Thesis (M.Ed.)--University of Hong Kong, 1989. / Includes bibliographical references (leaves 48-51). Also available in print.

Thesis (M.P.A.)--University of Hong Kong, 1997. / Includes bibliographical references. Also available in print.

Thesis (M.Soc.Sc.)--University of Hong Kong, 1993. / Includes bibliographical references (leaves 72-73) Also available in print.

Thesis (Ph. D.)--Illinois State University, 1994. / Title from title page screen, viewed April 7, 2006. Dissertation Committee: Larry D. Kennedy, John R. McCarthy (co-chairs), Ronald Halinski, George Padavil. Includes bibliographical references (leaves 109-120) and abstract. Also available in print.

No description available.

This thesis examines the planning of craft and technician education in Hong Kong, from the late 1950s, when the Technical College moved to Kowloon, to 1982, when the Department of Technical Education and Industrial Training and the Vocational Training Council were established. The study includes a review of social and industrial developments, and how they .have affected technical education, as well as how planning has been undertaken as a joint exercise involving the Government, educational establishments and industry. The two major approaches to manpower planning are then examined, namely the first system depending largely on forecasting, and the second employing flexible education and training methods combined with the substitution of labour, and reasons are given why a suitable combination of the two methods is usually selected. In addition, international developments and the methodology and techniques of manpower planning are discussed, as well as whether it can be used to stimulate economic growth. This leads to an examination of the manpower planning methods that have been employed in Hong Kong, and hew these have been "translated" into. a supply of technically educated personnel for industry, and how more thought has been given to social needs and students' aspirations in recent years. This thesis also examines the planning and problems of growth and change in technical education, with respect to accommodation and equipment, courses and curricula, and staffing. The study then demonstrates how Hong Kong has become wealthier during the period under review, and how much money has been allocated to education. An analysis is then made of how this was spent, in the case of craft and technician courses, in order to compare how costs varied from institution to institution, and from discipline to discipline. The penultimate chapter then derives various conclusions from the foregoing study and the "postscript" examines briefly the developments from 1983 to 1985.

Thesis (M.M. (Public Policy))--University of the Witwatersrand, Faculty of Commerce, Law and Management, Graduate School of Public and Development Management, 2013. / A new Vocational Educational Policy, Botswana Technical Education Programme policy (BTEP) has been launched by the Department of Vocational Education and Training to enable the learners to acquire the necessary learning experiences and attributes towards effective preparation for the world of work. The nature of the programme is such that facilitation approaches should be learner-centred. The Quality Assurance policies are aimed to support the implementation of the BTEP. However, they were factors which hindered the effective implementation of BTEP in the Technical Colleges. Consequently, the Colleges implemented the policy partially while there was non-implementation in certain programmes at some Colleges and as a result BTEP failed to increase access in the Technical Colleges as initially intended. This was the research problem of the study. The aim of the study was to explore factors that constrained the implementation of BTEP. The related literature was consulted to determine the changes that could be made to enhance policy implementation. Subsequently, document analysis and semi-structured interviews were used to determine the current BTEP delivery practices of lecturers at four Technical Colleges in Botswana, namely, Maun Technical College, Selebi Phikwe Technical College, Francistown College of Vocational Education and Training and Palapye Technical College. Thereafter, the requirements of the policy and the current practices of the lecturers were compared to determine the factors that had hindered the implementation of BTEP. Though the research identified a number of perceived policy successes, perceived policy failures were also identified as follows: Lack of capacity to implement the policy in the Technical Colleges, lack of support for policy implementation from DTVET, lack of commitment to the policy, diverse interpretation of the policy and lastly negative attitude towards the policy was also identified as a constraining factor. Regarding these perceived constraints it was firstly recommended that DTVET should ensure that there are officers who are held accountable for the progress of the implementation of BTEP at DTVET level. Secondly DTVET should develop strategies to guide and support lecturers to implement BTEP effectively. Furthermore DTVET should ensure that messages are communicated to all stakeholders and that feedback about BTEP is clear and consistent. DTVET should also encourage the Colleges to adopt the policy, mitigate resistance and manage the implementation of BTEP. Lastly DTVET should simplify strategies for implementing the BTEP policy and avoid complex initiatives. This study may provide a solution to the problem of BTEP implementation in the Technical Colleges in Botswana. I write this in particular to advice and encourage, the Department of Vocational Education and Training, Programme Design and Development Unit, Quality Assurance Unit, College Management teams and lecturers to make use of the issues raised in this study to help them improve BTEP implementation in the Technical Colleges.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2003. / Includes bibliographical references.

Thesis (M. Soc. Sc.)--University of Hong Kong, 1981.

Since the early sixties, the armed services of the United States have been moving progressively toward refinement of the teaching/training process for soldiers and civilians employed in the business of national defense. The major military services have all moved to a position whereby they are generally using systematic approaches to training analysis, design, development, implementation, and evaluation. The developed course, a copy of which is included in this dissertation, was pilot tested on a sample of contractor personnel, and the pre- and posttest data were analyzed. This analysis demonstrated that the contractor course as implemented and evaluated was perceived as a significant intervention tool for all contractor personnel developing training materials for the U.S. Army Intelligence Center and School. The course was viewed as significant regardless of the amount of education or previous experience in training development on the part of the contractor. The successful completion of the course culminated in the recommendation that all contractors working for the U.S. Army Intelligence Center and School take such training; that other armed services agencies implement such training, using the results of this study as justification; that colleges and universities develop programs to train private-sector contractors in the function of systematically designed instruction; and that additional studies be conducted to determine the actual dollar savings made possible by having contractor personnel trained prior to actual contract letting.