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This paper discusses the various ways adopted by governments and institutions to expand the supply of teachers, raise the morale of the profession, support teachers' work and improve their skills. Distance delivery has proved to be an enduring strategy. One reason for this durability is because, as a strategy, it has been able to benefit from changes and improvements in technology and communications. Another, and perhaps more significant, reason for the persistence of distance education as a strategy is that it can be cost effective. There are certain economies made possible by being able to avoid substantial capital investment in buildings and by being able to limit investment in classroom teachers.

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In this brief paper, the author explains the rationale and role of national resource centers (NRCs), urging the crucial support such a center can give to a country's training plans. A national resource center can provide an environment where trainers can continually develop and update their teaching skills. This is a significant development in view of the limited number of training programs available to an individual trainer and the vast information and knowledge that a trainer has to acquire. Show less

How can teaching competences be identified and defined for the process of [technical and vocational education and training] TVET teachers' education and training? The article gives an overview of a concept of modeling teachers' competences based on the theories of stages and specific learning areas for competence development and of specific occupational tasks of vocational teaching. The model is used for the shaping of advising and mentoring processes in practical teacher education modules and for the shaping of learning situations regarding specific occupational tasks of vocational teaching.

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The UNESCO UNEVOC Regional Conference was held at the Royal Melbourne Institute of Technology from 11-14 November 1996. Delegates from almost all UNEVOC countries attended the conference. The theme of the conference, ‘Policy development and implementation of technical and vocational education for economic development in Asia and the Pacific’ resulted in papers and workshops which related experiences, identified issues and outlined possible solutions for the region. As a unique centre for training technical teachers at a national level, the Technical teacher Training Faculty of the University is directed towards implementing training which is addressed to middle and senior lecturers who are presently teaching at technical schools and colleges.

The volume of conference papers is indexed at TD/IRD 88.92; individual papers are indexed from TD/UNEVOC 48.01 to TD/UNEVOC 48.35, and from TD/UNEVOC 55.10 to TD/UNEVOC 55.13. Show less

The UNESCO UNEVOC Regional Conference was held at the Royal Melbourne Institute of Technology from 11-14 November 1996. Delegates from almost all UNEVOC countries attended the conference. The theme of the conference, 'Policy development and implementation of technical and vocational education for economic development in Asia and the Pacific' resulted in papers and workshops which related experiences, identified issues and outlines possible solutions for the region. This paper outlines developments in courses for vocational teachers at Griffith University in New South Wales since the inception of the School of Vocational, Community and Technology Education in 1971.

The volume of conference papers is indexed at TD/IRD 88.92; individual papers are indexed from TD/UNEVOC 48.01 to TD/UNEVOC 48.35, and from TD/UNEVOC 55.10 to TD/UNEVOC 55.13. Show less

This paper discusses the move in TAFE away from an educational portfolio towards training and skill formation and towards teachers becoming 'deliverers'. The implications of this perspective are analysed. Show less

The UNESCO UNEVOC regional conference was held at the Royal Melbourne Institute of Technology (RMIT) from 11-14 November 1996. Delegates attended from almost all UNEVOC countries. The theme of the conference, Policy development and implementation for technical and vocational education for economic development in Asia and the Pacific, resulted in papers and workshops which related experiences, identified issues and outlined possible solutions for the region. The relationship between staff development opportunities and improvement in teaching standards in Fiji are briefly outlined.

The volume of conference papers is indexed at TD/IRD 88.92; individual papers are indexed from TD/UNEVOC 48.01 to TD/UNEVOC 48.35, and from TD/UNEVOC 55.10 to TD/UNEVOC 55.13. Show less

The theme for this year’s conference was ‘Vocational education and training systems, what works and why’ and the program was structured around four topics: VET systems; VET in developing countries; VET and economic and social development; and VET and special needs groups. This paper was part of the second topic. Distance education can play a major role in helping to alleviate the critical shortage of teachers in CATE (Career and Technology Teacher Education) program areas. Furthermore, there is a need for a distance learning model that allows teacher education institutions to pool their resources and certify CATE teachers across disciplines and across distances. This presentation will describe the preliminary results of the Distance Learning Project for CATE Certification funded by the Texas Education Agency (TEA). The DACUM (Developing a CurriculUM) process was employed to help identify the initial performance-based competencies needed by all CATE teachers.

Published abstract with additional information reprinted by permission of the copyright owner.

The main entry for the IVETA 2001 conference is indexed at TD/TNC 68.302. Individual papers presented at the conference are listed by topic from TD/TNC 68.303 to TD/TNC 68.306. Selected papers (including keynote speeches) are indexed from TD/TNC 68.307 to TD/TNC 68.384. Show less

The US Department of Education's planning calls for all education to become evidence-based. The Department's Institute of Education Sciences describes evidence-based education as 'the integration of professional wisdom with the best available empirical evidence in making decisions about how to deliver instruction'. A reciprocal relationship between researchers and practitioners in adult education could lead to more effective and useful services, if policy makers are willing to structure funding and administrative procedures in ways that support this effort. This paper first looks at the role of research in evidence-based education. It then looks at the weaknesses and limitations of research and evaluation. A base-line model for adult education is offered followed by a detailed model for establishing an evidence based adult education system. The paper suggests that models should be built from the largest range of research. Once all the research has been reviewed and models designed and tested, an evidence-based adult education system could be established, but to be successful well trained and supported teachers who can commit to a career in adult education programs are required. That commitment would only be forthcoming if teachers have job security, decent pay and basic employment benefits. Teachers would need access to high-quality professional development programs and to supports, such as paid release time, that help them participate in this training for as many hours as possible. A commitment to an evidence-based adult education system requires building the foundation for making good practice possible.

The conference proceedings are indexed at TD/TNC 79.528; individual papers are indexed from TD/TNC 79.529 to TD/TNC 79.540. Show less

The European Conference on Educational Research (ECER) is organised annually by the European Educational Research Association (EERA) to provide a European forum on discourse about the latest research findings on education in Europe and world-wide. This conference aims to foster mutual work and communication amongst researchers in Europe and encourage dialogue between researchers and those involved in decision-making in both policy and practice fields.

In Dutch education, the level of the use of Information and Communication Technology (ICT) has not lived up to expectations. This paper, describes research proposed by the advisory Committee on Multimedia in Teacher Training (COMMITT, at present PROMMITT), focusing on the teachers’ role in an ICT-designed learning environment and aimed at identifying the competencies required for this role. The authors analyse the consequences of the use of ICT in occupational practice on attainment targets and the curriculum of secondary (agricultural) vocational education and the interactions between new educational insights and the use of ICT in educational practice. They also discuss the influence of ICT on the structure and nature of future vocational education and training (VET) professionals’ jobs. The authors identify the new ICT-integrated job profile of the VET-professional, and they then discuss the concept of a richly ICT-designed learning environment and the current situation regarding the use of ICT in Dutch vocational education. Show less