV fit using a variety of conceptualizations were introduced. To address the limitation of employing direct measures, common method variance was modeled with a positive affect factor. The study accomplished two objectives. First, a previously supported three-factor model of fit perceptions consisting of PO value congruence (PO-VC), PJ needs-supplies (PJ-NS), and PJ demands-abilities (PJ-DA) fit was strongly replicated. Second, this model was expanded by examining additional conceptualizations (needs-supplies, demands-abilities fit, value, personality, and interest congruence) of fit levels (PV, PO, and PJ fit). Results suggested that professionals make distinctions based on both the fit level and fit conceptualization and these fit perceptions uniquely influence their attitudes and behaviors. A six-factor model (PO-VC, PJ-NS, PJ-DA, PO needs-supplies fit [PO-NS], PV demands-abilities fit [PV-DA], and general PV fit) best fit the data. Providing ample evidence of construct validity, PO fit perceptions (PO-VC and PO-NS fit) were related to the organization-focused outcome of organizational identification, whereas the profession-focused outcome of occupational commitment was exclusively predicted by PV fit perceptions (PV-DA and general PV fit). As expected, both needs-supplies fit perceptions (PO-NS and PJ-NS fit) predicted intentions to quit and job satisfaction. Recommendations for future research are suggested.
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Gill, Bart Eugene. "A Comparative Multi-Case Study of Agricultural Education Teachers in Reference to the Implementation of Academic Integration." Thesis, 2011. http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9504.
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Many agricultural educators fail to integrate core subject concepts into their classrooms. Current research addresses the perceptions of agricultural educators regarding core subject integration, but little research notes the barriers that are identified in the perception studies and the action of agricultural educators needed to overcome those barriers. The purpose of this study was to identify the path progressive agricultural educators, who are successful in integrating core subject concepts, particularly STEM, in their classroom followed. Additionally, to determine the tools and resources the progressive agricultural educators believe other agricultural educators need in order to follow a similar path. Overall the participants in the study all followed similar paths to become progressive in academic integration. All participants appeared to be highly self-motivated individuals because they seek out professional development opportunities in order to continuously improve the teaching in their classrooms and increase rigor within their curriculum. Collaboration between agricultural educators and core subject educators is crucial to increasing rigor in the agricultural education classroom (Myers & Thompson, 2008). Administrators at the participating schools were supportive of the idea of academic integration in the agricultural science classroom. According to the participants, longer professional development workshops are needed for teachers to successfully advance in the area of academic integration along with resource sharing opportunities between other agricultural educators and potentially core subject teachers. The participants all possess adequate facilities to conduct academic integration and believe available facilities and budgets affect the success of academic integration, because without proper facilities and supplies it is difficult for teachers to incorporate inquiry based instruction. According to the participants budgets also are a constraint for teachers when attempting to advance. If the teacher’s budget does not allow for extra purchases, then the teacher should take it upon themselves to seek out additional fiscal support to assist in classroom instruction, by writing grants or asking the local community for support.
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Huang, Wei-Chiang, and 韋自強. "The Integration problems of the employment services, vocational training and unemployment insurances payment." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/26045939929198916790.
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碩士大葉大學
工業關係學系碩士班
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ABSTRACT Taiwan economy is heading into the doldrums. Consumption and investment activities are gradually falling off. According to the Directorate General of Budget Accounting and Statistics Executive Yuan latest unemployment rate at 5.22%. The domestic business is getting softened and unemployment rate is rapidly increased. In order to decrease the unemployment rate, the government must establish the Employment Security Program. The “ESP” has three main core which are the profession training, employment service, and unemployment insurance. Reviewing our current employment security program, we realize that the number of people apply for the profession training compare to the number of people apply for the unemployment insurance which has a very wide different which means the employment security system and structure have problem. Therefore, we focus on the entire employment security program for deeper discussion in which we will provide the alternative and recommendation in order to reduce the unemployment rate. According to the abovementioned Barnard’s research and his “Cooperative System Theory”, by using the “Substance Research Method” which focus on the group seminar gathered together the three function, communication and coordination on the Employment Security System subject. Analyzing all the information which conclude the recommendation as follow: 1. The utilization of Profession training and Employment Service function：（a）Coordinate periodically with a special counter.（b）Fully function of “Combination of training and using”.（c）Innovation and functional training method.（d）Performance Evaluation System. 2. The utilization of the Employment Service and Unemployment Insurance function：（a）Improving the coordination and enhancing the three functions.（b）Continuing innovation and strengthen the profession training to improve the service quality.（c）Providing the positive working environment.（d）Taking an aggressive service attitude 3. The utilization of the profession training and unemployment insurance：（a）Provided the layoff labor gets a job in short period of time.（b）Specified in the regulation and agreement.（c）Reinforced the professional training and strengthen the second special skill. 4. The employment security function must integrate into more efficiency：（a）Knowing the human resource market well.（b）Establishing the fully function of employment security system.
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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.
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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.
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Louw, Jan Daniel. "The knowledge of general practitioners about chiropractic as a factor that may influence health care integration in South Africa." Thesis, 2005. http://hdl.handle.net/10321/191.
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Thesis (M.Tech.: Chiropractic)-Dept. of Chiropractic, Durban Institute of Technology, 2005
ix, 62, 7 leaves : ill. ; 30 cmSeveral studies in Europe, Canada and the USA indicate that communication between GP’s and chiropractors is not ideal. Langworthy and Birkelid’s (2001) study concluded that with increasing emphasis on multidisciplinary health care, greater understanding and better communication is needed in order for the patient to obtain optimum benefits. The medical profession in the past has generally been opposed to the theories and practice of chiropractic, for a variety of reasons, including lack of scientific validity as well as unsubstantiated management utility (Silver, 1980). However, a Canadian study indicates that much progress has been made in diminishing the gap between GP’s and chiropractors (Verhoef and Page, 1996). Few studies have investigated GPs’ knowledge, awareness and attitudes toward complementary and alternative health care providers, especially in relation to the balance between market rivalry and interprofessional care (Langworthy and Smink, 2000). One such study performed in the Netherlands by Brussee et al. (2001) found that a statistically significant relationship existed between the level of knowledge of chiropractic and the frequency of referral of patients by GP’s. In the UK, it was found that many GP’s were more comfortable in referring to physiotherapists because they felt they had a better understanding of the treatment involved (Breen, et al., 2000). The chiropractic profession is attempting to improve co-operation with the medical profession via the scientific validation of its theories and practice through research (Rubens, 1996). The current perception in South Africa is that GP’s do not tend to refer patients to chiropractors. This has implications for chiropractic in the South African context in terms of integration. Therefore, as the current “gatekeepers” of primary healthcare, it is important to ascertain the perception and knowledge that this group has of the chiropractic profession in South Africa. The purpose of this investigation was therefore to determine the current knowledge and perception of GP’s in South Africa of chiropractors and chiropractic treatment in general. This should establish a knowledge base to facilitate greater understanding and co-operation between GP’s and chiropractors.
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Pan, Kuan-Chun, and 潘冠羣. "Integration of Multimedia into Instruction for Enhancing Vocational High School Students' Achievements in Architecture Survey." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/41003436867398885861.
Full textAbstract:
碩士明道大學
課程與教學研究所
103
Integration of Multimedia into Instruction for Enhancing Vocational High School Students' Achievements in Architecture Survey Abstract The purpose of this study was to integrate multimedia into instruction for enhancing the academic achievements in architecture survey of vocational high school first graders with different learning levels and different genders. Quasi experimental design was adopted in this study. First graders in one vocational high school in Changhua County were selected as our subjects of the study and they were divided into 38 people in the experimental group and 38 people in the control group. In the experimental group, multimedia was integrated into teaching the course “Architecture Survey”. The study was conducted in 14 classes for 7 weeks. The lectures were taught through PowerPoints and videos. Meanwhile, the control group received traditional lectures. Prior to the experiment, "the first architecture surveying evaluations in the first semester" was implemented as a pretest; posterior to the instruction, "Architecture Surveying scores of the Midterm examination in the first semester" were implemented as a posttest. First, for analysis, “instruction” was the single factor in the one-way ANCOVA to compare the students’ academic achievements through different instructions; afterwards, a two-way ANCOVA was performed to understand the effect of multimedia integration into instruction on the academic achievements of students with different learning levels; in the end, “gender of students” was the final variable conducted by one-way ANCOVA to compare the academic achievements of students with different genders. The conclusions of this study were: 1. Integration of multimedia into instruction has significant influences on the subjects’ academic achievement in architecture survey. 2. Integration of multimedia into instruction has significant effects between subjects with different levels. 3. Integration of multimedia into instruction has no significant influence between subjects with different genders. Finally, based on the conclusion of my research, the study presented specific suggestions to the integration of multimedia into instruction and provided references for current teachers and educational personnel. Keywords: integration of multimedia into instruction, teaching in architecture survey, learning effects
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Hung, Wen-Pin, and 洪文彬. "The Relationship Between Vocational Training Satisfaction and Utilization of a Platform for Training Resource Integration." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/92498761075532454106.
Full textAbstract:
碩士國立中興大學
高階經理人碩士在職專班
105
In the era of globalized knowledge economy, personnel training has become an important factor in national economic development. In recent years, the Government has invested more than three billion annual training funds, commissioned or combined with domestic vocational training institutions to organize vocational training programs, training has reached millions of people. In order to obtain the distribution of government funds, there is a high competitive relationship between the training institutions, which indirectly leads to the waste of training resources and the government''s annual training objectives. Therefore, under the trend of digital technology, it is possible to improve the development and training of vocational training in Taiwan by setting up an online training resource integration platform to solve the problem of resource integration between training institutions. Therefore, this study is based on ten vocational training courses in Taipei, Taichung and Kaohsiung, and 275 questionnaires are sent to discuss the relevance of training satisfaction to training resource integration platform usage by online platform database comparison and aggregation analysis. And then the conclusions of this study might provide to the training institutions on the training resource integration platform for the future in the operating reference. According to the research results, the training institutions in the course of training, regardless of course content, lecturers, teaching materials, and environment, four aspect of learning satisfaction will significantly affect the students on the platform usage; but in the student aspect, the impact of learning satisfaction on platform usage is not significant.
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Chen, Shu-Ching, and 陳淑青. "Teachers' opinions relate to vocational high school curriculum integration in business and management cluster in Taiwan." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/w2pf82.
Full textAbstract:
碩士國立臺北科技大學
技術及職業教育研究所
93
The aim of this study was to investigate the teachers’opinions relate to vocational high schools curriculum integration in business and management cluster in Taiwan, what professional courses should be open, compulsory courses, optional courses, and credits. This study also discusses the different points of view of the curriculum integration, their expectations and problems they encounter according to their various personal backgrounds and school environments. The population was teachers of the business vocational public and private comprehensive schools in Taiwan; Stratified Cluster Sampling was employed to select 50 schools on the basis of school characters and location. In each school, 10 teachers who were teaching in were chosen. The total sample was 500 people. The questionnaire was mailed out on October 31, 2004, and by November 23, 2004, 368 copies of returned questionnaires made a total return rate of 73.6%. After ticking out invalid questionnaires, 355 valid questionnaires yielded an availability rate of 71%. χ2 test, independent sample t-test, one-way ANOVA, and Scheff’e method were adopted to analyze the data collected. The findings of this research were as follows: 1. The business vocational high schools should have 11 subject of compulsory course, total 27 credits; 1 subject of optional course, total 2 credits. 2. The teachers all take a positive attitude toward curriculum integration in business vocational high schools. 3. Teachers view on the integration of professional curriculum does not differ because of their gender, highest diploma, seniority, position, main subjects, or advanced studies. 4. Teachers view on the integration of professional curriculum does not differ because of attributes, areas, types or sizes of schools. 5. The main cause of difficulties teachers meet with is the compression of teaching hours. 6. Most teachers expectations of the integration of professional curriculum is the strengthening of administrative advertisement and instruction.
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Mancini, Barbara. "Towards a Meta-theory of Career Integration: The Vocational Well-being of New Immigrant Professionals in Canada." Thesis, 2012. http://hdl.handle.net/1807/34800.
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The purpose of this study was to empirically support and elaborate upon an integrative theory of career development by examining the worklife adjustment and career development experiences of new Canadian immigrant professionals. In focusing on the participants’ subjective views, the study provided an understanding of the lived experiences of this unique life-career transition, and in so doing, aimed to elaborate upon existing theories of career development towards the development and empirical substantiation of a comprehensive, diversity- and culturally- sensitive integrated meta-theory of the career development of immigrants in Canada. A qualitative methodology was employed and transcripts of in-depth interviews were analyzed using a grounded theory approach to data analysis. The central themes within the narratives that emerged were contrasted against an integrative career development theory and career development theoretical constructs, with the goal of elucidating the role and function of such constructs in immigrants’ Canadian career development. The study’s findings and contribution of a diversity- and culturally- informed, integrated, and enriched meta-theory of career development have implications for career counselling, cross-cultural, immigrant, and vocational psychology literature and practice.