The aim of this historical study was to investigate and describe the Swedish vocational educational school system from 1918 till the 1940's. The dissertation focuses upon vocational education related to industry and craft work. Questions include; who were the actors; and who's interests did they represent; how did the quantitative development of that school system look like; and which content, according to officiai authorities, should the education have. The work has a theoretical frame that comes closest to reproduction theories and educational sociology. The empirical material comprises the official documents, periodical journals and official statistics. The results showed that there was a wide gap between official rhetoric and what took place in reality. The development of the vocational training system did not follow expectations, neither in the quantitative nor the organisational sense. The national board of education also paid little attention to the vocational school system, once it was launched. Only a handfull of men persued the question and thereby at the same time made it their careers. The vocational educational school system branched out rather quickly and became incoherent. Futhermore there were difficulties in finding pupils who wanted to join the new school-form that vocational schools represented. The benefits from joining the many branches of the vocational educational system were few. The professional staff of teachers was diffuse, they were mostly recruited from "higher" school systems while the status of working as vocational educational teacher was low. In fact, the dissertation shows, that the vocational educational system that was introduced during the first half of the 20th century, had a very low status. The educational content looked very much like the content in the compulsory school, among other things, due to the ways of recruiting teachers. Overall results show that vocational training did not become a powerful means to carry into effect the rhetoric that underpinned it, but the period had significance at a symbolic level because it linked school and the labour market more firmly in popular consciousness. / digitalisering@umu

The aim of this thesis has been to describe and analyse the students'views on the effects of constructivistic indicators in a learning environment of vocational training. The indicators concerned here were activity, authenticity, holism, context and multiple perspectives. The thesis focuses futher on the differences between traditional and constructivistic vocational training in its practice-of-skills aspect. The work consists of two sections, of which the first is a theoretical survey of cognitive constructivistic learning in which the views of various researchers are presented, analysed and compared. By designing a learning method with the highest possible number of constructivistic indicators, it has been possible to record students opinions of these in three different ways, by using questionnaires, interviews and video recordings. The pupils' experiences of various learning situations have then been described and analysed. Data have also been gathered using a fourth method, by recording spontaneous comments from the teachers concerned. The information has then been collated, and the results compared with the views of those researchers already presented. The results indicate that the effects of cognitive constructivistic indicators are felt as favourable by the pupils, who make it clear that it is of great value to be able to "think for oneself' as they put it, in the course of acquiring professional skills. Among other things, what the pupils consider specially valuable for the learning process is the personal activity and authenticity involved in creating usable products. No noticeably unfavourable pupil experiences of the constructivistic learning have emerged, while the spontaneous comments of the teachers express both advantages and disadvantages. The advantages include increased motivation on the part of pupils as a consequence of learning through creating usable products; pupils feel that what they do is more meaningful than would be the case in traditional vocational training. They also become independent learners more quickly: the teachers feel that the pupils learn more efficiently, and that the training period for some of them could be reduced by one-third. The major disadvantage is that the teacher has to learn to play a partly new role, since the teaching material does not consist of rigidly specific written instructions. Initially a greater amount of work is demanded of the teacher until pupils have become accustomed to the mainly constructivistic learning method. The learning environment that is presented in conclusion includes among other things features of business economics, product design and innovation, as well as certain conditions for the establishment of small-scale industry. Judging from the results, these components may be considered as further reinforcing the learning effect from a cognitive-constructivistic point of view. Vocational training thus acquires a new qualitative dimension when constructivistic indicators integrate instruction with the subsequent situation of working and earning a living, instead of concentrating simply on the content of the syllabus with no relation to the situation of pupils after completion of their training. / digitalisering@umu

Abstract As we know that the social and economic environment has been changed rapidly and the types of employment have also been diversified in the new era. Nevertheless, due to the technology evolution, business transforming, the changing of manpower structure and the employment condition is unstable, so the rate of unemployment remain highly. Therefore, we expect that the training of vocational skills would be an important mechanism to develop secondary specialty and expend the manpower resources. Before 1980s¡¦, the required qualification of teachers and program arrangements of the public vocational training institutions were good model for these private corporations. However, in order to adapt to the impact by globalization and liberalization, the business structure has been adjusted to high-capital and high-technology. The government, however, try to increase the employment opportunity and use the manpower efficiently to maintain a substantial economic activity. Yet, increasing the professional knowledge and skills is crucial in this employment market. Nowadays, the labor is facing a flexible employment market. In order to adapt to this circumstance, ¡§lifelong study¡¨ is obviously an important issue for the labor, especially ¡§vocational training¡¨. The ultimate purpose of vocational training is to improve the employer¡¦s expertise and skills and meet the needs of personal, corporation and social and finally, full employment. The subjects are the members who attend the vocational training program of former Kaohsiung county government and Kaohsiung city government. And further analyze the motive of the members and the career development capacity after training. We release 700 questionnaires and 504 returned validly. Afterwards, by using appropriate analyzes procedures, there are 8 analyzes carried out in this research, they are: internal motivation, employment motivation, outer motivation, self-understanding, career information, career exploration, career planning and career determination. According to the results of previous analysis, they confirmed that when the member¡¦s learning determination is strong, the career development capacity will be higher. On the other hand, As the coefficient£]of learning motivation is a plus, the prediction value of career development capacity is more reliable. In conclusion, the higher of the learning motivation of the vocational training program members, the more of the satisfaction. Furthermore, they are willing to attend another or more learning programs. Therefore, the satisfaction of learning and career development ability is positive relationship. Key words: business structure, employment safety, vocational training, learning motive, career develop

The focus of this professional report is sectoral workforce development programs. Sectoral programs represent a fairly recent innovation in workforce development. Rather than train a low-skilled worker for low-skill job with low pay, sectoral programs train workers for higher-skill jobs that offer career trajectory and living wages, while filling a demonstrated labor-market need within the local economy. These programs have numerous benefits, but face significant implementation challenges. Sectoral programs have the potential to become high-performing, value-creating organizations; however competition for scarce resources, poor employer coordination, and lack of long-term planning can hinder the success of these programs. This report discusses these challenges, lessons learned in the field, and proposed changes to the workforce development system that could encourage the success and expansion of sectoral programs. / text

In creating the common European space on higher education, the significance of cultural studies and personal activeness are emphasized, as well as the specialists’ creative activity format, mobility abilities and experience are highlighted. It raises the task to stimulate a student’s vocational maturity in the study process. A student’s personality matures under the influence of the subject study of both general education, including artistic education, and vocational training. It is topical to determine the relationship of artistic education and vocational training and thus create a unified process of stimulating an individual’s maturity. Therefore, the relationship of artistic education and vocational training is topical in organizing subject studies at as institution of higher education. The dissertation discloses the prerequisites of artistic education and vocational training and verifies its possibilities and significance in modeling subject studies. It singles out the system of criteria, indicators and guidelines of the study assessment – these are pedagogical factors stipulated from the individual’s viewpoint and their unified entirety (model), which is significant for both the teacher and the student. It has been determined that artistic education stipulated from the vocational viewpoint and vocational training stipulated from the artistic viewpoint is a valid pedagogical factor of the studies organization and students’ vocational maturity; and the unity of artistic... [to full text]

In creating the common European space on higher education, the significance of cultural studies and personal activeness are emphasized, as well as the specialists’ creative activity format, mobility abilities and experience are highlighted. It raises the task to stimulate a student’s vocational maturity in the study process. A student’s personality matures under the influence of the subject study of both general education, including artistic education, and vocational training. It is topical to determine the relationship of artistic education and vocational training and thus create a unified process of stimulating an individual’s maturity. Therefore, the relationship of artistic education and vocational training is topical in organizing subject studies at as institution of higher education. The dissertation discloses the prerequisites of artistic education and vocational training and verifies its possibilities and significance in modeling subject studies. It singles out the system of criteria, indicators and guidelines of the study assessment – these are pedagogical factors stipulated from the individual’s viewpoint and their unified entirety (model), which is significant for both the teacher and the student. It has been determined that artistic education stipulated from the vocational viewpoint and vocational training stipulated from the artistic viewpoint is a valid pedagogical factor of the studies organization and students’ vocational maturity; and the unity of artistic... [to full text]

FERREIRA, Francisca Daniele. A atuação do secretário executivo no setor público: o caso da Universidade Federal do Ceará. 2011. 118 f. Dissertação (Mestrado em Políticas Públicas e Gestão da Educação Superior) – Universidade Federal do Ceará, Programa de Pós-Graduação em Políticas Públicas e Gestão da Educação Superior, Fortaleza-CE, 2011. / Submitted by moises gomes (celtinha_malvado@hotmail.com) on 2012-06-20T13:43:38Z No. of bitstreams: 1 2010_dis_FDFerreira.pdf: 2950273 bytes, checksum: 8fda9257f718854cd4c116386bdd7bfd (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-06-21T13:34:13Z (GMT) No. of bitstreams: 1 2010_dis_FDFerreira.pdf: 2950273 bytes, checksum: 8fda9257f718854cd4c116386bdd7bfd (MD5) / Made available in DSpace on 2012-06-21T13:34:13Z (GMT). No. of bitstreams: 1 2010_dis_FDFerreira.pdf: 2950273 bytes, checksum: 8fda9257f718854cd4c116386bdd7bfd (MD5) Previous issue date: 2011 / The globalization challenged the social organizations, which have to stabilish modern standards of management. This fact modifies the culture of the institutions, the public service being also trying to adapt itself to this reality. Under this perspective are the Executive Secretariate professionals, which are evoling in their way to act and, recently, started to enter the public institutions through contests. This research focuses in their way of acting in these organizations, more specifically in the Federal Universities of Higher (IFES), having locus the Federal University of Ceará (UFC). Therefore, the general purpose of this study was to investigate the performance of the executive secretaries at the UFC, identifying in which ways their work contributes to improve the management performance in the institution, considering the available management tools. The specific objectives were to describe the attributions of the executive secretaries at the UFC, identify the positive points and the difficulties, also analyze their performance under the manager’s point of view, verify if they satisfy the expectations of the institution. As a methodological procedure, this research is descriptive and the technical procedures adopted to collect data were the bibliographic, documental and field analysis using questionnaires and interviews. The participants were the executive secretaries and the managers of the UFC in a stratified sample. For the analysis and interpretation of data categories were used that sought to understand the meanings in the responses obtained during the interviews and questionnaires. The results offer information to reach the proposed objectives and identify the way of acting of the executive secretaries, the positive points and the difficulties faced by them and the positive vision that the managers have about the professionals that work in the institution. After analyzing the results, it was felt that greater publicity is needed for the profession and institution managers as a whole, to avoid misunderstandings or underuse of the professional in what concerns the delegation of activities and responsibilities. It was also realized that the insertion of the executive secretaries at the UFC had not only positive aspects for the institution, but also and the possibility of discussion about the need for new hires, given the number of environments that do not have executive secretaries. / A globalização desafiou as organizações sociais e estas, para se adequarem, precisam estabelecer modelos gestores modernos, fato que modifica a cultura das instituições. O setor público também tenta se adequar a esta realidade. Nessa perspectiva, insere-se o profissional de Secretariado Executivo, que evolui em sua forma de atuação e que, recentemente, passou a ingressar nas instituições públicas mediante concurso. Esta pesquisa investiga a forma de atuação do secretário executivo nestas organizações, mais especificamente nas instituições federais de ensino superior (IFES), tendo como locus a Universidade Federal do Ceará (UFC). Dessa forma, o objetivo geral deste estudo é investigar a atuação do secretário executivo na UFC, identificando de que forma seu trabalho contribui para o melhor desempenho da gestão na instituição, haja vista as ferramentas gerenciais disponíveis. Tem como objetivos específicos: descrever as atribuições do secretário executivo na UFC, identificando pontos positivos e dificuldades; analisar a sua atuação, também, na visão do gestor, verificando se ele atende às expectativas da instituição. Esta pesquisa é de natureza descritiva e os procedimentos técnicos adotados para a coleta de dados foram análises bibliográficas, documental e de campo, utilizando-se do questionário e da entrevista. Os participantes foram os secretários executivos e gestores da UFC, em amostra estratificada. Para a análise e a interpretação dos dados foram empregadas categorias, buscando a compreensão dos significados nas respostas obtidas durante as entrevistas e aplicação dos questionários. Os resultados alcançados oferecem subsídios para o alcance dos objetivos propostos, identificando a forma de atuação do secretário executivo, os pontos positivos e as dificuldades enfrentadas pelo profissional, bem como a visão positiva que os gestores têm sobre os profissionais atuantes na instituição. Após a análise dos resultados, percebeu-se ser necessária maior divulgação desse ofício para os gestores e instituição, para que não haja equívocos ou subutilização do profissional quando da delegação de atividades e responsabilidades; que a inserção de secretários executivos na UFC trouxe aspectos positivos para instituição e a possibilidade de debater acerca da necessidade de mais contratações, haja vista o número de ambientes que ainda não possuem secretários executivos.

The Malaysian Skills Training Programme (MSTP) is a sub-division of Malaysian Vocational and Training Education (VET) under the jurisdiction of the Ministry of Human Resource, Malaysia. The programme was developed to prepare skilled workers for employment in the ‘blue collar’ sector. The Malaysian Ministry of Higher Education and the UNESCO-UNEVOC believe that the VET should be upgraded to offer a more professional service in which ICT (Information and Communication Technology) applications such as electronic learning need to be explored and harnessed (Kafka & Dale, 2013). This thesis investigates the implementation of an electronic portfolio (E-portfolio) in one accredited Skills Training Institution in Malaysia. The research aim was to deploy an E-portfolio which was developed using MAHARA software with several skills training courses in one training semester. The idea of a ‘threshold concept’ was adopted to provide guidelines to direct the E-portfolio development and implementation. Kolb’s Experiential Learning (KEL) and Competency Based Training (CBT) were the main reference theories informing the design of the E-portfolio process of use. Based on quasi-experimental design, the system’s implementation included groups of students in 2013 and 2014 cohorts. Upon completion, the use of the E-portfolio was evaluated to determine the system’s impact and its effectiveness in the teaching and learning process. A mixed methods research approach was used, consisting of assessment rubrics, survey questionnaires, e-mail interviews, online communication and document reviews. A respondent’s validation based approach called a ‘report-and-respond enquiry’ was executed at the end of data analysis to validate the findings. Qualitative and quantitative data showed that the E-portfolio could contribute to the improvement of several aspects of teaching and training such as communication, reflection on practical work, motivation of learning, progress based learning, and the construction of new knowledge. In addition, senior staff believed that the use of an E-portfolio would benefit the institution by saving printing costs and enhancing the institution’s image to the public and to the awarding body. The findings suggested that, when blended with the current traditional training pedagogy, the E-portfolio system has the potential to be implemented as a showcase E-portfolio, used for online assessment or can be used as a teaching approach. The email interviews and Facebook communication revealed that user attitudes and the support required for the use of the E-portfolio are the biggest challenges. Based on these findings, a scaffolded approach to the implementation of E-portfolios in MSTP is recommended. The key outcomes of this research are the E-portfolio scaffolding strategies in the MSTP that could be deployed at other Skills Training institutions or organizations which intend to explore the use of E-portfolios in the future.

This diploma thesis deals with employees training and development, their context and trends. It shows why it is important to be concerned with training and development, and mainly through the knowledge of human capital and competitiveness. Some main terms, such as training, education, development, competency, learning organization, knowledge management, are explained. In next chapter function of training in organization, purposes to employ it, approaches, and strategies are mentioned. Systematic approach to training and its stages are characterized. Next chapter describes some of the training and development methods, their effectivity and internal and external trainings' pros and cons. Some trends are described throughout all the chapters and summarized and completed in the last but one chapter. The last chapter deals with the research based on a questionnaire filled out by training and development specialists from Czech Republic. The survey concernes four areas: training system, financial questions, training and development methods, internal and external education. In the last part the findings are evaluated and recommendations are proposed.

Orientador: Ana Maria Falcão de Aragão / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-26T16:39:42Z (GMT). No. of bitstreams: 1 Pierini_AdrianaStella_D.pdf: 4987846 bytes, checksum: 0b35a7e5e7be72ca4ce3f5209827a898 (MD5) Previous issue date: 2014 / Resumo: Na defesa da escola como lugar privilegiado de formação profissional, é pressuposto deste trabalho que a atuação da coordenadora/orientadora pedagógica é a de corresponsável pela organização e realização de ações intencionais com o intuito de possibilitar experiências de aprendizagem aos sujeitos que exercem a docência e aos que, de alguma maneira, aí atuam como educadores. Esta pesquisa constitui-se de narrativa tecida a partir de vivências específicas de um grupo de coordenadoras/orientadoras pedagógicas em espaços de conversa ¿ encontros que foram intencionalmente planejados e coordenados para serem oportunidades de refletir e construir conhecimento sobre o próprio trabalho e pautados por princípios como o diálogo, a autoria, a autonomia profissional e a indissociação entre pessoalidade e profissionalidade. A partir das experiências aí compartilhadas, algumas propostas se revelaram muito formativas para essas profissionais, o que faz supor serem também formativas no trabalho com os professores e demais profissionais das escolas. Emergem da pesquisa considerações sobre procedimentos formativos em espaços coletivos como a produção e leitura de escrita reflexiva, a expressão por experiências sensíveis outras, modos de instituição de relações entre os saberes dos profissionais e os saberes pedagógicos e científicos, bem como sobre diferentes dimensões da ação da propositora do grupo. Nesse sentido, as principais contribuições trazidas pela pesquisa dizem respeito a possibilidades metodológicas que potencializam o desenvolvimento pessoal-profissional dos sujeitos e favorecem sua transformação pela aprendizagem, especialmente por considerá-los protagonistas nesse processo. Deste trabalho despontam, também, reflexões sobre o percurso vivenciado pela pesquisadora ao revelar suas aprendizagens no decorrer da pesquisa sobre/no/com o cotidiano e durante a escrita sobre esse processo / Abstract: In defense of school as a privileged place of professional formation, this work assumes the acting of the pedagogical advisors as the corresponsible for the organization and realization of intentional actions with the intent of making learning experiences possible, for those who teach and for those who, somehow, act as educators. This research is built of a narrative written from specific experiences of a group of pedagogical advisors in talk spaces ¿ meetings that were intentionally planned and coordinated to become opportunities to reflect and build knowledge on work itself, guided by principles like dialogue, authorship, professional autonomy and the association between personality and professionalism. From those shared experiences, some propositions ended up being also formative for those professionals, what makes us suppose they are also formative in the work with teachers and other professionals of education. From this research, some considerations emerge about formative procedures in collective spaces, like the production and reading of reflective writing, the expression of other sensitive experiences, modes of institution of relations between the knowledge of professionals and pedagogical and scientific knowledge, as well as different dimensions of the acting of the group¿s creator. In this sense, the main contributions brought by the research talk about the methodological possibilities that potentize the personal-professional development of people and favor their transformation through education, especially because they are considered protagonists in this process. From this work also rise reflections about the trajectory experienced by the researcher when she shows what she learned during the research about/in/with the everyday work and during the writing about the process / Doutorado / Psicologia Educacional / Doutora em Educação