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The thesis examines the utility of a pre-developed conceptual framework for learning about the human resource development (HRD) needs in a national context. The literature review focuses on knowledge-building within the main development theories and paradigms, two mainstream approaches to building knowledge about HRD and education sectors in developing countries, namely the systems approach and the strategic approach, and the role of the researcher and expert-sources of data in the knowledge-building process in research related to HRD and educational policy. The methodology involved carrying out a case study on HRD in Nicaragua using a conceptual framework, and then studying its role in the process of learning about the subject. The data for the study of the learning process were generated through self-reflection in journal writing, textual analysis of the HRD case study, and common-sense. The conclusions are that (1) a researcher cannot know with certainty about the quality of his or her knowledge of the subject in conducting this type of research, (2) a conceptual framework can absorb the complexity of the process and make a researcher sound more authoritative than he or she might actually be about the subject, (3) researchers tend not to deal adequately with this lack of certainty and complexity in their discussions on the limitations of their work, (4) the sources of data directly affect the quality of learning, (5) a conceptual framework brings greater efficiency to the research act, (6) a conceptual framework reduces distortion and allows better communication between the research and the human sources of data, and (7) a conceptual framework adds greater value to the process of managing the research act than it does to learning about the subject.

Although manpower and educational planning have been used in Malaysia for a considerable time to ensure an adequate supply of qualified manpower for the economy, the problem of skilled manpower shortages still persists. Estimated employment targets forecasted by planners to meet the economic needs of the country often clash with the needs and capabilities of vocational students who are seeking employment in the labour market. These students face the problem of occupational choices. Sometimes their occupational preferences tend to be far removed from the demand of the country's manpower needs, resulting in shortages and surpluses in certain occupational categories. The upwardly distorted, educational system, the narrow range of available careers, inadequate careers information and limited careers guidance have frequently been cited as reasons why vocational stream students manifest these unrealistic career ambitions. A study of vocational stream students' occupational expectations could generate a wide range of information for formulating appropriate policies for the development of the vocational education system and the labour market. Unfortunately, despite the usefulness of such information, there is a paucity of research in this area. In view of the above, the study was formulated to achieve the following objectives: 1) to concentrate on the extent to which students of vocational schools are aware of national manpower needs and how their occupational expectations relate to them; 2) to explore the extent to which factors other than manpower needs may affect students' occupational expectations; 3) to investigate the role played by careers guidance in the vocational school in helping students to make their occupational decisions; 4) to acquire an understanding of the role of the technical and vocational education planners in relation to the way manpower and educational planning has developed and operates. To explore possible explanations for the persistence of manpower needs and students' occupational expectations, two kinds of data were used: sample surveys and interview data. A total of 420 Form V vocational stream students were surveyed. The interviews were conducted with three groups of key informants: 28 vocational stream students, 3 careers guidance and counselling teachers and 4 technical and vocational education planners. The analysis of the data confirms that: 1) a majority of vocational stream students were unaware of the country's skilled manpower requirements although there were efforts made by the schools to help them prepare for future occupations; 2) vocational stream students' occupational expectations were often not in accordance with the country's skilled manpower requirements. Vocational students' occupational expectations were unrealistic. Students tend to place priority on their own individual needs rather than being influenced by the occupational structure of the country; 3) except for job security and parents, other factors that affected vocational stream students' choice of expected occupations were not dominant. However, students' occupational expectations were negatively related to their fathers' present occupations; 4) the vocational course specialisation was a significant determinant in selecting expected occupations of vocational stream students, however, these did not make them renounce other occupations; 5) male vocational stream students were more likely to exhibit extrinsic reasons for job expectations than were vocational stream female students who showed a marked preference for people-oriented aspects of occupational expectations; 6) the secondary vocational schools' careers guidance and counselling programmes were generally appreciated and thought to be helpful, there is very little evidence that they provided the source of careers information; 7) there are limitations in manpower and educational planning models, and there is a lack of some of the conditions required for their optimal functioning. The secondary vocational schools are not demand driven, their output has not matched actual industrial requirements.

Thesis (Ph.D.)--University of Adelaide, Dept. of History, 2000? / Bibliography: leaves 378-400.

Thesis (M.S. in Management)--Naval Postgraduate School, December 1990. / Thesis Advisor(s): Milch, Paul R. Second Reader: Suchan, James E. "December 1990." Description based on title screen as viewed on April 01, 2010. DTIC Descriptor(s): Computer programs, decision making, impact, information systems, models, theory, rates, theses, reduction, manpower, strength(general), inventory, flow, surgery, promotion(advancement), Markov processes, policies DTIC Identifier(s): Manpower, computerized simulation, military medicine, navy, medical service corps, force model, Markov chain theory, BUMIS (burean of medicine and surgery information system), theses, forecasting. Author(s) subject terms: Includes bibliographical references (p. 123-124). Also available in print.

Thesis (M.P.A.)--University of Hong Kong, 1990.

Thesis (M.S. in Operations Research)--Naval Postgraduate School, June 2010. / Thesis Advisor(s): Johnson, Rachel ; Second Reader: Shearer, Robert. "June 2010." Description based on title screen as viewed on July 14, 2010. Author(s) subject terms: Simulation, Manpower, Enlistment, End Strength, Design of Experiments, United States Army Reserve, USAR, Delayed Training Program, DTP, Delayed Entry Program, DEP. Includes bibliographical references (p. 37-38). Also available in print.

Thesis (M.S. in Manpower Systems Analysis)--Naval Postgraduate School, March 2010. / Thesis Advisor(s): Mehay, Stephen. ; Pema, Elda. "March 2010." Author(s) subject terms: Tuition Assistance (TA) Program, retention, performance, Distance Learning (DL), method of instruction, passing rates. Includes bibliographical references (p. 71-72). Also available in print.

Thesis (M.S. in Manpower Systems Analysis)--Naval Postgraduate School, March 2010. / Thesis Advisor: Henderson, David R. ; Hatch, William D. "March 2010." Author(s) subject terms: Motorcycle safety training, motorcycle accident, motorcycle fatality, motorcycle injury, motorcycle life insurance cost, motorcycle hospitalization cost, military occupational specialty cost. Includes bibliographical references (p. 69-70). Also available in print.