Since 1963, Kenya has undergone extensive upgrading of its educational system. New institutions like the "youth polytechnic" have been created to serve post-elementary school people in need of employment skills. In this study, the case method was used to investigate two, one rural and one urban, reputedly exemplary polytechnics. In particular, this study sought the organizational factors associated with the two exemplary institutions. / Data were collected using observation, interviews, questionnaires, and salient documents. / A number of factors associated with exemplary youth polytechnics were uncovered. The Polytechnics developed training that was suited to the respective areas and to employment. Dedicated principals created an environment conducive to training such as discipline, duty delegations, and a communication network. Committed staff used innovative means of instruction, and a close link to the world of work was adopted. Trainees valued their studies. Management committees had a clear vision of the polytechnics' direction, and they had community support.

No description available.

No abstract available. / Thesis (Ph.D.)-University of Natal, Durban, 1973.

There has always been a division between technical educators and technical students and the "so called" academic educators and academic students. In the apartheid days those who pursued a technical college education were shunned as those who could not cope with the rigors of academia. Technical college education was perceived as less desirable and for slow learners. Fundamental social changes have placed new demands on the Further Education and Training sector ( FET). It has become imperative to move away from the traditional divides between academic and applied learning, theory and practice and knowledge and skills. Through the National Curriculum Framework, South African Education has been given a historic opportunity to strategically shape and transform the current disparate education and training system into an integrated system that addresses the needs of the learners, the economy and the community. The new FET policy structure within which Technical Colleges operate will stimulate and empower learners to acquire knowledge and skills for employability and relevant values to respond to challenges confidently. The new curriculum moves towards a flexible access to further education, lifelong learning, higher education and facilitates the transition from school to work while ensuring that education and training is a quality provision aimed at equipping learners with competencies to find jobs. This study explored the curriculum experiences of haircare and cosmetology students at the Cato Manor Technical college. The study focused on the following critical question:- How do haircare and cosmetology students at Cato Manor Technical College, experience the theoretical and practical component of the curriculum? A case study technique was employed to explore the curriculum experiences of the haircare and cosmetology students at the Cato Manor Technical College. Data was collected by administering questionnaires to all second year and second semester students enrolled at the college during 2001. The findings of the study revealed both positive and negative aspects of student experiences of the curriculum. In the study the student profile revealed that the students enrolled at the college were matriculants and there was a wastage of time and duplication of efforts as the program was a Further Education and Training and not a Higher Education programme. The study of the curriculum issues showed that the students thoroughly enjoyed the programmes and were competent. They indicated, a preference for the practical component of the curriculum, and that the theory component should remain unaltered as it was necessary to have a knowledge of the theory to be applied in the practical component. Also evident was the personal experiences of the students that revealed excellent racial relationship and collegiality that existed amongst staff, students and management. The study revealed job opportunities and self-employment as some of the reasons for pursuing the programme. The negative aspects were the lack of counseling and student support services at the college and duplication and a wastage of time. Also evident was the lack of adequate resources that was impacting negatively on their work. The study concludes with recommendations some of which were:- The College in collaboration with the Department of Education must invest in career guidance and counseling, and student support services. The Haircare and Cosmetology department must devise and implement new strategies to assess the practical component of the programme. The college must invest in provision and up-grading of resources. Provide marketing strategies so that the student population will represent all race groups and not only Indian and African students. Despite the negative contributing factors, this department can maintain its growth pattern by addressing its weaknesses and maintaining its strengths and opportunities that exist. / Thesis (M.Ed.) - University of Durban-Westville, 2001.

Many claims have been made in the literature about the motivational effects of Information and Communication Technologies (ICT) on learners, leading them to have a positive perception towards their work, spend longer periods on tasks and be more committed to their learning. The author of the present study has utilized their previous research evidence of motivation and the results of other previous projects to investigate the factors which motivate educators to use ICT. This project was initiated to investigate the educator's perception, which has contributed to the continued use of ICT, by educators experienced in using it for teaching. The evidence discussed in this paper was collected through a literature search, educator documents, educators' reports or observations and interviews. Weiner's analysis of motivation research and cognitivists theories of reasoned action and planned behaviour have been used as a basis for the analysis of the results. Research findings show that the motivational factors which correlated most positively with the use of ICT were: perceived ability to use Information Technology (IT); level of resources available and their satisfaction with IT; and whether using IT in teaching is considered to be interesting, valuable and enjoyable. The most significant negative factor was difficulties experienced in using IT. Researcher also found that a whole range of other perception factors attributed by the educators to using ICT. Such as: making the lessons more interesting for the educator, increasing learners' motivation, improving presentation of materials, making the teaching more enjoyable, improving the content of the lesson, and making the lessons more fun for the learners, were considered by the educator respondents to contribute to the learners' progress in learning. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2006.

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.

The purpose of this study was to provide descriptive and comparative data which would be useful in making industrial education department programmatic decisions, as well as, providing useful information to prospective doctoral students prior to their program selection. Therefore, the specific purpose of this investigation was to: 1. describe existing industrial and general vocational education doctoral programs.2. assess the criteria used by current industrial and vocational education doctoral students in their selection of specific programs.3. assess the criteria judged important by leaders in industrial education which should be used in selecting doctoral program in industrial and vocational education.4. determine if a relationship exists between:(a) criteria used by current industrial and vocational education doctoral students in their selection of specific programs, and(b) criteria which should be used in selecting a doctoral program in industrial and vocational education as judged by leaders in the field.5. provide specific criteria which can be used by prospective students for selecting a doctoral program in industrial and vocational education.(A doctoral program keysort selection system was previously developed in response to this fifth purpose.)Two surveys were conducted in order to retrieve information about resident doctoral students and doctoral programs in industrial and general vocational education. The resident doctoral student population had an N of 264. Eighty-six percent (227) of this number responded to the survey instrument. The department program leader population had an N of 62. Fifty-eight program leaders responded to the questionnaire for a return of 93.5 percent.In addition to the descriptive information sought from both populations, information and opinions were elicited concerning criteria used in making a doctoral program selection. This abstract will include information in both areas of investigation.A description of existing industrial and general vocational education doctoral programs was presented utilizing the following variables:1. program name2. degree type3. program emphasis4. Ph.D.-Ed.D. differences5. date of first doctorate awarded 6. enrollments7. tuition8. program offerings9. program requirements10. program entrance requirements11. hours granted for the dissertation 12. minimum hours to complete program 13. maximum transfer hours14. program breakdownIn addition to this descriptive information of a programmatic nature a current profile of the resident doctoral student in industrial and general vocational education was provided, considering the following factors:1. department affiliation2. sex, race and age3. marital status, number of children, and working spouse4 . citizenship and home state attendance5. financial support 6. degree objective and degrees held7. undergraduate and graduate majors 8. career objective 9. residency requirement - moving 10. individual program length requirement and transfer hoursA total of 29 selection criteria were assessed by both resident doctoral students and department program leaders. The following criteria ranked one through five, in order of importance, as judged by department program leaders:reputation of department and/or program reputation of university reputation of faculty members type of programprogram flexibilityThe following criteria ranked one through five, in order of importance, as judged by resident doctoral students:1. type of program2. reputation of department and/or program 3. reputation of university 4. program flexibility5. being granted an assistantship or fellowshipProgram department chairmen and resident doctoral students assessed the following five criteria in much the same way and therefore were in agreement as to the relative importance of the program selection criteria:1. reputation of the university2. reputation of the department and/or program 3. reputation of the department head4. programs reputation for developing teaching skills5. program flexibilityThe following criteria ranked one through five, in order of importance, as judged by resident doctoral students:1. type of program2. reputation of department and/or program3. reputation of university4. program flexibility5. being granted an assistantship or fellowshipProgram department chairmen and resident doctoral students assessed the following five criteria in much the same way and therefore were in agreement as to the relative importance of the program selection criteria:1. reputation of the university2. reputation of the department and/or program3. reputation of the department head4. programs reputation for developing teaching skills 5. program flexibilityThe two groups disagreed most on the relative importance placed upon the following five program selection criteria:1. program graduate(s) recommendation2. availability of married student housing 3. having tuition and/or fees waived4. being granted an assistantship or fellowship5. location of universityAfter analyzing the data on resident doctoral students, it would be fair to conclude that no true doctoral student profile is possible due to the diversity of those enrolled. However, the chances are good that the "typical" resident doctoral student enrolled in industrial and general vocational education would be a married, white, middle class, male, between the ages of 25 and 35, and who has at least one child. Further, the chances are also good that this individual's spouse is working at least part-time and that the family is receiving some sort of financial support during residency. Finally, the individual probably holds at least a masters degree, intends to be a university teacher or administrator and has moved less than 500 miles in order to meet residency requirements.Once again, upon analyzing the data, it appears that the vast diversity in program offerings prevents formulating a meaningful profile. Further, a profile of this nature, for the most part, would serve no useful purpose. Therefore, conclusions were limited to the following three areas: (1) program diversity, (2) Ph.D. and Ed.D. differences and (3) program reputation.It would seem reasonable to conclude that one of the major factors affecting program diversity is student flexibility need. Program flexibility ranked fourth out of the 29 variables assessed by students. Program diversity results from attempts to meet diverse student need.Also, it would seem reasonable to conclude that the stated differences between the Ph.D. and Ed.D. programs, in reality, might not exist, at least to any large extent. Two main areas of differences are usually indicated when comparing the Ph.D. and Ed.D. degrees. They are language and/or research and statistics. The percent of Ed.D. programs requiring research methodology and statistics was found to be nearly as high as that of the Ph.D. programs. Secondly, only four institutions indicated that substitutions were not possible in meeting the language requirement. Substitutions are mainly noted in the areas of research methodology and statistics. In addition, program structural differences between the Ph.D. and Ed.D. programs were found to be minimal.Since there is little, if any, comparative data on doctoral programs and since programs are usually not compared for quality due to professional standards of ethics, student assessment of program quality may be based on a natural defense of the decision to attend a given university department.In conclusion, this descriptive research was undertaken to provide insight into the current status of doctoral programs in industrial and general vocational education. Further, the study attempted to provide greater insight into the area of doctoral program selection. The results of this investigation have suggested some additional areas for study. The following list of recommendations are offered for consideration:1. Since geographic location of institution was not ranked extremely high as a selection criteria and since a little more than half of the students moved fewer than 200 miles, this inconsistency warrants futher investigation.2. Both "university and department and/or program" were assessed as being extremely important in the selection of a doctoral program. Further study of reputation formation and student selection justification would be in order.3. Since there is some question as to the actual differences between Ph.D. and Ed.D. programs, specifically in the areas of industrial and vocational education, further study limited to these programs might provide some additional insight into these differences.4. Due to the vast difference of assessed importance of "being granted an assistantship or fellowship," further study is warranted in the area of financial assistance and its effect on enrollment.Since there is virtually no information, on a national basis, concerning student ability to attain personal job oriented professional goals, (ability to get previously stated work in a given profession) and since the doctoral job market is becoming somewhat saturated, an investigation of ability to get a desired position upon graduation seems warranted.6. Little longitudinal data is available on doctoral programs in industrial and general vocational education. It is recommended that the national professional organization concerned with industrial education consider collecting and publishing such information on a yearly basis.Ball State UniversityMuncie, IN 473063

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