Search Results for
"Vocational education"

Objective: To determine if selecting rural background students into the Monash Bachelor of Medicine and Bachelor of Surgery (MBBS) program affects vocational training location and intended practice location after training. Design: Retrospective cohort mail survey. Setting: Australia. Participants: Rural-background students at Monash 1992-1994 (n = 24/40) and 1995-1999 (n = 59/120) and urban background students (n = 36/93 and 104/300, respectively). Overall study population: 62% female, average age of 28 years; 79% Australian-born; and 60% married/partnered.Interventions: Rural or urban background, rural undergraduate exposure. Main outcome measures: Intent towards rural medical practice, vocational training location and subsequent practice location. Results: There was a positive and significant (P ≤ 0.05) association between rural background and rural practice intent when respondents began (10-times higher than urban graduates) and completed (three times higher) their MBBS course. Rural practice intent increased fourfold in urban background graduates. There was a positive and significant association between rural background and preferred place of practice in 5-10 years in a Rural, Remote and Metropolitan Area (RRMA) 3-7 community (three times higher). There was a positive, but non-significant association between rural background and RRMA 3-7 community as their current location and first place of practice once vocationally qualified.Conclusions: Interest in rural practice is not fully reflected in location during or after vocational training. The beneficial effects of rural undergraduate exposure might be lost if internship and vocational training programs provide insufficient rural clinical experiences and curriculum content. Continuation of the rural pathway might be needed to maintain rural practice intent. © 2010 The Authors. Australian Journal of Rural Health © National Rural Health Alliance Inc.

vocational education and training (VET) has in recent years enjoyed a revival for two major reasons. Firstly, it is regarded as a suitable means of promoting economic growth. Secondly, it is seen as a potentially powerful tool for fostering social inclusion. In this review, these assumed effects are critically examined on the basis of the vastly expanding literature in the field. Evidence of the productivity-enhancing effects of VET at company level is quite solid, but evidence of the effect on overall economic growth is far from conclusive. The effects on social inclusion are uncertain because reform of VET systems has not been sufficient and because it has proved difficult to bring about the necessary institutional change. The review identifies policy implications and makes some suggestions for future research. © 2010 Blackwell Publishing Ltd.

Engineering has the comprehensiveinverted commas creative and practical essences, which combine technology with non-technology, science with non-science to be an organic whole. Consequently, it represents the integration of multi-subjects and multi-knowledge. Engineering courses are not just involved in a wide range of academic programs, but also have obvious cross-coupled features and prompt development. As a result, society requires more of the students in this major, in other words, we must attach great importance to the improvement of overall quality that we need to educate challenged talents with broad knowledge, innovative ideology, pluralistic ability to adapt to an era of knowledge economy. From the reality of vocational and technical institutions, this essay mainly explores the courses construction and optimization on its significances, effects, principles and matters we should concern to advance the quality of personnel education. ©2010 IEEE.

This paper reviews the reasons behind the absence of central Government funding for enterprise and innovation at Further education Colleges (FECs). Enterprise and innovation are, according to conventional wisdom, crucial in rebuilding the UK's economy and providing jobs. In pursuit of this, the Government has provided central funding for enterprise promotion and education for both Universities and Secondary Schools, but not for FECs. The review starts by looking at recent Government policy papers on enterprise and innovation, then briefly considers the current economic characteristics that lay behind the need for enterprise education and innovation. The efficacy of the current proposals is questioned, looking at the concepts concerning the type and level of intelligence entrepreneurs need, also touching on what types of innovations can be expected to increase employment. The paper concludes by asking if elitist or class bias plays a part in the exclusion of vocational education & Training students at FECs from central funding for innovation and enterprise. © 2010 Further education Research Association.

Globalization has become one of the crucial topics of discussion and concern in recent times, since it has a decisive impact upon our lives. Therefore, if we are to compete on the global stage and meet the globalization challenges successfully we need to make significant improvements in terms of maximizing the effectiveness of the vocational education and training instruction based on specific design of curricula. It is widely accepted that we live in a world where knowledge and technologies are renewed at an accelerating pace. To respond to the resulting updated requirements of economic trends and goals, our educational planning has to be shifted to new forms of instructional content and delivery. Consequently, globalization and the new emerging economic and social order demand new policies and strategies to educational processes. To this effect, the educational and training reforms have to be based on the market needs assessment identified by appropriate market research. This paper refers to the findings of such a research conducted in order to specify the needs that will have to be satisfied through the implementation of Technical and vocational education and Training (TVET) programmes which are considered to be the most effective instruments of meeting globalization demands. The problem statements consisted of three major types of questions: (a) Will school alone achieve the goals of competencies-based education? (causal) (b) To what extent should formal education prepare people to work? (relationship) and (c) To what extent should vocational education and training respond to work? (impact). The purpose of this study-research is to analyse the findings of the empirical market research and proceed to the recommendation of specific curricula design to enhance the effectiveness of TVET. A sample of 1250 persons being senior administrative officers and clerical staff were surveyed. A questionnaire was distributed to all the employees and an interview was followed. In this way, based on the findings and results, it has been possible to integrate professional knowledge with empirical data in order to form instructional developmental decisions. Finally, in the conclusions and recommendations sectors the data identified by the research are described in detail and analyzed so that to ensure that the chain relationship of market research > curriculum design > vocational education and training will be effective and successful. © 2010 Elsevier Ltd. All rights reserved.

Project-based learning (PBL) is a learning approach that organizes students' learning activities around projects. This approach gives students the opportunity for detailed investigations on worthy topics and enables them to learn from the experiences and apply gained knowledge, skills and attitudes to real cases in their lives. This paper describes a web based system designed and developed to support project-based learning activities in "Web Design and Programming" course given at Information Technologies program of vocational high schools. The system aims to enable students to learn web site designing and programming by creating a web site with advanced tools. © 2010 Elsevier Ltd. All rights reserved.

In recent decades, workplaces have undergone numerous changes. These changes are due to the introduction of new technologies to workplace. In this paper we report a study in the maritime vocational setting. My study reveals that the introduction of new technologies into the ship environment and automation also leaves limited visible traces for the trainees to learn the job through pure observation at work. As a consequence, new learning and curriculum theories need to be applied to the current vocational education and training system to adapt them to the novel context. © 2010 Elsevier Ltd. All rights reserved.

The main purpose of vocational and technical education is to make the individuals gain; knowledge, ability, and practice sufficiency which are needed for particular occupation. On the other hand the main function is to make the individual provide financial income and with this be useful to society at social and economic ways. vocational and technical education has great affection power at development of country's economy with human labor qualities. For this reason, in the developed countries vocational and technical education has special importance. In the developed countries; for more strong economy and more rapid social development, more qualified work labor is need to be provided. With this purpose, an effort is made to develop vocational and technical education. In Turkey, vocational schools are one of the most important education institutions at raising qualified human power. It is aimed the vocational school students to have more theoretical knowledge than technical man, and more practice ability than engineers by graduating with technician title. The cooperation between university and industry has importance at vocational school graduates having these abilities. In the education programs; students must continue a part of their education at industrial companies for 30 working days duration. This process is named as internship and it is necessary for the students to graduate. Students can find various abilities during the period where they were at the companies. In this study; it is aimed to analyze the expectations from internship education, and the gained knowledge and abilities of Marmara University vocational School of Technical Sciences students. According to this, an answer is searched to the question "What kind of knowledge and abilities do the vocational school students gain during the internship period?" The universe of this study is the students studying at Marmara University vocational School of Technical Sciences programs. It is goaled to discuss the education partnership between vocational school and industry according to the knowledge and abilities the students gained during the internship period. © 2010 Elsevier Ltd. All rights reserved.

The purpose of study was to explore the current status for special education program students' vocational field practice in vocational high schools. Hopefully the results will be taken as the references in making field practice in the future. The main axis of this research is by questionnaires. The study adopted stratified random sampling technique based on the location of the school. The population came from 80 special classes of vocational schools in Taiwan area, and gains 54 schools via purposive sampling. The study chooses the "administrative personnel and coaching teachers" as the studying subjects, were investigated by using a self-developed questionnaire, with 348 surveys mailed,273 of which returned, and 78.4% being the rate of valid sampling. The results are summarized as follows: 1. It was best for school to start to arrange the vocational field practice for the junior grade students at the first semester; and it was appropriate for students to arrange the vocational field practice out of school 3 days per week. 2. It was most way to have students practice in generality and several separated vocational fields for special education program students' vocational field practice. 3. The order of the top five jobs for vocational field practice were bakery, car washing, waiters and waiters in the restaurants, clerks in the convenient stores and wrapping workers. 4. The top three difficulties in vocational field practice were the difficulty in finding proper jobs to practice, being refused because of the degree of disability and incompetence. 5. vocational field practice from special classes of vocational schools was good. 6. There were insignificant differences in the variables of teachers' gender, academic degree, category, duty, specialized background, school area, school location, special classes seniority and install vocational guidance personnel on the vocational field practice from special classes of vocational schools. © Common Ground, Yoau-Chau Jeng, Hong-Min Lin, Shih-Li Hsu, Tsai-Chu Chang.

This study investigated special education teachers' perceptions of the benefits, barriers, and components of community-based vocational instruction (CBVI). Participants included special education teachers (N = 68) from randomly selected high schools in Illinois who had experience delivering vocational curriculum to students with disabilities. Data collection occurred via a survey. Special education teachers perceived CBVI to result in numerous benefits for students with disabilities. Limited resources, requirements of the No Child Left Behind Act, and student issues were identified as barriers to implementation. Incongruence existed between teachers' ratings of the importance and use of the components of CBVI. Years of teaching experience, types of students with disabilities served, size of school, and experience with CBVI affected teachers' perceptions of CBVI. © American Association on Intellectual and Developmental Disabilities.