Thesis (M.Ed.)--University of Hong Kong, 1993. / Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1998. / Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1999. / Includes bibliographical references. Also available in print.

Thesis (Ed. D.)--University of Michigan, 1998. / Includes bibliographical references (leaves 206-215).

Published also as Thesis (Ph. D.)--Columbia University, 1925. / Bibliography: p. 81-82.

Thesis (Ph. D.)--Georgia State University, 2005. / Richard D. Lakes, committee chair; Philo Hutcheson, Jennifer R. Esposito, Philipp Gonon, committee members. Electronic text (451 p.) : digital, PDF file. Description based on contents viewed July 5, 2007. Includes bibliographical references (p. 363-411).

M.Ed. / Education in South Africa assumes that all learners should have access to effective teaching, so that inequalities can be eliminated and the skills of all learners be optimally developed. It is of cardinal importance that career guidance in schools attempt to maintain a balance between the technological demands of the world of work and the needs of each unique individual learner. Technology Education involves a radical change in the approach to education. It moves away from giving students a set body of knowledge, to a style of creating a wide range of learning activities. One such learning activity is problem-solving which teach learners to think for themselves and provides them with the skills and experiences in researching, designing and evaluating knowledge. Teachers become facilitators and work together with and help learners to reach successful outcomes and competencies. In recent research by the Curriculum 2005 Initiative (1997) in the field of career guidance, the emphasis has been placed on enabling learners to access career and other opportunities and to set goals which will enable them to make the best use of their full potential and talents. It is stated clearly that it has become imperative for education and the world of work to forge closer co-operation in order to prepare the learners for their future working lives and life-long learning prospects. The world of work changes from time to time. There is a need to continuously develop human resources to meet the demands of a growing economy and the needs of all people in the country. An effective career guidance programme is therefore essential in linking the needs of the country with the aspirations, abilities and skills of learners. The research in this study focuses primarily on career guidance in a technologically stimulating school environment. The secondary aims are to investigate the effectiveness of the career guidance teacher, the correlation between the possible influence of the career guidance teacher in grade 11 and 12, and the correlation between learners with Mathematics and Science and their study and career choices. A questionnaire with both open and closed questions was given to grade 12 learners to complete. The questionnaire was validated during a pilot study. The following interesting results were gathered: the aspects that mostly influenced the learner's subject, study and career choice are their interest and love for the subject; there is a correlation between the effectiveness of the guidance teacher and the teaching aids he or she uses in promoting careers; there is a positive correlation between the influence of the guidance teacher in grade 11 and his/her influence in grade 12. there is a correlation between learners with Mathematics and their eventual career choices. This study confirms the importance and influence of career guidance and highlights the reasons and choices which are made by learners regarding careers.

Magister Educationis (Adult Learning and Global Change) - MEd(AL) / The National Certificate Vocational (NCV) programme was designed with multiple agendas, among which was to address the high unemployment among the South African youth, to produce students with an employable skills set as well as it being a vehicle for redress. Managing diversity within education speaks to this agenda of redress. This study investigated diversity within a technical vocational education and training (TVET) college, by exploring the teaching and learning challenges Life Orientation college lecturers face when teaching diverse student population. It considered the background to the TVET sector as well as the learning programme, the NCV, that provided the context for the study. Various literature on diversity was reviewed as well as literature on teaching diverse cohort of students. The investigation was approached from a social justice perspective. The data revealed a number of themes, the first of which was Conceptions of Diversity within the TVET college context as well as Lecturer Strategies to cope with student diversity. Not all lecturer strategies were successful in dealing with diversity-related tensions; this led to the theme Issues and Incidents related to Student Diversity. The concluding theme was participant suggestions for Lecturer Preparation to deal with issues of diversity. In turn, these themes informed the recommendations which include all three key elements in the education process, i.e policy and curriculum, lecturer training and development, and equally important, the student involvement in diversity programmes and strategies within the TVET college.

The problem is actually twofold: first, to trace the growth and development of vocational education programs operating in the evening schools of the State of Texas; second, to analyze some of the various types of evening school programs and facilities provided for conducting adult vocational evening schools.

This study explores the relationship between identity and learning, in particular the concepts of ‘belonging’ and ‘becoming’ in respect of professional, vocational education. Adopting a case study approach, the study focuses on the quantity surveying discipline and the degree programme offered by my institution, and one specific cohort on same. As they progressed through their studies, an in-depth exploration of the formation of identity (ies) and the dispositions adopted towards learning was undertaken, involving two key milestones: at Level 1 (first year) when the participants had almost completed their studies, and again at Level 3 (third year) when the participants had returned from their period of professional placement. The conclusions of my study raise a number of issues for professional, vocational education in general, and more specifically, the provision of quantity surveying education within my institution. The outcomes of this investigation highlight three key areas for further attention: the tensions inherent in providing discipline-orientated programmes within a semesterised, modularised, more generic-focused system of delivery; issues surrounding the provision of professional placement opportunities including the emotional aspects of same; and the resultant impacts on dispositions and identity, ‘belonging’ and ‘becoming’.