المؤلفون: Okinyi, Rachel A., Nyerere, Jackline K. A., Kariuki, Samson I.

المصدر: African Educational Research Journal. Apr 2021 9(2):375-384.

Peer Reviewed: Y

Page Count: 10

Descriptors: Foreign Countries, Vocational Education, Developing Nations, Resource Allocation, Public Education, Program Effectiveness, Dropout Rate, Graduation Rate, Tutors, Tutoring, Enrollment Rate, Faculty Workload

مصطلحات جغرافية: Kenya

مستخلص: The efficiency of educational institutions is critical in the justification of resource allocation and use. However, some developing countries like Kenya face efficiency challenges regarding resource utilisation and the flow of students through the school system at various levels of education and programs. Past research in Kenya has focused more on resource utilisation in public schools. Very few studies have looked at the internal efficiency of public vocational training centres (VTCs). This paper assesses the level of internal efficiency in Kenya's public vocational training institutions through a mixed research design. The findings reveal low levels of internal efficiency as indicated by low enrolment, high dropout and low completion rates in the VTC institutions. The result also shows a low level of tutor utilisation. These results provide vital insights into improving the internal efficiency of public vocational training institutions in developing countries. The study recommends, among other things, subsidisation of examination fees to enhance students' completion rates.

Abstractor: As Provided

المؤلفون: Chalapati, Nakarin, Chalapati, Supaporn

المصدر: International Journal for Research in Vocational Education and Training. Apr 2020 7(1):67-90.

Peer Reviewed: Y

Page Count: 24

Descriptors: Foreign Countries, Labor Force Development, Vocational Education, Educational Policy, Job Skills, Private Education, School Business Relationship, Industry, Government Role, Reputation, Supply and Demand, Labor Market, Secondary Education, Public Education, Postsecondary Education

مصطلحات جغرافية: Thailand

مستخلص: Context: Thailand is facing skilled labour shortages, which has prevented the country from achieving significant economic progress. This paper examines Thailand's vocational education policy discourses from 1992 to 2014 and how successful such policies were in building the country's skilled labour force. Approach: This study utilised a qualitative approach, using documentation analysis as a key research method. We also used data triangulation and thematic analysis to categorise the public discourses. In order to examine the vocational education policy discourses in Thailand, secondary data such as the five National Economic and Social Development (NESD) Plans (7th, 8th, 9th, 10th, and 11th) and other government policy statements were investigated and triangulated, along with data from newspaper articles, other public documents, reports from international organisations, and academic journal articles. Findings: Based on the findings of the study, we identified three key policy discourses regarding vocational education in Thailand during the period 1992 to 2014: (1) increasing the vocationally skilled workforce, (2) the role of private vocational providers, and (3) collaboration between vocational providers and industry. Conclusion: We argue that there are five key policy themes in building a vocationally skilled workforce: (1) dedication of government in increasing the vocationally skilled workforce, (2) encouraging collaboration between vocational colleges and industries, (3) fostering a greater role for private vocational providers, (4) promoting a positive image for vocational education, and (5) maintaining the continuity of policy implementation.

Abstractor: As Provided

المؤلفون: Morris, Roger K.

المصدر: Commission for International Adult Education. 2016.

Peer Reviewed: Y

Page Count: 6

Descriptors: Foreign Countries, Adult Educators, Teacher Role, Adult Education, Public Education, Vocational Education, Educational History

مصطلحات جغرافية: Australia

مستخلص: This paper outlines the important role that Henry Carmichael played in the foundation of adult education in Australia. He was the driving force in the foundation and early success of the Sydney Mechanics' School of Arts. He also played a very significant role in the establishment of public schooling. His wide interest in educational thought is also canvassed. Finally, his considerable achievements as a government surveyor and as a pioneer of the wine industry are considered. [For the full proceedings, see ED581791.]

Abstractor: As Provided

المؤلفون: Zoellner, Don (ORCID 0000-0001-8065-6728)

المصدر: Journal of Vocational Education and Training. 2020 72(3):415-434.

Peer Reviewed: Y

Page Count: 20

Descriptors: Public Education, Vocational Education, Competition, Privatization, Public Policy, Educational Policy, Free Enterprise System, Commercialization, Foreign Countries

مصطلحات جغرافية: France, Germany

مستخلص: In a number of advanced market democracies the role of public technical and vocational education and training institutions has been called into question. This is one result of a singular dominant public policy discourse favouring the provision of public services through contracting out in competitive markets. With the limitations of this default policy setting becoming increasingly apparent there is an opportunity to identify a new narrative to facilitate a transition to a less contestable training market environment. In particular, the rationale and justification for the direct public provision of vocational education through government-owned and operated institutions can be re-examined in non-market terms. However, the deep penetration of the reductionist and simplistic pro-choice competitive ideation into current policy environments has resulted in a limited, often dualistic, range of conceptual options being used by analysts. This article investigates alternative concepts before settling on the use of institutional logics to articulate the multiple contributions to the provision of the skills and knowledge made by publicly-owned institutions.

Abstractor: As Provided

المؤلفون: Mosely, Genevieve, Wrigley, Cara, Key, Tom

المصدر: International Journal of Training Research. 2020 18(3):191-210.

Peer Reviewed: Y

Page Count: 20

Descriptors: Foreign Countries, Postsecondary Education, Educational Innovation, Vocational Education, Public Education, Models

مصطلحات جغرافية: Australia

مستخلص: Over the last twenty years, tertiary education in Australia has radically changed. Major growth in the sector and federal government policy and funding changes have resulted in an increase of providers and a diversification of the quality of education available on the market, particularly in vocational education. Although change presents insecurity and ambiguity for education providers, it also presents an opportunity for proactive and adaptable providers to transform and disrupt the sector by designing an innovative value creation strategy to diversify or target their offering. To understand the current landscape, this paper explores the business models of 50 Australian tertiary education providers and groups these into seven business model typologies. Focusing on public vocational education providers, the paper identifies the ability of their current business model to meet skills-based gaps in the future, including their future customers, and states potential 'white space' opportunities for innovation.

Abstractor: As Provided

المؤلفون: Locke, Patrick (ORCID 0000-0002-9790-7324), Maton, Karl

المصدر: Journal of Vocational Education and Training. 2019 71(1):1-20.

Peer Reviewed: Y

Page Count: 20

Descriptors: Vocational Education Teachers, Commercialization, Educational Change, Vocational Education, Teacher Attitudes, Beliefs, Values, Public Education, Expectation, Foreign Countries

مصطلحات جغرافية: Australia

مستخلص: Contemporary education reforms that draw ideas from the political and economic fields are said to be altering the nature of vocational education. While there are substantial policy studies on the effects of marketisation reforms, fewer analyse the perspectives of vocational educators on such reforms. How vocational educators negotiate the potential clash of values when marketisation reforms are enacted within the sector remains relatively unexplored. This paper aims to incorporate these perspectives in order to explore and help explain the responses of vocational educators to such changes. To do so the paper draws on concepts from Legitimation Code Theory, a sociological framework for analysing practices and beliefs. Specifically, it enacts 'autonomy codes', which reveal how external forces impact upon the internal practices of a social field. These concepts are used to analyse the beliefs and perceptions of a group of vocational educators in Australia who are undergoing marketisation reforms. The analysis suggests that many educators are experiencing a growing 'code clash' between the goals they attribute to reforms and their own beliefs about public education and the expectations of their students, one which problematises their capacity to reconcile these sets of values and colours their views of changes in the sector.

Abstractor: As Provided

المؤلفون: Lee, Lung-Sheng

Peer Reviewed: N

Page Count: 28

Descriptors: Adjustment (to Environment), Competency Based Education, Context Effect, Delivery Systems, Disadvantaged, Education Work Relationship, Educational Administration, Educational Attitudes, Educational Demand, Educational Environment, Educational Improvement, Educational Legislation, Educational Needs, Educational Objectives, Educational Policy, Educational Quality, Educational Supply, Educational Trends, Employed Women, Employer Attitudes, Employment Qualifications, Equal Education, Foreign Countries, Job Skills, Job Training, Labor Force Development, Labor Market, Needs Assessment, Policy Formation, Postsecondary Education, Private Sector, Public Education, School Business Relationship, Secondary Education, Skill Development, State of the Art Reviews, Student Certification, Technical Occupations, Trend Analysis, Vocational Education

مصطلحات جغرافية: Taiwan

مستخلص: Vocational training (VT) in Taiwan is categorized into public training (PT) and enterprise training (ET). PT is provided primarily by 13 PT centers, and ET is provided in various ways. A review of the state of VT in Taiwan established that VT policies and practices are being influenced by increasing emphasis on the knowledge-based economy and government efforts to maintain low unemployment rates. The following are among eight trends in VT in Taiwan that were identified: (1) focusing on training enough knowledge workers; (2) addressing the need to close gaps between skills needed in the workplace and skills being developed in VT programs; (3) developing a more highly skilled work force; (4) increasing labor market participation among women and disadvantaged groups; (5) seeking a more flexible, more cost-effective VT delivery system; and (6) decentralizing management of the VT system. The following were among 11 issues identified as facing Taiwan's VT system: (1) moving PT systems from a supply-driven to a demand-driven mode; (2) improving employers' regard for skill certificates; and (3) adopting common VT policies and measures for all age groups. (The bibliography contains 25 references. A map showing the locations of Taiwan's public training institutions and employment service agencies is appended.) (MN)

المؤلفون: MacAllum, Keith, Charner, Ivan, Academy for Educational Development, Washington, DC. National Inst. for Work and Learning.

Peer Reviewed: N

Page Count: 14

Descriptors: Attendance, Case Studies, Comparative Analysis, Corporations, Education Work Relationship, Educational Attainment, Employer Attitudes, Employment Level, Employment Patterns, Employment Potential, Employment Qualifications, Enrollment Trends, Graduate Surveys, High School Seniors, High Schools, Longitudinal Studies, Manufacturing Industry, Mentors, Models, Outcomes of Education, Parents, Partnerships in Education, Postsecondary Education, Private Sector, Program Effectiveness, Public Education, Public Sector, School Business Relationship, Student Motivation, Unions, Vocational Education, Work Attitudes

مستخلص: The Lansing Area Manufacturing Partnership (LAMP) is an academically rigorous, business/labor-driven school-to-career program in Lansing, Michigan, that includes business, union, school, and parent partners and emphasizes work-based and project-based learning, team teaching, and opportunities for staff and students to establish close and ongoing interaction with employers. LAMP's impacts were evaluated in a case study involving the following data collection methods: observations; focus groups of students and employers; interviews with LAMP instructors, mentors, administrators, and others; reviews of program materials and records; and surveys of graduates of the classes of 1998 and 1999, parents of the class of 1999, and workplace personnel. Many individual employers, union members, parents, and mentors who participated in LAMP felt personally enriched by the opportunity to help young people. LAMP produced significant impacts on worksite participants' general employability skills, manufacturing skills, interest in training, and morale and productivity. LAMP also had positive impacts on worksite training practices, labor-management relations, and worker attitudes and behaviors. LAMP increased public education and school staff understanding of the power of partnerships and their understanding of manufacturing careers, and it helped administrators meet broader school-to-career and reform goals. In addition, LAMP helped parents develop more realistic expectations regarding their child's college and work ambitions. (Contains 11 references.) (MN)

المؤلفون: Smith, Neville B.

المصدر: Journal of Vocational and Technical Education. Fall 1999 16(1):67-76.

Peer Reviewed: Y

Page Count: 10

Descriptors: Educational History, Federal Legislation, Leaders, Public Education, Vocational Education

مستخلص: At the end of the 19th century, training was inadequate to meet 20th century demands in the United States. Visionary leaders moved to place vocational education in public schools. Lobbying by the American Federation of Labor and National Society for the Promotion of Industrial Education resulted in federal enabling legislation for vocational education. (SK)

Journal Code: CIJJUL2000

المؤلفون: Maca, Mark

المصدر: Asia Pacific Journal of Education. 2017 37(3):310-328.

Peer Reviewed: Y

Page Count: 19

Descriptors: Foreign Policy, Educational Policy, Educational History, Public Education, Mass Instruction, Armed Forces, Government Employees, Socioeconomic Influences, Foreign Countries, Governance, Advantaged, Social Structure, Educational Attainment, English (Second Language), Second Language Learning, Vocational Education, Language of Instruction, Migration, Textbook Content, Migrant Workers

مصطلحات جغرافية: Philippines, Hawaii

مستخلص: Public mass schooling was the major instrument used by the Americans in the performance of their mission to "civilize" Filipinos. Free primary education was implemented right after the islands' annexation in 1899 and was a critical component (alongside armed force) of the programme for their "pacification". For the elite, education formed a route into collaborative involvement in the management of the colonial state. By the second decade of colonization, Filipinos were managing the civil service, participating in elected institutions and installed as mayors and governors. Like that of the Spanish, American colonial governance was profoundly reliant on the collaboration of members of the "haciendero" class, and thus implicated in the maintenance of long-established social and political hierarchies. But what did the maintenance of that "status quo" imply for ordinary Filipinos, now increasingly educated and literate in the language of the colonial power? Specifically, to what extent did this combination of socio-economic "stasis" and educational progress contribute to spurring early labour migration? This article investigates how far labour migration was seen to be, or functioned as, a mechanism for maintaining social and political stability in the American colonial period. It examines how this phenomenon was related to the free and English-based mass education programme undertaken out of an urge to fulfill what Kipling--writing of the American colonial enterprise--termed "the White Man's Burden".

Abstractor: As Provided