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A Curriculum Policy for the State Training System is the framework for ensuring that vocational education and training is appropriate for and responsive to the rapidly changing economic environment and the need to improve our competitiveness in world markets, the needs of industry, learners and the broader community and consistency with developing national training structures and standards. This policy is one within which key reforms can be implemented and emerging training issues resolved. This document is a framework for the identification and allocation of resources needed for the research and development, delivery and evaluation of recognised vocational education and training. Show less

This chapter outlines educational tools and resources for flexibility, reviews previous chapters in the complete volume, and summarises the conclusions drawn in previous chapters relating to pedagogical and curricular flexibility. The author reflects on previous chapters' assessment of flexibility, raises questions about the varied understandings of flexibility, and the consequences of focusing on flexibility in reform. The need for further investigation and research into flexibility within the VET system is highlighted.

The publication from which this chapter is taken is indexed at TD/TNC 78.468. Individual chapters are indexed from TD/TNC 78.469 to TD/TNC 78.484. Show less

This study looks at methods of organising the contents of environmental education within the subjects of practical arts, agricultural science, industrial technology, and home science. It also offers methods for teaching, learning and evaluating environmental education in these subjects and presents points to be considered when authors develop textbooks and reference materials.

The collection of abstracts is indexed at TD/TNC 67.329. Individual reports/abstracts are indexed at TD/TNC 66.307, TD/TNC 66.407 and from TD/TNC 67.330 to TD/TNC 67.361. Show less

Technical and vocational education in Sri Lanka has become a crucial sector and technical teacher training is the most important area. The University of Vocational Technology has planned to conduct technical training programs for teachers to develop skills and competencies in technical training and education. The research objective is to identify the effect of quality of teachers' training programs on teaching and learning process outcomes in technical colleges and vocational training centers in Sri Lanka. A formal survey and in-depth interviews were conducted to collect data. The sample size for the survey was selected from 2014 and 2015 batches. The total number of teachers participating in the program was 200 teachers and 35 teachers were selected for the survey. For in-depth interviews, two course coordinators were selected.

The study found that there is a strong impact of quality of training programs on teaching and learning process outcomes. It highlighted that the following aspects had an effect on total learning outcomes: learning materials used during the training period; quality of teaching curriculum; quality of resource persons and their presence; quality of assessment methods and materials; quality of physical facilities and arrangements; and mode of delivery. It is recommended that management consider these findings to improve the quality of teachers training programs.

Edited excerpts from publication. Show less

The purpose of this research is to conduct the formative evaluation of vocational education and training (VET) under the Kirkpatrick model in the vocational training institutes of southern Punjab. This study also measures the impact of vocational education and training dimensions: quality of contents, teaching method, assessment and examination, selection of trainees, counseling and career guidance, staff trainee relationship, staff selection and qualification, physical resources, management and organisation, and interrelation with industry on reaction and learning of trainees.

The results show that among all the training dimensions, quality of contents, physical resources, and interrelation with industry have positive and significant effect on reaction and learning.

Published abstract. Show less

With the rise of digital technologies, digital learning (DL) has created new opportunities and challenges for traditional education. This book aims to: (1) strengthen the mutual understanding and connection between Taiwan and other countries with high digital competitiveness in promoting DL in primary and secondary schools, so as to facilitate the development of each country's DL promotion projects; and (2) provide opportunities for countries with high digital competitiveness to share their experience of promoting DL, so as to facilitate international reference and common prosperity. The secondary schools include upper secondary vocational schools in many countries.

In this book, DL refers to the learning that is facilitated by digital technologies, and gives learners some control over time, place, path, and/or pace in an effective way, combining different elements such as blended or virtual learning. DL requires a combination of digital technology, digital content, and instruction. High-digital-competitiveness countries refer to the top 21 (or the first one third) countries listed in the IMD World Digital Competitiveness Ranking 2022, which placed Taiwan 11th out of 63 major countries and economies in the world.

The two editors-in-chief of this book developed manuscript guidelines, including comparison components, for each country report. They then invited 11 countries among the top 21 mentioned above to share their experience of promoting DL. After all country reports were received, reviewed, and necessary revisions were made, the two editors-in-chief and a doctoral student made a cross-country comparison. As a result, this book contains 12 chapters, including 11 country-specific reports and one chapter of cross-country comparison. The 11 countries are Australia, Estonia, Finland, Germany, Hong Kong Special Administrative Region, Israel, Korea, Sweden, Taiwan, the United Kingdom, and the United States of America. Twenty-six authors of the 12 chapters are listed in this book.

Editor's abstract.

The contents are as follows: Preface / Fu-Yuan Peng; Trends and issues of digital learning in Australia / Leanne Cameron, Rehana Gulzar; Trends and issues of digital learning in Estonia / Margus Pedaste, Emanuele Bardone; Trends and issues of digital learning in Finland / Piia Naykki, Paivi Hakkinen; Trends and issues of digital learning in Germany / Kai-Christian Toennsen; Trends and issues of digital learning in the Hong Kong Special Administrative Region / Kam Cheong Li, Jessie Ming Sin Wong; Trends and issues of digital learning in Israel / Orit Avidov-Ungar, Oded Busharian; Trends and issues of digital learning in Korea / Hyo-Jeong So, Hyeji Jang, Minseon Kim; Trends and issues of digital learning in Sweden / Italo Masiello, Zeynab (Artemis) Mohseni, Susanna Nordmark; Trends and issues of digital learning in Taiwan / Bor-Chen Kuo, Frederic Tao-Yi Chang, Yi-Lin Lee; Trends and issues of digital learning in the United Kingdom / Paul Bacsich, Charlotte Doody; Trends and issues of digital learning in the United States of America / Virginia Ruth Jones; An international comparison of trends and issues of digital learning in high-digital-competitiveness countries / Yi-Fang Lee, Lung-Sheng Lee, Nguyen Thi Phuong Vy. Show less

In June 1995, the Government of Bangladesh requested the assistance of the Asian Development Bank in preparing a vocational training project to improve the quality of its human resources. As part of this project, a comprehensive study of the vocational training system of Bangladesh was undertaken. This monograph provides a summarised report of the outcomes of this study. The first two chapters report on the economic and labour market conditions in Bangladesh. The following chapter on vocational training covers: providers of vocational training; policies for vocational training and the administrative framework; training capacity, curricula, instructors, physical facilities and equipment; skills standards, testing and certification; and job placement of graduates. Other vocational training issues relating to internal and external efficiency, economic rates of return, gender and access to education are also addressed. The final chapter discusses proposed reforms in relation to vocational training policy and the administrative framework, labour market monitoring, and entrepreneurship development and cost recovery. Show less

This issue of the journal is entitled 'Facilitating distance education', edited by Mark H. Rossman and Maxine E. Rossman. While not directly related to vocational education and training, some of the articles included may be of interest. They are: The evolution and advantages of distance education / John E. Cantelon; Distance learning technology / Robert D. Stewart; Learning styles: implications for distance learning / Waynne Blue James and Daniel L Gardner; Community and computer-generated distance learning environments / Dale L. Cook; The undergraduate curriculum and distance education / Gary E. Miller; Graduate degree programs and distance education / Craig D. Swenson; Antecedents to distance education and continuing education: time to fix them / Marlow D. Froke; and Distance learning resources for distance educators / Sherrill Weaver. Show less

This report shows the findings of a review of the educational research and development systems in New Zealand undertaken by the Centre for Educational Research and Innovation (CERI) in 2001. The report highlights the political, economic and social changes within New Zealand from the 1980s through to 2000. It reveals that the educational and tertiary reforms of the 1990s were dramatic; one significant development was that all universities are required to undertake research as well as teaching. Another example is that certain primary schools are offering the school curriculum in the Maori language. The contents of the report are: Introduction; A national policy and agenda for educational research and development; Organisation and funding of educational research and development systems; The impact of educational research and development on practice and its input to policy making; Interaction between producers of research, practitioners and policy makers; Knowledge management in the learning society; What could be done better in the existing educational research and development system; Glossary of acronyms and appendices.

A related CERI report on educational research and development policy in New Zealand is indexed at TD/TNC 78.93. Show less

The Introductory Vocational Education Certificate (IVEC) was first accredited in January 1990 as the Certificate in Introductory Vocational Education and an installation conference held in May of that year. It was welcomed by practitioners in that it provided recognition and accreditation for the work done by so many Preparatory students. It also was very innovative in its combination of general education competencies and vocational electives, thus creating accessible and articulated pathways. It involved collaboration between vocational and preparatory programs to jointly deliver the full certificate, and reflected the strong social justice focus of Preparatory education in attempting to cater for the educational needs of disadvantaged group. Finally it involved a significant shift in thinking from the 'deficit' or 'remedial' model of education to that of 'investment education' with the emphasis no longer on what people lacked, but instead, on their potential and how this could be developed.

The primary aim of this course is to prepare students for entry into further study/vocational programs, with students being helped to establish vocational directions, gain self-confidence and the necessary skills and knowledge to successfully undertake vocational courses, training or employment. This handbook has been provided to help practitioners 'unwrap the curriculum' and explore ways in which the course might be implemented. Although divided into 4 sections there are two main parts: (1) A general section which focusses more on the curriculum preamable and addresses issues such as the history and structure of IVEC, selection of students, maintenance of standards and coordination; and (2) Specific sections on each of the main 'subject areas' with an in depth exploration of one learning outcome from most of the modules, which looks at how it might be delivered and assessed, possible resources and ways in which there might be integration with other modules or learning outcomes.

Edited excerpts from publication. Show less