This thesis is a report of a participatory inquiry process looking at enhancing the learning process in a technical academic field in high education by utilising tools and techniques which go beyond the rational/logical, intellectual domain in a functional, objective world. By empathising with, nurturing and sustaining the whole person, and taking account of past patterning as well as future visions including technological advances to augment human awareness, the scene is set for depth learning. Depth learning in a tertiary environment can only happen as a result of the dynamic that exists between the dominant, logical/rational, intellectual paradigm and the experiential extension of the boundaries surrounding this domain. Any experiences which suppress the full, holistic expression of our being alienate us from the fullness of the expression and hence from depth learning. Depth learning is indicated by intrinsic motivation, which is more likely to occur in a trusting and supporting environment. The research took place within a systemic intellectual framework, where emergence is the prime characteristic used to evaluate results. / Doctor of Philosophy (PhD)

Bibliography: leaves 244-276. / xi, 276 leaves ; 30cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / This dissertation not only examines the achievements and problems in the structure, funding, teaching resources, curriculums as well as employment opportunities of secondary vocational and tertiary education (VTE) in China, but also assesses political, social and psychological effects on secondary VTE students and parents. --p. ix. / Thesis (Ph.D.)--University of Adelaide, School of History and Politics, 2005

Thesis (M.Ed.)--University of Hong Kong, 1992. / Includes bibliographical references (leaf 95-102). Also available in print.

Identifying a research agenda and critical research activities is crucial for continuous development of Career and Technical Education (CTE) programs that meet the needs of students, industry, and society. Previous studies have expressed a need for relevant and focused research for the CTE profession. The primary purpose of this study was to identify consensus among CTE experts using a Delphi technique regarding problems, objectives, and activities that serve as a research agenda for CTE. The study panel was composed of experts from 25 states in the United States and represented 57 affiliations and organizations with direct ties to CTE. The Delphi process for this study was conducted in three rounds. Data were collected using the online survey collector, Survey Monkey™. The qualitative data were analyzed using the Affinity Diagram method of data analysis. At the conclusion of the data analysis from the Delphi rounds, the basic structure for the National CTE Research Agenda was developed. Rounds Four and Five served as validation rounds for the findings from the Delphi process. Data collection methods included online instruments using an internet-based survey tool. Data analysis revealed five research problem areas, 15 research objectives and 53 research activities which were organized into the National CTE Research Agenda structure. Findings from this study also revealed a CTE Research Agenda Logic Model which illustrated a systematic form of the research structure developed from this study. The National CTE Research Agenda is further defined in a color model which included the five research problem areas and 15 CTE research objectives identified in this study. At the conclusion of the validation rounds, the National CTE Research Agenda Logic Model was developed and the National CTE Research Agenda structure was accepted by the expert panel with a 97% acceptance rate. Based on the findings of this study, a sustained effort for research in CTE should be made by scholars in collaboration with national and international associations and organizations. The results of this study suggest a structure in which researchers should engage in focused and meaningful research in CTE. Future research is recommended to examine the issues identified by this expert panel.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 161-178). Also available on the Internet.

Thesis (Ed. D.)--West Virginia University, 2002. / Title from document title page. Document formatted into pages; contains ix, 125 p. Vita. Includes abstract. Includes bibliographical references (p. 91-103).

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 161-178). Also available on the Internet.

Since 1963, Kenya has undergone extensive upgrading of its educational system. New institutions like the "youth polytechnic" have been created to serve post-elementary school people in need of employment skills. In this study, the case method was used to investigate two, one rural and one urban, reputedly exemplary polytechnics. In particular, this study sought the organizational factors associated with the two exemplary institutions. / Data were collected using observation, interviews, questionnaires, and salient documents. / A number of factors associated with exemplary youth polytechnics were uncovered. The Polytechnics developed training that was suited to the respective areas and to employment. Dedicated principals created an environment conducive to training such as discipline, duty delegations, and a communication network. Committed staff used innovative means of instruction, and a close link to the world of work was adopted. Trainees valued their studies. Management committees had a clear vision of the polytechnics' direction, and they had community support.

There has always been a division between technical educators and technical students and the "so called" academic educators and academic students. In the apartheid days those who pursued a technical college education were shunned as those who could not cope with the rigors of academia. Technical college education was perceived as less desirable and for slow learners. Fundamental social changes have placed new demands on the Further Education and Training sector ( FET). It has become imperative to move away from the traditional divides between academic and applied learning, theory and practice and knowledge and skills. Through the National Curriculum Framework, South African Education has been given a historic opportunity to strategically shape and transform the current disparate education and training system into an integrated system that addresses the needs of the learners, the economy and the community. The new FET policy structure within which Technical Colleges operate will stimulate and empower learners to acquire knowledge and skills for employability and relevant values to respond to challenges confidently. The new curriculum moves towards a flexible access to further education, lifelong learning, higher education and facilitates the transition from school to work while ensuring that education and training is a quality provision aimed at equipping learners with competencies to find jobs. This study explored the curriculum experiences of haircare and cosmetology students at the Cato Manor Technical college. The study focused on the following critical question:- How do haircare and cosmetology students at Cato Manor Technical College, experience the theoretical and practical component of the curriculum? A case study technique was employed to explore the curriculum experiences of the haircare and cosmetology students at the Cato Manor Technical College. Data was collected by administering questionnaires to all second year and second semester students enrolled at the college during 2001. The findings of the study revealed both positive and negative aspects of student experiences of the curriculum. In the study the student profile revealed that the students enrolled at the college were matriculants and there was a wastage of time and duplication of efforts as the program was a Further Education and Training and not a Higher Education programme. The study of the curriculum issues showed that the students thoroughly enjoyed the programmes and were competent. They indicated, a preference for the practical component of the curriculum, and that the theory component should remain unaltered as it was necessary to have a knowledge of the theory to be applied in the practical component. Also evident was the personal experiences of the students that revealed excellent racial relationship and collegiality that existed amongst staff, students and management. The study revealed job opportunities and self-employment as some of the reasons for pursuing the programme. The negative aspects were the lack of counseling and student support services at the college and duplication and a wastage of time. Also evident was the lack of adequate resources that was impacting negatively on their work. The study concludes with recommendations some of which were:- The College in collaboration with the Department of Education must invest in career guidance and counseling, and student support services. The Haircare and Cosmetology department must devise and implement new strategies to assess the practical component of the programme. The college must invest in provision and up-grading of resources. Provide marketing strategies so that the student population will represent all race groups and not only Indian and African students. Despite the negative contributing factors, this department can maintain its growth pattern by addressing its weaknesses and maintaining its strengths and opportunities that exist. / Thesis (M.Ed.) - University of Durban-Westville, 2001.

Many claims have been made in the literature about the motivational effects of Information and Communication Technologies (ICT) on learners, leading them to have a positive perception towards their work, spend longer periods on tasks and be more committed to their learning. The author of the present study has utilized their previous research evidence of motivation and the results of other previous projects to investigate the factors which motivate educators to use ICT. This project was initiated to investigate the educator's perception, which has contributed to the continued use of ICT, by educators experienced in using it for teaching. The evidence discussed in this paper was collected through a literature search, educator documents, educators' reports or observations and interviews. Weiner's analysis of motivation research and cognitivists theories of reasoned action and planned behaviour have been used as a basis for the analysis of the results. Research findings show that the motivational factors which correlated most positively with the use of ICT were: perceived ability to use Information Technology (IT); level of resources available and their satisfaction with IT; and whether using IT in teaching is considered to be interesting, valuable and enjoyable. The most significant negative factor was difficulties experienced in using IT. Researcher also found that a whole range of other perception factors attributed by the educators to using ICT. Such as: making the lessons more interesting for the educator, increasing learners' motivation, improving presentation of materials, making the teaching more enjoyable, improving the content of the lesson, and making the lessons more fun for the learners, were considered by the educator respondents to contribute to the learners' progress in learning. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2006.