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1.
ABSTRACT

In 1991, shortly after independence, the government of Namibia established a Presidential Commission on Higher Education. The Commission's report contains almost 200 recommendations covering the whole field of post‐school education. The account presented here concentrates on technical and vocational education, access to higher education and inter‐relationships between the various levels of the educational system. Technical and vocational education at the time of independence was fragmented, inappropriate in a number of ways and not well supported. Fundamental change was necessary. Solutions need to be found around a set of baste principles, including: the need for a coherent system of linked qualifications, the importance of a national training policy enunciated by government, strategies which are responsive to employment requirements and which meet the needs of disadvantaged groups, special access routes for students who have missed out on educational opportunities, adequate provision for pre‐service and in‐service instructor training and teacher education.

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2.
ABSTRACT

This paper examines the issue of secondary school vocational education reform in North America from a critical‐feminist perspective by linking directly to challenges that women face in pink and blue collar jobs. In the first part of the paper we review the research literature on pink and blue collar jobs in the clerical, sales, service, and manufacturing sectors. We explore how occupational sex segregation, job value and job security shape the working contexts of female employees in these jobs. In the second part of the paper we turn our attention to the implications of these challenges for vocational education reform. We focus on how curricular contexts such as traditional and non‐traditional vocational curricula, secondary school‐workplace linkages, and nonvocational courses could be reformed to become more responsive to the workplace challenges that current and future female workers face in pink and blue collar Jobs.  相似文献   

3.
ABSTRACT

This paper categorises rationales used to support investment in technical and vocational education programmes. It reviews a range of general approaches that have been pursued and comments on the different purposes which can be identified. The penultimate section reviews evidence on the cost‐effectiveness of technical and vocational education interventions. Concluding remarks summarise and comment on the consensus that appears to have emerged from experience with many different projects.

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4.
Abstract

This article examines the growth of an element of compulsion in UK adult vocational training. It traces a change from learner‐centred approaches in adult education in the nineteen‐sixties and early nineteen‐seventies, to the more employer‐focused ideas promoted by a state dominated and financed system.

It explores the rationale behind the compulsion of adults on to training schemes, but questions the morality and validity of these arguments on the grounds that they will prove counter‐productive to the intellectual developments of the adults concerned in the long term.  相似文献   

5.
Abstract

In the following article, the author attempts to provide a skeleton overview of the movement for pre‐vocational education, stressing that present concern regarding such issues as the purpose of education and the extent to which a utilitarian approach is acceptable, school‐to‐work transition, and emphasis on particular work‐related skills have, in fact, formed a recurring debate dating back at least a century. Anxiety regarding Britain's hegemony over Europe, particularly Germany, has always featured in the debate, as has the issue of education versus training. Key educational legislation provides four key stages in the development of the debate, culminating in close examination of the implications of the Education Reform Act of 1988 for the Technical and Vocational Education Initiative (TVEI).  相似文献   

6.
ABSTRACT

The skills base of the workforce in Australia is critical in setting the foundations for micro‐ and macro‐economic resurgence and, consequently, in making the nation internationally competitive. The significance of the quality movement is therefore gaining recognition in vocational education. As with industry, quality is seen as critical and quality assurance is being demanded in skilling the workforce. This paper describes vocational training as a process and depicts how quality can be assured in every aspect of the process. It presents a practical approach to quality assurance in vocational education. In addition, it emphasises the need for a continuous management commitment for the successful implementation of quality assurance in vocational education. The paper describes how the concept of quality assurance can be used to improve the standards of vocational training. It also emphasises that now is the time for meeting the needs of stakeholders and for fostering innovation and improvements in vocational education through quality assurance.  相似文献   

7.

This analysis of current developments in online learning for vocational education and training uses Ivan Illich's book Deschooling Society as a frame. Illich argued that formal educational institutions are flawed; that a mix of compulsion, indoctrination, certification and education creates an authoritarian atmosphere. Key benefits of online learning include its flexibility and its capacity to support dialogue between learners. On the basis of the capabilities of online technologies, and current developments in education, the authors predict that vocational learning will be profoundly changed. Inevitably, these developments will also challenge established colleges and universities, including their current dominance in major areas of vocational education and training. Education will probably become more pluralistic and more international. This paper calls for an inclusive approach?which makes the elements of an online course available to informal learners and free to people who cannot afford course fees.  相似文献   

8.
Book Reviews     
《师资教育杂志》2012,38(2):189-199
Abstract

This paper examines the current status of inservice education for teachers in Nigeria with particular reference to Cross River and Akwa Ibom States. It identifies three main approaches to teacher inservice education in the two states of Nigeria, viz. the central office approach, the long vacation (sandwich) programme and Associateship Certificate in Education‐‐part‐time evening programme distance learning approach. Inservice teacher education is seen as an effective means of augmenting the inadequacies of pre‐service training. It is a process for continuous updating of teachers’ knowledge, skills and interests in their chosen field. The paper discusses the factors which should be considered when planning and implementing inservice education programme. Some suggestions on how to plan and implement inservice teacher education programmes in Nigeria are given.  相似文献   

9.
ABSTRACT

It is well known that a major change has taken place in China's economic and social development strategy since 1979. The conditions and functions of the whole educational enterprise, including technical and vocational education, have been continuously upgraded and strengthened. Technical and vocational education has taken on a new look and made considerable progress during the 1980s. This article analyses the current situation of technical and vocational education in China and subsequently highlights the policies made for its improvement in the near future.  相似文献   

10.

It is estimated that in 1986 40‐50% of children in England aged 3 and 4 were attending pre‐school playgroups. Another 20% were receiving education in nursery schools and classes, mostly part time, whilst a further 20% were in the reception classes of infant schools, mostly full time. Using data on the provision of these services within each local authority in England it is shown that the numbers of nursery education and of playgroup places are strongly negatively correlated. Combining these statistics with data from the 1981 Census it is also shown that the rates of provision are strongly related to the socio‐economic characteristics of the authorities, such that playgroups predominate in the more affluent areas whereas high levels of nursery education are found in urban areas with more material disadvantage.

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11.
On Marxist Bias     
Abstract

The purpose of this paper is to describe the current process of environmental scanning and how it is used to support strategic planning in a vocational education and training system. It outlines the environmental domains that can impact on the organisation. The paper focuses on how environmental scanning activities can be organised into external and internal analysis. Finally the paper presents a model that is simple to understand and use in order to anticipate changes and to improve the quality of the planning and decision making processes within a vocational education and training system.  相似文献   

12.
abstract

This paper examines recent British and American discourses on the question of the efficacy of bridging the liberal/vocational divide in the curriculum of secondary schools. It proceeds from a conceptual frame consisting of strongly taken positions on both sides of the question. In both countries it is shown that the discourse springs from the need to make secondary school vocational education more responsive to the needs of contemporary work places. The article traces the lineage of the more enduring philosophical aspects of the discourse to the thought of Dewey, Whitehead and Wamock. It contends that dualistic curricula take their cue from class rigidities in society, and that while the economic climate now makes all education vocationalist, until schools become more truly egalitarian, offering a common liberal or general curriculum to all, the efforts of the current movement will amount to nought.  相似文献   

13.
Abstract

In Britain, the National Council for Vocational Qualifications is developing a new framework of vocational qualifications (NVQs). This paper presents an analysis of the place of this emerging system within the broader context of 16‐19 education. The needs for reform of 16‐19 provision are identified, and the potential contribution of NVQs to meeting them is analysed. Firstly, it is suggested that NVQs may not contribute sufficiently to student/trainee empowerment, because of employer control of the system. Secondly, while NVQs may be well suited to the training of adults in employment, it is suggested that they are ill‐equipped to meet the needs of students on full‐time vocational courses. Based on this analysis, three alternative future scenarios for 16‐19 education and training are presented, and the strengths and weaknesses of each identified. It is concluded that the extensive use of NVQs within 16‐19 education and training is likely to be counterproductive.  相似文献   

14.
The aim of this study is to contribute to the innovation of pre‐vocational education, in particular, students' orientation at possible future occupations. From our theoretical understanding, vocational orientation that makes sense to students requires them to be part of a ‘community of learners for vocational orientation’. In such a community, students are stimulated to learn deliberately while participating in vocational practices. In this article we distinguish four parameters to define a community of learners for vocational orientation. We then present the results of a collective instrumental case study into teaching‐learning processes in four classes in two pre‐vocational secondary schools. Data were collected through classroom observations, a series of interviews with teachers and students. The interviews focused on eight ‘critical incidents’ recorded during classroom observations. The results show that the parameters ‘shared learning’ and ‘meaningful learning’ are more manifest in the teaching‐learning process than ‘reflective learning’ and ‘a focus on transferable learning outcomes’. The article concludes with a discussion of the limits of working in simulated work situations in school for realizing effective pre‐vocational education.  相似文献   

15.
Abstract

Many sound innovations in vocational education and training ‘fail’ because they are poorly implemented. This finding has recently prompted some vocational educators and trainers to find more effective methods for monitoring the learning outcomes of their training programmes in the workplace. This paper reports on a case study of innovation implementation in a unit of a large Australian telecommunication organisation. A form of participatory action research enabled the monitoring of the training outcomes to be undertaken by the (17) front‐line managers themselves. The Levels of Use (LoU) of the innovation interview was adapted by the participants to monitor a new telephone repair service called ‘Fix‐it‐First‐Time’. The main findings reported here deal with the success of the action learning process that was integral to measuring the implementation outcomes. These findings are also briefly discussed in the context of some European trends in vocational education and training.  相似文献   

16.
ABSTRACT

This paper explores the relationship between changes in the labour process, recent developments in the vocational curriculum and challenges that these changes present to the preparation of further education lecturers in England and Wales. Firstly it will be argued that the economy is moving from a Fordist to a post‐Fordist phase and that this change is affecting the vocational education curriculum. Previous attempts to relate post‐Fordism to education have tended to analyse the relationships in terms that are too general. When a specific aspect of education and training is examined such as the introduction of National Vocational Qualifications and General National Vocational Qualifications in England and Wales, more light is shed on the question of ‘correspondence’. This in turn reveals issues such as divisions between mental and manual work and issues of conception and execution which tend to be ignored or overlooked in debates about changes in the curriculum and changes in the economy. Secondly it will be argued that the new curriculum demands a new kind of professionalism for vocational teachers and a new kind of teacher preparation and expectation  相似文献   

17.
Abstract

This paper presents a secondary analysis of data from a survey of teachers in the Jewish schools of three communities. Previous findings had shown that only 19% of teachers have professional training in both Jewish content areas and in the field of education, and despite incomplete professional backgrounds, little professional growth was required of teachers. What can be done to enhance and expand professional growth activities for teachers in Jewish schools? Analyses reported in this paper examine three possible “levers” for changing standards for professional growth: state licensing requirements for pre‐schools, state requirements for continuing education among professionally‐trained teachers, and community incentives for training of supplementary school teachers. Results indicate that pre‐school teachers in state‐licensed pre‐schools and supplementary school teachers who were paid for meeting a professional growth standard reported that they were required to attend more in‐service workshops, compared to other teachers who were not subject to these conditions. In addition, standards for the quantity of in‐service were higher among teachers who have stronger Judaic backgrounds and who are committed to a career in Jewish education.  相似文献   

18.
Abstract

With the future shape of Britain's post‐16 education and training still undecided policy makers are increasingly looking abroad for new models to follow. The educational debate has become internationalized. As in the late 19th century it is the pressure of economic competition from Europe which has galvanized British interest in the relative ‘success’ of training in countries such as France and Germany.

This paper examines the current use and misuse of comparative examples in British debates over reform. It analyses the systems of vocational education and training (VET) in France, Germany, and Sweden and assesses what lessons, if any, we can draw from them for the reform of British VET.  相似文献   

19.
《Africa Education Review》2013,10(2):281-297
Abstract

The increasing gap between what students learn and what they remember has agitated the minds of educators in recent times. The apparent gap is that teaching tends to be more theoretical than practical. For instance an apparent absence of relevant instructional materials, skilled vocational education personnel and the current lack of awareness on the part of policy makers on the advantages of pragmatic education, constitute current obstacles to the actualisation of pragmatic student-oriented secondary school education curriculum in Nigeria. However, this paper therefore, describes methods by which secondary school education can be made more functional through the introduction of more practical learning schemes which shall ultimately equip graduates with revenue generating and life skills. Fifty teachers and 150 students were randomly selected for the study from formal and non-formal secondary schools in Calabar Metropolis and Calabar South Local Government Area of Cross River State of Nigeria. Ex-post facto design was adopted. A 16 item questionnaire constructed on a modified four-point Likert-type scale was used for data collection. The data was analysed using simple percentages, independent t-test and a One-way analysis of variance. The findings revealed that, the schools lack adequate instructional materials and adequately trained vocational education teachers. Based on this, it was recommended among others, that a student-oriented curriculum be implemented in line with the objectives of the Millennium Development Goals (MDGs), Education For All (EFA) and Universal Basic Education (UBE). Also more practical skills-oriented education and vocational education teachers should be employed to train the students on the development of functional literacy skills.  相似文献   

20.
In recent months, certain major policy documents have highlighted the importance of facilitating the development of interpersonal communication competence in vocational teachers. These documents include the provocative Australian Education Council Review Committee Report (Finn Report) which lists interpersonal and personal development as one of six key competency areas. As new vocational teacher education courses like the Bachelor of Teaching are beginning to be developed on a national scale within Australia, it is appropriate to cater for the development of interpersonal communication competence in vocational teacher education curricula. Among the more vexatious questions which need to be addressed is the determination of whether vocational teachers can demonstrate interpersonal communication competence, particularly in relation to their professional roles. This paper examines current scientific literature on communication competence. Since competence implies more than skill alone, consideration is also given in this paper to ways of identifying vocational teachers’ understanding of interpersonal communication processes and their importance in relation to the facilitation of learning in the post‐secondary vocational education sector. Such issues as assessing interpersonal communication competence in teacher‐learner relationships by means of direct observation, video‐based structured reflection, and self‐analysis are identified for further study. Finally, implications are drawn for vocational teacher education curricula currently being developed within Australia.  相似文献   

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