Vocational Education Management Research Articles

Assessment of the Opinion of Youths on the Use of Sports and Vocational Education for Crisis Management in the Niger Delta Region

The study was carried out to assess the opinion of youths in the Niger Delta Region of Nigeria on the use ofsports and vocational education in crisis management. To effectively carry out the study, five null hypotheseswere formulated to guide the study. The survey research design was used for the study. The sample for the studycomprises of one thousand youths purposively sampled from the nine oil producing states commonly referred toas the Niger Delta region. A self generated questionnaire tailored towards a four point Likert type was used forgathering information. The reliability of the instrument was ascertained by a test-retest method using the PearsonProduct Moment Correlation Coefficient and the reliability of 0.87 was ascertained. Percentages and mean wereused in analysing the demographic data while Chi-square was used in testing the hypothesis at 0.05 level ofsignificance. The result of the findings revealed that there is a significant relationship between sporting activitiesand crisis management. The study also revealed that there is a significant relationship between vocational skillacquisition through vocational education and crisis management. Age, level of education and parentalbackground significantly influence the opinion of youths on the use of sports and vocational education for crisismanagement. It was recommended that government and well meaning Nigeria should help to provide facilitiesand vocational skill acquisition centres in the Region.

Formation of the Professional Self-improvement Competence Formation of the University Students

Nowadays, the competence--based approach in learning provides the formation of the following competencies such as core, basic, special, and which meet the requirements of the educational standard and the criterion for assessing the effectiveness of the quality of vocational education management. Fulfilling the requirements of the labour market of the training quality of the university student, and requirements of the expert for his professional and socio--cultural status, and his competitiveness as well as the professionally necessary qualities of personality can be done in case when among the period of training the future specialist will possess the professional competence, which is understood as an integral characteristic of the individual specialist, which includes not only the degree of mastery of knowledge and skills in a particular area of professional activity, but also the ability to live and function effectively in society. In the system of basic competencies the competence of personal self enhancement of future specialists plays a special role, the essence of which is considered to be the ability to create self--development programs based on forward--looking analysis of market requirements and tendencies in the cultural environment, also owning the methods of self--possession and self--control, as well as the necessity for the continuous expansion of the space of their life, and ability to conduct self feed back to their professional readiness.

A Case Study of the Management of Vocational Education in Special Schools for Students with Hearing Disabilities

A Case Study of the Management of Vocational Education in Special Schools for Students with Hearing Disabilities

Evaluating the Quality of Italian Local Vocational Training Systems

In Europe, the aim of achieving a knowledge-based society makes the quality of training systems a topic of crucial importance. Italy is also interested in working out strategies and tools for improving its training supply. To this end the Ministry of Labour asked a public research institute, the Institute for the Development of Workers' Vocational Training (ISFOL), to design a self-assessment tool (SAT) for evaluating the quality of regional training systems. The article tracks the logical and chronological course undertaken to design the SAT, bearing in mind the current conditions of Italian public authorities responsible for the programming, management and evaluation of vocational education and training policies. The SAT methodological choices and its design are described, as well as its application by all Italian central and northern regions. The article concludes by mapping out ways in which the SAT can be used and pointing out some still unresolved issues.

NCVER's National Collections and Surveys on Vocational Education and Training

This article describes the vocational education and training (VET) data collections and surveys managed by the National Centre for Vocational Education Research (NCVER). Each collection and survey focuses on a different aspect of the Australian VET system and include: (1) the VET provider collection; (2) the Ministerial Council on Education, Employment, Training and Youth Affairs VET in Schools collection; (3) the VET Finance collection; (4) the Apprenticeships collection; (5) the Student outcomes survey; (6) Employers' use and views of the VET system; (7) the Indigenous students survey; (8) the Down the track survey; (9) additional surveys as required by policy directions. The collection, analysis and reporting of VET data are guided by a publicly available set of specifications, the Australian Vocational Education and Training Management Information Statistical Standard (AVETMISS), which was implemented in 1994.

Managing under pressure: the management of vocational education in the British, Dutch and French systems

Drawing on the literature of the United Kingdom, the Netherlands and France, and on research work in progress, this article reviews approaches to managing further education colleges, Regionale Opleidingen Centra and lycées professionnels. It suggests that, although the surrounding systems are very different, there are similarities between the pressures bearing on managers, and some similarities in responses and key issues. In each country there has been a move towards greater autonomy, at least in some respects, at institutional level, combined with greater expectations of performance. The article identifies three areas as of particular importance: the manager's role as an educator, managing boundaries and personal leadership.

Technicism, teachers and teaching quality in vocational education and training

This paper explores the paradoxical position of teacher/trainer professionalism in the current English vocational education and training context. It juxtaposes two dimensions in the current discourse. The first is the rhetoric of post-Fordism. People are the most important resource in any organisation, and it is only through their development that learning organisations can survive as part of a learning society. Teacher/trainer professionalism would seem to sit very well within this rhetoric, which advocates empowering core workers and giving them responsibility for their own development. Yet current government policies for the management of vocational education and training are dominated by technical rationalism, which treats teachers/trainers as technicians to be controlled. This technicism is reinforced by competition and funding mechanisms where inputs and outputs are counted and rewarded (or penalised). Currently, vocational education and training in Britain resembles neo-Fordism, a potentially malign combination of the two, where technicism dominates, but is legitimated by a rhetoric of post-Fordism. To improve training quality, we need to break out of the neo-Fordist discourse. In so doing, teacher/trainer professionalism appears as a central concern.

The road to educational reform in the USSR

The restructuring of education and training in Soviet schools has become a topical issue because of the development of Soviet socialist society and the need to ensure that the rising generation receive a more effective and higher quality preparation for life and work. The complexity of this reform as a major national project resides in the large number of tasks involved and their scale. Vast and valuable experience has been accumulated through the work of several generations of Soviet educators, schools and educational science, which must be preserved and put to good use. But there is also a need for: (a) a rapid improvement in the quality of education and training; (b) a fundamental improvement in the organization of labour education, teaching and vocational guidance in schools providing general education; (c) a switch to universal vocational education for young people; (d) increased social involvement of students through the development of student self-government, increasing their responsibility for the quality of study and the maintenance of study and labour discipline; (e) an increase in the social status of teachers, with higher salaries and better material conditions for educational workers; (f) an improved structure for general and vocational schools and the administration of public education; and (g) better provision of materials and equipment in school as well as in pre-school and out-of-school institutions. The principal propositions in the educational reform were based on objective data gathered by didactics specialists, psychologists, methodologists, physiologists and specialists in vocational and technical education and school management. Educational reform is viewed within the context of economic and social development as a

Central Government Agencies and the Management of Vocational Educational and Training

ABSTRACT The article considers current proposals for the contribution of central government departments towards the effective management of vocational education and training in The United Kingdom. Starting from some broad assumptions about the objectives of vocational education and training, an attempt is made to place discussions about what roles the Department of Education and Science and the Department of Employment/Manpower Services Commission should play in this field within the context of events that have occurred over the past forty years. Three alternative forms of management relationships are considered, two of which recommend the formation of a new department, either a Department of Education and Training or a Department of Employment and Vocational Training, while the third supports a refinement of present ad hoc inter‐departmental arrangements. After examining the perceived advantages and disadvantages of these proposals, it is suggested that a new central government management system is requi...