Educational services have become Australia's third largest export industry. Onshore delivery of higher education has been a major export for many years, and in recent years offshore delivery of vocational education and training has grown to become a major part of this industry. Different Australian educational institutions are involved in delivery of Australian VET programs in a wide range of cultural and socioeconomic contexts. Because of the strong demand for skills in an increasingly interconnected world, this growing industry, which at an international level encompasses a diverse range of institutions, training delivery methods and management and administrative arrangements, is increasingly directing its attention towards globalising its regulatory and training approaches. The aim of this research is to investigate the process of adapting Training Packages and the Australian Quality Training Framework, the two main instruments of regulation in the Australian skill formation system, for an international audience. This thesis will examine what process of adaptation is involved when the Australian VET approaches are used as a model to develop skills formation overseas. Factors influencing the forms taken by this regulatory system in a global context will be studied through investigating the international activities of various Australian sectors in implementation of VET approaches in non-Australian systems. Two propositions underpin this key question. First is that the Australian VET system is primarily a regulatory system, which means that the export of these regulations needs to be accounted for. Secondly, the Australian VET system has been designed for Australian industrial and cultural conditions and adjustments are necessary in the regulations themselves, host country regulat ory practice, or both for Training Packages to work in these non-Australian cultural contexts.

Der Zugang zum Arbeitsmarkt ist eine wesentliche Voraussetzung für eine erfolgreiche Integration in die Gesellschaft. Gleichzeitig zeigt sich, dass die Übergänge von jungen Migrantinnen und Migranten in Ausbildung insgesamt zahlenmäßig geringer sind und deutlich länger dauern als bei jungen Menschen ohne Migrationshintergrund. Die vorliegende, durch die TU Dresden durchgeführte Verbleibsuntersuchung knüpft an bundesweite Übergangsstudien an und liefert einen Beitrag zur Erfassung der Situation arbeitsmarktbezogener Integration von Jugendlichen und jungen Erwachsenen mit Migrationshintergrund in Sachsen. Neben der Beschreibung von soziodemografischen, schulischen und sprachlichen Merkmalen der Befragten, gibt die Studie einen Einblick in Motivation und persönliche Einstellungen der Zielgruppe hinsichtlich ihres beruflichen Werdegangs. Im Mittelpunkt der Untersuchung stehen jedoch der Verbleib im Berufsbildungssystem sowie die Analyse einflussgebender Faktoren. Die Verbleibsuntersuchung wurde im Rahmen des XENOS-Projekts „GE.W.IN.N.“. durch den Lehrstuhl für Didaktik des beruflichen Lernens am Institut für Berufspädagogik und Berufliche Didaktiken der TU Dresden durchgeführt und durch Mittel des Europäischen Sozialfonds gefördert.:Inhaltsverzeichnis 1 Einleitung 1 2 Anliegen und Zielstellung . 3 2.1 Projekthintergrund 3 2.2 Zielstellung der Verbleibsuntersuchung 4 3 Methodisches Vorgehen 7 3.1 Zielgruppe der Verbleibsuntersuchung 7 3.2 Untersuchungsdesign und Erhebungsinstrument 8 3.3 Erklärungsansätze 9 3.4 Datenerhebung und Ausschöpfung 13 4 Ergebnisse 17 4.1 Deskriptive Statistik 17 4.1.1 Beschreibung der Stichprobe 17 4.1.1.1 Persönliche Merkmale 18 4.1.1.2 Schulische Qualifikationen 20 4.1.1.3 Sprachliche Qualifikationen . 23 4.1.1.4 Bewerbungsverhalten 27 4.1.1.5 Merkmale des Elternhauses 29 4.1.1.6 Unterstützung bei der Aufnahme verschiedener Tätigkeiten 33 4.1.1.7 Motivation und persönliche Einstellungen . 35 4.1.2 Kennzahlen zum Verbleib und zu den Ausbildungsverläufen 38 4.1.2.1 Allgemeiner Verbleib und aufgenommene Tätigkeiten nach Schulabschluss 39 4.1.2.2 Erste Tätigkeit nach Schulabschluss . 40 4.1.2.3 Übergangszeiten und Anzahl der ausgeübten Tätigkeiten nach Schulabschluss 42 4.1.2.4 Ausbildungsverläufe . 45 4.1.2.5 Ausbildungsabbrüche und Gründe . 46 4.2 Bivariate Zusammenhänge: Einflussnahme eines Merkmals auf den Verbleib . 47 4.2.1 Zusammenhänge nominaler Variablen . 47 4.2.1.1 Einflussnahme verschiedener Merkmale auf die erste Tätigkeit nach Schulabschluss 48 4.2.1.2 Einflussnahme verschiedener Merkmale auf die Aufnahme einer dualen oder vollzeitschulischen Berufsausbildung 49 II Inhaltsverzeichnis 4.2.1.3 Einflussnahme verschiedener Merkmale auf die Aufnahme eines Studiums 50 4.2.1.4 Einflussnahme verschiedener Merkmale auf die Aufnahme einer berufsvorbereitenden Maßnahme 51 4.2.2 Zusammenhänge nominaler und ordinaler Variablen 53 4.3 Überlebens- und Ereignisdatenanalyse . 56 4.3.1 Schätzung von Bewerbungszeiträumen 57 4.3.2 Dauer und Wahrscheinlichkeit der Einmündung in Ausbildung 58 4.4 Multivariate Analyse: Regressionsanalyse nach Cox 60 5 Diskussion 69 5.1 Methodenkritik 69 5.2 Hypothesenprüfung 70 5.3 Zusammenfassung der Ergebnisse . 75 5.4 Handlungsrelevante Aspekte für die Arbeit mit der Zielgruppe 77 5.4.1 Sprachförderung 77 5.4.2 Beratung, Bewerbertraining, Coaching 77 5.4.3 Praktikum und Probearbeit 78 5.4.4 Eltern 79 5.4.5 Verbesserung der Datenlage 80 Anhang A: Fragebogen 83 Anhang B: zusätzliche Darstellungen 99 Quellen 102

Den här uppsatsen behandlar inskolningen till VVS-montör och huvudfrågan som ställts är hur VVS-montörerna upplever att de tagit till sig de praktiska färdigheter och de teoretiska kunskaper som behövs till att bli certifierad VVS-montör och när de uppfattar att de kände yrkesidentitet. Metoden som använts är kvalitativ och i huvudsak induktiv. Det empiriska materialet baseras på semistrukturerade intervjuer med åtta nyligen certifierade VVS-montörer. Tidigare forskning har visat att det finns ett starkt fokus på att förmedla yrkesidentitet på yrkesutbildningar och att ett praktiskt yrke handlar om att lära sig en kultur lika mycket som att lära sig det praktiska yrket och att mycket av det som lärs ut är så kallad tyst kunskap. Denna uppsats pekar på att teori och praktik följs åt under utbildningens gång. För vissa personer behöver teorin komma först för att de lättare ska kunna ta till sig det praktiska och tvärt om. Vidare visade det sig att det var väldigt lite teoretisk undervisning under lärlingstiden och lärlingarna arbetar nästan uteslutande med den teoretiska instuderingen på egen hand under den perioden. Resultatet är relevant för att kunna förbättra utbildningen för praktiska utbildningar. Bland annat genom att bli bättre på att växla mellan teori och praktik under grundutbildningen men också genom att lägga in mer teoriutbildning i fortbildningstiden / This thesis deals with the training towards becoming a plumber and the main question that has been asked is how the plumbers feel that they have acquired the practical skills and theoretical knowledge needed to become a certified plumber and when they feel they identify with their profession. The method used is qualitative and essentially inductive. The empirical material is based on semi-structured interviews with eight newly certified plumbers. Previous research has shown that there is a strong focus on imparting professional identity in vocational education and that a practical profession is about learning a culture as much as learning the practical profession and that much of what is taught is so-called tacit knowledge. This essay points out that theory and practice go together during the education. For some people, the theory needs to come first for them to absorb more easily the practical and vice versa. Furthermore, it turned out that there was very little theoretical teaching during the apprenticeship and the apprentices work almost exclusively with the theoretical study on their own during that period. The result is relevant to be able to improve the training for practical educations. Among other things, by becoming better at switching between theory and practice during undergraduate training, but also by adding more theory training to the continuing education period. / <p>Godkänd 2023-02-28</p>

Thesis (PhD)--Stellenbosch, 2015. / ENGLISH ABSTRACT: The South African public technical and vocational education and training (TVET) colleges have experienced considerable change in the past 20 years. Recently, these colleges have become the focal point of education and training, ever since the publication of the Green Paper on Post-School Education and Training in 2012, transferring the colleges to the higher education and training system. These colleges are expected to increase their enrolments from 650 000 to 2.5 million by 2030. Leaders in these institutions have been faced with constant challenges in a rapidly changing environment. It has been internationally acknowledged that in order for leaders at all levels of vocational education and training institutions to be capable of and effective in transforming their institutions, leadership development is essential. Even though a leadership development programme was advocated in the Green Paper on Further Education and Training in South Africa (RSA, 2012), this training was not mentioned specifically in the subsequent White Paper (RSA, 2014). This lack of leadership development prioritisation of leaders in this sector differs from governments in other countries where customised leadership development in this complex sector has not only been prioritised but has become a matter of urgency. The purpose of this study was thus to develop a leadership development curriculum framework specifically for leaders, present and future, of public TVET colleges in South Africa. These colleges have also been examined as activity systems with their cultural and historical influences, according to Engeström’s (1987) version of activity theory. Through interactive qualitative analysis (IQA), an interpretive methodology grounded in systems theory (Northcutt & McCoy, 2004) which uses an interpretive approach by means of focus group and individual interviews with different constituency populations, an attempt was made to gain an understanding of what challenges these college leaders face and what knowledge, skills, attributes and attitudes they may need to achieve the mandate of the White Paper (RSA, 2014). / AFRIKAANSE OPSOMMING: Die openbare tegniese en beroepsgerigte onderwys-en-opleidingskolleges in Suid-Afrika het die afgelope 20 jaar groot veranderings ervaar. Hierdie kolleges het onlangs die hoof-fokuspunt van onderwys en opleiding geword vandat die Groenskrif vir Na-skoolse Onderwys en Opleiding in 2012 gepubliseer is, wat die kolleges verskuif het na die hoër onderwys-en-opleidingstelsel met die verwagting om teen 2030 inskrywings van 650 000 tot 2.5 miljoen te vermeerder. Leiers in hierdie instellings ondervind voortdurende uitdagings in ’n vinnig-veranderende omgewing. Daar word internasionaal erken dat om leiers op alle vlakke by beroepsgerigte onderwys-en-opleidingsinstellings in staat te stel om hierdie instellings effektief te transformeer, leierskapontwikkeling essensieel is. Al word leierskapontwikkeling in die Groenskrif vir Na-skoolse Onderwys en Opleiding voorgestel, word daar nie vir hierdie opleiding in die daaropvolgende Witskrif (2014) voorsiening gemaak nie, wat verskil van die optrede van regerings in ander lande wat leierskapsontwikkeling in hierdie komplekse sektor prioritiseer. Gepaste leierskapskwalifikasies en -programme is oral ter wêreld vir leiers in dié sektor beskikbaar, maar nie in Suid-Afrika nie. Hierdie kolleges is ook as aktiwiteitstelsels ondersoek en daardeur is ’n analise van die kulturele en historiese invloede gemaak volgens Engeström (1987) se weergawe van Aktiwiteitsteorie. Die doel van hierdie studie was dus om ’n leierskapkurrikulumraamwerk vir huidige en toekomstige leiers van openbare tegniese en beroepsgerigte onderwys-en-opleidingskolleges in Suid-Afrika te ontwikkel. Deur interaktiewe kwalitatiewe analise, ’n interpretatiewe metodologie wat sy basis in stelselsteorie het (Northcutt & McCoy, 2004) en wat ’n interpretatiewe benadering toepas, is daar gepoog om deur middel van fokusgroep- en individuele onderhoude vas te stel wat leiers in die sektor glo in so ’n kurrikulumraamwerk ingesluit moet word, sodat die mandaat van die Witskrif (RSA, 2014) uitgeoefen kan word.

This thesis describes and analyses vocational learning in school and workplaces, particularly the vocational learning involved in becoming a construction worker in Sweden. This includes learning the trade in upper secondary school education and a subsequent apprenticeship. An underlying argument is that activities in these contexts enable a diverse vocational learning outcome. However, there are potential tensions and contradictions, especially between production- and education-oriented aspects of the learning activities in these settings. To address these and associated issues, two research questions were posed. First, how do work-based activities enable vocational learning? Second, what forms of learning are enabled in school and work life settings and how are these forms of learning constituted? These questions were addressed using information drawn from observations, interviews and a survey. Analyses of the data, using a theoretical framework based on activity and forms of learning theory, show that the school and workplace settings enable different types of learning that form a joint constructed object. Further, the contexts provide diverse tasks that, with guidance from more experienced persons, can enhance the learning outcomes. So, vocational learning is enabled through tensions in the activity systems that form a learning outcome. In project-based vocational education and training (PBVET) provided in upper secondary school, vocational learning is enabled through basic training and opportunities to learn key techniques. In subsequent apprenticeships, the transformation of basic knowledge into specialized knowledge is enabled through close guidance and by the apprentices performing complex tasks. There are also clear differences in the freedom allowed in the performance of tasks between the PBVET and apprenticeships. The PBVET does not allow students to develop and apply their own solutions, while apprentices are encouraged to discover and implement solutions that enhance the performance of tasks. So, different forms of learning are enabled in the two contexts; the PBVET largely promotes reproductive learning and the apprenticeships largely promote productive learning. Scope for improvement was detected, as the PBVET does not appear to provide knowledge that fully meets criteria in the syllabuses, and the apprenticeship does not fully meet the learners’ educational needs. However, the settings provide complementary vocational learning opportunities. Thus, tensions and contradictions can be identified in the activity systems in the school and workplace settings that collectively form the boundaries of a learning outcome that largely corresponds to what the learners need to know and (hence) become construction workers.

TITLE: Human Protection in Emergencies as a part of Health Education AUTHOR: Iva Metelková DEPARTMENT: Department of Education SUPERVISOR: PaedDr. Eva Marádová, CSc. ABSTRACT Human Protection in Emergency (HPE) is the subject of this theoretical research thesis. The theoretical part focuses on a set of human protection in emergency and military training in the broader historical context but also legislative context. Space is devoted to the unambiguous definition of related terms. Furthermore the course curriculum reform with emphasis on the level of secondary vocational education. The practical part is focused on the evaluation of the research that was conducted among the students of first and second years of nonscience oriented secondary vocational schools. Data for the research was obtained by questionnaire survey and analyzed the statistical method. The work also includes a draft concept for the implementation of the teaching of human protection in emergencies. The objective of this proposal is to ensure access to information concerning the HPE for students but also for teachers and that contribute to the formation of desirable patterns of behavior for participation in the incident. KEY WORDS: emergency event, protection of man, military training, vocational education, comparison, chemical experiment

Individuals and organisations need to do much more if sustainable development is to be achieved. Appropriate environmental vocational education and training (EVET) is essential for current decision makers. Crucial decisions need to be made before the present generation of school and college students achieve significant positions of authority. An increasing range of EVET courses and course providers are available within the UK. However, availability is not synonymous with suitability for either the attendee and/or his/her (future) employer. Previous research indicates that, as a component of lifelong learning, EVET courses should and the methods used to evaluate them should be student-centred. This thesis describes the development and validation of a new studentcentred evaluation framework. Preliminary literature reviews identified six fundamental issues which needed to be addressed. Existing academically productive evaluation models were examined and critically appraised in the context of these problems. The output from this process was used to develop a bespoke research methodology. Empirical research on four commercial EVET programmes revealed distinct personal, teaching and work-based presage factors which influenced course attendance, individual learning and subsequent organisational learning. Modified versions of Biggs¿ 3P model and Kirkpatrick¿s Four level Evaluation Model were shown to provide an effective student-centred evaluation framework for EVET courses. Additional critical elements pertaining course utility and the student¿s long(er) term ii retention of knowledge/skill were derived from previous research by Alliger et al (1997). Work-based presage factors and the student¿s return on expectation were added as a direct consequence of this research. The resultant new framework, the Presage-Product Evaluation Framework, was positively received during an independent validation. This confirmed inter alia that the framework should also be capable of adaption for use with other VET courses. Recommendations for additional research focus on the need to demonstrate this through further empirical studies.

This thesis examines the extent to which the private Technical and Vocational Education and Training (TVET) Sector in South Africa is responsive to national development. National development is understood as associated with a range of socio-economic imperatives which include challenges of poverty, unemployment, inequality, the ravages of the HIV/AIDS pandemic and its associated impacts. In addition to these, the educational component of national development is to ensure access, redress and equity, which are necessary to undo the impacts of an apartheid-related skills regime. Skills development is considered a crucial means to respond to these challenges. Without skills for formal and informal labour markets, as well as productive self-employment, South Africa’s capacity to respond to the new globalised era is likely to be considerably stunted and will negatively affect its developmental trajectory. The methodology used in this study included a mix of quantitative and qualitative strategies to obtain the size, shape and nature of provision. The quantitative component, undertaken in the course of 2002, was supplemented by randomly chosen qualitative case studies. Together, they provided the basis for unravelling a sector distinct in nature, form and content. Developing a comprehensive typology provides important insight into responsiveness of a sector characterised by wide-ranging provision forms. The typology of provider type based on profitability and form, i.e. ‘for-profit’, ‘non-profit’ and ‘in-house’ providers, was replaced with a multi-dimensional model. Learner type, as a primary typological category, includes the ‘pre-employed’, ‘unemployed’, the employed ‘self-funded employee’ and the ‘corporate client’. Provider types responding to these learner types are distinguished on the basis of location, delivery patterns and programming. The various provider forms include ‘multi-providers’, ‘specialist providers’, ‘consultants’, ‘in-house’ and ‘non-profit’ providers. Provider purposes include those responding to employment, either formal labour market or self-employment, and self-development, including leisure-related skilling and lifelong learning. Learner types and training purpose determine the manner, form and characteristics of provision. This understanding of a widely divergent and heterogeneous sector provides the context for assessing its contribution to national development in South Africa. The notions of responsiveness and receptiveness are used as conceptual devices to assess the role of the sector. Responsiveness describes specific labour market purpose, while receptiveness refers to the social development and educational imperatives of access, redress and equity. The sheer size of the sector suggests an important demand-led element of provision and represents an important measure of receptiveness to national development prerogatives. The conservative estimate of 706 884 learners, located at 4178 sites for 864 providers that pre-registered with the Department of Education in 2001, provide the basis for serious consideration of the sector. The sector adequately responds to the immediate short-term needs of employers. Programmes offered for corporate providers respond more deliberately to their immediate short-term skill requirements and which has made it possible for them to outsource a considerable proportion of their training. In addition, there is no other education and training form flexible enough to provide for the training needs of employees, and sometimes the customers of corporate concerns, as in product upgrading and support, at times and locations suitable to their requirements. Private providers did not necessarily have more linkages with the formal labour market than do public providers and are not necessarily able to secure more effectively employment opportunities for their pre- and unemployed learners With respect to receptiveness, the sector comprises learner patterns consistent with national demographics. The sector is associated with an older, employed learner type, typically enrolled in shorter-term courses. This demonstrates the sector’s accessibility. In comparison with their public counterparts, costs were not prohibitive and programme structure allowed adequate flexibility to enable learners to weave in and out of the system. Variable admission requirements also allowed learners to slot into appropriate levels. The absence of data makes comparative judgements of throughput, and quality, with public institutions difficult to make. The current need to regulate all providers equally may not be the most efficient way of dealing with the sector. In light of the national development prerogative to protect those most vulnerable from the risk of market failure, there is need to grant support to those providers most responsive to this group - in this instance, those ‘full time’ providers responding to the pre- and unemployed learner set. The market adequately regulates providers responding to the employed and corporate client groups.

In der vorliegenden Arbeit wird analysiert, wie sich Pfade biografisch zunehmender Exklusion vom lebenslangen Lernen bei erwachsenen Lernern herausbilden, deren Erwerbsverläufe durch Instabilitäten und Diskontinuitäten gekennzeichnet sind. Die Analyse der drei in der einschlägigen Literatur diskutierten zentralen Vermittlungsinstanzen der Exklusion lässt neben dem allgemeinbildenden Schulabschluss als pfadinitiierendem Ereignis auch die zunehmende Bedeutung des Arbeitsmarkts im Hinblick auf die Strukturierung und Stabilisierung von Exklusionsrisiken sichtbar werden. Die frühzeitige Pfadinitiierung sowie die Identifikation asymmetrischer Machtverhältnisse als kontinuitätssichernde Mechanismen – verbunden mit der sichtbaren Tendenz zur Selbstexklusion – können als Desiderat einer verstärkten Berücksichtigung der jeweils vorliegenden Subjekt-Kontext-Relation der (potenziellen) Weiterbildungsteilnehmer verstanden werden. Wenn Konzepte lebenslangen Lernens breite inkludierende Wirkung entfalten sollen, erscheint öffentlich geförderte berufliche Weiterbildung notwendig, die sich verstärkt an der Formung der Person orientiert und nachhaltige, individuell als nützlich erfahrene Bildungsprozesse ermöglicht. / In the following work, we examine how exclusion affects the lifelong learning paths of adult learners, whose employment histories are often characterized by instability and discontinuity. The analysis of the three central facets often discussed in the literature of “exclusion,” allows for the ever increasing importance of the labour market in terms of structuring, and in the stabilization of “exclusion risks” along with general education as an initial “path” event. The results suggest the following conclusion: access to continuing education is often shaped by opportunity, and also individual demand. The attitude towards, or whether an individual engages in lifelong learning appears to be shaped early within a person. These early events of path dependency, as well as the identification of asymmetrical power relations as continuity assurance mechanisms, connected with the visible tendency to the exclusion of the self can be understood as a desideratum of reinforcement, which take into account the respective subject context relationship of (potential) participants in the educational program. If the concept of “lifelong learning for all” is to become a reality, or is to be of any effect, several aspects appear to be necessary; namely, a broad, public sponsored vocational training, that focuses on the formation of the individual, coupled with sustainable, requisite skills, and knowledge base.

Dans les pays industrialisés, la durée de scolarisation s’allonge, formant des cohortes d’individus de plus en plus diplômés. Dans un contexte de fort taux du chômage en France et plus particulièrement des jeunes, l’alternance (et plus particulièrement l’apprentissage) est promue comme « la » solution par les institutions. L’alternance aurait des vertus en termes de professionnalisation et d’insertion dans l’emploi par une logique d’adéquation formation-emploi. Cependant, la population des alternant e s ne constitue pas un miroir fidèle de la composition des jeunes en formation sur le territoire national en termes de mixité sociale, de sexe ou des origines. Parmi ces jeunes, certain-e-s choisissent une formation en alternance du supérieur court – dont l’objectif est l’insertion rapide – avec des destinées différentes : le marché de l’emploi ou la poursuite de leur formation. Dans ce contexte, notre recherche s’intéresse à l’élaboration du projet d’orientation et professionnel des alternant-e-s engagé-e-s dans des formations dispensées par des organismes privés dans deux spécialités transversales aux secteurs d’activités des entreprises. L’objectif de cette recherche est de mieux comprendre la dynamique des processus en jeu durant cette période et leur impact sur les projets et leurs concrétisations en fin de formation. Dans cette perspective, notre travail se concrétise par une recherche qualitative et longitudinale avec une focalisation sur les relations entre les environnements, les comportements et la personne. L’analyse montre que le recrutement est une rencontre « forcée » entre des entreprises de tailles différentes et des publics aux intentions et aux origines diverses (spécialités, voies de formation, statuts). Cette rencontre produit des effets différents tout au long de la formation en fonction de la biographie des individus sans bouleverser les habitus de genre du monde du travail / In industralised countries the duration of schooling stretches out, and more and more people have a high academic level. In a French context of high rates of unemployment and more particularly among young people, institutions promote the alternation as "the" solution (and more particularly the training through apprenticeship). The alternation would have virtues in terms of professionalisation and insertion in the field of employment by the logic of adequacy training-employment. However the population of the students on work-based training is not a faithful mirror of the composition of the young people in training on the national territory in terms of social mix, sex or origin. Among these young people, some-are choosing a sandwich training of higher education – the objective of which is fast insertion – with different fates : the market of employment or the pursuit of their training. In this context, our research is interested in the elaboration of the project of orientation and professional of the students on work-based training. The objective of this research is to understand the better dynamics of the processes during this period and their impact on the projects, and their realisation at the end of the training. In this context, our work is concretised by qualitative and longitudinal research with a focus on the relations between the environments, the behaviour and the person. The analysis shows that recruitment is a "forced" encounter between companies of different sizes and candidates with different purposes and origins (specialities, training paths, status). This encounter produces different effects throughout the training according to the biography of the individuals without upsetting the gender habitus of the world of work