The purposes of this study were to identify the factors influencing industrial-technical students in the choice of major area of study, to determine if certain areas were more influential when these students elected a major, and to provide information for industrial arts teacher-preparation programs that would aid in determining the reasons for the current industrial arts teacher shortage. From the study of factors influencing the student's choice of major, one may conclude that there is a definite need in the state of Texas for students to major in industrial arts education. One may also conclude that at the high school level, the industrial arts class and the industrial arts teacher have positive influences on the student when the student selects a college or university major. Perhaps the most significant conclusion is that the existence of an industrial arts teacher shortage is, in part, due to the fact that teaching salaries are not competitive with salaries offered by industry.

São enfocados neste trabalho os processos de reconfiguração dos currículos dos cursos técnicos de duas escolas estaduais gaúchas, no contexto da reforma empreendida pelo Governo Fernando Henrique Cardoso a partir de 1997. A investigação é baseada em entrevistas semi-estruturadas com professores, nos planos de curso e em outros documentos produzidos nas escolas e por órgãos governamentais durante o processo de reestruturação, complementados por observações de aulas e de eventos escolares, questionários e entrevistas com estudantes. Na análise dos processos de reconfiguração curricular são examinadas as interpretações, apropriações e reações, por parte dos professores que atuam nas escolas, às políticas governamentais e às pressões oriundas do mundo do trabalho. São identificados nexos entre as visões relativas ao mundo do trabalho e ao ensino e as vivências e identificações profissionais dos professores, construídas nas trajetórias individuais de formação e trabalho e no interior de cada instituição. O estudo mostra que a afirmação do caráter generalista dos cursos técnicos e a relevância atribuída à iniciação dos estudantes numa cultura técnica que não se reduz à aprendizagem dos processos em uso nas empresas antepõem-se, nas escolas, à lógica governamental da flexibilização, do aligeiramento e estrita adequação da formação às demandas da esfera produtiva. As resistências a essa lógica são atribuídas à validação dos modelos praticados de ensino técnico e à autonomia relativa das escolas face ao mercado de trabalho, mas também à persistência da idéia de profissão e da figura de técnico industrial tal como é projetada pelos professores, diversa das formas predominantes de inserção dos egressos. O estudo mostra também uma apropriação seletiva de elementos da pedagogia das competências pelos professores. O uso da linguagem oficial é combinado com a preservação de uma estrutura disciplinar dos cursos, da avaliação segundo notas e de objetivos relacionados à fundamentação das técnicas que não podem ser descritos como competências. A crítica ao ensino centrado na transmissão de conteúdos é incorporada por uma parcela dos professores e refutada, num dos estabelecimentos, por professores que rejeitam esse discurso pedagógico como estranho ao chão-de-escola. O estudo mostra ainda que a política governamental de ampliação de vagas com redução de custos encontra limites numa seletividade interna aos cursos atribuída, em parte, à disposição de preservação de um perfil de profissional egresso por parte dos professores, mas também às dificuldades de incorporação, pelas escolas, das diferentes expectativas e experiências de escolarização dos estudantes. Enfim, o estudo mostra que os professores do ensino técnico nessas escolas reivindicam para si uma profissionalidade baseada nos saberes construídos através da experiência e da formação e no compromisso com a ação docente, a despeito de sua contratação como emergenciais ou temporários. Ao retratarem suas concepções e práticas docentes, os professores revelam combinações singulares de aceitação de modelos existentes e esforços de inovação que estão referidos a essa profissionalidade reivindicada. / This thesis addresses the process of reconfiguration of the curricula of technical courses of two state schools in Rio Grande do Sul, Brazil, in the context of reform undertaken by the government of Fernando Henrique Cardoso in 1997. The research is based on semi-structured interviews with teachers, the course plans and other documents produced in schools and by government agencies during the restructuring process, supplemented by classroom and school events observations, questionnaires and interviews with students. In the analysis of the processes of curriculum reconfiguration, interpretations, appropriations and reactions from teachers who work in schools to government policies and the pressures from the productive realm are examined. Connections between the visions of productive and educational realms and teachers\' professional experiences and identifications, built in their individual training and work careers within each institution are identified. The study shows that the persistence of the general character of technical courses and the relevance attributed to initiation of students in a technical culture are opposed, in schools, to the governmental logic of flexibility and strict fitness to the training demands of the productive realm. The resistance to this logic is assigned to the validation of the practiced models of technical education and the relative autonomy of schools in face of the labor market, but also to the persistence of the idea of profession and the figure of technical industrial as it is designed by teachers, unlike the prevalent forms of insertion of the graduates. The study also shows a selective appropriation of elements of the so called competences pedagogy by teachers. The use of the official language is combined with the preservation of a disciplinary structure of the courses, the evaluation according to notes and related reasoning techniques that can not be described as skills objectives. The critique on content transmission focused teaching is embraced by a portion of the teachers and refuted, in one of the establishments, by teachers who reject this teaching speech as foreign to the school ground. The study also shows that the government policy of enrollment increase and costs reducing is limited by an internal selectivity. That selectivity is assigned, in part, to the teachers\' willing of preserving a professional profile within the schools graduates, but also to the difficulties of taking into account the different expectations and educational experiences of students. Finally, the study shows that technical education teachers in these schools claim for themselves a professionalism based on knowledge built through experience and training and commitment to teaching action, despite their hiring as temporary. In portraying their conceptions and teaching practices, teachers reveal unique combinations of acceptance of existing models and innovation efforts that are referred to that claimed professionalism.

Orientador : Maria Helena Salgado Bagnato / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-10T14:59:57Z (GMT). No. of bitstreams: 1 Cruz_LuciaPedrosoda_M.pdf: 2459599 bytes, checksum: 73a5f0cd8b2ab88ddc8a26f25555ebcc (MD5) Previous issue date: 2008 / Resumo : Este trabalho apresenta uma leitura de aspectos históricos de duas instituições de Ensino Profissional do município de Campinas, São Paulo. Ambas ocuparam, em tempos diferentes, um espaço especialmente construído para o funcionamento de uma escola de formação profissional, no início do século XX. O Instituto Profissional Bento Quirino ocupou o referido espaço de 1915 a 1965. O Colégio Técnico da Unicamp (COTUCA) iniciou suas atividades em 1967, teve sua instalação oficializada em 1970 e ainda permanece no local. Portanto, o estudo delimitou um recorte temporal de 1915 a 1970. Documentos diversos, tais como: atas, relatórios, artigos de jornais e revistas da época, fotografias, entrevistas e legislação referente ao Ensino Profissional no Brasil serviram de base para a pesquisa. Contribuíram para as análises, aportes do campo da História. Esses documentos permitiram elaborar uma reconstrução histórica permeada por elementos de ordem política, social e cultural do referido período / Abstract : This paper presents a interpretation of the historical aspects of two Professional Teaching Institutions in the municipal district of Campinas, in São Paulo. Both of them occupied, at different periods, one place especially built for the functioning of a professional education school, in the beginning of the 20th century. Bento Quirino Professional Institute occupied the above-mentioned place from 1915 to 1965. The Unicamp Technical School (COTUCA) begun its activities in 1967. In 1970, this school installation became official and it has remained at the place since then. Therefore, this study was delimited in a period of time between 1915 and 1970. Several documents, such as: proceedings records, reports, magazines' and newspapers' articles, pictures, interviews and legislation regarding the Professional Teaching in Brazil gave base to the research. Some inputs from the History field also contributed to the research. Theses documents allowed the elaboration of a historical reconstruction surrounded by elements of political, social and cultural natures of the referred period / Mestrado / Ensino, Avaliação e Formação de Professores / Mestre em Educação

Submitted by isabela.moljf@hotmail.com (isabela.moljf@hotmail.com) on 2016-08-04T16:45:07Z No. of bitstreams: 1 meiresatikofukusawayokota.pdf: 829195 bytes, checksum: 3ae70c2c26e2b95396e10c2157f7fe94 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-08-05T11:39:01Z (GMT) No. of bitstreams: 1 meiresatikofukusawayokota.pdf: 829195 bytes, checksum: 3ae70c2c26e2b95396e10c2157f7fe94 (MD5) / Made available in DSpace on 2016-08-05T11:39:01Z (GMT). No. of bitstreams: 1 meiresatikofukusawayokota.pdf: 829195 bytes, checksum: 3ae70c2c26e2b95396e10c2157f7fe94 (MD5) Previous issue date: 2015-01-22 / A presente dissertação é um estudo de caso sobre a evasão discente nos cursos técnicos e técnicos integrados ao Ensino Médio de uma unidade do Centro Paula Souza, São Paulo. O objetivo geral foi estudar a evasão nos cursos técnicos e técnicos integrados ao Ensino Médio e compreender as características desse processo na instituição. O recorte deste estudo foi realizado a partir da análise dos dados e informações do Banco de Dados da Unidade de Ensino Médio e Técnico (Cetec) e da pesquisa institucional da Área de Avaliação Institucional (AAI) realizada por meio do questionário eletrônico denominado WebSai da Escola Técnica Estadual Jorge Street, município de São Caetano do Sul, em três cursos técnicos e técnicos integrados ao Ensino Médio: Eletrônica, Informática e Mecatrônica, de entrevistas com os coordenadores dos respectivos cursos, coordenadora pedagógica, diretor da unidade, responsável pela Supervisão Educacional, Coordenador da Unidade de Ensino Médio e Técnico e responsável pelo setor de Avaliação Institucional. Foi realizada uma breve introdução à temática da evasão no ensino profissional, relatada a origem da instituição, de sua relação com o Ensino Técnico de nível médio e o processo de expansão dessa rede. Segue-se uma descrição da Etec Jorge Street, objeto deste estudo, com o perfil dos docentes, curso que a unidade oferta, demanda do Vestibulinho no período de 2011 a 2014. Os cursos selecionados para esse estudo foram cursos técnicos em Eletrônica, Informática, Mecatrônica e suas modalidades integradas ao Ensino Médio. A seguir foram comparados os conceitos de evasão e abandono tratados por Dore e Lüscher (2011 a, b), Silva (2013) e Pelissari (2012), do Ensino Técnico integrado ao Ensino Médio. A partir das informações coletadas foram elaboradas análises críticas sobre os indicadores dos cursos pesquisados. As entrevistas com os coordenadores de curso, coordenação pedagógica e gestor da unidade, supervisão educacional, coordenador da Cetec e responsável pela Área de Avaliação Institucional aprofundaram a visão sobre o problema da evasão e permanência do aluno e sugestões para melhoria da gestão desses processos. Após a análise de todo o contexto apresentado foi possível fundamentar propostas de gestão escolar estratégica institucional que englobam ações com alunos, professores, coordenadores de curso e demais gestores para o controle e redução da evasão. / The present dissertation is a case study on student evasion in technical courses and technical courses integrated into high school of a unit of the Paula Souza Center, São Paulo. The main goal was to study evasion in technical courses and technical courses integrated into the high school and to comprehend the characteristics of such process in the institution. Our focus was on the analysis of data and information from the Database of Secondary Education and Technical Unit Sector (Cetec, in Portuguese) and through the institutional survey applied by Institutional Assessment Field (AAI, in Portuguese), by means of the WebSai survey system of the Technical State School Jorge Street, located in the city of São Caetano do Sul, in three technical courses and technical courses integrated into high school: Electrocics, Computer Systems and Mechatronics, and interviews with managers linked to the courses, the unit, the oversight, the coordination of technical high school and the institution. We conducted a brief introduction to the topic of evasion in professional education, related to the origin of the institution, its relation to technical education on high school level and its network expansion process. We followed with a description of the Etec Jorge Street, the object of this study, with teachers’ profiles, courses offered by such unit, demands in the selection process from 2011 to 2014. The courses selected for the study were technical courses in Electronics, Computer Science, Mechatronics and their modalities integrated into high school. Then we compared the concepts of evasion and abandonment discussed by Dore and Lüscher (2011 a, b), Silva (2013) and Pelissari (2012), of Technical Education integrated into High School. From the information gathered critical analysis were developed on data of the surveyed courses. The interviews with course coordinators, pedagogical coordination and unit manager, educational supervision, Cetec coordinator and responsible for Institutional Evaluation Area deepened insight into the problem of evasion and permanence of the students and suggestions for improving the management of these processes. After analyzing all of the context presented it was possible to support proposals on institutional strategic school management that include actions with students, teachers, course coordinators and other managers to control and reduce evasion.

M.Ed. (Education and Curriculum Studies) / In future, the twentieth century will be remembered as the century in which an unparalleled explosion 'occurred in knowledge, population, expectations and technology. Wherever people and progress are present, needs arise which may escalate out of proportion if there is not a certain measure of restraint or control over the tempo of augmentation and/or progress. As a result of certain critical deficiencies, the Southern African community finds itself battling with the challenges and problematic nature of the twentieth century. An area in which one of these deficiencies has reached alarming proportions is the area of skilled manpower, especially in terms of technology provisioning. To cope with this deficiency, more people had to be trained. This resulted in an acute shortage of appropriately qualified trainers and teachers. In an attempt to address" this further, underqualified and even unqualified teachers were appointed to meet the original need. Now, however, the formal training of prospective teachers is receiving urgent attention. The nature of formal training programmes is such that the growing number of under- or unqualified teachers cannot be accommodated. Even the formal groups who have received a more theoretical training and who have completed training, prove that there is an urgent need for practice directed training in particular. While this group of under- and unqualified teachers cannot be dispensed with, nor replaced on account of shortages and moral considerations, and, in most instances, do not comply with the minimum admission requirements for formal training, they are conveying knowledge in a "hit-ormiss" way and are acquiring experience (Kruger, 1980:4-5).

Published Article / Providing quality Technical education and training has for a long time been an area of concern for most African countries, given the fact that every year governments allocate huge part of national budget to this sector. The study sought to determine the perceptions of employers regarding the quality of the Botswana Technical Education Programme (BTEP) graduates in terms of three main attributes, namely: survival, technical and employability skills. The main participants for the study were drawn from employers of BTEP graduates. Altogether 62 employers participated in the survey. The study found that although 50.7 % of employers rated survival and practical skills of the BTEP graduates as high, a much greater percentage (60 %) of them rated the level of occupational and employability skills as average. The study also found that while outcomes-based BTEP programme provides relatively high level of survival and practical skills, the level of most work related skills are still below the employers' expectation.

Thesis (MBA)--Stellenbosch University, 2001 / ENGLISH ABSTRACT: The technical college sector is facing major changes and challenges. Various new demands will be set to the further education and training colleges and their management. It will be expected of these colleges to be managed according to a well developed strategic plan. Strategic management will form an integral part of the institution's management activities. In this study the core elements of strategic management and the development of strategic plans, as applicable to sectors inside as well as outside the education sector, are investigated with the aim of developing a strategic management model for further education and training colleges. A strategic management model for further education and training colleges was developed and presented for implementation. / AFRIKAANSE OPSOMMING: Die tegniese kollege sektor staan op die vooraand van verskeie veranderinge en uitdagings. Verskeie nuwe eise sal aan die verdere onderwys en opleidingskolleges en hul besture gestel word. Dit sal van hierdie instansies vereis word om ooreenkomstig 'n goed ontwikkelde strategiese plan bestuur te word. Strategiese bestuur sal 'n integrale deel van die bestuursaktiwiteite van die instansies uitmaak. In hierdie studie word die kern elemente van strategiese bestuur en die ontwikkeling van strategiese planne soos dit in sektore binne en buite die onderwys omgewing toegepas word, ondersoek, met die doel om 'n strategiese bestuursmodel vir verdere onderwys en opleidingskolleges te ontwikkel. 'n Strategiese bestuursmodel vir verdere onderwys en opleidingskolleges word ontwikkel en voorgelê vir implementering.

Thesis (MEd)--University of Stellenbosch, 2002 / ENGLISH ABSTRACT: Education a Training forms such an integral part of the community that it can never remain unaffected by the fundamental impact of the transformation taking place within a democratising new South Africa. The transformation of the education processes is also consistent with international trends. The drift towards decentralisation, away from the rigid formal structures and systems of the old dispensation, and the crumbling of boundaries to create a freer and more flexible dispensation, are also indicative of postmodernist thinking. This study has found that technical colleges, throughout their complex history, have admirably withstood and repelled the onslaughts on their right to exist, and that they have indeed managed to strengthen their indispensable position in the education and training system of South Africa. In spite of the wealth of instructional and training opportunities in the local and global market, colleges once again find themselves at a new crossroad with the restructuring of the South African Education system as a whole. These changes, which embrace all levels and areas of technical colleges, are also typical of a postmodernist view and include, inter alia, the following: control and management, funding, level of programmes that ought to be offered, curriculum, composition of staff corps, instructional approach, evaluation and admission policy. The only constant in most cases are the physical facilities and buildings. The nature and extent of the changes has placed the colleges at the centre of a tangle of confusion. The lack of leadership on the part of the provincial education departments and the lack of involvement of the business sector only add to the anxiety and unanswered questions at colleges. The researcher has found that technical college have enormous potential and a central role to fulfil in the development of future human resources in South Africa. Policy-makers should, therefore guard against introducing restrictive measures that would limit the focus of the colleges to the FET level. It would hamper the articulation of learners, thwart the approach of providing 'seamless education', and constrain the development of existing qualities. For once in the history of education in South Africa, there is an urgent need for policy-makers and those responsible for implementing such policies to give their undivided attention to this 'orphan', who has such a vital role to play in the economy and educational system of South Africa. / AFRIKAANSE OPSOMMING: Onderwys en Opleiding vorm so 'n integrale deel van die samelewing dat dit nooit onaangeraak kan bly tydens die ingrypende impakte van die transformasie in die nuwe demokratiserende Suid-Afrika nie. Hierdie onderwystransformasieprosesse reflekteer ook internasionale tendense. Die neiging na desentralisasie en weg beweeg van ou (formele) strukture en stelsels en afbreek van grense na 'n vryer en losser bestel, weerspieel ook die postmoderne denke. Die studie het bevind dat tegniese kolleges merkwaardig deur die geskiedenis heen, die aanslae teen hul bestaansreg in die beroepsonderwys weerstaan en hulonmisbare posisie in die Onderwys en Opleidingsisteem van Suid-Afrika versterk het. Ten spyte van die rykdom van onderrig- en opleidingsgeleenthede in die plaaslike en globale mark, bevind kolleges hulselfweer by 'n nuwe kruispad met die omvattende herstukturering van die hele Suid-Afrikaanse Onderwyssisteem. Die veranderinge, wat alle vlakke en terreine van tegniese kolleges omsluit, is ook tiperend van 'n postmoderne siening en sluit, onder andere, die volgende in: die beheer en bestuur, befondsing, vlak van programme wat aangebied behoort te word, kurrikulum, samestelling van die personeelkorps, onderrigbenadering, evaluering en toelatingsbeleid. Die enigste konstante in die meeste gevalle is egter die fisiese fasiliteite en geboue. Die aard en omvang van die veranderinge plaas tegniese kolleges tans binne 'n warboel van onsekerhede. Die gebrek aan leiding deur die provinsiale onderwysdepartemente en die onbetrokkenheid van die besigheidsektor, dra by tot die bekommernisse en onbeantwoorde vrae by kolleges. Die navorser het bevind dat die tegniese kolleges geweldige potensiaal het en'n kernrol het om te vervul in die toekomstige menslike hulpbronontwikkeling in die land. Beleidmakers moet daarteen waak dat beperkende maatreels van die kolleges se fokus slegs tot 'n VOO-vlak. Dit kan die artikulasie van leerders, markgedrewenheid, die voorsiening aan bestaande behoeftes, die benadering van 'seamless education' en die uitbou van bestaande kwaliteite negatiefbenadeel. Daar bestaan 'n dringende behoefte dat die onderwysbeleidmakers en -implementeerders vir een keer in die geskiedenis van onderwys in Suid-Afrika onverdeelde aandag aan hierdie 'weeskind' wat 'n belangrike rolspeler in die onderwys en ekonomie is, sal gee.

This work seeks to examine the relationship between intercultural effectiveness and the number of global experiences among secondary agricultural education youth in Kentucky. The study utilizes Mere Exposure Theory and considers the importance of global experiences in increasing their levels of global competence and their performance on the Intercultural Effectiveness Scale (IES). The results indicate that students with a higher number of global experiences and exposures are more open to other cultures and score higher on the IES. In addition, these students are more likely to be self-aware and interested in exploring new cultures and making connections with individuals who are culturally different from them.

M.Ed. (Education) / Please refer to full text to view abstract