Thesis (PhD(Public Affairs))--University of Pretoria, 2009. / Includes bibliographical references.

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Thesis (MTech. degree in Education) -- Tshwane University of Technology, 2010. / Determines the impact of technical pre-vocational education programme which was piloted in 16 secondary schools secondary schools in Swaziland. It also looks at how the teachers and pupils responded to the pre-voational programme.

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It has always been the initiative of agricultural education to provide our American society with the educational "needs of the day" (Meyer, 1999). As our nation and state enters a new era, it is fitting for an examination of the future needs of agricultural education teachers. In Texas, the State Board of Educator Certification (SBEC) currently has no assessment of the agricultural systems knowledge of agricultural education teaching candidates. This study examines the future agricultural systems competencies of beginning agricultural education teachers. Two groups, agricultural education professionals and administrators of agricultural education programs, were asked "what the future agricultural systems competencies of beginning agricultural science teachers should be." Two independent panels, the first composed of eleven (11) educators and the second composed of twelve (12) school administrators, were identified to serve as experts. A three-round Delphi was used to collect the data. Each round allowed the expert panelists to converge to a consensus of agreement that identified future competencies for beginning agricultural science teachers. Panelists were asked to provide competencies associated with the five powerful and fundamental conceptual areas of biological, physical, social, informational, and other integrative science which underpin agricultural education (Paul, 1995). The study revealed a three-fourths consensus with one-hundred (100) future competencies necessary for beginning Texas agricultural science teachers. Among these competencies twenty-three (23) were associated with the biological sciences, twenty-seven (27) were associated with the physical sciences, twenty-five (25) were associated with the social sciences, twenty (20) were associated with the informational sciences, and five (5) were associated with other integrative sciences. The study found seventeen (17) "highly recommended" topics and six (6) "recommended" topics related to the future agricultural systems competencies identified by the expert panelists. Cooper and Layard (2001) reveal that our future society will be much more technologically and sociologically advanced requiring teacher preparation institutions and state agencies associated with teacher preparation to develop new, innovative programs to better prepare tomorrow's educator. This study recommends that new agricultural systems standards be developed to adequately prepare future beginning agricultural science teachers.

Praktinį problemos aktualumą nulemia dabartinė Lietuvos situacija: jos ūkiui perėjus į rinkos ekonomiką, kurioje nuolatinis lavinimasis ir ugdymasis yra vertinamas kaip priemonė, padedanti darbuotojui išlikti konkurencingu bei efektyviu siekiant tikslų ir panaudojant turimus išteklius. Didėjanti jaunimo migracija į užsienio šalis, tame tarpe aukščiausios kvalifikacijos specialistų emigracija rodo, kad didelė dalis darbuotojų Lietuvoje nėra pasirengę įsidarbinti bei dirbti. Tokiu būdu, vis aktualesne tampa įsidarbinamumo kompetencijos ugdymo bei ugdymosi problema. Profesinis rengimas orientuotas į asmens įsidarbinamumą, apimtų ir subjektyvių veiklos lygmenį tam tikro mokymosi/studijų dalyko/programos rėmuose, bei laiduotų tam tikrų socialinės ir profesinės veiklos formų įvaldymą įvairiose darbinėse, socialinėse ir kultūrinėse situacijose. Disertacinio tyrimo mokslinis naujumas - pagrįsta įsidarbinamumo kompetencijos reikšmė analizuojant veiklos sistemos bei profesinio rengimo požiūrius. Susisteminta mokslinė medžiaga pagrindžianti įsidarbinamumo kompetencijos struktūrą. Įsidarbinamumo kompetencija profesiniame rengime suvokiama bei kompetencijos ugdymas modeliuojamas, analizuojant įsidarbinamumo kompetencijos turinį bei raišką. Taip papildoma įsidarbinamumo kompetencijos samprata. Sukurtas įsidarbinamumo kompetencijos ugdymo profesiniame rengime modelis, grindžiamas profesinio rengimo ugdymo proceso veikėjų bei ugdymo turinio veiksnių sąveikos rezultatais. Disertacinio tyrimo... [toliau žr. visą tekstą] / The practical relevance of the problem is determined by the current situation of the Republic of Lithuania which has become market economy where lifelong training and learning are considered the means of helping employees stay competitive and effective in pursuing their objectives and using available resources. Increasing migration of young people – including top qualification specialists – to other countries shows that most of the employees in Lithuania are not prepared for employment and work. Thus, the problem of training and learning employability competency becomes more and more relevant. The scientific novelty of the study: The importance of the employability competency has been grounded through the analysis of approaches of the activity system and vocational training. Scientific data grounding the structure of the employability competency has been organised. The employability competency in vocational training has been perceived and development of competency modelled through the analysis of content and expression of employability competency. Theoretical impact of the study: supplemented concept of employability competency. Grounding of the place of the employability competency in the context of professional and general competences. Description of employability competency content. Revelation of the interaction between this competency and professional activity. Creation of a model of employability competency development in vocational training.

Praktinį problemos aktualumą nulemia dabartinė Lietuvos situacija: jos ūkiui perėjus į rinkos ekonomiką, kurioje nuolatinis lavinimasis ir ugdymasis yra vertinamas kaip priemonė, padedanti darbuotojui išlikti konkurencingu bei efektyviu siekiant tikslų ir panaudojant turimus išteklius. Didėjanti jaunimo migracija į užsienio šalis, tame tarpe aukščiausios kvalifikacijos specialistų emigracija rodo, kad didelė dalis darbuotojų Lietuvoje nėra pasirengę įsidarbinti bei dirbti. Tokiu būdu, vis aktualesne tampa įsidarbinamumo kompetencijos ugdymo bei ugdymosi problema. Profesinis rengimas orientuotas į asmens įsidarbinamumą, apimtų ir subjektyvių veiklos lygmenį tam tikro mokymosi/studijų dalyko/programos rėmuose, bei laiduotų tam tikrų socialinės ir profesinės veiklos formų įvaldymą įvairiose darbinėse, socialinėse ir kultūrinėse situacijose. Disertacinio tyrimo mokslinis naujumas - pagrįsta įsidarbinamumo kompetencijos reikšmė analizuojant veiklos sistemos bei profesinio rengimo požiūrius. Susisteminta mokslinė medžiaga pagrindžianti įsidarbinamumo kompetencijos struktūrą. Įsidarbinamumo kompetencija profesiniame rengime suvokiama bei kompetencijos ugdymas modeliuojamas, analizuojant įsidarbinamumo kompetencijos turinį bei raišką. Taip papildoma įsidarbinamumo kompetencijos samprata. Sukurtas įsidarbinamumo kompetencijos ugdymo profesiniame rengime modelis, grindžiamas profesinio rengimo ugdymo proceso veikėjų bei ugdymo turinio veiksnių sąveikos rezultatais. Disertacinio tyrimo... [toliau žr. visą tekstą] / The practical relevance of the problem is determined by the current situation of the Republic of Lithuania which has become market economy where lifelong training and learning are considered the means of helping employees stay competitive and effective in pursuing their objectives and using available resources. Increasing migration of young people – including top qualification specialists – to other countries shows that most of the employees in Lithuania are not prepared for employment and work. Thus, the problem of training and learning employability competency becomes more and more relevant. The scientific novelty of the study: The importance of the employability competency has been grounded through the analysis of approaches of the activity system and vocational training. Scientific data grounding the structure of the employability competency has been organised. The employability competency in vocational training has been perceived and development of competency modelled through the analysis of content and expression of employability competency. Theoretical impact of the study: supplemented concept of employability competency. Grounding of the place of the employability competency in the context of professional and general competences. Description of employability competency content. Revelation of the interaction between this competency and professional activity. Creation of a model of employability competency development in vocational training.