Spelling suggestions: "subject:"vocational education""
1 |
An equity evaluation model for the distribution of state funds tothe VTAE districts of WisconsinJakubiak, Robert A. January 1976 (has links)
Thesis (Ph. D.)--University of Wisconsin--Madison, 1976. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 93-96).
|
2 |
Compliance of technical and vocational education and training colleges’ curriculum implementation with the national strategy and policyNgubane, Phiwokuhle Bongiwe January 2017 (has links)
A dissertation submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Master of Education in the Department of Curriculum and Instructional Studies
at the University of Zululand, 2017 / The purpose of this study was to determine whether the Technical and Vocational Education and Training colleges’ NCV curriculum structure complies with the national strategy and policy stipulations in offering WBE for students. The CASE study was conducted at the Umfolozi TVET College, specifically on two campuses of the college in northern KwaZulu-Natal. The NCV programmes were earmarked for the study, as its curriculum covers the workplace-based education (WBE) component. This study used purposive sampling to identify the sample size of 21, which comprised of two campus managers, six senior lecturers and thirteen WBE champions.
Qualitative and quantitative approaches were employed in the study. The findings of this study reveal that the college management do not give necessary support to the implementers on the ground to carry out the WBE programme. It was also discovered that the college management seem not to understand their role in ensuring compliance with regard to the WBE implementation. It was evident that, there is a need not only to maintain strong ties with existing host employers, but also to ensure that new host employers are recruited to help address the shortage of them. It was evident from the findings that a number of respondents were not aware of the policies guiding the implementation of WBE. The results indicate that there is no regular training provided for implementers of WBE, such as the WBE champions. There is no clearness in the way the WBE budget is administered, and no proper planning of the budget (which is not administered on sites, but controlled centrally), and no workable plan in place to manage finances. The study recommends that there should be a clear vision for the implementation of WBE, and that vision should be clearly communicated to all role players to ensure effective implementation of the programme.
|
3 |
A oferta de cursos técnicos presenciais de nível médio pelos Institutos Federais de Educação, Ciência e Tecnologia do Brasil e suas relação com os arranjos produtivos locaisVago, Rejane Maria de Araújo January 2015 (has links)
Submitted by Tatiana Lima (tatianasl@ufba.br) on 2015-10-20T21:14:30Z
No. of bitstreams: 1
Vago, Rejane Maria de Araújo.pdf: 1747422 bytes, checksum: 9e4b8b7ddc53061dae1c3baba177b56b (MD5) / Approved for entry into archive by Tatiana Lima (tatianasl@ufba.br) on 2015-10-20T21:22:16Z (GMT) No. of bitstreams: 1
Vago, Rejane Maria de Araújo.pdf: 1747422 bytes, checksum: 9e4b8b7ddc53061dae1c3baba177b56b (MD5) / Made available in DSpace on 2015-10-20T21:22:16Z (GMT). No. of bitstreams: 1
Vago, Rejane Maria de Araújo.pdf: 1747422 bytes, checksum: 9e4b8b7ddc53061dae1c3baba177b56b (MD5) / A Lei n º 11.892, de 29 de dezembro de 2008, instituiu a Rede Federal de Educação Profissional, Científica e Tecnológica e criou os Institutos Federais de Educação, Ciência e Tecnologia. Entre os preceitos apresentados, a referida Lei define que as ofertas educativas da Educação Profissional e Tecnológica devem se inserir em um projeto de desenvolvimento nacional, articulando-se com os arranjos produtivos, sociais e culturais locais, identificados no âmbito da atuação dos Institutos Federais. Nessa perspectiva, este trabalho busca analisar a oferta dos cursos técnicos presenciais, nas formas integrada, concomitante e subsequente, pelos 38 Institutos Federais brasileiros e sua relação com os Arranjos Produtivos Locais. Questiona-se neste trabalho como é definida a oferta dos diferentes dos cursos técnicos pelos Institutos Federais no Brasil, e se existe relação entre essa oferta e os Arranjos Produtivos Locais. Para atingir os objetivos foram mapeados os cursos ofertados por meio do SISTEC; e identificados os Arranjos Produtivos Locais, com base em estudo desenvolvido pelo Ministério do Desenvolvimento, Indústria e Comércio Exterior (MDIC). Foram também levantados dados sobre os critérios, estratégias e fontes de informação utilizadas para definição da oferta de cursos técnicos, bem como os diferentes atores sociais envolvidos nessa definição, através de questionários aplicados com os Pró-Reitores de Ensino, informantes-chave desta pesquisa. Trata-se de uma pesquisa exploratória e descritiva, de base predominantemente qualitativa e, complementarmente, utiliza-se de métodos quantitativos. Os resultados encontrados por meio do questionário, o qual foi respondido por 22 Institutos Federias, impõem uma reflexão sobre a importância do desenvolvimento de critérios mais claros e específicos para a definição dos cursos, resultante de um amplo processo de consulta à sociedade, baseado em análises sobre as condições geopolíticas, econômicas e sociais no âmbito de cada IF. Essa conclusão é também reforçada pelos resultados obtidos por meio da metodologia de correlação, ao revelar que a oferta de cursos técnicos presenciais de nível médio pelos 38 Institutos Federais atende a apenas 36% dos 667 APLs levantados. O conjunto destes resultados aponta para a existência de uma relação que precisa ser ainda melhor desenvolvida entre os cursos oferecidos e as características dos respectivos Arranjos Produtivos Locais. / The Technical Vocational Education and Training (TVET) was established by the Law No. 11.892 of December 29, 2008, which also created the Federal Vocational Education, Science and Technology Institutes (IF). Among its principles, this Law states that vocational and training education (VET) should be part of a national development project, linking up with the identified social and cultural production arrangements demands within the Federal Institutes (IF) framework. This paper analyzes the offering of in-person technical courses, in integrated, concurrent or subsequent format, by 38 (thirty eight) Brazilian Federal Institutes and its relationship with the Local Cultural, Social Productive Arrangements (APL). This research draws upon how the offering of in-person technical courses is defined by the Brazilian Federal Institutes, and if there is a relation between this offering and the social and cultural production arrangements within each Institute. This has been done by: identifying in-person technical courses offered by Brazilian Federal Institutes in the National Information on VET System (SISTEC); examining studies developed by the Ministry of Industrial and Commerce Development (MDIC) on local productive arrangements; and, through data upon criteria, strategy and source of information used for the definition of the offering of in-person technical courses, as well as data on the various social actors involved in that definition. Those data were collected by questionnaires applied to educational pro-rectors, considered key- informants to this research. The overall approach was exploratory and descriptive, mostly on qualitative basis, but also makes use of quantitative criteria. The findings obtained through the questionnaires applied and answered by 22 IF, highlight the relevance of developing clearer and more specific criteria for course definition, which should be a result of a wider process of public consultation as well as analyzed upon geopolitical, economic and social conditions within each Institute. This conclusion is inferred by the correlation methodology, which reveals that the offering of in-person technical secondary courses by the 38 (thirty eight) Federal Institutes covers about 36% of the 667 APL studied. It means that, to a certain extent, the Federal Institutes follow the rules for the course definition, but the relation between the offered courses and each APL feature is yet to be improved.
|
4 |
Educa??o tecnol?gica e pr?-sal: necessidades e urg?nciasMaciel, Patricia de Souza 26 September 2011 (has links)
Made available in DSpace on 2014-12-17T14:34:41Z (GMT). No. of bitstreams: 1
PatriciaSM_DISSERT.pdf: 2102476 bytes, checksum: 576a6a57ecb7e7caa5ddda32af5b2d46 (MD5)
Previous issue date: 2011-09-26 / The purpose of this dissertation is whether the demand for manpower trained in technical
school for the sector of Oil and Gas (O&G) is in balance with the offer of that training in the
Brazilian education system. The methodology used to obtain such information was based on
School Census 2000 and 2008 where data were worked out in order to clarify the numbers of
enrollments in secondary technical level demanded by the sector of O&G. The demand for
manpower with that qualification as a data source was the 2010-2014 Business Plan Program
for Mobilization of the National Oil and Natural Gas (PROMINP). This Program identified
the future demand for manpower for the Sector of the O&G until 2014 where the occupational
categories are mapped prerequisite training and experience. In order to better understand the
object of this study was dome a review of the literature with regard to technical education in
Brazil but also the importance of the education to economic growth and the peculiarities of
the oil economy in different countries possessors of those mines, or that is, developed and
underdeveloped countries. Analysis showed that enrollment in technical education in Brazil
had a significant increase between the dates 2000 and 2008. It also don?t bring balance with
the characteristic of the dynamics of the productive sectors of the economy mainly due to
heating of the economy before the global growth especially in the Construction Industry as
well as in the Oil and Natural Gas Engineering and a Naval account of the discovery of oil in
the Pre-Salt. Another important aspect is that one of the major problems of qualification of
manpower in Brazil is due to a bad quality of the student?s school and high school which
makes difficult a good performance in office work and also this ability to learn new functions.
The rapprochement between the supply of the education system and the demand for
manpower with training mid-level technical support for the sector O&G showed that most
technical courses demanded or had no enrollment in 2008, had few enrollment in 15 states
with demand expect to occur and those enrollment were unevenly distributed among states.
The analysis therefore signalize the needed of a public policy that enables the adequacy of the
education system (Secondary Technical Education) to Sector of O&G in terms of enrollment
and its distribution between the oil producing states and in relation to technical expertise
offered / O objetivo desta disserta??o de mestrado ? verificar se a demanda de m?o-de-obra com
forma??o no ensino m?dio t?cnico para o setor de Petr?leo e G?s (P&G) est? em conson?ncia
com a oferta daquela forma??o no sistema educacional brasileiro. A metodologia aplicada
para obter tal informa??o foi baseada no Censo Escolar 2000 e 2008, em que os dados foram
trabalhados de maneira a explicitar o n?mero de matr?culas nos cursos de n?vel m?dio t?cnico,
demandados pelo setor de P&G. A demanda de m?o-de-obra com aquela qualifica??o teve
como fonte de dados o Plano de Neg?cios 2010-2014 do Programa de Mobiliza??o da
Ind?stria Nacional de Petr?leo e G?s Natural (PROMINP). Este Programa identificou a
demanda futura de m?o-de-obra para o setor de P&G at? 2014, onde as categorias
ocupacionais mapeadas possuem pr?-requisitos de forma??o e experi?ncia. Com o intuito de
entender melhor o objeto deste estudo foi feita uma revis?o de literatura no que diz respeito ao
ensino t?cnico no Brasil, como tamb?m a import?ncia da educa??o para o crescimento
econ?mico e as peculiaridades da economia do petr?leo nos diferentes pa?ses possuidores
daquelas jazidas, ou seja, pa?ses subdesenvolvidos e desenvolvidos. As an?lises
demonstraram que as matr?culas no ensino t?cnico no Brasil apresentaram um significativo
aumento entre as datas de 2000 a 2008. Traz tamb?m como caracter?stica a desarmonia com a
din?mica dos setores produtivos da economia, devido principalmente ao aquecimento da
economia antes da crise mundial de 2008, e a retomada recente do crescimento notadamente
no Setor de Constru??o Civil, bem como no setor de Petr?leo e G?s Natural e Engenharia
Naval por conta da descoberta de petr?leo na camada Pr?-sal. Outro aspecto relevante ? que
um dos grandes problemas da qualifica??o de m?o-de-obra no Brasil se deve a m? qualidade
do ensino fundamental e m?dio, que dificulta para o futuro profissional um bom desempenho
nas suas fun??es laborais e na capacidade de aprender novas fun??es. A aproxima??o entre a
oferta no sistema educacional e a demanda de m?o-de-obra com a forma??o de n?vel m?dio
t?cnico para o setor de P&G, demonstraram que a maioria dos cursos t?cnicos demandados
n?o apresentava matr?culas em 2008, ou possu?am poucas matr?culas nos 15 estados com
demanda prevista, e aquelas matr?culas estavam mal distribu?das entre os estados. A an?lise
aponta para a necessidade de uma pol?tica p?blica que possibilite a adequa??o do sistema
educacional (Ensino M?dio T?cnico) ao setor de P&G, tanto no que se refere ao n?mero de
matr?culas e a sua distribui??o entre os estados produtores de petr?leo quanto no que se refere
? especialidade t?cnica oferecida
|
5 |
澳門中等職業技術教育課程的規劃研究 / Study on the curriculum planning of Macau's intermediate technical-professional education李耀明 January 2003 (has links)
University of Macau / Faculty of Education
|
6 |
多元智能在職業技術課程的適性發展 / Individually configured development of multiple intelligences in the vocational and technical curriculum羅愛容 January 2005 (has links)
University of Macau / Faculty of Education
|
Page generated in 0.122 seconds