<p> This thesis presents findings from an ethnographic study of adult English Language Learners (ELLs) who are support staff employees in a large metropolitan hospital and are taking integrated English as a Second Language (ESL) classes at their work site. This research is rooted in a theoretical framework that intersects studies on discourse (Fairclough, 1995; Gee, 2008), language socialization (Burdelski &amp; Cook, 2012; Flowerdew, 2013; Vickers, 2007), and agency and identity development (Norton, 1997, 2006, 2010; van Lier, 2008) to discuss the experience of adult ELLs who enter an English-dominant healthcare workplace. The teacher-researcher used ethnographic methods to examine: (a) the support staff employee discourse as determined by language and behaviors; (b) the impact of the workplace ESL classes on socializing employees into this discourse; (c) how support staff employees develop agency and second-language identities in their work environment. Data included field notes from work observations of six support staff employees from three departments&mdash;Housekeeping, Food Service, and Patient Care Services&mdash;all of whom participate in the ESL classes, and audio-recorded interviews with these six employees and three support staff supervisors. Relevant literature in the fields of workplace education and language socialization at work is reviewed and discussed. A description of the hospital&rsquo;s support staff discourse is described in the findings, along with areas of language socialization that are developed by participating in workplace ESL classes and how this leads to increased agency and identity development at work. Data analysis exhibits that learning English through an integrated workplace education program provides employees a community of practice in which to develop the language skills and confidence they need to advocate for themselves and others at work. By qualitatively examining how healthcare support staff can be better incorporated into the workplace and develop professionally, this study has implications for training and education programs for a growing immigrant healthcare worker population. </p>

<p> This case study explores the life experiences of adults with learning disabilities who participated in a work skills program during high school and later transitioned into adult life post-secondary education. This empirical research analyzes the issues related to the transitional outcomes of eight adults who are learning disabled (LD) post-public education. This study was guided by the following question: How do young adults with learning disabilities experience post-secondary life after their participation in a work skills program in high school? Three themes emerged from the data: (a) Establishing Self-Concept, (b) Developing Vocational/Life Directions, and (c) Building Hope for the Future. The findings of this case study are interpreted in light of Super&rsquo;s Stages in Career Development theory. This particular cohort of learning disabled adults are faring well in regard to obtaining employment and developing career/life directions regardless of disabilities. All of the participants are thriving at their own pace towards a more independent life. The work skills program they participated in during high school had a direct positive influence on their transition into adult life post-secondary education. Findings reveal that, contrary to some research, these young adults are actively engaged in adult life with the determination to work, learn, and gain independence as they navigate the transition toward adulthood.</p>

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This report investigates the implementation of the Further Education and Training (FET) College Act of 2006 whether it achieved the founding purpose of promoting quality education and expansion of equal opportunities for South Africa. The study followed a qualitative comparative case study in which two campuses of one college were examined. Data was collected through interviews, observation and documentary analysis. The study was based on the views expressed by the college management, lecturers, and students who are the role players in the Public Further Education and Training (FET) Colleges in South Africa. Interviews were conducted to college management, lecturers and students of Centurion and Odi Campuses of Tshwane South College with the intention of determining if the students at this college were exposed to equal and quality opportunities for teaching and learning. Data from documents such as students results, staff establishment, budget, were analysed with the purpose of profiling the students and staff at Tshwane South College. Participant observation of physical facilities and usage of these facilities was done with the aim to verify the developments aimed at improving both campuses. The fundamental principles shaping the FET College Act of 2006 are quality education and equalisation of teaching and learning opportunities. The study shows that the implementation of the FET College Act of 2006 has been to a lesser degree a success in so far as number of factors is concerned. A case in point is that there is increasing evidence that the gap that existed when it comes to job opportunities has diminished leaving more blacks, particularly women in senior positions when it comes to management and administration of the FET Colleges in South Africa. Notwithstanding the elementary changes brought by the FET College Act, the fundamental principle that is central to education and training being the quality education and equalisation of learning and teaching opportunities is still a challenge 15 years later into the democratic rule in South Africa. There is evidence of poor infrastructure, shortage of basic learning materials and poor results due to poor quality of education and training. The overall findings of this study suggest that the FET College Act of 2006 has significantly contributed to delivery of inferior quality education and it has further widened a gap between the ‘have and the have not’s’. The study therefore recommends the government to review the current policy and it calls for students of public policy to persuade a study on the impact that the FET College Act of 2006 had on the education of the ‘African child’.

黎萬紅. / 論文(碩士) -- 香港中文大學硏究院敎育學部, 1995. / 參考文獻: leaves 158-165. / Li Wanhong. / Chapter 第一章： --- 問題闡釋 / Chapter 第一節： --- 職業敎育的興起 --- p.1 / Chapter 第二節： --- 發展中國家職業敎育的發展 --- p.3 / Chapter 第三節： --- 農村敎育問題的論爭 --- p.5 / Chapter 第四節： --- 職業敎育的「適切性」 --- p.7 / Chapter 第五節： --- 中國職業敎育發展 --- p.12 / Chapter 第六節： --- 中國鄉鎭發展與農村敎育的關係 --- p.16 / Chapter 第七節： --- 主要硏究問題 --- p.21 / Chapter 第二章： --- 文獻綜述 --- p.22 / Chapter 第三章： --- 硏究設計 / Chapter 第一節： --- 硏究目的 --- p.28 / Chapter 第二節： --- 硏究範圍 --- p.29 / Chapter 第三節： --- 硏究對象 --- p.30 / Chapter 第四節： --- 硏究方法 --- p.31 / Chapter 第五節： --- 硏究限制 --- p.33 / Chapter 第四章： --- 新會市荷塘鎭及崖西鎭的槪況與職業敎育的發展 / Chapter 第一節： --- 新會市職業敎育的發展 --- p.34 / Chapter 第二節： --- 新會市荷塘鎮的槪況 --- p.34 / Chapter 第三節： --- 新會市崖西鎭的槪況 --- p.39 / Chapter 第四節： --- 荷塘鎭及崖西鎭職業敎育的發展情況 --- p.44 / Chapter 第五節： --- 小結 --- p.62 / Chapter 第五章： --- 職業敎育「適切性」的第一度向一職業敎育的功能 / Chapter 第一節： --- 影響職業敎育內在的因素 --- p.65 / Chapter 第二節： --- 職業敎育的外在功能 --- p.80 / Chapter 第三節： --- 小結 --- p.94 / Chapter 第六章： --- 職業敎育「適切性」的第二度向--職業敎育的內容：工作崗位 的實際需要 / Chapter 第一節: --- 僱主的招聘條件 --- p.98 / Chapter 第二節： --- 僱主的需要 --- p.99 / Chapter 第三節： --- 影響員工升遷的重要因素 --- p.107 / Chapter 第四節： --- 僱主對職業敎育的看法 --- p.113 / Chapter 第五節： --- 在職畢業生的看法 --- p.117 / Chapter 第六節： --- 工作崗位的實際需要--僱主與在職畢業生的看法 --- p.120 / Chapter 第七節： --- 職業敎育的內容--僱主與在職畢業生的看法 --- p.121 / Chapter 第八節： --- 學校敎育與工作崗位需要的配合 --- p.122 / Chapter 第九節： --- 小結 --- p.124 / Chapter 第七章： --- 職業敎育「適切性」的第三度向--職業敎育與勞動市場的關係 / Chapter 第一節： --- 勞動市場的需求 --- p.126 / Chapter 第二節： --- 敎育與勞動市場的配合 --- p.131 / Chapter 第三節： --- 小結 --- p.134 / Chapter 第八章： --- 總論 / Chapter 第一節： --- 對「適切敎育」論爭的回應 --- p.137 / Chapter 第二節： --- 中國職業敎育的發展 --- p.139 / Chapter 第三節： --- 實地考察的一些體驗 --- p.141 / 註釋 --- p.144 / 附件一 --- p.145 / 附件二 --- p.151 / 附件三 --- p.152 / 參考書目 --- p.158

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This research investigates the Corporate Schools' programme in Thailand. It aims to examine its implementation and progress from inception, evaluate its current status, and propose ways to enhance its future effectiveness. The programme was initiated through collaboration between the Government and the private sector in the belief that business can play an important role in developing public sector ability to improve educational accessibility and learning quality. The programme is expected to provide young people - particularly school-leavers - with opportunities for education and training. It is also intended to equip them with the knowledge and skills to match labour market requirements. A qualitative approach was employed throughout - governing research design, data collection and data analysis. Three participating companies: CP All Public Company Limited, S&P Syndicate Public Company Limited and the V-ChEPC programme, were selected as case studies. Data were collected through documentary research, semi-structured interviews and observation. The findings, which are based on thematic analysis, show two of the three case study companies were satisfied with the programme's outcomes. These two cases have been focused on their needs and they were aware of the importance of basic skills which young people required. This tends to confirm that the recruitment process has been conducted with due attention. This process, which is aimed at recruiting prospective candidates who hold basic knowledge and skills, could be further developed into one where technical and transferable skills best fit companies' needs. This thesis identifies the current challenges and suggests potential opportunities for three cases. Its outcome should provide a systematic insight to help increase understanding of the Corporate Schools' programme in Thailand with a view to assessing whether or not it has sufficient impact to merit its continuation.

In the last two decades, there has been a great concern about Vocational Education and Training (VET). This concern has been triggered by an increasing dissatisfaction on the part of educational stakeholders, practitioners and observers, as well as VET users about the outcome of VET. In the Indonesian context, VUSS (Vocational Upper Secondary School) has a key role due to its strategic relevance to the knowledge-based economy. It is aimed to produce medium-skilled operators that are needed in Indonesia as the country shifts from an economy based purely on agriculture to an enterprise and service-based one. Despite a huge investment of the government of Indonesia on the VUSS development, the outcome is still disappointing (World Bank, 2004; Depdiknas, 2010, 2011; Simanungkalit, 2013). Particularly, many observers and practitioners worry about skills of VUSS school leavers which are often inadequate and irrelevant to the needs of the labour market. The thesis examines the accounts of school stakeholders about the learning experience of the Automotive Department students in the workplace in the context of VUSS apprenticeship programme. The investigation focuses on the contribution of the learning experience of students in-school and the workplace to their vocational skills and knowledge. It also examines the influence of instructors on the learning experience of students in the workplace. The main question that guides this study is “What are the learning experiences of the Automotive Department students in the workplace?” In order to examine the research question, this study employs a case study approach within the interpretive paradigm. The data was mainly obtained through semi-structured interviews with students, teachers, and instructors. Documentary analysis is also used to understand the learning experience of the Automotive Department students in school. The data was collected and analysed in accordance with two main themes: the vocational skills and knowledge of the students and the influence of instructors. The documents were analysed according to the themes and were used to triangulate the accounts of the school stakeholders derived from the interviews. The first key findings of the study are derived from the contribution of the learning experience of the Automotive Department students in-school and their work engagement in the workplace to their vocational skills and knowledge. The study shows that at school, the students were mainly equipped with procedural knowledge about job task. This condition is mainly influenced by poor knowledge and limited understanding of teachers about the School-based Curriculum (SBC) and limited learning facilities available. It also finds that in the workplace, there is variety in the ways the students engaged in work activities, for example, learning from instructors, learning from peer(s), and learning independently. However, as such learning opportunities were limited to recurring tasks, the knowledge and skills of the students were mainly limited to simple skillsets in their field while mainly characterizing novelty performance. In addition, it shows that there was a mismatch between the learning expectations of the Automotive Department students and their apprenticeship placement. The second key findings emphasise the influence of instructors on the learning experience of students in the workplace. The study reveals that the experience and the understanding of the instructors about their position significantly influenced the way they approached and transferred their knowledge and skills to the students. It also shows that the support of the instructors to the students were mainly unorganised and informal. In addition, it finds that the instructors lacked understanding about the relevant assessment criteria which contributes to the poor skillsets of the Automotive Department students in their field. The result of the study provides a potentially useful framework for the development of a more accountable apprenticeship programme in the VUSS system. However, more studies are needed to fully understand how different factors influence the learning experience of students in VUSS.

This investigation was concerned with assessing the knowledge acquired in an employability skills training program. The method for determination of the knowledge was presented as subjects' responses to the Employability Inventory (EI). As an antecedent to this, the EI was subjected to validation procedures. The methods used to validate the EI were the point-biserial correlation coefficient and rating devices.

The purpose of this study was to find out: the number and kinds of schools in which industrial arts is being taught; what industrial arts subjects are being taught in the approved high schools; the amount of teaching time given by each teacher to the subject; the number of teachers and scholastic preparation of each; the school from which each teacher got his training; his age and salary; the teaching experience of the teachers; and as far as possible, the progress of industrial arts.