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Thesis (Ed.D.)--Teachers College, Columbia University. / Typescript; issued also on microfilm. Sponsor: William G. Anderson. Dissertation Committee: Marlin M. Mackenzie. Includes tables. Includes bibliographical references.

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Thesis (M.Ed.)--University of Hong Kong, 1992. / Includes bibliographical references (leaf 131-138) Also available in print.

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The goal of the research is to help government agencies and non-profit-organizations (NPOs) better prepare for events that require a point-of-dispensing (POD) unit. The research team developed a training exercise that simulated a real world anthrax outbreak, by using groups of untrained nursing and pharmacy students. These students were then separated and trained in two different groups: asynchronously and synchronously. By outlining how to successfully reuse a point-of-dispensing (POD) unit during emergencies, the researcher compared Qualtrics surveys that were distributed at the beginning and end of the exercise. These surveys were meant to show students’ understanding of POD exercises and then evaluate their understanding of pivotal concepts (retention, cost, new algorithms, and teaching methods). It was found that the retention of new material dropped drastically after two months regardless of the type training. The first month retention dropped to 77% and the second to 46%. On top of the retention needed, eight trained volunteers would need to be stationed for every 100 people attending the POD. No city would be able to supply the amount of trained professionals required to satisfy these requirements, so untrained civilians would need to be used. The cost associated with consistently training this amount of untrained citizens would surpass any budget. The only feasible chance to train the amount of volunteers needed, would be to have the material readily available ahead of time. Asynchronous training is the only viable means to producing a training program with the scale and retention levels that a real world event would require.

Abstract The Constitution of the Republic of South Africa, Act 108 of 1996, demands a fundamental reassessment and transformation of the nature and style of policing in South Africa, from denying the human rights of the majority of South Africans during the ‘apartheid era’ to gaining the trust and respect of all. This includes changing the basic assumptions of individual police officers with regards to the organisation and its environment. Based on the comments of a representative sample (1 168) of newcomers to the South African Police Service (SAPS) during the 2005 calendar year, this article explores the impact that the SAPS basic training institutes have in changing the attitudes of new recruits that conform to deviant themes in police culture. The research found significant evidence that most of the SAPS basic training institutes, excluding the Bisho SAPS Basic Training Institute, only served to either maintain or strengthen newcomers’ attitudes in support of police culture solidarity, isolation and cynicism.

Die Studie untersucht, inwieweit die Konfektionsbekleidungsindustrie (RMG) in der Demokratischen Volksrepublik Laos von den Programmen zur technischen und beruflichen Bildung (TVET) profitiert. Inwieweit die Berufsbildung den sich ändernden Qualifikationsanforderungen im Konfektionsgeschäft gerecht wird, untersucht die Studie. Die Hauptziele umfassen die Analyse des Fachkräftemangels, das Verständnis der Auswirkungen von Berufsbildungsprogrammen auf die Industrie und den Sektor sowie die Empfehlung von Strategien zur Zusammenarbeit zwischen VTI und der Industrie. Die spezifischen Ziele umfassen die Theorie der Zusammenarbeit zwischen Berufsbildungsinstituten (VTIs) und der RMG-Industrie, die Ausrichtung der VTI-Lehrpläne auf branchenspezifische Fähigkeiten, bestehende Kooperationsinitiativen und ein konzeptionelles Modell zur Verbesserung der Zusammenarbeit bei der Lehrplanentwicklung mit Schwerpunkt auf branchenrelevanten Fähigkeiten. Das Ziel dieser Studie ist es, Pädagogen, Interessenvertreter der Industrie und politische Entscheidungsträger dabei zu unterstützen, effektive Berufsbildungsprogramme zu entwickeln, um den sich ändernden Qualifikationsanforderungen der Konfektionsbekleidungsindustrie gerecht zu werden. Es werden unterschiedliche Forschungsmethoden und Fallstudiendesigns verwendet. Eine umfassende Strategie zur Analyse und Verbesserung der Zusammenarbeit von VTI-RMG, um Forschungsziele zu erreichen. Eine Mixed-Method-Forschungsstrategie verwendet sowohl quantitative als auch qualitative Methoden. Das qualitative Element untersucht VTI-Bekleidungsprogramme und betont, wie Ziele, Inhalte und Ausrüstung den Anforderungen der Branche entsprechen. VTIs werden basierend auf Relevanz, Kongruenz und Anwendbarkeit für die Erfüllung der Anforderungen der Branche bewertet. Um die Branchenbeteiligung a zwei technischen Hochschulen in Laos zu vergleichen, wird nun eine quantitative Technik verwendet. Das Engagement der Industrie bei der Erstellung von VTI-Lehrplänen wird mithilfe eines standardisierten Fragebogens mit einer Likert-Skala gemessen. Um eine konzeptionelle Modellentwicklungsstrategie zur Verbesserung der Lehrplanzusammenarbeit zu entwickeln, nutzt die Studie auch qualitative Methoden wie Experteninterviews. Lehrplanentwicklungs- und Kooperationstheorien werden verwendet, um diese Interviews zu analysieren. Die Ergebnisse sollen dazu beitragen, ein konzeptionelles Modell für das Erlernen von Fähigkeiten zu entwickeln, die für den Markt relevant sind, in VTIs. Diese empirische Studie zeigt, wie gut bekleidungsbezogene Schulungsprogramme die sich ändernden Anforderungen der laotischen Bekleidungsindustrie erfüllen. Die Analyse der Korrelation zwischen den VTI-Kursen und den Branchenanforderungen zeigt mehrere bedeutende Inkonsistenzen und Probleme. Die Studie betont die Bedeutung eines Lehrplans, der bestehende Kompetenzen anspricht und die sich verändernde Branche vorhersagt, die durch technologische Verbesserungen und eine wachsende Betonung der ökologischen Nachhaltigkeit gekennzeichnet ist.:TABLE OF CONTENT ABSTRACT i ZUSAMMENFASSUNG ii ACKNOWLEDGEMENT AND DEDICATION iv TABLE OF CONTENT vi LIST OF FIGURES ix LIST OF TABLES x LIST OF ABBREVIATIONS xi CHAPTER 1: INTRODUCTION OF STUDY 1 1.1. Research background 1 1.2. Research Objectives 12 1.3. Research Questions 12 1.4. Research Hypotheses 12 1.5. Scope and Limitation 13 1.6. List of Publications 13 1.7. Research Structure 16 1.8. Summary 17 CHAPTER 2: LITERATURE REVIEW AND THEORETICAL BACKGROUND 18 2.1. Introduction 18 2.2. Overview of the Lao PDR Educational System 18 2.2.1. Lao Educational System 19 2.2.2. Technical and Vocational Education in Lao PDR 23 2.2.3. TVET Curriculum Development in Lao PDR 27 2.2.4. Issues and Challenges in the Lao TVET Sector 28 2.2.5. Cooperation between industry and VTIs situation in Lao PDR 29 2.3. Dual-Cooperative Training Programme in Lao PDR 29 2.3.1. Background 29 2.3.2. Vision, Mission and Goals 30 2.3.3. DCT main principles 31 2.3.4. DCT concept and development processes 32 2.3.5. DCT Implementation Framework 34 2.3.6. Learning concepts as a company's strategy for adapting to the complex and dynamic environment 37 2.4. Cooperation between Industry and VTIs 39 2.4.1. Definition of Cooperation between Industry and VTI 42 2.4.2. Cooperation in terms of International Perspective 42 2.4.2.1. Dual System of European and ASEAN Countries 42 2.4.3. Aims of Cooperation between Industry and VTIs 44 2.4.4. Importance of Cooperation between Industry and TVET 45 2.4.5. Cooperation Framework 46 2.4.6. Models between Industry and VTIs 47 2.4.6.1. Dual System Model 47 2.4.6.2. Sectoral Training Model 48 2.4.6.3. Centralised Model 49 2.4.6.4. Local Collaboration Model 50 2.4.7. Impact Factors in the Implementation of Cooperation 51 2.4.8. Component of Cooperation between Industry and VTIs 52 2.4.9. Cooperation in Curriculum Development 53 2.5. Curriculum Development 54 2.5.1. Definition of Curriculum 54 2.5.2. Curriculum Development 55 2.5.3. Model of Curriculum Development 56 2.5.4. Component of Curriculum 60 2.5.5. The Implementation of DACUM in Vocational Training Programme in garment related training programme in Laos 62 2.6. Summary 64 CHAPTER 3: RESEARCH METHODOLOGY 65 3.1. Introduction 65 3.2. Research Design 65 3.3. Research Methods, Instruments, Data Collection and Data Analysis 68 3.3.1. Qualitative Phase 68 3.3.1.1. Literature and Document Analysis 68 3.3.1.2. Content Analysis 69 3.3.1.3. Expert Interview 70 3.3.2. Quantitative Phase 73 3.3.2.1. Likert-Scale Questionnaire 73 3.4. Research Implementation 74 3.5. Summary 75 CHAPTER 4: RESEARCH FINDINGS 76 4.1. Introduction 76 4.2. Empirical Research Findings on Qualitative Phase 76 4.2.1. Content Analysis Results on Curriculum and Job Description 76 4.2.2. Content Analysis Results on Equipment Utilizing in VTIs and Industry 85 4.2.3. Expert Interview Results 87 4.3. Empirical Research Findings on Quantitative Phase 118 4.3.1. Likert-Scale Questionnaire 118 4.4. Conclusion 128 4.5. Summary 130 CHAPTER 5: RESEARCH DISCUSSION AND CONCLUSION 131 5.1. Introduction 131 5.2. Research Discussion 131 5.3. Research Findings and Implications for TVET Theory 133 5.4. Research Findings' Interpretations and Implications in Theoretical Insights and Design Principles 137 5.5. Research Conclusion 142 5.6. Research Limitation 143 5.7. Recommendations and Suggestions for Further Research 145 REFERENCES 148 STATEMENT OF AUTHORSHIP 169 APPENDIX A: LIKERT-SCALE QUESTIONNAIRE 170 APPENDIX B: EXPERT INTERVIEW GUIDELINE QUESTIONS 178 APPENDIX C: THE TRANSCRIPTION OF THE EXPERT INTERVIEW 180 / The study examines to what extent the Technical and Vocational Education and Training (TVET) programmes help the Ready-Made Garment (RMG) industry in Lao PDR. The study examines to what extent TVET meets changing skill needs in the ready-made garment business. Analysing skill shortages, understanding TVET programmes' sectoral and national impacts, and recommending methods for VTI-industry partnership are the main goals. The theory of collaboration between Vocational Training Institutes (VTIs) and the RMG industry, VTI curricula alignment with industry-specific skills, existing collaborative initiatives, and a conceptual model to improve curriculum development collaboration, emphasising industry-relevant skills, are the specific goals. This study intends to support policymakers, educators, and industry stakeholders create effective TVET programmes to satisfy the ready-made garment sector's changing skill needs. Mixed-method research and case study design are used. A holistic strategy to analysing and improving VTI-RMG collaboration to meet research objectives. A mixed-method research strategy uses qualitative and quantitative methods. The qualitative element examines clothing VTI programmes, emphasising how objectives, content, and equipment match industry skill requirements. VTIs are evaluated for relevance, congruence, and applicability to satisfy industry needs. Meanwhile, a quantitative technique is used to compare industry participation at two Laos Technical Colleges. Industry engagement in VTI curriculum creation will be measured using a Likert scale in a standardised questionnaire. The study also uses qualitative methods, such as expert interviews, to offer a conceptual model development strategy to improve curriculum cooperation. These interviews will be analysed and curriculum development and cooperation theories utilised. The findings should help create a conceptual model for industry-relevant skill learning in VTIs. This empirical study highlights how well garment-related training programmes meet Laos's changing garment industry needs. The correlation analysis between VTI courses and industry needs reveals several major inconsistencies and issues. The study emphasises the significance of a curriculum that addresses existing competencies and predicts the changing industry landscape, which is marked by technology improvements and a growing emphasis on environmental sustainability.:TABLE OF CONTENT ABSTRACT i ZUSAMMENFASSUNG ii ACKNOWLEDGEMENT AND DEDICATION iv TABLE OF CONTENT vi LIST OF FIGURES ix LIST OF TABLES x LIST OF ABBREVIATIONS xi CHAPTER 1: INTRODUCTION OF STUDY 1 1.1. Research background 1 1.2. Research Objectives 12 1.3. Research Questions 12 1.4. Research Hypotheses 12 1.5. Scope and Limitation 13 1.6. List of Publications 13 1.7. Research Structure 16 1.8. Summary 17 CHAPTER 2: LITERATURE REVIEW AND THEORETICAL BACKGROUND 18 2.1. Introduction 18 2.2. Overview of the Lao PDR Educational System 18 2.2.1. Lao Educational System 19 2.2.2. Technical and Vocational Education in Lao PDR 23 2.2.3. TVET Curriculum Development in Lao PDR 27 2.2.4. Issues and Challenges in the Lao TVET Sector 28 2.2.5. Cooperation between industry and VTIs situation in Lao PDR 29 2.3. Dual-Cooperative Training Programme in Lao PDR 29 2.3.1. Background 29 2.3.2. Vision, Mission and Goals 30 2.3.3. DCT main principles 31 2.3.4. DCT concept and development processes 32 2.3.5. DCT Implementation Framework 34 2.3.6. Learning concepts as a company's strategy for adapting to the complex and dynamic environment 37 2.4. Cooperation between Industry and VTIs 39 2.4.1. Definition of Cooperation between Industry and VTI 42 2.4.2. Cooperation in terms of International Perspective 42 2.4.2.1. Dual System of European and ASEAN Countries 42 2.4.3. Aims of Cooperation between Industry and VTIs 44 2.4.4. Importance of Cooperation between Industry and TVET 45 2.4.5. Cooperation Framework 46 2.4.6. Models between Industry and VTIs 47 2.4.6.1. Dual System Model 47 2.4.6.2. Sectoral Training Model 48 2.4.6.3. Centralised Model 49 2.4.6.4. Local Collaboration Model 50 2.4.7. Impact Factors in the Implementation of Cooperation 51 2.4.8. Component of Cooperation between Industry and VTIs 52 2.4.9. Cooperation in Curriculum Development 53 2.5. Curriculum Development 54 2.5.1. Definition of Curriculum 54 2.5.2. Curriculum Development 55 2.5.3. Model of Curriculum Development 56 2.5.4. Component of Curriculum 60 2.5.5. The Implementation of DACUM in Vocational Training Programme in garment related training programme in Laos 62 2.6. Summary 64 CHAPTER 3: RESEARCH METHODOLOGY 65 3.1. Introduction 65 3.2. Research Design 65 3.3. Research Methods, Instruments, Data Collection and Data Analysis 68 3.3.1. Qualitative Phase 68 3.3.1.1. Literature and Document Analysis 68 3.3.1.2. Content Analysis 69 3.3.1.3. Expert Interview 70 3.3.2. Quantitative Phase 73 3.3.2.1. Likert-Scale Questionnaire 73 3.4. Research Implementation 74 3.5. Summary 75 CHAPTER 4: RESEARCH FINDINGS 76 4.1. Introduction 76 4.2. Empirical Research Findings on Qualitative Phase 76 4.2.1. Content Analysis Results on Curriculum and Job Description 76 4.2.2. Content Analysis Results on Equipment Utilizing in VTIs and Industry 85 4.2.3. Expert Interview Results 87 4.3. Empirical Research Findings on Quantitative Phase 118 4.3.1. Likert-Scale Questionnaire 118 4.4. Conclusion 128 4.5. Summary 130 CHAPTER 5: RESEARCH DISCUSSION AND CONCLUSION 131 5.1. Introduction 131 5.2. Research Discussion 131 5.3. Research Findings and Implications for TVET Theory 133 5.4. Research Findings' Interpretations and Implications in Theoretical Insights and Design Principles 137 5.5. Research Conclusion 142 5.6. Research Limitation 143 5.7. Recommendations and Suggestions for Further Research 145 REFERENCES 148 STATEMENT OF AUTHORSHIP 169 APPENDIX A: LIKERT-SCALE QUESTIONNAIRE 170 APPENDIX B: EXPERT INTERVIEW GUIDELINE QUESTIONS 178 APPENDIX C: THE TRANSCRIPTION OF THE EXPERT INTERVIEW 180

<p dir="ltr">Students with an intellectual disability along with their family are constantly working on learning and building skills to be successful in the next stage of their life. The planning for “the rest of their lives” starts as early as 14-16 years old. This research will explore the difficulties of transition and skills that are required for the student to be a self-determined adult and have a smooth transition from school into their postsecondary adult life.</p><p dir="ltr"><br></p>