The focus of this qualitative study is the professional environment where post-school transitions take place. It seeks to identify some possible means for improving outcomes for young people with low educational achievement, dyslexia, social, emotional and behavioural difficulties as they move on from school. The study picks up a recommendation made by Ward and Thomson (1997), following their Scotland-wide survey, that further investigation is needed into post-school transitions of such ‘unrecorded’ young people. Taking ahead this task brings together different areas of knowledge, for example, inclusive education, youth transitions and social theory. To orient the research, initial data were gathered through a questionnaire completed by 14 educational professionals and in structured interviews with 16 youngsters, mostly recently enrolled at college, and their families. Ideas occurring here were then used to inform the main data gathering process. This was conducted in 17 semi-structured audio-recorded interviews, each approximately one hour’s duration, with school teachers, college lecturers and other professionals associated with transition. The methodology utilised a critical friends group to shape the research as it progressed. The thematic analysis of the data produced information about dissimilar models of transition support, varying constructions of young people and difficulties in partnership working. The ensuing discussion considered the roles of trusted signals of youth’s value, of careership based on transformations of identity and aspects of social capital on transitions of young people with additional support needs. The conclusion sets out areas for improvement and asks that greater consideration be given to the constraining factors within the professional environment of the post-school transitions of young people with additional support needs.

This thesis explores the relationship between education and employment, particularly as it affects the socio-economic mobility of people from poor and marginalized communities in Nepal. I carry out a multi-sited, inter-generational analysis to investigate the aspirations, expectations, and experiences of young people. Based on ethnographic and participatory fieldwork in a village and a school in the outskirts of Lalitpur in 2012, this research grows organically to provide a detailed review of current schooling practices and their employment as well as wider implications in Nepal. Theoretically, this thesis investigates the experiences of the marginalized in terms of the relevance, level, and quality of their education. I examine the role of education as a socializing institution as well as its characteristics as a social and a positional good. I assess the outcomes of their education through internal measures (such as exam scores and pass rates) but also extend the analysis to include external ones (such as job opportunities and life trajectories). I focus on the deterministic life-stages model of transition to challenge the expectation that children go to school, acquire skills, obtain jobs, and become 'adults'. People have historically placed high hopes on education, but the potential for socio-economic mobility for the poor and marginalized are limited by the failures of the school system, sustained challenges to higher education access, limited relevance of education to employment opportunities, and continued prominence of social and cultural capital to secure jobs. Yet, their educational engagement has provided some benefits even as their expectations for gainful employment have not been met. Schooling has become an integral part of childhood, but foreign migration is emerging as a prominent alternative avenue for the aspirant youth. Further, the distinctions between children and adults are also blurred as students balance their transitions between school, work, and home to succeed within the system.

In 2000, Hong Kong had a major educational reform, which aimed to address the inadequacies of the previous education system in order to enable the majority of Hong Kong’s population to achieve lifelong learning and an all-round education. These are also the overall aims of education in Hong Kong for the 21st century. A new education structure and new curricula for primary and secondary schools were some of the focuses of the reform. The tourism and hotel industry is one of the four pillar industries in Hong Kong. As a growing service industry, it relies heavily on the quality of their employees and the stability of manpower. However, this industry has been facing difficulties in recruiting and retaining qualified employees. Many studies have been conducted to discover the ideal employability competency and to develop strategies to attract and retain the right employees. Through the study of employability theories and in-depth interviews with education practitioners in the tourism and hotel industry, this research study links-up two knowledge areas of employability competency for the tourism and hotel industry and the generic competency development in primary and secondary school education in Hong Kong. The results reveal that previous studies have not resolved human capital problems, because these problems are rooted in the incompetence in generic skills, values and attitudes of individuals. This study highlights the foundational role of generic competency in employability. It proposes that a generic competency, which has to be nurtured from a young age, is essential for employability. The findings inspired an extended concept of employability and contributed to a new generic competency structure. For primary and secondary school education, this study proposes the incorporation of a refined generic competency component in the school curriculum, along with strategies to mitigate possible barriers of implementation. The proposed employability structure can also be used by employment consultation services or serve as a recruitment, training, development and retention guide in the tourism and hotel industry. These proposals could nurture new generations with the required employability competency for the tourism and hotel industry, meeting the challenges of the 21st century.

This study examines the introduction of a new communications key skills course in Chinese vocational education colleges, using a student-centred learning approach. This was established in response to the changing demands of employers in China’s new environment of economic growth and competition. The research explores teachers’ and students’ understanding of key skills and their attitudes to student centred learning, an approach very different to China’s traditional didactic methods. The effects of the new course are examined and barriers to effective implementation are analysed. The research was based on five higher education institutions. Both quantitative and qualitative techniques were used. Three questionnaires were employed, and three of the institutions were singled out for more detailed qualitative analysis. Through a series of case studies, focus groups, interviews and class observations data was gathered to reveal underlying attitudes towards the experiences of the new course. Both teachers and students welcomed the new approach. It was found to facilitate the development of complex communication ‘key skills’, as students were actively involved, working in groups and learning from each other. The role of the teacher changed significantly, from ‘provider of information’ to facilitator of learning. Designing activities and resources to motivate students and meet their learning needs was a new experience for Chinese teachers, as curriculum development and course textbooks had always been provided centrally. Teachers encountered a number of barriers to successful course implementation; these included difficulties in adjusting to the new methods; lack of suitable resources; poor staff development and lack of support from college management. However, both teachers and students noted an increase in students’ confidence and self-awareness resulting from the new course. Students particularly appreciated the benefits that this might bring in terms of their employability as well as their social capabilities. Recommendations are made for the further development of a student-centred learning model for communication course in Chinese vocational colleges.

Individuals and organisations need to do much more if sustainable development is to be achieved. Appropriate environmental vocational education and training (EVET) is essential for current decision makers. Crucial decisions need to be made before the present generation of school and college students achieve significant positions of authority. An increasing range of EVET courses and course providers are available within the UK. However, availability is not synonymous with suitability for either the attendee and/or his/her (future) employer. Previous research indicates that, as a component of lifelong learning, EVET courses should and the methods used to evaluate them should be student-centred. This thesis describes the development and validation of a new studentcentred evaluation framework. Preliminary literature reviews identified six fundamental issues which needed to be addressed. Existing academically productive evaluation models were examined and critically appraised in the context of these problems. The output from this process was used to develop a bespoke research methodology. Empirical research on four commercial EVET programmes revealed distinct personal, teaching and work-based presage factors which influenced course attendance, individual learning and subsequent organisational learning. Modified versions of Biggs¿ 3P model and Kirkpatrick¿s Four level Evaluation Model were shown to provide an effective student-centred evaluation framework for EVET courses. Additional critical elements pertaining course utility and the student¿s long(er) term ii retention of knowledge/skill were derived from previous research by Alliger et al (1997). Work-based presage factors and the student¿s return on expectation were added as a direct consequence of this research. The resultant new framework, the Presage-Product Evaluation Framework, was positively received during an independent validation. This confirmed inter alia that the framework should also be capable of adaption for use with other VET courses. Recommendations for additional research focus on the need to demonstrate this through further empirical studies.

No description available.

The contemporary world of work is undergoing far-reaching changes as a result of global economic developments and technological progress. This has necessitated an appraisal of the school curriculum in order to identify the life skills necessary for vocational success. As the concept of a lifetime career has become obsolete, the accent has shifted to a life chance approach in education. This approach emphasises the wide repertoire of life skills required by learners for successful participation in a range of career possibilities and in the sphere of their personal lives, the two being perceived as inseparable. A literature survey investigated the development of professional careers in historical perspective, the contribution of developmental theorists regarding trends in contemporary career progression, various dimensions of success and what motivates successful men and women in their public and private domains. Furthermore, the adjustments required by dual career couples were examined. Various dimensions of life skills for lifespan competence were investigated, with particular reference to South African society. The life orientation approach currently advocated by the new curriculum in South Africa was briefly described. A qualitative study of the life histories of twelve professionals, forty five years and over was conducted in natural settings in order to explore the life skills responsible for career and personal success. Semi-structured interviews elicited descriptive data from participants, selected by judgement sampling. Data was analysed, discussed and synthesised. The major findings emanated: Success in public and private domains was only possible if a balance between them was maintained. Family background, values and educational experiences created a facilitating environment which contributed to early character development. Certain enabling attributes were essential to achieve both career success and self-fulfilment, even among the less privileged participants. Personal obstacles were confronted and managed. Self-discipline, time management and the maintenance of a healthy lifestyle was vital. The interpenetration of public and private domains was emphasised. A sound work ethic and healthy interpersonal relationships with family, colleagues and the community were crucial. Middle and late adulthood emerged as periods of continuing, dynamic self-development. Based on these findings, recommendations for relevant life skills education were proposed. / Educational Studies / D. Ed. (Comparative Education)

This research project conducted an in-depth, qualitative assessment of vocational education and training (VET) teachers’ perceptions of pedagogic innovation, with an emphasis on obstacles and supporting factors. The main research question was: “How do teachers’ roles and perspectives shape innovation processes in VET and what does this imply for the development of teaching and learning practices?” Three clusters of subsidiary questions were derived around thematic foci: ‘perceptions and concepts’, ‘documentation of practice’, and ‘dynamics, limitations, and lessons for innovation’. Based on analytical strategies derived from grounded theory, two phases of interviews – the first with ten experts and the second with 62 VET practitioners at 20 colleges – were conducted in England, Germany, and Austria, with a focus on full-time VET (Further Education Colleges, Berufskollegs, and Berufsbildende Mittlere und Höhere Schulen) in the 16-19 age range. Classroom observation preceded semi-structured, 30 to 60 minute interviews with teachers. The study builds on previous research and existing frameworks such as Lipsky’s concept of ‘street-level bureaucracy’ and Flyvbjerg’s ‘critical cases’. However, it fills a gap in the literature by focusing on practitioner perceptions, motivations, professionalism, autonomy, work contexts, and own learning in relation to pedagogic innovation, whilst tracing relevant connections to educational policy, college management, and societal influences. Teachers are shown in multiple roles as inventors, designers, and implementers of innovation, facing nine categories of obstacles. Those include limited time and budgets, bureaucracy and lack of autonomy, problems with project planning and execution, and issues related to lack of support. In addition, this study provides a comparative investigation of practitioners’ interpretations of key terms (‘pedagogy’, ‘didactics’, ‘innovation’), revealing differences between England on the one hand, and Germany and Austria on the other, based on different degrees of autonomy and innovative focus. Based on such findings, the study details recommendations for college leaders and policy makers for facilitating pedagogic innovation, placing each in their respective national contexts.

The contemporary world of work is undergoing far-reaching changes as a result of global economic developments and technological progress. This has necessitated an appraisal of the school curriculum in order to identify the life skills necessary for vocational success. As the concept of a lifetime career has become obsolete, the accent has shifted to a life chance approach in education. This approach emphasises the wide repertoire of life skills required by learners for successful participation in a range of career possibilities and in the sphere of their personal lives, the two being perceived as inseparable. A literature survey investigated the development of professional careers in historical perspective, the contribution of developmental theorists regarding trends in contemporary career progression, various dimensions of success and what motivates successful men and women in their public and private domains. Furthermore, the adjustments required by dual career couples were examined. Various dimensions of life skills for lifespan competence were investigated, with particular reference to South African society. The life orientation approach currently advocated by the new curriculum in South Africa was briefly described. A qualitative study of the life histories of twelve professionals, forty five years and over was conducted in natural settings in order to explore the life skills responsible for career and personal success. Semi-structured interviews elicited descriptive data from participants, selected by judgement sampling. Data was analysed, discussed and synthesised. The major findings emanated: Success in public and private domains was only possible if a balance between them was maintained. Family background, values and educational experiences created a facilitating environment which contributed to early character development. Certain enabling attributes were essential to achieve both career success and self-fulfilment, even among the less privileged participants. Personal obstacles were confronted and managed. Self-discipline, time management and the maintenance of a healthy lifestyle was vital. The interpenetration of public and private domains was emphasised. A sound work ethic and healthy interpersonal relationships with family, colleagues and the community were crucial. Middle and late adulthood emerged as periods of continuing, dynamic self-development. Based on these findings, recommendations for relevant life skills education were proposed. / Educational Studies / D. Ed. (Comparative Education)

Summaries in Afrikaans and English / Hedendaagse onderwys staan voor 'n omvattende voorligtings- en opleidingsopgawe om die jeug toe te rus om die arbeidsmark as entrepreneurs te betree. Onderwysers word toenemend voor die eis gestel om as fasiliteerders op te tree om leerlinge te begelei om beter by die eise van veranderende omstandighede, nuwe tegnologie en inligting aan te pas. In hierdie konteks vorm entrepreneurskapsgerigte onderwys een van die mees eietydse temas wat die onderwys moet aanspreek. Hoewel die voorsiening van entrepreneurskapsgerigte onderwys reeds in die nuwe Norme en standaarde vir onderwyseropleiding as 'n kruiskurrikulere aangeleentheid beskryf word, is die behoefte aan 'n omvattende entrepreneurskapsontwikkelingstrategie nog nie voldoende aangespreek nie. In 'n antwoord op hierdie leemte word 'n voorgestelde implementeringstrategie vir entrepreneurskapsgerigte onderwys in hierdie studie ontwikkel. In die verloop van die ondersoek moes daar deeglik rekening gehou word met aspekte soos: • die rol en betekenis van entrepreneurskap in die Suid-Afrikaanse skolekonteks; • faktore wat entrepreneuriese sukses of mislukking onderle; • die ontwikkeling van 'n positiewe entrepreneuriese ingesteldheid en entrepreneuriese vaardighede en • plaaslike en oorsese inisiatiewe om entrepreneurskap m die skoolkonteks te bevorder. In die empiriese ondersoek is die uitgangspunt gehuldig dat onderwysers se menings van deurslaggewende belang is om 'n entrepreneurskapsontwikkelingstrategie te rig. Onderwysers se menings is in elk van die volgende ondersoekvelde nagevors: • Onderwysers se toegerustheid om entrepreneurskapsgerigte onderwys aan leerlinge te voorsien; • Onderwysers se eie implementering van entrepreneurskapsgerigte onderwys; • Die behoefte by leerlinge aan entrepreneurskapsgerigte onderwys; • Onderwysers se geslaagdheid om entrepreneurskapsgerigte onderwys te implementeer; • Die aangewesenheid van entrepreneurskapsgerigte onderwys as 'n onderwyseropgawe. Die navorsingsresultate is aangewend om binne die raamwerk van die Suid-Afrikaanse skolekonteks en onderwysbeleid 'n strategie voor te stel om entrepreneurskapsgerigte onderwys te implementeer. Die onderwys kan hierdeur 'n aansienlike bydrae lewer om die jeug voor te berei om as volwaardige en verantwoordelike landsburgers hulle plek in die samelewing vol te staan. / Education today stands before the comprehensive task to empower our youth through appropriate guidance and training to enter the job market as entrepreneurs. Teachers are increasingly put to the task to act as facilitators in their guidance of the youth to adapt more effectively to changing circumstances, new technology and information. Within this context, education directed to entrepreneurship forms one of the most timely issues that education should address. Although the provision of education directed to entrepreneurship has been described as a cross curricular concern within the new Norms and standards for teacher education it does not provide in the need for a comprehensive strategy to develop entrepreneurship in education. In an answer to this deficiency, this study is directed to develop a proposed implementation strategy to enhance entrepreneurship in education. In the course of this investigation it was needed to thouroughly account with concerns such as: • the role and significance of entrepreneurship within the South African school context; • factors which underlie entrepreneurial success or failure; • the development of a positive entrepreneurial attitude and entrepreneurial skills and • local and foreign initiatives to enhance entrepreneurship within the school context. In the empirical investigation the v1ew is held that teachers opm10ns is of crucial importance to give direction towards a strategy to enhance entrepreneurship. Teachers views are examened within each of the following fields of investigation: • Teachers empoweredness to provide education directed to entrepreneurship to students. • Teachers own implementation of education directed to entrepreneurship • Students need for education directed to entrepreneurship. • Teachers sufficiency to implement education directed to entrepreneurship. • The appropriateness of education directed to entrepreneurship as a teacher concern. The results of the research is applied to propose an implementation strategy to enhance education directed to entrepreneurship within the framework of the South African school context and policy of education. The conclusion was reached that educators can greatly contribute to prepare our youth so that they can take up their positions in the community as responsible and able citizens. / Psychology of Education / D. Ed. (Psychology of Education)