This thesis examines the planning of craft and technician education in Hong Kong, from the late 1950s, when the Technical College moved to Kowloon, to 1982, when the Department of Technical Education and Industrial Training and the Vocational Training Council were established. The study includes a review of social and industrial developments, and how they .have affected technical education, as well as how planning has been undertaken as a joint exercise involving the Government, educational establishments and industry. The two major approaches to manpower planning are then examined, namely the first system depending largely on forecasting, and the second employing flexible education and training methods combined with the substitution of labour, and reasons are given why a suitable combination of the two methods is usually selected. In addition, international developments and the methodology and techniques of manpower planning are discussed, as well as whether it can be used to stimulate economic growth. This leads to an examination of the manpower planning methods that have been employed in Hong Kong, and hew these have been "translated" into. a supply of technically educated personnel for industry, and how more thought has been given to social needs and students' aspirations in recent years. This thesis also examines the planning and problems of growth and change in technical education, with respect to accommodation and equipment, courses and curricula, and staffing. The study then demonstrates how Hong Kong has become wealthier during the period under review, and how much money has been allocated to education. An analysis is then made of how this was spent, in the case of craft and technician courses, in order to compare how costs varied from institution to institution, and from discipline to discipline. The penultimate chapter then derives various conclusions from the foregoing study and the "postscript" examines briefly the developments from 1983 to 1985.

Thesis (Ph. D.)--University of Tennessee, Knoxville, 2003. / Title from title page screen (viewed Mar. 30, 2004). Thesis advisor: Gregory C. Petty. Document formatted into pages (xiv, 241 p. : ill.(some col.)). Vita. Includes bibliographical references (p. 190-226).

Thesis (M. Soc. Sc.)--University of Hong Kong, 1981.

Since the early sixties, the armed services of the United States have been moving progressively toward refinement of the teaching/training process for soldiers and civilians employed in the business of national defense. The major military services have all moved to a position whereby they are generally using systematic approaches to training analysis, design, development, implementation, and evaluation. The developed course, a copy of which is included in this dissertation, was pilot tested on a sample of contractor personnel, and the pre- and posttest data were analyzed. This analysis demonstrated that the contractor course as implemented and evaluated was perceived as a significant intervention tool for all contractor personnel developing training materials for the U.S. Army Intelligence Center and School. The course was viewed as significant regardless of the amount of education or previous experience in training development on the part of the contractor. The successful completion of the course culminated in the recommendation that all contractors working for the U.S. Army Intelligence Center and School take such training; that other armed services agencies implement such training, using the results of this study as justification; that colleges and universities develop programs to train private-sector contractors in the function of systematically designed instruction; and that additional studies be conducted to determine the actual dollar savings made possible by having contractor personnel trained prior to actual contract letting.

The student of English technical education, reviewing the history of its development over the past hundred years, is tempted to conjecture how English education, particularly techincal education, would have developed if the Prince Consort had lived to exert the same unobtrusive influence during the later as he did during the earlier Victorian period. [...]

The purpose of the study was to develop a model for articulating selected courses between a two year vocational technical college and a four year academic university. More specifically, the study tested the feasibility of the use of locally developed competency instruments as a vehicle for administrative decisions about inter-institutional course articulation.One instructor in the electricity/electronics departments at Ball State University (BSU) and one at Indiana Vocational Technical College - Region 6 (IVTC) were asked to construct a competency based examination. Subject matter for the examination was identified as material taught at both institutions in an introductory course. An examination was developed using the format of domain-referenced instrument construction. A competency test was developed by defining tasks, and cognitive and psychomotor variables that a student must demcnstrate to perform the stated tasks.Students enrolled in the introductory electricity/ electronics course at each institution during spring quarter 1978 were asked to take the written examination. Thirty-eight students from Ball State University and forty-three from Indiana Vocational Technical College volunteered to participate. Six of the volunteers from each institution agreed to take the practical portion of the examination. The examinations were administered by the respective instructor. Answer sheets and rating sheets were coded to insure student anonymity.Tables were developed to show rank-order and frequency distribution of scores as well as the mean scores of all students by each institution. An item analysis was conducted and Kuder-Richardson Formula 20 was used to measure reliability. Scores were analyzed by: 1) cognitive and psychomotor competency on each task, 2) cognitive competency on each task, 3) psychomotor competency on each task, 4) cognitive competency on all tasks, 5) psychomotor competency on all tasks, and 6) cognitive and psychomotor competencies on all tasks.Reliability of the 92 item written examination was 0.9234 using Kuder-Richardson Formula 20. Approximately 70 percent of the students from IVTC scored higher than all students from BSU on the written examination. The mean score on the written examination for students from IVTC was 66.0, or 22.1 points higher than the mean score of 43.9 for students willing to participate in the practical as well as the written examination. The sum of the mean scores for students from IVTC was 78.5 as compared to 55.2 for students from BSU.Data were analyzed and the fo1lowing three conclusions were drawn:The data provided by the Kuder-Richardson estimate of reliability indicated that instructors from a separate college and university can jointly develop reliable competency measurement instruments.Locally developed reliable competency measurement instruments provide administrators with data regarding compatibility and incompatibility of selected courses with which administrators can feasibly make objective decisions about inter-institutional course articulation.Data from reliable competency measurement instruments provide administrators more quantifiable information than presently exists in college catalog descriptions, course objectives and oral descriptions of courses for making a more specific decision on course articulation.

Thesis (MEd) -- University of South Australia, 1994

Thesis (Ed.D.)--University of Tulsa, 1972. / Bibliography: leaves 84-89.

Dissertation (Ph.D.)--Auburn University, 2006. / Abstract. Vita. Includes bibliographic references (p.81-90).

Thesis (Ph. D.)--Oregon State University, 2009. / Printout. Includes bibliographical references (leaves 218-228). Also available on the World Wide Web.