[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.

Thesis (Ed. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 87-91). Also available on the Internet.

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

Thesis (Ed. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 87-91). Also available on the Internet.

Thesis (Ed. D.)--West Virginia University, 2002. / Includes bibliographical references (p. 91-103).