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published_or_final_version / abstract / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

The problem of this study was the need for a systematic development of curriculum for Coordinated Vocational Academic Education (C.V.A.E.) Office Duplication Practice. Sources of data included recent research and information provided by the Texas Education Agency. The study is divided into five parts, including an introduction; background information; an overview of the Mid-America Vocational Curriculum Consortium and the Occupational Curriculum Development Laboratory; and a summary of findings, conclusions, and recommendations. Findings are that there are opposing forces in curriculum development. The study concludes that progress is being made in curriculum development, and recommends that the individual learner be the focal point of all curriculum development efforts.

published_or_final_version / Education / Master / Master of Education

The general objective of the study was to assess the existing practices and major factors affecting the design and development of Ethiopian TVET curriculum and explore considerations to be taken to design and develop TVET curricula that befit Ethiopia. The purpose of the study was to explore and understand the meanings TVET practitioners and stakeholders of Ethiopian TVET programme credited to the practices of TVET curriculum design and development in Ethiopia. Hence, the study employed qualitative research approach in phenomenological design and was undertaken within the interpretive paradigm to understand the lived experience of the curriculum designers, developers and implementers in Ethiopia. Accordingly, three regional states of Ethiopia were selected and one government-run TVET college from each regional state, i.e. a total of three TVET Colleges were taken as sample representatives for the study using purposive and convenience sampling methods. The study was delimited to the practices of curriculum design and development of the building construction fields of study. This is because firstly, it is impossible to encompass all available TVET fields of training in the study; secondly, building construction technology sector is one of the those sectors which much focus is given to by the government of Ethiopia and thus is the training fields found in abundance in the country. Two data gathering tools were mainly used to gather information in this study. These were interviews and document review. Therefore, the researcher first reviewed different related literature and strategic documents to understand the background of the problem and to see what has been done in reference to the problem. Accordingly, working and policy documents such as TVET strategies, guidelines, manuals, legislation, curriculum frameworks and guides, as well as Education Sector Development Programmes and other written documents and related literature to TVET curriculum design and development that were available at federal, regional and TVET college levels were reviewed and analysed. Other countries experiences visa-a-vis TVET curriculum design and development were also reviewed and used as sources of information. The interviews were held with curriculum development officials at the Federal TVET Agency and sampled Regional TVET Agencies as well as principals, heads of department and trainers from sampled TVET colleges that were providing training in the fields of building construction works. The interview participants were two TVET curriculum development officials from Federal TVET Agency, three TVET curriculum development officials from three sampled regional TVET Agencies, three TVET college principals from three sampled TVET colleges, three heads of department of building construction work fields from three sampled TVET colleges, and three trainers of building construction work fields from three sampled TVET colleges. Accordingly, it could be investigated from the study that the way outcome based TVET system is perceived and eventually executed and the processes and steps that were followed in order to design and develop TVET curriculum in Ethiopia had impact on present TVET curriculum developed . Besides, the way other countries’ experiences were espoused and adapted led to inappropriate curriculum design and development approach. Moreover, the Ethiopian TVET System following only one Curriculum development approach for designing and developing TVET curriculum for all trades, blue and white collar work-related-vocational education and training resulted in non-beneficial TVET curriculum. It was also noted from the study that the wrong perception of stakeholders’ roles and responsibilities in curriculum development activities led to TVET curriculum development with improper training content selection and unfair training time allotment, which in greatly impact on the TVET curriculum implementation and training delivery. Therefore, the study suggested that the curriculum that addresses individual, societal and employers’ needs should be designed and the labour market demand analysis needs to be undertaken before OS mapping is designed. In doing so, it is recommended that Ethiopia should benchmark itself against best practices of various developed and developing countries which have succeeded in outcome-based TVET system and when TVET system is adopted from other countries, it should be with tangible reasons and justifications. Furthermore, it is recommended that attention should be paid to practical training programmes and a combination of practice and theory time should be provided for all course types. In addition, the environmental situation of the country and the degree of importance of each unit of competence for employment and self-employment need to be considered. / Educational Studies / Ph. D. (Comparative Education)

一直以來，職業教育的使命，是為幫助青少年提升未來就業及社會所需的能力，同時讓他們由學校教育過度至就業階段作好準備。隨着全球經濟環境在迅速轉變，知識成為衡量勞工價值的工具。香港的高中職業教育提供的適切性受到質疑，認為職業教育應結合知識的學習與能力的培養。直至2003年，應用學習課程引入高中教育階段，課程兼備職業知識與能力的培養，為學生提供更多元化的學習機會，並為他們在學術及職業方面都提供了進階途徑。職業課教師透過其教師實踐與師生互動的過程，直接影響着學生的升學及就業抉擇。本研究試圖去理解如何培養學生的可就業能力時，不能不從教師的角度去理解他們對培養可就業能力的看法，與適用於職業教育的教學法。 / 本研究發現，縱使高中的職業教育得以發展，修讀的人數一直較預期的少，且多是由一些學業成績差及學習動機弱的學生選讀。就應用學習而言，第三組別學校基於成本效益的考慮，也不會向學生積極推廣應用學習課程。加上外判式教育提供的方式，使導師的教學質素良莠不齊，標誌着中學職業教育的發展正處於邊緣化的狀態。 / 對於能力的理解與培養的看法，「美容學基礎」及「旅遊與款待」的教師皆認為，溝通能力是相關行業內最重要的能力元素。畢竟旅遊與款待業及美容業均存在獨特的專業性，各科教師對其相關行業的可就業能力的理解也有異。要成為美容師就需具備自我推進的能力，而從事旅遊與款待業，就需具備學習能力以適應不斷轉變的工作環境。這些分析發現不但為建立香港的可就業能力架構提供了參考基礎，還顯示了基本知識與能力的學習對發展出自我推進及學習能力扮演着關鍵的角色。然而，教師對於能力為本及問題為本教學取向中，重視解難能力及自主學習能力的培養，關注比較不足。 / Historically, vocational education has borne the mission to improve the skills of young people for work and life and to remain relevant to the shifting needs of young people in school-to-work transitions. In alignment with the recent global economic changes, knowledge is now seen as a defining characteristic of valuable workers. The appropriateness of the vocational education in senior secondary schooling is questioned in the light of the changing work environment and the need in the future for knowledgeable and competent workers. In Hong Kong, curricula in vocational courses are also expected to incorporate an emphasis both on knowledge and on the development of competences in relation to that knowledge. In order to comply, Applied Learning with curricula providing a knowledge base and offering breadth for the development of various generic skills was then launched in 2003 to provide young people with diversified learning opportunities for further studies and work. Through teaching and social interaction with students, vocational teachers exercise the form of agency to influence students on the plans and decisions of school-to-work pathways. As this thesis intends to explore how employability skills are nurtured in the course of teaching, the study is focused on teachers’ perceptions about nurturing students’ employability skills and the appropriate teaching pedagogy to adopt for vocational education. / Although the development of vocational education in senior secondary schooling was noticeable, it was not popular and tended to attract fewer students than expected. The low academic achievers and students of less motivation comprised the majority of students. Even the low banding schools did not promote Applied Learning due to concerns about cost effectiveness. The practice of outsourcing the teaching responsibilities to external agencies caused the inconsistency of teaching standards across the course delivered. All these signified the marginalized status of vocational education in secondary schooling. / Regarding teachers’ perceptions about nurturing students’ employability skills, both instructors of “Fundamental Cosmetology and school teachers of “Tourism and Hospitality identified communication skills as the most important competence for the novice in the beauty industry, tourism and hospitality industries. There still was a demand for distinct competences for different workplaces. Cosmetologists were required to obtain a sense of responsibility with a shown desire to improve. Those who intended to work in tourism and hospitality were expected to learn how to help themselves better adapt to the changing needs of the workplace. These findings not only were construed as a basis to develop the employability skills framework in Hong Kong, but also revealed that learning basic knowledge and skills in schools played a key role in helping students to develop the above competences. Nevertheless, vocational teachers should raise their awareness of nurturing students’ problem-solving skill and self-regulated learning that is the pedagogical objective of the competency-based and problem-based instructional approaches to achieve. / For understanding the teaching pedagogy of vocational education, instructors of “Fundamental Cosmetology basically adopted the primitive apprenticeship approach to teaching and focused mainly on the practical skills of the related profession. They were experienced practitioners in the beauty industry and could frame the classroom activities and skills practices by its work culture; whereas school teachers of “Tourism and Hospitality emphasised preparing students for achieving high grades in the public examination. They even tried to foster learning through organizing various creative, authentic activities such as a virtual enterprise programme, tour guide training and a practice programme. Students were inspired to learn knowledge, knowledge application and pay more attention to obtain competences. These findings showed that school teachers could construct the authentic school learning environment in the sense sharing a similar work culture in workplace. However, school teachers were overloaded with administration work, and diverted by those trivial and unnecessary non-teaching tasks. They needed to spare time for a more productive and effective teaching approach and for nurturing students’ complex reasoning skills. / Our research indicated that teachers faced great problems in motivating the low-motivated students due to the marginalized status of vocational courses. Teachers organized the authentic activities that were used concrete problems as a context for students to learn. However, the essence of problem-based pedagogical approach emphasizes the ideals of deep, sustained and self-directed learning through exposure to authentic problems. This creates a more stimulating learning environment and cultivates in students problem solving skill and other high order thinking skills. The findings of this study show that vocational teachers need to underscore the positive results of incorporating problem-based learning into curriculum development. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 在教與學的理解上，美容導師採用傳統的學徒學習模式，以職業實用技能為主要的教學內容。由於導師具有豐富的美容工作經驗，她們能營造具有工作文化的真切活動。相反地，旅遊教師則是考試主導教學，主要協助學生爭取良好公開試成績。他們甚至安排一些具創意的真切活動如成立虛擬旅行社、領隊訓練與實習計劃，以引導學生學習知識、知識的應用與關注能力的培養。本研究發現學校的學習是可以透過安排真切活動而提供職場學習的工作文化體驗。不過，學校教師的行政與非教學工作繁重，確實需要釋放教學空間以發展新的教與學環境，讓學生達致有效的學習，同時培養不同的高階思維。 / 從受訪教師描述的教學狀況分析，發現教師基於職業課程收取學習動機較弱的學生，為了提升他們的學習興趣，費盡心思安排的真切活動，重視提供情境導向，但在形式以外，如何深化問題為本課程強調的學生的自主學習，自行界定討論問題，重視學習過程中培養學生解難能力等方面。本研究建議可進一步深化以上方面的思考。 / 陳家兒. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 301-316). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Chen Jia'er. / 摘要 --- p.I / Abstract --- p.II / 目錄 --- p.IV / 圖表目錄 --- p.VIII / Chapter 第一章 --- 導論 --- p.1 / Chapter 第一節 --- 研究背景 / Chapter 一、 --- 工作改變與可就業能力的培養 --- p.1 / Chapter 二、 --- 應用學習 --- p.25 / Chapter 第二節 --- 研究目的 --- p.27 / Chapter 第三節 --- 研究問題 --- p.28 / Chapter 第二章 --- 文獻綜述 / Chapter 第一節 --- 技能發展 / Chapter 一、 --- 技能概念的爭議 --- p.30 / Chapter 二、 --- 技能發展的趨勢 --- p.32 / Chapter 第二節 --- 職業教育的發展概況 / Chapter 一、 --- 國際上中學職業教育的發展概況 --- p.43 / Chapter 二、 --- 香港的中學職業教育發展概況 --- p.47 / Chapter 第三節 --- 中學職業教育的教與學 --- p.50 / Chapter 一、 --- 教與學的背景理論 --- p.51 / Chapter 二、 --- 教學法與教學內容的關係 --- p.63 / Chapter 三、 --- 職業教育的教與學 --- p.68 / Chapter 四、 --- 職業教育課程的最新發展 --- p.92 / Chapter 五、 --- 普通教育與職業教育的融合 --- p.93 / Chapter 第四節 --- 資歷架構的發展 / Chapter 一、 --- 資歷架構發展的背景 --- p.96 / Chapter 二、 --- 香港的資歷架構發展概況 --- p.100 / Chapter 三、 --- 總結 --- p.104 / Chapter 第三章 --- 研究設計 / Chapter 第一節 --- 研究的概念架構 --- p.105 / Chapter 第二節 --- 具體研究問題的闡述 --- p.106 / Chapter 第三節 --- 研究法 / Chapter 一、 --- 質化研究的取向 --- p.107 / Chapter 二、 --- 研究法的確定 --- p.108 / Chapter 第四節 --- 研究對象及選取 / Chapter 一、 --- 職業課程的選取 --- p.109 / Chapter 二、 --- 訪談對象的選取 --- p.112 / Chapter 第五節 --- 資料收集的方法 --- p.114 / Chapter 第六節 --- 資料的整理與分析 --- p.115 / Chapter 一、 --- 閱讀原始資料 --- p.116 / Chapter 二、 --- 在資料中尋找意義 --- p.116 / Chapter 三、 --- 編碼 --- p.116 / Chapter 四、 --- 歸類 --- p.116 / Chapter 第七節 --- 研究意義 --- p.117 / Chapter 第八節 --- 研究限制 --- p.118 / Chapter 第四章 --- 「職業教育發展」、「美容學基礎」與「旅遊與款待」的概述 / Chapter 第一節 --- 香港中學職業教育的發展概況 --- p.120 / Chapter 第二節 --- 應用學習課程 --- p.128 / Chapter 一、 --- 發展概況 --- p.128 / Chapter 二、 --- 應用習的發展分析 --- p.130 / Chapter 第三節 --- 「美容學基礎」的概述 --- p.133 / Chapter 一、 --- 學習目標 --- p.134 / Chapter 二、 --- 課程大綱 --- p.136 / Chapter 三、 --- 教與學 --- p.139 / Chapter 四、 --- 施行模式 --- p.140 / Chapter 五、 --- 評估 --- p.141 / Chapter 六、 --- 學歷認證 --- p.142 / Chapter 第四節 --- 「旅遊與款待」的概述 --- p.143 / Chapter 一、 --- 宗旨與目標 --- p.143 / Chapter 二、 --- 課程大綱 --- p.144 / Chapter 三、 --- 教與學 --- p.145 / Chapter 四、 --- 評估 --- p.146 / Chapter 五、 --- 升學及就業的銜接 --- p.147 / Chapter 第五章 --- 教師對能力的理解及能力教授的意識 / Chapter 第一節 --- 教師對科目相關行業的能力的理解 --- p.149 / Chapter 一、 --- 對教授「旅遊與款待」的教師而言--能力是緊繫於科本與基本知識 --- p.149 / Chapter 二、 --- 對教授「美容學基礎」的教師而言--尤其重視工作關能力與態度 --- p.153 / Chapter 三、 --- 教師對科目相關行業的能力的看法--旅遊業與款待業vs美容業 --- p.155 / Chapter 第二節 --- 能力與知識的微妙關係 / Chapter 一、 --- 對教授「旅遊與款待」的教師而言--培養能力是學習科本知識的副產品 --- p.156 / Chapter 二、 --- 對教授「美容學基礎」的教師而言--能力與成績沒有必然關係 --- p.158 / Chapter 三、 --- 對能力的理解主哉能力的培養--「旅遊與款待」vs「美容學基礎」 --- p.160 / Chapter 第三節 --- 教師對教授能力的看法與實踐 / Chapter 一、 --- 「旅遊與款待」教師沒有刻意去培養能力 --- p.161 / Chapter 二、 --- 「美容學基礎」導師有計劃地從活動中培養能力 --- p.164 / Chapter 三、 --- 能力的教授--沒有刻意的培養vs有計劃的培養 --- p.167 / 本章結語 --- p.168 / Chapter 第六章 --- 主導教師教學的主要元素 / Chapter 第一節 --- 一切從教師對課程的理解開始 / Chapter 一、 --- 對教授「旅遊與款待」的教師而言--課程屬入門理論並需配合考試的評核要求 --- p.174 / Chapter 二、 --- 對教授「美容學基礎」的教師而言--課程需配合文憑試及銜接資歷架構 --- p.178 / Chapter 三、 --- 教師對課程的理解--「旅遊與款待」vs「美容學基礎」 --- p.181 / Chapter 第二節 --- 個人的知識及經驗影響對教學的理解 / Chapter 一、 --- 對教授「旅遊與款待」的教師而言--沒有相關學歷與工作經驗，勝在有興趣與教學熱誠 --- p.182 / Chapter 二、 --- 對教授「美容學基礎」的教師而言--有相關學歷及工作經驗，享有高度的課程與度 --- p.185 / Chapter 三、 --- 個人的知識及經驗影響對教學的理解--「旅遊與款待」vs「美容學基礎」 --- p.187 / Chapter 第三節 --- 學生的學習期望對教師教學的影響 / Chapter 一、 --- 「旅遊與款待」的學生--少談心，多談不用讀與成績 --- p.188 / Chapter 二、 --- 「美容學基礎」的學生--想學一技之長有助就業，滿足個人需要 --- p.197 / Chapter 三、 --- 學生的學習期望與對教師教學的影響--「旅遊與款待」vs「美容學基礎」 --- p.204 / Chapter 第四節 --- 學校政策的兩面刃 / Chapter 一、 --- 「旅遊與款待」--選修、必修、退修 --- p.205 / Chapter 二、 --- 「美容學基礎」--沒有一刻不被邊緣化 --- p.208 / Chapter 第五節 --- 主導教師教學的元素 / Chapter 一、 --- 「旅遊與款待」--一切以考試主導 --- p.211 / Chapter 二、 --- 「美容學基礎」--大多以職業技能為主導 --- p.212 / 本章結語 --- p.214 / Chapter 第七章 --- 職業相關課程的教與學 / Chapter 第一節 --- 教學內容重心 / Chapter 一、 --- 「旅遊與款待」教師：考試主導、成績為先--教授學科理論知識與應試技巧是最重要 --- p.223 / Chapter 二、 --- 「美容學基礎」教師：大多以職業技能為主導--職業技能訓練是教學的重心 --- p.227 / Chapter 三、 --- 教學內容重心：總離不開基礎知識與能力的元素 --- p.233 / Chapter 第二節 --- 教學取向 / Chapter 一、 --- 「旅遊與款待」教師：考試主導、成績為先--所教知識是切身的、重複鍛鍊語文表達力 --- p.234 / Chapter 二、 --- 「美容學基礎」教師：職業技能為主導--保留傳統師徒式的職業技能傳授 --- p.250 / Chapter 三、 --- 「旅遊與款待」與「美容學基礎」--情境學習與營造工作文化的啟示 --- p.263 / 本章結語 --- p.265 / Chapter 第八章 --- 結論 / Chapter 第一節 --- 本研究的主題 / Chapter 一、 --- 中學職業教育的發展困局 --- p.272 / Chapter 二、 --- 中學職業教育的教學問題 --- p.275 / Chapter 三、 --- 可就業能力培養的問題 --- p.279 / Chapter 第二節 --- 本研究的理論貢獻 / Chapter 一、 --- 回應可就業能力的討論 --- p.283 / Chapter 二、 --- 中學職業教育的教學法 --- p.285 / Chapter 第三節 --- 本研究的實踐意義 / Chapter 一、 --- 香港中學推行職業教育的政策建議 --- p.294 / Chapter 二、 --- 中學職業教育的教學實踐建議 --- p.297 / Chapter 第四節 --- 研究限制 --- p.299 / Chapter 第五節 --- 未來研究方向 --- p.300 / 參考書目 --- p.301 / Chapter 附錄一： --- 訪談提綱 --- p.317 / Chapter 附錄二： --- 1863年至2010年12月香港職業教育/中學職業教師發展大事紀錄 --- p.318

The aim of this study was to investigate how the National Certificate Vocational (NCV) curriculum is being managed at Majuba TVET College in ensuring that it impacts positively in addressing skills shortage in the Newcastle area. The following was the main question for the study: How is Majuba TVET College managing the National Certificate Vocational (NCV) curriculum in addressing skills shortage in the Newcastle area? A comprehensive literature review was conducted to provide strong arguments as presented by different authors who wrote on the topic after conducting research about Technical Vocational Education and Training (TVET) Colleges A qualitative method was chosen by the researcher to gather data on the management of the NCV curriculum in addressing skills shortage. The main aim was to discuss the methods the researcher used in the study to collect data meant to acquire the impact of the NCV curriculum management in addressing skills shortage. Data was collected through face-to-face interviews, non-participant observation and literature review. It was then put together and analysed according to themes aligned to the main study problem and the sub problems in order to realise the main aim of the study and the sub-aims. On the basis of the findings and the recommendations, the researcher proposed the importance of the college to review the NCV curriculum so that it is aligned with practical exposure enhanced by NCV students from the industry. In conclusion, the findings pointed out that NCV students’ practical exposure may have a big impact in addressing skills shortage and combating the high unemployment rate in the Newcastle area. / Educational Leadership and Management / M. Ed. (Education Management)