Vocational education (education based on occupation or employment) (also known asvocational education and training or VET) is education that prepares people for specific trades, crafts and careers at various levels from a trade, a craft, technician, or a professional position in engineering, accountancy, nursing, medicine, architecture, pharmacy, law etc. Craft vocations are usually based on manual or practical activities, traditionally non-academic, related to a specific trade, occupation, or vocation. It is sometimes referred to as technical education as the trainee directly develops expertise in a particular group of techniques. In the UK some higher technician engineering positions that require 4-5 year apprenticeship require academic study to HNC / HND or higher City and Guilds level. Vocational education may be classified as teaching procedural knowledge. This can be contrasted with declarative knowledge, as used in education in a usually broader scientificfield, which might concentrate on theory and abstract conceptual knowledge, characteristic of tertiary education. Vocational education can be at the secondary, post-secondary level,further education level and can interact with the apprenticeship system. Increasingly, vocational education can be recognised in terms of recognition of prior learning and partialacademic credit towards tertiary education (e.g., at a university) as credit; however, it is rarely considered in its own form to fall under the traditional definition of higher education. Vocational education is related to the age-old apprenticeship system of learning. Apprenticeships are designed for many levels of work from manual trades to high knowledge work. However, as the labor market becomes more specialized and economies demand higher levels of skill, governments and businesses are increasingly investing in the future of vocational education through publicly funded training organizations and subsidized apprenticeship or traineeship...
...1. Training methods used to stimulate learning can be classified in three ways, one of which is
2. In evaluating training programs, it is important to distinguish _____ from data-collection methods.
targets of evaluation
3. The evaluation phase is one phase of the process for effective training to occur. Which of the following is not a part of the evaluation phase?
Select training media
4. _____ analysis is helpful in determining the special needs of a particular group, such as older workers, women, or managers at different levels.
5. Which of the following is an example of an on-the-job training method?
6. Which of the following is an example of the simulation method of training?
7. The level of training needs analysis that attempts to identify the content of the training is _____ analysis.
8. _____ refers to the material that is rich in association for the trainees and is therefore easily understood by them.
...News | Govt. Resolution | About DTE | Regional Directorate | Tender / Purchase
Technical Education in Maharashtra State
Officers/ Staff | Contact Numbers
The economy of India is mainly based on agricultural processes and products with the development of industries at different levels. The economic situation is varied from place to place. However, level of unemployment with high inflation has bearing on economic conditions. The labor market and its requirement is also changing very fast due to change in industrial growth in different sectors of areas at all levels. Government is making restructuring of education. Quality consciousness has a special prominence in recent years, in education sector and particularly in technical education. Technical education contributes substantially to the Socio Economic development of the country as a whole. The development sustenance of the industrial sector is entirely dependent upon the availability of trained manpower to perform the multidimensional activities needed to keep the wheel of industry running. Thus the Technical Education Department aims towards making available these trained technically qualified hands to serve the industry & society. Equality of educational opportunities and preparing highly skilled work force for enterprises widely with excellence is also objective of Technical Education. Technical...
...The Benefits of VocationalEducation
Most high schools offer some form of vocationaleducation program. Vocationaleducation is training for a specific career or trade, excluding the professions. Vocationaleducation focuses on practical applications of skills learned, and is generally unconcerned with theory or traditional academic skills. Students at vocational educational typically receive more hands-on, career-minded education than students at traditional schools. Individuals are given the opportunity to explore and identify potential career goals, and are provided with the resources needed to achieve them. Most vocationaleducation recognizes the importance of general academic studies as well as career preparation, and offer fully accredited high school diplomas. Depending on a student's abilities and interests, a vocational high school can provide several advantages. Vocational training thus provides a link between education and the working world. It is usually provided either at the high school level or in a two year colleges. In my view, high school and two-year colleges should offer vocationaleducation because it will be benefit for students’ future.
First of all, vocationaleducation in high...
...THERE HAVE ALWAYS BEEN VOCATIONAL ASPECTS TO SCHOOLING IN AUSTRALIA. HOWEVER, IN RECENT TIMES THERE HAS BEEN AN INCREASED EMPHASIS ON THIS ASPECT OF SCHOOLING WITHIN BOTH THE GENERAL CURRICULUM AND THOSE AREAS THAT HAVE A PARTICULAR VOCATIONAL FLAVOUR.
IN WHAT WAYS DOES THIS EMPHASIS PROVIDE A BROADER OR NARROWER CONCEPTION OF EDUCTION FOR SCHOOL STUDENTS?
YOUR RESPONSE NEEDS TO REFER TO: (I) THE AIMS OF THE NEW VOCATIONALISM' AND HOW IT IS CURRENTLY BEING MANIFESTED IN SECONDARY SCHOOLING; (II) HOW EQUALITY OF OUTCOMES FOR ALL SENIOR STUDENTS CAN BE MANAGED AT AT TIME OF HIGH STUDENT RETENTION IN THE POST-COMPULSORY YEARS AND (III) A CRITIQUE OF THE CURRENT VET IN SCHOOLS POLICY.
Aims and Origins of New Vocationalism
What is vocationaleducation? That depends on the period in history and whom you ask. There is probably no greater bone of contention or confusion among educators. Vocationaleducation or educating students to fulfil their vocation or calling in life is such a broad definition. Traditionally it has been seen as an education for those not taking up tertiary studies, for those who instead undertake hands on training before entering the world of work. If this then is the definition, entry to some of the most highly regarded professions, is through vocationaleducation. Take for example the doctor, teacher or the architect....
...Types of institution
Spain Higher Education institutions have been around for centuries. Spain's universities are some of the oldest institutions in the world. One of Spain's institutions was founded in the earlier years of the thirteenth century. Higher education in Spain is mainly comprised of universities. There are currently around 75 universities where there are approximately 56 state owned and 19 private universities that are ran by private enterprises or by the Catholic Church. (Hampshire, 2003 p.1) Spain's higher education institutions had experienced a fast growth in student population due to a huge influx of high school graduates or "secondary school leavers. (Mora, n.d., p.1) In Spain's history the nineteenth century was a critical year because of the French Revolution and the huge impact it made on higher education institutions. One of the impacts that it made was the changing of the structure of the state. Under the Napoleonic system of higher education, adopted by Spain, the universities were entities hat were totally regulated by laws and norms by the State at a national level. (Mora, n.d, p.1) Professors were considered civil servants and they were to move from one institution to the next. All of the academic programs were unified amongst the universities and they even carried the same syllabi. "Higher Education performs the dual function of training skilled labor and...
...Vocational or technical colleges offer career-specific programs that are typically shorter and more focused than a four-year traditional degree. Such vocational programs are available through so-called trade schools or through community colleges that offer a number of career and vocational degree programs. Horticulture, hospitality and automotive technology are common vocational degree programs. Vocational schools have both pros and cons relative to traditional colleges and universities.
Vocational school programs are typically shorter than a four-year private or public college. Associate degree programs at community colleges or technical schools typically include two years of full-time study and 60 to 65 credit hours. Students can also earn specialized certifications in degree programs that may take as little as nine to 12 months to earn, such as welding. Along with the shorter time to earn a degree, students usually invest less money for the entire education that you would in four years earning a bachelor's degree.
Technical programs typically include required core classes and electives that allow students to branch into sub-topics or specialty areas. This makes for a more focused learning experience than a bachelor's degree that includes liberal arts requirements. Plus, technical schools commonly include hands-on classroom...
...SDPI Research and News Bulletin
Vol. 17, No. 2, April — June 2010
Technical & VocationalEducation & Training for Females in Pakistan
Females in Pakistan tend to be less visible with respect to their enrolment in education, labour force participation and contribution to economic activities. Pakistan is a labour-intensive economy with a high demand for skilled manpower. It is noteworthy that current female participation in the labour force is merely 26.48 percent and stands at the lowest among neighbouring countries in the region (World Development Indicators, The World Bank, 2008). This demand for skilled labour can only be met through increased participation of females in the labour force and the need still remains to equip them with relevant skills.
Ownership of institutes within the public sector do not fall under one purview but rather come under the Technical Education & Vocational Training Authorities (TEVTAs), Directorate of Manpower Training, Directorate of Technical Education, Pakistan Bait-ul-Maal, Fauji Foundation, Social Welfare Special Education & Women Development Department, Industries and Commerce Department and training centres established under the armed forces. It is found that there are 442 public sector female institutes, out of which 397 are vocational and 27 technical...