SUMMARY The researcher was primarily concerned with the socio-economic importance of technical education for the South African Indians in the 1980's. His interest was aroused because of the outlook of pupils and parents towards technical education in the 1970's when the system of differentiated education saw the introduction of Industrial Arts in the school curriculum. Indian secondary schools were equipped with modern workshops and supervised by qualified teachers. However, too few pupils elected to study Industrial Arts subjects then. A preliminary investigation by the researcher at that stage revealed that parents were generally not encouraging their sons to pursue technical subjects at all. The general feeling among Indian parents was that Industrial Arts subjects were devoid of intellectual value, that these subjects were inferior and suitable only for the delinquent, the lazy and the retarded certainly not for their children. The technikon was frowned upon as a tertiary institution. In short, parents and pupils were far too academically orientated and regarded technical education and vocational training as second rate and inferior. However, several factors gradually brought a change in the attitude of the community towards this type of education. The economic recession, the almost complete lack of job opportunities, and the difficulty of the student securing a place at the university, (tightening entrance requirements) meant that both parents and pupils were re-examining subjects critically. Presently, greater numbers of pupils are selecting Industrial Arts subjects. Even the Indian female pupils are now studying Woodworking and Metalworking. Economically, the technical subjects can pave the way to many careers. Socially, the pupil who studies technical subjects, has no fear of being looked down upon since the outlook of the community has changed. Parents in the higher income group, for example, those living in Reservoir Hills, had similar expectations for their sons as those parents from the lower income group living in areas such as Phoenix, Chatsworth or Merebank. The status of the technical subjects had been improved in the eyes of the community, due mainly to the tight economic situation. An accelerated and diversified expansion programme has been embarked upon by the Planning Section of the Department of Education and Culture (House of Delegates) to accommodate the rise in pupil numbers in the technical field. Four technical colleges and a secondary technical school are in operation presently, with more being planned. The Planners are aware that the school systern must provide both knowledge and skill components and they have realised that for too long the system over-emphasised the knowledge component because the major purpose of schooling was to direct the pupil towards the university. Very little attention was given towards satisfying the needs of industry and commerce. The pupil, as he develops, must have a basic understanding of the electrical, mechanical and electronic equipment with which he is surrounded. He should possess the skill to operate such equipment and carry out elementary maintenance. This could be achieved with the introduction of the subject Technika which would be offered in addition to Industrial Arts subjects. The researcher trusts that the relevant authorities will continue with their expansion programme in respect of technical education and that it/will not be subjected to a reduction in the budgetting of funds since the future of many pupils depends on technical education. / Thesis (M.Ed.) - University of Durban-Westville, 1986.

This study was concerned with developing an innovative program for the Thomas Butcher Children's School of Kansas State Teachers College, Emporia, Kansas.A survey was made of the known innovative programs, with an in-depth comparison of similarities and dissimilarities of the three most notorious programs: The Industrial Arts Curriculum Project, The American Industries Project, and The Maryland Plan, and of the three most recent books directed toward elementary industrial arts: Teaching Elementary Industrial Art, Teaching Children About Technology, and Elementary School Industrial Arts, relative to rationale, objectives, and structure.The suggested program began with a definition of Industrial Arts for elementary education, followed by the rationale, objectives and structure. Communications was to receive the major emphasis at the Kindergarten level; transportation at the first grade level; shelter at the second grade level; clothing at the third and fourth grade level; and foods at the fifth and sixth grade level, although each could not be limited to any one grade level. Units under each category were followed by room preparation, minimal tool list, and material media suggestions.

A personal conviction that Victorian secondary technical education was not necessarily “second rate” prompted this study - the history of Shepparton South Technical School. This thesis examines the evolution of a secondary technical school until its demise under the 1982 to 1989 State Labor Government. The technical schools were under threat from their inception following the 1910 Education Act. The first Chief Inspector of Technical Instruction, Donald Clark, warned that their executive school councils and their links with the senior technical colleges were bulwarks against their extinction. Clark argued that there was a need for strong leadership and vigilance if they were to retain their distinctive philosophy. The wording of the 1910 Education Act did not specify the development of a dual system. Yet the tech schools flourished because they were popular with boys and parents, because of their executive Councils, and because of their relationship with industry. The junior techs evolved into secondary techs during the 1950s and 60s, staffed by teachers with industrial experience who were qualified to teach apprentices, as well as the junior students. A Board of Inspectors of Technical Schools travelled throughout Victoria to disseminate information and mentor technical school staff. DTE Ted Jackson’s 1970 policy gave principals unprecedented autonomy to respond to the needs of young people within their local community.

Bibliography: leaves 244-276. / xi, 276 leaves ; 30cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / This dissertation not only examines the achievements and problems in the structure, funding, teaching resources, curriculums as well as employment opportunities of secondary vocational and tertiary education (VTE) in China, but also assesses political, social and psychological effects on secondary VTE students and parents. --p. ix. / Thesis (Ph.D.)--University of Adelaide, School of History and Politics, 2005

[Truncated abstract] Changes in the international and Australian economies and labour markets during the 1980s and early 1990s substantially reduced employment opportunities for young people, causing higher education participation and increased school retention rates. Schools responded to these pressures and to Government policy with the development of Vocational Education and Training (VET) programs that integrate school-based learning with industry training, resulting in rapid growth in the participation of senior secondary students in such programs in recent years. Structured Workplace Learning (SWL) is an integral part of many such programs. How students manage their learning in these new environments was the focus of this study . . . The central finding of the study was the theory of ‘Workplace Formation’ that explains the processes students use to manage their workplace learning during the first year of workplacement. ‘Workplace Formation’ is comprised of five categories of processes – preparing, familiarising, committing, adapting, and building. Each category is comprised of two or more processes. While students generally proceed through each category sequentially, there is a degree of overlap between them. This general sequential progression can be disrupted if circumstances change. The extent of ‘Workplace Formation’ may vary from one student to the next. The theory of ‘Workplace Formation’ provides a new perspective on how school students manage their learning in the workplace while still at school and adds to the theoretical literature in this field. Implications of the findings for further research, and for policy and practice are discussed.

‘Quality’ and ‘quality assurance’ in education have become global issues in the last decade. Educational institutions around the world are focusing on designing and implementing quality assurance systems to ensure students a high quality of education. In many countries, including Brunei Darussalam, the development of a national system of quality assurance in education has sometimes brought confusion and controversy. The main reason for this stems from the conflicting perspectives of different interest groups: mainly governments, administrators and academic staff, but students, employers and the general public also have significant voices. All, of course, are committed to quality but each regards quality in a slightly different way. This study set out to explore the perceptions of two groups of stakeholders, administrators and teachers, about the quality assurance system and in particular, the quality assurance of the assessment process in vocational and technical education (VTE) in Brunei Darussalam. The study examined the stakeholders’ understanding of the term quality and the significance of quality assurance measures. It assessed the extent to which these measures have been utilised by the Department of Technical Education (DTE) and its Vocational and Technical Education Institutions (VTEIs) and it also examined the challenges facing DTE and its VTEIs in ensuring quality VTE. A mixed-method research approach was used in this investigation, including document analysis, semi-structured interviews and questionnaires. The results provide insights into stakeholders’ perceptions of quality and a range of purposes for quality assurance system implementation. The effectiveness of the current system based on an external moderation system generated mixed views. The study identified the lack of a structured comprehensive quality assurance system for the assessment process in the DTE and VTEIs and highlighted ways in which quality assurance of the assessment process measures are currently formulated. Both groups of stakeholders agreed that there are challenges confronting the DTE and its VTEIs. Several recommendations were made to improve the current quality assurance measures. The study was timely in light of the increased interest in shaping quality assurance mechanisms in VTE in Brunei Darussalam. Overall this study carries implications for a better understanding of quality in VTE and issues related to the implementation of a quality assurance system.

Thesis (Ph.D.)--Auburn University, 2007. / Abstract. Vita. Includes survey instruments. Includes bibliographic references (ℓ. 140-154)

Thesis (Ph.D.)--University of Western Australia, 2006.

Thesis (Ed.D.)--Murdoch University, 2007. / Thesis submitted to the Division of Arts. Includes bibliographical references (leaves 290-318).

Thesis (Ph. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 69-74). Also available on the Internet.