Дисертації з теми "Vocational education sector"

Libya traditionally suffers from a shortage of skilled manpower. In the 1990s a network of higher education institutions (HEIs) known as Public Higher Vocational Education and Training Colleges (PHVETCs), was introduced to enhance the supply of necessary qualified manpower. As in many other countries, HEIs in Libya have experienced massive expansion in terms of quantitative growth and geographic distribution in recent years. However, despite significant and positive impacts of this expansion on the society, a number of analysts argue that HEIs have increased in number and not in quality. The assumption behind this research is that HEIs in general and PHVETCs in particular suffer from a lack of appropriate planning mechanisms and procedures. Thus, the main problem of this research is formulated as: What determines the establishment and location of PHVETCs as an important public service in Libya? This study was exploratory and descriptive in nature and used both qualitative and quantitative research methods. The research was conducted by collecting and analysing primary and secondary sources of documented material, as well as undertaking an empirical data collection. Some of the research key findings are: there is a substantial mismatch between the outcome of PHVETCs and the exact requirements of the society; most of the PHVETCs suffer from limited human and physical resources, and the unavailability of standard criteria for the establishment and development of PHVETCs. On the bases of the data analysis and the findings, a model based on a set of proposed criteria has been put forward to be used by educational planners in Libya in establishing or improving existing PHVETCs. Key words: Higher Education, Libya, Vocational Education and Training.

Rapid reform in the vocational education and training sector within Australia has driven the need for a more flexible approach to the delivery of education and training. One facet of such flexibility is Open Learning. Currently there is little research on Open Learning within the training sector on which planning decisions can be based.A model of educational productivity (Walberg,1981) has been proposed in the research literature to investigate relationships between key factors such a student antecedents, learning environments and learning outcomes. The Walberg model has been employed in this current study to explore how these factors may be studied in an Open Learning environment and a more Traditional Learning environment within the vocational education and training sector. The research design is a comparative description, utilising techniques from both quantitative and qualitative paradigms.A major aspect of this current study has been to investigate the constructs proposed by Walberg's Productivity Model and source appropriate instruments to measure these constructs. Where the appropriate instruments were not available, a process of instrument development and validation was conducted.The research has identified Walberg's model as being a valid frame of reference within the Vocational Education and Training sector. As expected, significant differences between the Open Learning environment and the Traditional Learning environment were apparent for the measures of Classroom Environment. Of interest, however, was that the productivity factor of Quantity, for students studying in both learning environments, was shown to have a negative relationship with achievement. While small differences were apparent for other factors, generally, the relationship between productivity factors and educational achievement was seen to be similar for both the Open Learning and the Traditional Learning environments.The findings of the study should be of significance to a range of people involved in the Open Learning environment, including decision makers in the areas of educational policy, curriculum design and implementation, administration and teaching.

This thesis explores learning motivation in a vocational further education setting, and investigates whether and why learners may not be achieving as highly as expected. The purpose of this study was to explore a learner’s transition into further education (FE) and the impact of their past educational and life experiences on their motivation to learn. A form of life course research was used to explore why some learners fail to reach their minimum expected grade profiles, as indicated by value added data, and appear to leave further education without achieving as highly as expected. A detailed study of what goes on in practice at programme level to enhance the progress made by the learner provides a rounded study of learning motivation. This study uses a qualitative case study methodology and a form of life course research. A desk based interrogation of policy literature and the construction of policy across macro (national), meso and micro levels sets the context of study. Semi-structured interviews with ten BTEC National Extended Public Services students were used to form partial life stories that were analysed using Pierre Bourdieu’s concepts of ‘capital’, and ‘field’. Classroom observations of teaching and learning practices explore what is going on in practice. The findings detail a wide ranging number of factors that can attribute to learning motivation. These include ‘emotional factors’ such as the influence of peers, parents and teachers, the approach and personality of the teacher, and critical incidents at various points in a learner’s education. In addition, there are ‘cultural factors’ such as religion, perception of the value of qualifications, assessment preferences, and cultures associated with FE. Whilst the data highlighted sub-themes pertinent to the broader emotional and cultural factors that may impact learner motivation, these findings also present the diverse and individualistic nature of learning and learner motivation. The discussion illustrates the multifaceted and complex nature of learning motivation and highlights the importance of social structure in the development and maintenance of learning cultures. More specifically, the discussion highlights the importance of significant others and the reciprocal nature of emotional investment in education. A range of conceptual models are introduced to help teachers and managers understand the complex and multifaceted nature of learning motivation providing useful tools for curriculum design and intervention. These models can help teachers and managers to understand the key capital transactions and transubstantiations between learners, parents, teachers, and peers from a Bourdeusian perspective thus understanding the value of various capitals (namely cultural and emotional) and how they interact within the network of fields that are at play at the educational site.

Rapid reform in the vocational education and training sector within Australia has driven the need for a more flexible approach to the delivery of education and training. One facet of such flexibility is Open Learning. Currently there is little research on Open Learning within the training sector on which planning decisions can be based.A model of educational productivity (Walberg,1981) has been proposed in the research literature to investigate relationships between key factors such a student antecedents, learning environments and learning outcomes. The Walberg model has been employed in this current study to explore how these factors may be studied in an Open Learning environment and a more Traditional Learning environment within the vocational education and training sector. The research design is a comparative description, utilising techniques from both quantitative and qualitative paradigms.A major aspect of this current study has been to investigate the constructs proposed by Walberg's Productivity Model and source appropriate instruments to measure these constructs. Where the appropriate instruments were not available, a process of instrument development and validation was conducted.The research has identified Walberg's model as being a valid frame of reference within the Vocational Education and Training sector. As expected, significant differences between the Open Learning environment and the Traditional Learning environment were apparent for the measures of Classroom Environment. Of interest, however, was that the productivity factor of Quantity, for students studying in both learning environments, was shown to have a negative relationship with achievement. While small differences were apparent for other factors, generally, the relationship between productivity factors and educational achievement was seen to be similar for both the Open Learning and the ++
Traditional Learning environments.The findings of the study should be of significance to a range of people involved in the Open Learning environment, including decision makers in the areas of educational policy, curriculum design and implementation, administration and teaching.

Thesis (MPhil)--Stellenbosch University, 2003.
ENGLISH ABSTRACT: Education and vocational training in South Africa are currently in the throes of various changes, especially with regard to the college sector. The process commenced after 1994's historic first democratic elections in South Africa. The rationale for these changes presently taking place regarding education and vocational training is the total transformation of this system inherited from the apartheid era. These changes will put South Africa in a position to prepare itself for the challenges of the twenty first century, especially in the context of globalisation. Subsequent to the apartheid era many more opportunities on international markets arose for the country than ever before. In this context of globalisation it is thus indispensable for the country to dispose of a well trained and skilled workforce. In this connection the need for training also becomes closely allied to the macro economic plan, GEAR, of the South African Government. For the purpose of this thesis the first and second phase of the changes in the education and vocational training system in South Africa were investigated. The first phase was the policy formulation that gave rise to the Act on Further Education and Training, Act 98 of 1998. This then provided the impetus behind the process of transformation in further education and training. The second phase is the implementation phase, currently being executed. In addition, the historical roots of the present changes in the relevant education sectors were discussed. Four strategic aims of the above changes in education and vocational training are highlighted: The South African Qualifications Authority is to take charge of quality control and standards in the new South African qualification system. The National Qualification Framework is to establish a structured qualification framework for the new Further Education and Training (FET) system. Learnerships, replacing apprenticeships, are being envisaged for the vocational and inservice training system. New ways of funding the FET system, with special reference to the sector education- and training authorities. Finally a description follows of the implementation of these on the national, provincial, and specifically the college level as FET institutional level. On the basis of research undertaken, various interim findings are elucidated concerning the implementation of the changes in the education and vocational training system.
AFRIKAANSE OPSOMMING: Onderwys en beroepsopleiding in Suid-Afrika ondergaan tans verskeie veranderinge, veral ten opsigte van die kollegesektor. Die proses het in 1994 begin nadat die eerste demokratiese verkiesing in Suid-Afrika plaasgevind het. Die rasionaal vir hierdie veranderinge wat tans in die onderwys en beroepsopleiding plaasvind, is om die stelsel wat uit die Apartheidsera oorgeërf is, in sy geheel te transformeer. Sodoende kan Suid Afrika hom voorberei op die uitdagings van die een-en-twintigste eeu, veral in die konteks van globalisering. Na die einde van die Apartheidsera het veel meer internasionale markte as in die verlede vir Suid-Afrika oopgegaan. Dus is dit noodsaaklik dat die land in die konteks van globalisering oor' n behoorlik geskoolde werksmag behoort te beskik. In hierdie verband sluit die noodsaak vir opleiding ook verder aan by die Suid-Afrikaanse regering se makro-ekonomiese plan, GEAR. Vir die doeleindes van hierdie proefskrif is ondersoek ingestel na die eerste- en tweede fase van veranderings in die onderwys- en beroepsopleidingstelsel in Suid-Afrika. Die eerste fase was die beleidsformulering, wat gelei het tot die Wet op Verdere Onderwys en Opleiding, Wet 98 van 1998. Dit was dan ook die dryfkrag agter die proses van transformasie in verdere onderwys en beroepsopleiding. Die tweede fase is die implementeringsfase wat tans aan die gang is. Daarbenewens is 'n historiese perspektief en die wortels van die huidige veranderinge in onderwys en beroepsopleiding bespreek. Aandag word geskenk aan vier strategiese doelwitte om die bovermelde verandering in onderwys en beroepsopleiding te bewerkstellig. -Die SA Kwalifikasie-owerheid om gehaltebeheer en standaarde in die nuwe Suid- Afrikaanse kwalifikasiestelsel te bewerkstellig; -Die Nasionale Kwalifikasieraamwerk om 'n gestruktureerde kwalifikasieraamwerk in die nuwe Verdere Onderwys en Opleidingstelsel (VOO) daar te stel. -Leerlingskappe, in plaas van vakleerlingskappe, wat vir beroeps- en indiensopleiding beoog word. -Nuwe wyses om die VOO-stelsel te befonds, met spesifieke verwysing na die Sektorale Onderwys- en Opleidingsowerhede. Laastens volg 'n beskrywing van die implementering daarvan op nasionale-, provinsiale- en spesifiek op die kollegesektor as VOO instellingsvlak. Op grond van die navorsing wat onderneem is, word verskeie tussentydse bevindinge rakende die implementering van veranderinge in die onderwys- en beroepsopleidingstelsel onder die loep geneem.

Burnout has led to turnover and poor counselor performance within public sector rehabilitation. Scholarly literature on burnout among mental health counselors and school counselors are abundant. However, few researchers have compiled studies to evaluate burnout among rehabilitation counselors. No research could be found that examined the relationships among job demand, control, support, and burnout among public sector rehabilitation counselors. The Job Demand Control- Support (JDC-S) model indicates that stress from work is developed based on work demands, perceptions of control, and the perceived support that is received. The purpose of this research study was to determine the extent of the prediction, if any, between burnout and job demand, job control, and job support for public sector rehabilitation counselors. This study examined the following research question through a multiple linear regression: Job demand, job control, and job support (as measured by subscales of the Karasek and Theorell Job Content Questionnaire) predicts burnout (as measured by the Maslach Burnout Inventory) among public sector rehabilitation counselors. Instruments used in the study included the Job Content Questionnaire and the Maslach Burnout Inventory. An electronic questionnaire was sent to 1,000 certified rehabilitation counselors throughout the United States;197 were returned. The results of this study suggest that there is a likelihood of a lower risk of stress because of high autonomy on the job. Moreover, there was a significant prediction between burnout (as described by emotional exhaustion, depersonalization, and personal accomplishment) to job demand, job control, and job support. Results of the study may contribute to social change through increasing the wellness of counselors within the public rehabilitation counseling sector, which, in turn, could lead to improvement in the quality of services for clients.

Thesis (MComm (Psych))--Stellenbosch University, 2014.
ENGLISH ABSTRACT: Skills development is a crucial element in improving the effectiveness with which organisations operate in the current global arena. The level of skills of employees in any organisation should be of significant managerial concern. The principal aims of this study is firstly to investigate the success achieved in skills development initiatives in the agricultural sector in South Africa and secondly to develop a theoretical framework of important individual and organisational variables for skills development in agriculture. Management on farms need to develop the skills of their employees in order to ensure effective adaptation to changes in the sector. A strong need for development also exists among South Africans working in the agricultural environment, as the sector is rapidly modernising and the people employed in this sector often possess low skill and literacy levels. The key question is whether the skills development strategies and initiatives of farms are conducive to successful human resource development, in light of the specific individual and organisational context. A multiple case study research design was used, exploring the various ways in which six different farms approach skills development and the variables which impacted on the success thereof. These approaches and effects are compared to the literature and across cases to move towards the development of a skills development framework applicable to the unique agricultural context in South Africa. Data collection included primary (semi-structured interviews with employees and management) and secondary (background and administrative) information to comprehensively describe each case. Pattern matching was used to determine common trends between the cases and illustrate them in terms of a conceptual framework. General support was found across the six cases for the complex and extensive framework of variables. The following individual variables were found to have an impact on the effectiveness of skills development: ability to learn, motivation to engage in and transfer training, attitude to skills development, locus of control, and perceived ability to learn. Organisational variables which affected the effectiveness of skills development included the following: labour relations, organisational strategy, culture, climate, and systems. Many of these variables comprised a number of sub-variables, which were also shown to be relevant in the framework. Variables in the individual and organisational frameworks were also found to demonstrate interactive effects within and across framework boundaries. The results of the study serve as thought provoking reading for managers, which could stimulate critical thought and an inquisitive attitude to skills development on their farms. In general, training and development was approached in a very informal manner in terms of strategy, goals, and practice. Managers can surely benefit from adopting greater formalisation in these aspects as it would ease the process of planning, implementing, and evaluating training. In certain instances additional variables or interrelationships were identified for future study. The establishment of the framework of variables serves to inform future research: it represents a point of departure for research in a critical field where little recent research has been published.
AFRIKAANSE OPSOMMING: Die ontwikkeling van vaardighede is 'n kernbelangrike aspek om die doeltreffendheid waarmee organisasies in die huidige internasionale speelveld optree te verbeter. Die vaardigheidsvlakke van werknemers in enige organisasie behoort van kernbelang te wees vir bestuurders van sulke organisasies. Die hoofdoel van hierdie studie is dus eerstens om die mate van sukses met vaardigheidsontwikkelingsinisiatiewe in die landbousektor te ondersoek en tweedens om 'n teoretiese raamwerk van die belangrikste individuele en organisatoriese veranderlikes vir vaardigheidsontwikkeling in landbou te ontwikkel. Die vaardigheidsvlakke van werknemers in die landbousektor moet deur die werkgewer ontwikkel word om te verseker dat effektiewe veranderinge in hierdie sektor plaasvind. Daar is 'n besonder sterk behoefte aan vaardigheidsontwikkeling onder werknemers in die landbousektor van Suid-Afrika , aangesien die sektor 'n snelle moderniseringsproses ondergaan, maar die werknemers in baie gevalle oor besonder lae vaardigheids- en ontwikkelingsvlakke beskik. Die vraag bestaan of die strategieë en inisiatiewe wat deur die werkgewer geïmplementeer word wel aanleiding gee tot suksesvolle menslike hulpbronontwikkeling, gegewe die spesifieke individuele en organisatoriese konteks. Deur gebruik te maak van veelvoudige gevallestudies as navorsingsmetode, is daar gekyk na ses verskillende plase se benadering tot opleiding, asook die impak en sukses van hierdie opleiding. Hierdie benaderings en invloede word vergelyk met die literatuur en tussen gevallestudies met die oog op die ontwikkeling van 'n vaardigheidsontwikkelingsraamwerk spesifiek binne die unieke konteks van die Suid-Afrikaanse landbousektor. Data-insameling behels primêre inligting (semi-gestruktureerde onderhoude met werknemers en bestuur), en sekondêre inligting (agtergrond- en administratiewe) om elke geval omvattend te beskryf. Patroonpassing is gebruik om algemene tendense tussen die gevallestudies te identifiseer en vervolgens die gevallestudies met die konseptuele raamwerk te vergelyk. Die ses gevallestudies het die komplekse en omvattende raamwerk van veranderlikes in die geheel ondersteun. Resultate toon aan dat die volgende individuele veranderlikes 'n klaarblyklike impak gehad het op die doeltreffendheid van opleiding en ontwikkeling: die vermoë en motivering om te leer en vaardighede oor te dra; die houding teenoor opleiding ontwikkeling; die lokus van beheer; en die waargenome vermoë om te leer. Die doeltreffendheid van opleiding en ontwikkeling is ook deur die volgende organisatoriese veranderlikes beïnvloed: arbeidsverhoudinge, organisatoriese strategie, kultuur, omgewing en stelsels. Die sub-veranderlikes van die individuele en organisatoriese veranderlikes is ook as relevant binne die raamwerk aangedui. Verder is die voorgestelde verwantskappe tussen veranderlikes (binne sowel as oor die grense van die individuele en organisatoriese raamwerke) ook ondersteun. Die resultate van hierdie studie dien as insette vir bestuurders om kritiese denke en 'n ondersoekende ingesteldheid teenoor opleiding en ontwikkeling op hul plase te stimuleer. Opleiding en ontwikkeling is oor die algemeen op 'n baie informele wyse geïmplementeer ten opsigte van strategie, doelwitbepaling en uitvoering in die praktyk. Bestuurders kan baat vind by die formalisering van bestaande praktyke omdat dit die proses van beplanning, implementering en evaluering van opleiding en ontwikkeling kan vergemaklik. Addisionele veranderlikes en interverwantskappe is geïdentifiseer vir verdere navorsing. Die samestelling van die raamwerk van veranderlikes dien juis as uitgangspunt vir toekomstige navorsing in 'n kerngebied wat min aandag in navorsing geniet.

This study investigated the practice of professional development (PD) within the Vocational Education and Training (VET) arena. The major focus of this study was to investigate how PD provision for a selected group of VET educators in the tourism and hospitality sector has equipped them with both the technical competence of their discipline and teacher/training competence. This research has direct practical relevance to the educators working in the VET tourism and hospitality sector. Identifying PD strategies that are consistent and effective could facilitate the development of PD at a national level thus providing benefit to the VET sector as a whole. The study was conducted utilising the qualitative research technique narrative inquiry. The investigation focused on a case study context of educators currently working within a department of tourism and hospitality at a VET registered training organisation. Interviews were conducted with 10 front-line teaching educators and 4 management Heads of Department. Interviews were transcribed and portrait narratives were developed from the interview data. The portraits were analysed to answer the study’s five objectives: • To gain the perceptions held by a selected group of VET educators in the tourism and hospitality sector of the technical competence needed to conduct effective teaching/training programs • To gain the perceptions held by a selected group of VET educators in the tourism and hospitality sector of the professional teaching/training competencies required for effective practice • To construct a detailed taxonomy of teaching/training competencies in VET tourism and hospitality sector • To determine the appropriate qualification for VET educators in the tourism and hospitality sector • To propose specific recommendations for the improvement of PD practices for VET educators in the tourism and hospitality sector. Results of the study indicated that educators and management are required to consider specific issues when designing PD. A set of recommendations arising from the research findings have been developed that focus on enhancing the PD for tourism and hospitality educators particularly in the following areas: • Increased relevance of the PD to the educators’ work • Development of a culture that supports lifelong learning • More transparent PD funding and budgetary arrangements • Access to PD for ongoing and sessional staff • Increased emphasis on professional learning arising from PD.

This study investigated the practice of professional development (PD) within the Vocational Education and Training (VET) arena. The major focus of this study was to investigate how PD provision for a selected group of VET educators in the tourism and hospitality sector has equipped them with both the technical competence of their discipline and teacher/training competence. This research has direct practical relevance to the educators working in the VET tourism and hospitality sector. Identifying PD strategies that are consistent and effective could facilitate the development of PD at a national level thus providing benefit to the VET sector as a whole. The study was conducted utilising the qualitative research technique narrative inquiry. The investigation focused on a case study context of educators currently working within a department of tourism and hospitality at a VET registered training organisation. Interviews were conducted with 10 front-line teaching educators and 4 management Heads of Department. Interviews were transcribed and portrait narratives were developed from the interview data. The portraits were analysed to answer the study’s five objectives: • To gain the perceptions held by a selected group of VET educators in the tourism and hospitality sector of the technical competence needed to conduct effective teaching/training programs • To gain the perceptions held by a selected group of VET educators in the tourism and hospitality sector of the professional teaching/training competencies required for effective practice • To construct a detailed taxonomy of teaching/training competencies in VET tourism and hospitality sector • To determine the appropriate qualification for VET educators in the tourism and hospitality sector • To propose specific recommendations for the improvement of PD practices for VET educators in the tourism and hospitality sector. Results of the study indicated that educators and management are required to consider specific issues when designing PD. A set of recommendations arising from the research findings have been developed that focus on enhancing the PD for tourism and hospitality educators particularly in the following areas: • Increased relevance of the PD to the educators’ work • Development of a culture that supports lifelong learning • More transparent PD funding and budgetary arrangements • Access to PD for ongoing and sessional staff • Increased emphasis on professional learning arising from PD.

Key Skills (KS), a component of Curriculum 2000 (C2000) was introduced by government in September 2000 as a range of essential generic, transferable skills that underpin success in education, employment, lifelong learning and personal development. C2000 was introduced into Further Education (FE) colleges to replace the core skills (CS) which had, up to then, been integrated or attached to vocational course structures. KS are different in nature from CS. KS are evidenced, assessed and examined separately from vocational courses and therefore, because of their standalone nature, are attached to the vocational students, not to their courses. This research is an evaluation of the conceptual coherence and practical viability of the KS curriculum (KS2000), as introduced and implemented within the further education sector. The study investigates issues for tutors delivering KS and its effects on their foundation students’ motivation for learning. Eleven case-studies were carried out across one academic year within seven FE colleges in Southern England. The nature, provenance and purpose of KS2000 are explored, and the origin and rationale for KS are examined through an analysis of the concept of the ‘skills’ component on which it is founded. The framework of illuminative evaluation was adopted and ethnographic methods of interviews and observations employed. Progressive focussing, used in conjunction with a grounded theory approach of treating the literature as part of the collection of data, gave some capacity for theory-building. The thesis found that all college staffs, both KS and vocational, whilst agreeing that KS were remedial in nature, held different opinions as to what KS were and of what value the KS2000 was to the foundation students. KS tutors believed they provided students with a basis for opportunities to acquire important ‘skills’ for their future, but most vocational staff did not and were even opposed to their being delivered in the context of FE. KS managers agreed that KS should not have to be provided by the FE sector. Members from all groups of participants reported having large numbers of school-leavers entering their colleges with poor levels of basic maths and English. Supplying adequate tutoring and support for such students was demanding for management and stressful for many KS tutors. The students were socialised into accepting that their future employment depended on KS and a majority were positive in their belief that they could achieve them. However, in spite of government funding to provide KS2000, great effort from all staffs to implement the curriculum and students’ apparent motivation and self-belief, many students were observed behaving badly in class and KS qualification rates generally remained poor

This research has demonstrated that design thinking (DT) could be used as a professional development (PD) methodology for Vocational Education and Training (VET) trainers in understanding and applying reasonable adjustment (RA). The use of design thinking has the further benefit of raising the trainer’s empathy and understanding of the impact of injury and disability upon a person’s life and the significance of RA outside of the training context. A workshop (PD session) was designed and conducted to explorer the relevance and success of the PD framework and the use of design thinking in developing an understanding and applying RA. The structure of the PD, the methods and the tools used supported the development of empathy, which facilitated new learning in RA through action and experience, and assisted in the transformation of the trainer’s point of view and assumptions. The PD increased the trainers’ confidence by utilising the existing skills and knowledge of the VET trainers and the inclusion of individual work and group work. The RA problem posed by the PD assisted in creating motivation for learning as it provided expectancy, instrumentality and valence. The outcomes of the workshop identified the relationship between the participant’s willingness to participate and the development of new ways of thinking. These new ways of thinking assisted in the development of empathy, which allowed for new learning The use of design thinking as part of the PD enhanced the development of empathy, facilitated learning including the ability to understand and apply RA.

This research is an exploration of the extent to which formal vocational education in the domestic trades (catering and dressmaking) for women in Ghana leads to sustainable self-employment in the urban informal sector (UIS) in Accra. The research adopts a qualitative methodological approach using interpretive analysis to gain an in-depth understanding of the primary data collected. A case study approach is adopted to articulate emerging themes in a manner that is comprehensive and intelligible. Two conceptual frameworks are employed: firstly, the research builds on the work of McCauley et al (1995), to ascertain the developmental dimensions of VE catering job roles that provide graduates with the capabilities and opportunities needed for sustainable self-employment. Secondly, the concept of Gender Role Socialization is drawn on to ascertain the gender-specific factors that influence women’s engagement in VE and constrain women’s MSE growth. The research identified three key factors which affect VE graduates gaining employment and prospects for sustainable self-employment. They are: 1) The VE programme pursued and the presence or absence of a transformative environment of skill utilization. 2) The attainment of post-graduation specialist training or advanced certification which provide VE graduates with enhanced prospects for employment. 3) Post-graduation quality workplace development experience (QWDE). Gender-specific factors include traditional Ghanaian expectations of “womanhood”, and the streaming of women towards occupational paths that maintain their gendered role obligations within the household and family. These include ‘domestic provisioning’; male prerogative as principal decision-maker in the household; weak inheritance rights and access to property.

The general objective of this study is to identify skills required by employers relevant to the agricultural sector especially in cash crop rice farming and to explore how to increase the contribution of new entrants to the labour market leading to increased production, socio-economic development and the reduction of income-poverty in Tanzania. Productivity gains in the agriculture sector have been modest and have had a limited effect on economic growth in Tanzania. Although the country has considerable agricultural potential, making the most of this depends on the availability of a labour force that has the skills to support a shift to greater productivity. This study profiles, analyses and examines the reality of skills provision and the emerging opportunities to find out how skills development and employability should be improved. The research questions focus on (i) identifying the existing skills gaps between employers' needs and employees' capabilities; (ii) identifying the skills which TVET programs impart to enhance performance in the agriculture subsector; and (iii) identifying the skills required by employers and analysing the employability of TVET graduates entering work in the agricultural sector, especially for paddy production. The study concludes by outlining policy implications for improving TVET programs for workforce development. Among the key research findings was the identification of the high degree of irrelevance of most TVET courses for the targeted labour market as overall 89 % of employers claim that the skills possessed by graduates were not applicable to their intended jobs. Moreover, there is a gap in perception between employers and employees about the value of their training. Serious concerns need to be addressed. This can be done by creating an effective system of knowledge dissemination and training building on the current cascade training system involving both the TVET institutions and the visitation of extension workers in the field responsible for enhancing the transfer of modern farming practices. Findings also indicate that very few TVET graduates who enter the agriculture sector have actually studied agriculture, and only seven percent out of the entire TVET graduating cohort have studied the agricultural track. These research findings, drawn largely from a case study analysis as well as analysis of secondary sources, were formed during my professional experience working in the TVET sub-sector in Tanzania. The findings lead to the conclusion that the nature and structure of the curriculum as well as the teaching methodology mean the skills of the TVET graduates are inadequate to meet the demand from the labour market, especially in the paddy production sector. In addition, the study findings lead to a number of critical policy options to reduce skills gaps by refining the curriculum and pedagogy to ensure it is more demand driven and by ensuring that a mechanism is created linking supply and demand. Critical policy options include the need for a clearer and more systemic occupational analysis of the skills needed in paddy production -- such as the analysis provided in the Developing A Curriculum (DACUM) approach in order to ensure that the TVET curriculum is in alignment with the demanded occupational skills. To enhance the scientific and technological foundation of TVET, a strong focus will be required on high-order literacy and numeracy skills. The study also suggests that to establish a “knock-on effect”, youth who obtain skills from TVET institutions also need to be provided with appropriate leadership training during their TVET programs in preparation for disseminating knowledge and skills to other farmers in the field and leading change in agricultural practice. The training system needs to be more closely linked with employers and work places where knowledge and skill can be utilised.

Magister Legum - LLM
This study is encouraged by the fact that the field of labour law has drastically changed after enactment of amendments in various labour legislation such as Employment Equity Act, Basic Conditions of Employment Act and Labour Relations Act during 2013 and 2014. These changes have compelled employers to review their policies in line with the amendments of these Acts. This study will however focus on the impact of the newly introduced section 198 to the Labour Relations Act 66 of 1995. The study will specifically focus on the continued use of fixed-term contracts of employment within the Technical and Vocational Education and Training (TVET) Sector of South Africa.

This ethnographic study investigates the experiences of those learning tailoring and trading in Freetown, Sierra Leone via apprenticeships, other on-the-job training or Technical and Vocational Education and Training programs (TVET). I examine these forms of occupational training by investigating the practices underway, how knowledge transmission occurs, as well as why learners engage with and what they get out of these activities. I consider how the job learners utilise occupational training as a manner of increasing social, cultural and economic capital in Bourdieu's sense of those terms to navigate the urban labour market.     I find that the learners aspire fundamentally to social mobility and a sense of self-worth. To achieve this, they use four main tactics: flexibility, reframing, co-operation and diligence. However, I find all tactics are developed in response to greatly circumscribed opportunities to obtain a good and stable income, and increased social status, due to structural inequality. Local political neoliberal discourse on youth unemployment emphasising diligence, belies these inequities and the limited ways in which social mobility is within the individual’s control. Hence, I argue, a focus on training without addressing structural inequality is inadequate.     As the training usually does not lead to paid and reliable employment, I argue it serves more fundamentally as a form of moral education and a vehicle for personal and social development. I argue it helps develop certain personal moral traits and alleviate society's concern about immoral "idle youth". Further, that it helps develop what I term resilience capital; that is, the hard-working and stubborn disposition developed by reframing previous experiences of adversity, which may later assist the individual in acquiring other forms of capital.     Although not its main focus, this study also seeks to contribute to academic scholarship through developing our understanding of knowledge transmission. I find that the process of knowledge transmission is fundamentally social and shaped by hierarchy, subjective positions of power, the inculcation of moral and ethical values, and more dependent for success on various forms of capital than it might at first appear.

L'étude sur la politique de formation professionnelle et d'emploi en Haïti met l'accent sur l‟industrie touristique en tenant compte des atouts et de la position géographique du pays. Inscrit dans la lignée théorique du capital humain de Becker G. et faisant le lien entre les problèmes de la formation et le faible niveau de développement, le travail explore les principaux freins matériels et immatériels agissant négativement sur le secteur touristique et subséquemment sur le développement socioéconomique du pays. Adoptant une approche inspirée de l‟analyse systémique de Mélèze J. complétée par l‟analyse stratégique de Crozier M. et de Friedberg E., l‟étude met en évidence les enjeux des acteurs dans le cadre des démarches visant à dynamiser l‟industrie du tourisme en Haïti. Les données de l'enquête et les entretiens réalisés avec des personnalités ayant travaillé dans les secteurs de la formation et du développement ont permis de constater que les moyens alloués au système national de formation professionnelle sont largement insuffisants pour répondre à la demande sociale de la formation. Il a été permis de constater aussi que l'offre publique de formation professionnelle est historiquement faible et géographiquement inégalitaire. Ce problème affecte le stock de capital humain dont le pays a besoin pour assurer son développement socioéconomique.Les efforts déployés au cours de ces dernières années en vue d'atténuer les effets dévastateurs des crises qu'a connues le pays n'ont pas été accompagnés de l'application d'une politique de formation professionnelle en appui aux secteurs dans lesquels on espérait avoir des investissements. Les données économiques de la région et le positionnement géographique du pays autorisent à penser qu'une politique de formation ambitieuse aurait pu remplir une fonction attractive dans les branches d'activité à haute valeur ajoutée demandant moins d'investissement dans lesquelles le pays a des avantages comparatifs, notamment le tourisme. L'étude révèle que l'enseignement professionnel haïtien est déconnecté de l'appareil de production économique qui investit. Ce problème pousse certaines entreprises, pour répondre à leurs besoins, à faire appel à la main-d'oeuvre étrangère tandis que le pays connaît un taux de chômage important. Sous-financés, l'enseignement technique et la formation professionnelle sont victimes de la représentation traditionnelle que certains ont de l'apprentissage. De plus, il n'existe pas un espace formel de concertation et de dialogue entre les responsables des organismes de formation et les dirigeants des entreprises. Ces dialogues, nécessaires et réclamés dans une démarche d'accompagnement, d'anticipation des investissements et de mise en oeuvre des politiques de l'emploi, dans les rares cas où ils existent, sont plus personnels qu'institutionnels. La concurrence pour avoir des contactspersonnels prime sur l'intérêt général. La mutualisation des forces en présence paraît nécessaire afin d'arriver à une lecture partagée de l‟environnement économique, établir un partenariat privilégié et éclairé entre l'appareil de production et celui de l'enseignement pour mieux orienter la politique de l'État dans le champ de la formation professionnelle. Enfin, comme secteur prioritaire de développement, le tourisme, industrie pourvoyeuse d'emplois, ne sera pas profitable à Haïti s'il n'y a pas un effort substantiel pour innover, créer des entreprises nouvelles et les doter des compétences et des qualifications que requiert une économie fondée sur les activités touristiques. La rentabilité du secteur touristique passe également par la création d‟un climat d'affaire propice à l‟investissement direct étranger (IDE), par la levée des principaux freins à la croissance économique, par des actions ciblées relatives aux opérations de marketing et par l'amélioration de l'image du pays à l'étranger.

Philosophiae Doctor - PhD
Between 1974 and 1982 the MOE introduced in two phases the diversification programme [SSCDP] which sought to establish practical subjects in the secondary school curriculum. This study examines the sustainability of implementation efforts beyond project expiry. It was hypothesised that SSCDP is not working as originally intended. The broad research problem was framed thus: What implementation response arises from an open-ended innovation policy? Subsidiary questions are: 1. How far have the policy-makers communicated the meaning of SSCDP and what factors account for mismatches between policy intentions and innovation practice? 2. What is the response of Project schools and what factors explain variation in response? 3. What is their significance for the sustainability of SSCDP? The analysis draws key concepts from the innovation literature on models and strategies of planned change; relationships in the implementation hierarchy; determinants of and orientations to the implementation process. Centred around qualitative research methods, the investigation utilises data from project documents, semi-structured interviews and from observations during school visits. Findings show an overall low level of implementation that varies among project schools. This is attributed to: Poor interpretation of SSCDP goals; Deficiencies in the implementation management; Idiosyncratic school behaviours. The study concludes that the 'practitioner-policy-maker' discrepancy is significant, hence the gap between policy intents and innovation practice. The gap is not regarded so much as an ultimate failure of the programme but as a necessary condition that allows for mutual adaptation between the innovation and its setting. This is reflected in the varied patterns of implementation response, classified as the: faithful; negotiators; selective adaptors; expansionists; and reductionist. As a policy-oriented study aiming at providing an 'improvement value', the findings lead to a proposal of improvements in the strategies of managing change in three areas: shifting focus from an adoption to an implementation perspective. Recognising implementation as a process dependent on a mutual linkage relationship among participants. Recognising schools as important bearers of change. These three are crucial factors in the implementation-sustainability relationship.

Basée sur une approche sociologique, cette recherche a pour objet l'analyse et la compréhension du parcours scolaire des élèves de Section d'Enseignement Général et Professionnel Adapté (SEGPA) à l'île de La Réunion. Nous nous sommes principalement intéressé aux élèves en fin de scolarité dans douze SEGPA. Notre approche en termes de processus nous permet de montrer que l'histoire et le parcours scolaires des élèves rencontrés ne se réduisent pas à une aventure individuelle, mais sont le résultat d'un processus global construit dont les dynamiques sont à chercher dans la combinaison et l'interaction complexes d'un grand nombre d'éléments, de phénomènes, d'événements. Ainsi, même s'il apparaît que le fonctionnement institutionnel de l'orientation influence fortement les destins scolaires, il ressort de cette recherche que ce qui rend possibles le parcours scolaire et les sorties sans qualification des élèves de SEGPA, n'est pas réductible aux seules caractéristiques personnelles des élèves, ni à celles de leur cadre familial de socialisation, et encore moins à ce qui se joue dans l'espace scolaire ; nous y voyons plutôt le produit d'un processus global dont les dynamiques interdépendantes se conjuguent, s'imbriquent, se cumulent et s'influencent
Through a sociological approach, this research intends to analyse and better understand the school career of SEGPA students in Reunion Island. Our study mainly focuses on students about to leaving school in 12 different SEGPA. This approach, in terms of process, demonstrates that the personal history and the school career of the students we met cannot be reduced to an individual adventure, but are the result of a comprehensive process whose dynamics are to be found in the combination and interactions of a variety of elements, phenomena and events. Even though the institutional functioning of school guidance influence school destiny, this research shows that school career and the failure of students leaving SEGPA without any qualification are not reducible to the student's personal characteristics or social family context, but is due to a comprehensive process whose interrelated dynamics combine, interact, cumulate and influence each other

This thesis is based on a South Australian case study exploring the effectiveness of a management development project during a time of substantial change in the Department of Employment, Training and Further Education (referred to hereafter as DETAFE) a South Australian government vocational educational agency. The project took place between mid 1992 and December 1994. Like most government agencies, since the 1970s, DETAFE has been subject to major changes in the way governments have developed policies and espoused values about the role of government and the public service.

Organisations often look to acquisitions as a means of achieving their growth strategy. However, notwithstanding the theoretical motivations for engaging in acquisitions, research has shown that the acquiring organisation, following the acquisition, frequently experiences a fall in share price and degraded operating performance. Given the failure rates that are conservatively estimated at over 50%, the issue of acquisitions is worthy of inquiry in order to determine what factors make for a successful or alternately an unsuccessful outcome. The focus of this study is the vocational education sector in Australia, where private registered training organisations [RTOs] adopted acquisitions as a strategy to increase their market share and/or support growth strategies prompted by deregulation and a multi-billion dollar training investment by both Australian State and Federal governments in the past ten years. Fuelled by these changes in Government policy, there was a dramatic growth in RTO acquisitions between the period 2012 and 2017. Many of these acquisitions ended in failure, including several RTOs that listed on the Australian Stock Exchange [ASX]. This study investigates acquisitions of Australian RTOs, focusing on the period from 2012 to 2017 [study period]. The aim is to understand what factors contributed to the success and/or failure of acquisitions of registered training organisations in the Australian Private Education Sector. The study uses phenomenology, a qualitative research methodology within the interpretivist paradigm, with the intention to gain insight into the ‘lived experiences’ of the participants who represent a cross-section of key industry stakeholders with first-hand acquisition experience. A central and practical outcome of the study relevant to the pre-acquisition stage is to highlight the primacy of strategic planning. Given the largely opportunistic approach over the study period that reflected the perceived easy access to funds as a result of Government’s policy and initial regulatory inaction, there was a demonstrable gap in terms of local knowledge of the sector and awareness of the pitfalls and risks associated with a sector subject to strict regulatory oversight. The 3-stage acquisition process model may inadequately identify the importance of sound planning and risk filtering based on sector specific information. As a result, the study recommends the revision of the model to include a pre-pre-acquisition stage that emphasised the importance of ‘industry intelligence’. This role is anticipated to comprise a team of industry experts with current inside information and with a wider understanding of the education sector that is subject to stringent regulation. This finding may be relevant to not only RTOs, but could be extended to other businesses that operate in a heavily regulated sector, and ones that are dependent to a large degree on government funding. Historical evidence supports this risk proposition; the Royal Commission into the Home Insulation Program [HIP] that was established in December 2013, bears an uncanny parallel with funding related issues the result of policy decisions in the vocational education sector. The study findings are reported in order of the three-stage acquisition process model: pre- acquisition, integration and post-acquisition, with general strategy and related risk considerations noted, and industry specific red flags [indicator of risk] also highlighted. The study also highlights several issues in the integration stage of RTO acquisitions. The three in-depth RTO case studies, for example, illustrate a lack of strategic planning for the integration of new acquisitions. The rush by a number of acquirer firms such as Vocation Limited, Australian Careers Network and Study Group was in order to access VET-FEE HELP [VFH] loan funding and build student enrolments. This myopic focus, rather than considered process that examined the strategic alignment of their multiple acquisitions, was a key factor in acquisition failure. In the post-acquisition stage, this study highlights the role of government and the industry regulator, Australian Skills Quality Authority [ASQA]. Regulation is a significant sector specific consideration that determines success and failure of the business. By its very nature, government funded industries are subject to volatility associated with changes in political leadership, changes in priorities and policies, and changes in funding priorities. From the findings it is evident that the 2012 expansion of the VET-FEE HELP student loans scheme policy decision to include private RTOs, was a Government policy initiative that was derailed by poor execution. Taking on some lessons learned from the VET-FEE HELP loan policy ‘debacle’ may prevent the loss of Government revenue, as well as protect key stakeholders, such as students and taxpayers, from unjust outcomes in the future and importantly avoid reputational damage in a competitive international education market. This study area may also benefit from further industry specific research to understand the roles of government and regulators and how they can potentially help as well as adversely impact prospective new RTO entrants and associated stakeholders.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007.
Source: Dissertation Abstracts International, Volume: 68-11, Section: A, page: 4576. Adviser: Peter K. Kuchinke. Includes bibliographical references (leaves 170-190) Available on microfilm from Pro Quest Information and Learning.

This research offers an essential enlightenment for a better understanding towards the significance to establish the Center of Excellence for Technical Vocational Education and Training (CoE for TVET), especially in vocational education. It analyzes and synthesizes the data from the existing academic and commercial sources based on the fact that, in most cases, “excellence” is referred to as a foundation term for competitions. Many entities being recognized as or perceived by target audiences in business conduct as “excellent”, are generally “abstract”. In practice, there are only a few entities actually worthy of a true “excellence” judging by appropriate criteria—having “concrete” evidence of activities and components. Exemplifying an existing Center of Excellence would promote a better understanding both in terms of definition and its characteristics. The researcher focuses on conducting comparative research that combines with qualitative and case studies, with an important goal of acquiring 'new definition, new knowledge and specialized practical guidelines related to the CoE for TVET', and to invent a set of practices that will lead to answering of these key questions: • What is 'CoE for TVET'? How many types are they of ? • How is it currently recognized for the 'CoE in TVET' ? • What approaches should be taken to promote a better understanding of definitions, classification, and operations of “a COE in TVET?” This is to provide in-depth research that can be beneficial to the public and visualized clearly worldwide. As per the mentioned aims, comparative case studies between different countries are required. There are neither much studies in the world which clearly proposed the definition; the identification and the demonstration of the applied practical guidelines nor in the dimension of excellence of TVET education management because all that exists are the context of excellence in business and nor in education sector that are often referred particularly to the level of Higher Education and that the basic education cannot be applied to TVET because of its being of different context. In each topic, the researcher clarified points of information including the perception, access, and maintenance of excellence. There shall be further discussion on the classification of all globally existing centers of excellence which is based on perception, presentation, and public understanding in conclusion. Once the foregoing section has been thoroughly accomplished, the next step is accessing the process and techniques of pursuing elements and characteristics that CoE in TVET at least should have by relying on techniques and principles called “Benchmarking+USP” that the researcher has developed recently based on the understanding that 'Apart from being superior to general standard and quality, that is, - no ordinary - ; having a status of excellence, the center of excellence, no matter operating or providing services in any regards, must have a unique identity and distinctiveness that should be as close as possible to -the top-notch – in that particular area.' To be an example case, the researcher had selected the 'Benching Partner' which is recognized for achieving excellence in service providing and educational management in the field of TVET: GTDEE and TGPES, as the answer of the research items that say: • How will there be techniques or processes in the pursuit of components, attributes that indicate the status of excellence of TVET CoE? • Are there any examples of centers of excellence or comparable organizations existing in Thailand? And how do those organizations have the required elements and characteristics of excellence? The final essence, therefore, is studying and striving for the needs in various dimensions regarding the establishment of the Center of excellence in TVET that is able to response to the demands of society for teaching and learning management of the Thai vocational education sector in the points of view of the sample groups --the direct stakeholders--, thus leading to answering the question in the endmost part of the research, that is: In what dimension does Thailand need TVET Center of Excellence? These will be beneficial suggestion to the relevant sectors in Thailand or those wishing to learn, study extensively on the basis of substantial findings delivered by this research.:Tabel of contents Abstract ii Acknowledgements iv Dedication vi Table of contents vii List of Figures xi List of Tables xii List of Abbreviations xiii Chapter 1: Introduction 1 1.1 Background and Importance 1 1.2 Definition of Excellence 1 1.3 Thailand's vocational education policies in the direction of excellence development 6 1.4 Research Question 11 1.5 Hypotheses 12 1.6 Purpose of research 13 1.7 Method and Scope of the Research 14 Chapter 2: Quality - Matters behind the scenes of excellence for vocational education 16 2.1 Definition and dimension of quality in the VET sector 16 2.2 “Quality” an impact factor of excellence in VET 19 2.3 Quality approaches: Strategies to improve excellence status 23 2.3.1 The Juran Quality Trilogy: Basic architect of Quality Management 24 2.3.2 Approaches to quality and quality objectives 25 Chapter 3: Centre of Vocational Excellence (CoVE) 32 3.1 How to understand the characteristics and definition of “CoVE” ? 32 3.2 Classic Excellence Approaches 36 3.3 Modern Excellence Approach and Education: EFQM – MBNQ 39 3.4 SEM &TVET Excellence Journey: The Singapore Experience 41 3.4.1 EFQM- MBNQA: The Foundation of the School Excellence Model 41 3.4.2 TVET Excellence Journey 43 Chapter 4: Conceptual Innovation: The Basic Approach to Establishing TVET-CoE Using Benchmarking+UPS 49 4.1 Level Analysis - Policy Examining: First Things to be Aware and Considered 50 4.2 Benchmarking: Learn from other sources, seek Best Practices, and adapt for excellence 53 4.2.1 Popularity and Definition 53 4.2.2 Type and scope 56 4.2.3 The benchmarking process: The Xerox way 57 4.3 Innovative concept: Establising TVET CoE based on excellence using Benchmarking+USP 61 4.3.1 Benchmarking and Vocational Development 61 4.3.2 Input, process and output/outcome: Benchmarking indicators 62 4.3.3 Outputs, outcomes and impacts: “The results chain in modern system” 64 4.3.4 Combining UPS and Benchmarking for TVET CoE under Blue Ocean 67 Chapter 5: Comparative case studies via adaptation of benchmarking technique to identify excellence based on scientific approach 70 5.1 Introduction: Principles of Case Studies Consideration 70 5.2 Analysis: Dual system, a new issue in Thailand - Why GTDEE? 72 5.2.1 Agricultural era and the advent of “Dual system” 72 5.2.2 Factory in school: Utilizing as a makeshift until deep-rooted and falling off from the ideal 74 5.2.3 Subsequent problems of practice that falls off the frame 75 5.2.4 What GTDEE show? - Pull the consciousness of the Thai vocational to look at the original “Dual system” 77 5.3 The application of Benchmarking+USP techniques to pursue unique excellence between GTDEE and TGPES 81 5.3.1 Scope and Basic norms of conducting the study 81 5.3.2 Enter the process of Benchmarking+USP 82 Chapter 6: Benchmarking+USP results conducted through information and views from executives of Benching Partner 91 6.1 Preliminary data and comments of Benching Partner about “TVET Excellence” 91 6.1.1 Personal information of the representatives of Benching Partner 91 6.1.2 Basic understanding of Excellence and Centres of Excellence 92 6.1.3 Awareness, experience, perspective and understanding of CoE for TVET 93 6.1.4 Suggestions and others 95 6.2 Results of exercising Benchmarking+USP based on the designed templates 96 6.3 SWOT analysis: a summary of the results of Benchmarking+USP to pursue excellence 105 6.3.1 Strengths 105 6.3.2 Opportunities 107 6.3.3 Weaknesses 108 6.3.4 Threats 109 Chapter 7: Understanding and demands for the CoE for TVET in Thailand: A case study from a sample group of 102 stakeholders 113 7.1 Introduction 113 7.2 The statistics used in the research and testing of the hypothesis 115 7.3 Personal information and basic information 116 7.4 Basic understanding of Excellence and Centres of Excellence 119 7.5 Awareness, experience, perspective and understanding of CoE for TVET 127 7.6 Suggestions and others 132 Chapter 8: Summary of body of knowledge and Suggestions 137 8.1 Understanding Excellence, CoE and CoE in TVET 137 8.1.1 Definition of excellence and CoE 137 8.1.2 SEM &TVET Excellence Journey: The Singapore Experience 139 8.2 Classification of definition by type and characteristics of “CoE for TVET” 140 8.3 Utilization Techniques and Guidelines for Benchmarking+USP within BOS in Identifying Distinct Excellence for CoEs in TVET 142 8.4 Examples of characteristics of excellence of the TVET CoE in Thailand 145 8.5.1 Factors making contribution to enhance journey toward organizational excellence 146 8.5.2 Perspectives on the mission of CoF for TVET 147 8.5.3 Demand for CoE of TVET in Thailand based-on the opinions of the sample groups 148 References 150 Internet sources 158 Appendix I: Benchmarking+USP templates 159 Appendix II: Questionnaire 176

The aim of this research has been to investigate how teachers in Vocational Education and Training (VET) in Australia deal with the Double Heuristic Method (DHM) as an alternative model for teaching in the VET Sector. The context is set within a vocational educational landscape globally, highlighting approaches in the delivery of vocational education in the USA, European countries and Australia. In pursuit of these approaches, various typologies of competency-based training (CBT) are explored. The VET systems around the world have been undergoing a period of continuous reform, moving VET systems towards a more holistic approach of teaching and learning in higher education. In such a context, the Australian VET sector has been and continues to be faced with challenges in the implementation of the Australian Training Packages, the core curriculum for the VET sector. This inquiry has been implemented within an interpretive paradigm in seeking to capture teachers’ perspectives of using the DHM and to investigate how VET teachers deal with the pedagogical challenges in their work. Central to the research question is investigating how teachers deal with an alternative model of pedagogy, the Double Heuristic Model, from their own frames of reference, and as they experience it. Qualitative methods have been used for data collection and analysis. The primary source of data was a series of semi-structured interviews. The data analysis was based on the principles of grounded theory method as outlined in the work of Strauss and Corbin (1990) whereby participants are placed in a position to consider a phenomenon and how they make meaning of that phenomena. In pursuing this approach to methodology in the two years of data collection and analysis, all three types of coding were utilised: open coding, axial coding and selective coding (Strauss and Corbin, 1990). As the Double Heuristic Method is a relatively new approach in vocational education in Australia, there has not been any prior research on its use in this area. Hence, this research contributes to developing new insights into teachers’ perspectives and responses to one approach in teaching the Units of Competency in the Training Packages in Australia, using an alternative pedagogical framework.
Thesis (Ph.D.) -- University of Adelaide, School of Education, 2013

碩士
國立政治大學
英語教學碩士在職專班
104
In the vocational education system in Taiwan, the Vocational High School Curriculum Guideline (VHSCG) is the basis of teaching materials and curriculum design, and the Technological and Vocational Educational Examination (TVEE) is an important reference for students to enter college. In the English test of the TVEE, an indirect speaking test was applied in the dialogue section. This research aims to investigate: (1) the correspondence between goals of speaking ability in the VHSCG and the dialogue section of the TVEE; and (2) the construct validity of the dialogue section. To achieve the purpose, this research analyzed the current curriculum guideline and the English tests of the TVEE, and studied the previous literature about assessing speaking ability to develop two checklists as instruments to analyze the targeted test items. Results indicated that the dialogue section of the TVEE generally corresponded with the speaking ability index in the VHSCG, but the topic distribution was imbalanced. The test items primarily focused on the communicative ability in daily-life contexts and was lacked of items that examine descriptive ability. For the construct validity, the dialogue section of the TVEE mostly examined fundamental speaking skills. Informational and interactional skills were strongly emphasized, while the skills in managing interaction were completely absent. Based on the findings of this research, the researcher yielded suggestions for future research and implications for the test developers.

Summaries in Afrikaans and English
Hedendaagse onderwys staan voor 'n omvattende voorligtings- en opleidingsopgawe om die jeug toe te rus om die arbeidsmark as entrepreneurs te betree. Onderwysers word toenemend voor die eis gestel om as fasiliteerders op te tree om leerlinge te begelei om beter by die eise van veranderende omstandighede, nuwe tegnologie en inligting aan te pas. In hierdie konteks vorm entrepreneurskapsgerigte onderwys een van die mees eietydse temas wat die onderwys moet aanspreek. Hoewel die voorsiening van entrepreneurskapsgerigte onderwys reeds in die nuwe Norme en standaarde vir onderwyseropleiding as 'n kruiskurrikulere aangeleentheid beskryf word, is die behoefte aan 'n omvattende entrepreneurskapsontwikkelingstrategie nog nie voldoende aangespreek nie. In 'n antwoord op hierdie leemte word 'n voorgestelde implementeringstrategie vir entrepreneurskapsgerigte onderwys in hierdie studie ontwikkel. In die verloop van die ondersoek moes daar deeglik rekening gehou word met aspekte soos: • die rol en betekenis van entrepreneurskap in die Suid-Afrikaanse skolekonteks; • faktore wat entrepreneuriese sukses of mislukking onderle; • die ontwikkeling van 'n positiewe entrepreneuriese ingesteldheid en entrepreneuriese vaardighede en • plaaslike en oorsese inisiatiewe om entrepreneurskap m die skoolkonteks te bevorder. In die empiriese ondersoek is die uitgangspunt gehuldig dat onderwysers se menings van deurslaggewende belang is om 'n entrepreneurskapsontwikkelingstrategie te rig. Onderwysers se menings is in elk van die volgende ondersoekvelde nagevors: • Onderwysers se toegerustheid om entrepreneurskapsgerigte onderwys aan leerlinge te voorsien; • Onderwysers se eie implementering van entrepreneurskapsgerigte onderwys; • Die behoefte by leerlinge aan entrepreneurskapsgerigte onderwys; • Onderwysers se geslaagdheid om entrepreneurskapsgerigte onderwys te implementeer; • Die aangewesenheid van entrepreneurskapsgerigte onderwys as 'n onderwyseropgawe. Die navorsingsresultate is aangewend om binne die raamwerk van die Suid-Afrikaanse skolekonteks en onderwysbeleid 'n strategie voor te stel om entrepreneurskapsgerigte onderwys te implementeer. Die onderwys kan hierdeur 'n aansienlike bydrae lewer om die jeug voor te berei om as volwaardige en verantwoordelike landsburgers hulle plek in die samelewing vol te staan.
Education today stands before the comprehensive task to empower our youth through appropriate guidance and training to enter the job market as entrepreneurs. Teachers are increasingly put to the task to act as facilitators in their guidance of the youth to adapt more effectively to changing circumstances, new technology and information. Within this context, education directed to entrepreneurship forms one of the most timely issues that education should address. Although the provision of education directed to entrepreneurship has been described as a cross curricular concern within the new Norms and standards for teacher education it does not provide in the need for a comprehensive strategy to develop entrepreneurship in education. In an answer to this deficiency, this study is directed to develop a proposed implementation strategy to enhance entrepreneurship in education. In the course of this investigation it was needed to thouroughly account with concerns such as: • the role and significance of entrepreneurship within the South African school context; • factors which underlie entrepreneurial success or failure; • the development of a positive entrepreneurial attitude and entrepreneurial skills and • local and foreign initiatives to enhance entrepreneurship within the school context. In the empirical investigation the v1ew is held that teachers opm10ns is of crucial importance to give direction towards a strategy to enhance entrepreneurship. Teachers views are examened within each of the following fields of investigation: • Teachers empoweredness to provide education directed to entrepreneurship to students. • Teachers own implementation of education directed to entrepreneurship • Students need for education directed to entrepreneurship. • Teachers sufficiency to implement education directed to entrepreneurship. • The appropriateness of education directed to entrepreneurship as a teacher concern. The results of the research is applied to propose an implementation strategy to enhance education directed to entrepreneurship within the framework of the South African school context and policy of education. The conclusion was reached that educators can greatly contribute to prepare our youth so that they can take up their positions in the community as responsible and able citizens.
Psychology of Education
D. Ed. (Psychology of Education)

碩士
國立臺灣師範大學
工業教育學系
98
The purpose of the study is to understand the working pressure and coping strategies about the section chief of special education in vocational high school. The author compares the section chief of special education in vocational high school with different background, and their working pressure and coping strategies difference. The study uses the questionnaire survey procedure. The respondents are section chief of special education and ex-section chief of special education, 180 forms totally. The effective questionnaires of the former have 87 forms and the latter have 64 forms except invalid questionnaires. Furthermore, the author consults some research to confirm this study framework, and the author compiles” The questionnaire of the working pressure and coping strategies of the section chief of special education in vocational high school”. The study is analyzed with single sample t-test, independent sample t-test, one-way ANOVA, and Pearson product-moment correlation coefficient, etc. The following are the results: 1.The pressure sensitivity to section chief of special education in vocational high school is above average. 2.The coping strategies for section chief of special education in vocational high school have significant difference. 3.About administration load, section chiefs of special education in vocational high school who graduate at different education level have significant difference. 4.About whole working pressure and professional skill, section chiefs of special education in vocational high school who teach in different school scale have significant difference. 5.About administration load, section chiefs of special education in vocational high school who teach in different school location have significant difference. 6.About reason thinking, section chiefs of special education in vocational high school who are in different age level have significant difference. The results are discussed and some recommendations are made for the section chief of special education, school, administration department of education and future research.

碩士
國立海洋大學
漁業科學系碩士在職專班
91
Abstract It is getting remarkable on using all kinds of marine resources by men; especially fisheries can fulfill food security to more and more populations, so to maintain the cultivation of aquatic resources talents on fishery education of vocational high school seems relatively important. Using citation analysis and questionnaire investigation, this study analyzed the development of Fishery discipline in vocational education from past through present to future, and finally proposed some practical suggestions to relevant authorities as reference for the future development on Fishery discipline. The results are summarized as follows: 1. Moving toward the 21st century, based on the focus to marine for human development, marine education for cultivating marine talents will be inevitably even more important. 2. Quality and comprehensive marine education is the base of sustainable marine industries, and quality and sound marine industries is the hope of sustainable development of marine education. Thus, the relationship between marine industries and marine education should be reciprocal causation and as dependent on each other as the jowls and the jaws. 3. Now Fishery discipline is actually facing the suspending crisis due to the impact on fisheries and its vocational education caused by the upgraded industrial development that is starved of relocating itself. 4. With a trend of general education, secondary education reform reduces the development of Fishery discipline in vocational education. 5. For the moment Fishery discipline in vocational education has to adjust itself instantly to response to the influence of six aspects including recruiting situations, secondary education reform, entrance systems, working situations, planning in technical and vocational education curriculum alignment and help from industries and government. 6. Neither “to suspend Fishery discipline” nor” to merge with Aquaculture discipline” will be the direction for future development of Fishery discipline in vocational education; furthermore, most people agree with the development of keeping small class numbers as present, restarting with new discipline’s name or establishing a junior college division to continued cultivate primary talents for sustainable development of fisheries. 7. Fishery industries are seldom concerned with the practical training of Fishery discipline in vocational education, and the students do not get many chances to test their skills by practicum activities through industry-education cooperation programs. 8. To hope the government and industries to provide public funds, various scholarships and more enrollment way to attract students to join marine industries. 9. To enhance the notion of marine promotion and close to marine as well as to change stereotypes on fisheries; furthermore, to entirely promote the concept of sea power state and to cultivate the marine culture sentiment. 10. To provide teachers and fishery staffs a way for further education or on-the-job training, to promote professional knowledge so as to grasp international fishery trend and to advance fishery productivity and international competition. 11. Because of the fisheries distinguishing characteristics of primary industries resulted in a natural shortage of fisheries’ labor force after national economy transition to tertiary industries; therefore, there is a way to solve the problem that to employ foreign workers via foreign contracting and labor service cooperation for low-level work and to employ local cultivating talents of fishery education in vocational high school as ship’s staffs so as to realize a goal of planting root in Taiwan. 12. To accomplish the mission of technical and vocational education curriculum alignment, response to social change, realize the goal of diversity education, and adjust the discipline programme that could be a great help to the development of fishery education and meet the essential needs of fishery industries.

碩士
國立臺灣師範大學
特殊教育學系
105
This study was intended to examine the overview of graduates with IDDfrom section of special education in vocational high school who entered intothe college. Furthermore, it was to know their college adjustment, the factors oftheir college adjustments and how they would solve the problems which they met. The method adopted in this study was a case study research, andchoosing participants was by purposive sampling. The researcher interviewed five participants and their significant others. In addition, the researcher alsoobserved them and collected their archival data. Constant comparisonmethods were mainly used to analyze data. The findings of this study arelisted as follows： 1. Their college adjustment are affected by their physical characteristics and the achievement standards of their academic majors. 2. The obvious issues appear in their college academic performances. 3. As having the difficulties of college adjustment, they will find a way to deal with it. According to the findings, several suggestions are provided forgraduates from section of special education in vocational high school whowant to entry into the college and their parents, educational administrations and researchers who are willing to conduct further study on this topic.

碩士
國立臺北科技大學
技術及職業教育研究所
94
The purpose of this study were to explain to action research on development of horticultural curriculum on moderate and severe mental retardation in special education vocational school. It is a basic idea to establish to teach terms, learn environment and students ability analysis . The results built up the Mandala thinking method and to decision direction of class development. Furthermore we concluded the following factors relating to students characterter, physical agility and operation. This syudy intends to： 1.The pressure of teacher relaxed in a teaching. 2.It knows to need and standard between vocational place and society. 3.A scheme of vocational class comes from daily life. 4.Class evaluation is necessary going with household, student and individualized transition plan.

碩士
國立中山大學
教育研究所
101
This study aimed to understand the perspective of managers of registration section to the open admission program and the twelve-year compulsory education in Taiwan. It explored the experiences of managers of registration section dealing with the affairs related with educational administration and their working environment and discussed the difference of the perspective of the managers with different backgrounds to the present circumstances related with the open admission program and the twelve-year compulsory education in Taiwan. The research method was Mix Methods, including questionnaires and emistructured interviews. The participants were 98 managers of registration section in 98 public and private junior high schools in Kaohsiung City. 98 questionnaires were employed and recycled. After careful examination, all the questionnaires were valid. After collecting the questionnaires, the information was analyzed with the descriptive statistics, the analysis of reliability and validity, one-way ANOVA, Pearson Product-Moment Correlation. To offset the shortage of questionnaire investigation, the researcher gave semistructured interviews to truly understand their real attitudes and thoughts when they deal with the work. 1、Based on the opinions of the managers of registration section, about the four aspects of the open admission program and the twelve-year compulsory education, the average score was above three 2、There was a significantly positive correlation between the three variables including the managers’ age and their attitudes toward the four aspects of the open admission program and the twelve-year compulsory education 3、There was a significant difference between the variable of the managers’ years of service and their attitudes toward the four aspects of the open admission program and the twelve-year compulsory education 4、There was a medium to high positive correlation between the managers’ attitudes and the four aspects of the twelve-year compulsory education. Keywords : The Perspective of Managers of Registrar’s Section, Open Admission Program, Twelve-year Basic Education

Ce mémoire se penche sur la co-construction du rapport au travail et au syndicalisme des enseignant·e·s du secteur scolaire québécois membres d’un syndicat local affilié à la Fédération autonome de l’enseignement (FAE). D’une part, il pose le problème de « l’impasse » du syndicalisme nord-américain (MacDonald 2014) dans l’optique d’une métamorphose de « l’esprit du syndicalisme » (Goldthorpe et al 1972). D’autre part, il opère un dialogue entre les conceptions de la citoyenneté de Christopher McAll (1999, 2009) et la thèse de Rolande Pinard (2000, 2008 ; 2018) quant à la mutation du sens social-politique (ouvrier ou syndical) au profit de l’invention managériale de la catégorie de l’emploi. En mobilisant le concept de rapport au travail et l’approche compréhensive de la perspective des parcours de vie et professionnels (Côté 2013 ; Demazière 2019), il (re)construit les expériences de travail et syndicales de trois des neuf enseignant·e·s rencontré·e·s afin de dégager les significations que ces personnes octroient à leur travail ainsi qu’au syndicalisme. L’analyse des matériaux de recherche confirme partiellement la thèse de Pinard. Elle démontre que la catégorie de l’emploi occupe une place déterminante dans l’appréhension du syndicalisme chez les participant·e·s. Par ailleurs, en se saisissant exclusivement du regard « d’en bas », c’est-à-dire des expériences des membres non-élu·e·s (MNE) et des personnes déléguées (PD), l’analyse déployée dans ce mémoire permet également de saisir la transversalité et la singularité des événements, activités et rencontres interpersonnelles qui façonnent, dans l’espace et dans le temps, le rapport au travail et au syndicalisme des personnes enquêtées, lesquels sont traversés par des rapports de pouvoir (intra et inter syndicaux) ainsi que trois univers sociosémantiques : 1) celui de la famille ; 2) celui de la gestion/pensée experte et 3) de la religion. Trois figures ont été pensées pour illustrer les situations et réalités sociales qui modulent le rapport au syndicalisme des enseignant·e·s interrogé·e·s : 1) celle du syndicat presque-fantôme et la notion d’illusion syndicale ; 2) celle du syndicat-manager et 3) celle du syndicat-taylorisé.
This dissertation examines the co-construction of the relationship to work and unionism among teachers in the Quebec school sector who are members of a local union affiliated with the Fédération autonome de l'enseignement (FAE). On the one hand, it poses the problem of the "impasse" of North American unionism (MacDonald 2014) from the perspective of a metamorphosis of the "spirit of unionism" (Goldthorpe et al 1972). On the other hand, it operates a dialogue between Christopher McAll's (1999, 2009) conceptions of citizenship and Rolande Pinard's (2000, 2008; 2018) thesis on the mutation of the social-political meaning (worker or trade union) in favour of the managerial invention of the employment category. By mobilizing the concept of relationship to work and the comprehensive approach of the life-course and career perspective (Côté 2013; Demazière 2019), it (re)constructs the work and union experiences of the teachers met in order to identify the meanings that they attribute to their work and to unionism. The analysis of the research materials partially confirms Pinard's thesis. It shows that the employment category plays a decisive role in the participants understanding of unionism. Moreover, by looking exclusively from "below", i.e. from the experiences of non-elected members (MNEs) and delegates (PDs), the analysis in this dissertation also makes it possible to grasp the transversality and singularity of the events, activities and interpersonal encounters that shape, in space and time, the relationship to work and trade unionism of the persons surveyed, which are traversed by power relationships (inside and between trade union) as well as three socio-semantic universes: 1) related to family; 2) management/expert thought and 3) religion. Three figures have been thought to illustrate the social situations and realities that modulate the relationship to unionism of the teachers interviewed: 1) that of the near-ghost union and the notion of union illusion ; 2) that of the union-manager and 3) that of the taylorized union.