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Descriptors:
Disabilities; Trainees; Apprenticeships; Barriers; Influences; Academic Support Services; Resources; Foreign Countries; Courses; Academic Achievement; Motivation; Vocational Education; Longitudinal Studies; Adult Education; Technical Education; Wages; Time Factors (Learning); Family Problems; Comparative Analysis

Abstract:
Apprenticeships and traineeships are useful pathways for people with a disability to obtain a qualification and gain employment. Based on a three-year program of research, this report explores the barriers and facilitators of course completion reported by students with a disability who have completed an apprenticeship or traineeship. Formal and informal support was the greatest facilitator to completion, and lack of resources the major barrier. This included poor training wages, equipment costs and a lack of time, often due to family commitments. Appended are: (1) Subthemes in the barriers to course completion; and (2) Subthemes in the facilitators to course completion. (Contains 11 tables and 4 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Access to Education; Developed Nations; Latin Americans; Social Systems; Foreign Countries; Asians; Educational Objectives; Criticism; Public Policy; Technical Education; Higher Education; Financial Support; Political Influences; Ethnography; Student Attitudes; Educational Practices; Teaching Methods; Ideology; Outcomes of Education; Political Attitudes

Abstract:
During the Cold War over half a million Asians, Africans and Latin Americans studied and graduated in the Soviet Union's universities and technical schools as part of this country's educational aid policies. Cuba was an intermediary player in the Cold War geopolitical contest between the United States and the Soviet Union, fuelled by the imposition of the US embargo on Cuba in 1961 and its subsequent alignment with the socialist bloc. Cuba was a recipient of educational aid from 1961 until 1990. Current studies about Soviet educational aid to less-developed countries generally, and the Cuban case in particular, are mainly based on the analysis of state policies and intercountry agreements. There is a lack of personal student recollections among this research. In this paper, the author uses an autoethnographic approach to reflect on her schooling in Cuba and university studies in 1980s socialist Uzbekistan. The reflections and analysis focus on three themes: universal access to education, comprehensive or integral education, and socialist political formation through education. The article critiques the rhetoric and practice of socialist education in these contexts, and shows how traditional pedagogy both supported and undermined official and broader educational objectives. It argues that the main aims of Soviet and Cuban educational programmes to train the new socialist technical elite for the Third World achieved mixed results, producing well-educated graduates with uneven ideological outcomes. (Contains 9 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Skilled Workers; Manufacturing; Technology; Electronics; Technical Education; Vocational Education; Computers; Careers

Abstract:
The Colfax High School (Colfax, California) Design Tech program incorporates both academic instruction and practical use of advanced technology to prepare students for the wide range of occupations that involve working with metal, wood, computers, and electronics. In this article, the author describes how Colfax students applied academic learning, developed flexible thinking, and acquired marketable skills in the school's Design Tech program while using advanced manufacturing technology to build solar-powered drag racers. The students learn to use a computer numerical control (CNC) router that is used to build the wooden body as well as a CNC plasma cutter that is used to build the metal chassis of the drag racer. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Adult Students; Technical Education; Career Education; Student Characteristics; Institutional Mission; Labor Force Development; Lifelong Learning; Recognition (Achievement); Educational Improvement; Educational Development; Professional Associations; Partnerships in Education

Abstract:
Who are the adult students in career and technical education (CTE) today? There is not one simple answer to that question. Some are young with little life experience, while others are returning to the workforce and learning new skills to reinvent themselves. Whatever the case, educating adult students is an integral part of ACTE's mission, and the Postsecondary, Adult and Career Education Division (PACE) spearheads that mission by providing leadership in developing a competitive adult workforce through postsecondary education and training. The division is composed of educators, teachers, counselors, administrators, placement officers, economic developers, adult basic education instructors, sex equity coordinators, and literacy instructors. The division focuses on: (1) serving transitional workers; (2) creating and developing community workforce pools; (3) providing comprehensive career services; (4) customizing training for business and industry; (5) developing entry-level skills for employment; (6) upgrading employee skills for future technologies; (7) providing skills-gap remediation; (8) developing employability skills; (9) providing the bridge for individuals to maintain economic viability and independence; and (10) inspiring an appreciation for lifelong learning. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Teaching Methods; Technical Education; Skilled Workers; Manufacturing; School Districts; Education Work Relationship; Vocational Education; Employment Potential; Job Skills

Abstract:
The cardinal rule in career and technical education (CTE) is to train future workers so that they are career-ready when they jump into the working world. In theory, education is made for this; however, many a teacher has asked if they are helping students make the connection between what they are doing in the classroom and what is expected in a career. CTE is focused on best-practice education, and in addition, must also focus on showing how educating students for a career can be a real solution for the ever-increasing skills gap. Within the confines of the Eleva-Strum School District, big things are happening in the world of CTE and manufacturing. CTE teacher Craig Cegielski has motivated students, staff, and the local community to take a different approach to teaching CTE by creating a business and manufacturing model. Cardinal Manufacturing, a student-run business has created a more skilled worker as well as well-crafted products that fulfill local business needs. The idea behind developing a real and viable manufacturing company at the school has created a place where students can see how their decisions and mastery of skills play a vital part in helping or hurting the growth and success of the business. Students have worked with more than 15 different companies around the Eleva-Strum school district, and they have served more than 100 customers. Using this unique educational model, students not only gain valuable career experience, but they also have been well trained for jobs after high school or postsecondary school. Several students have even been able to graduate high school with a guaranteed job at a local company due to partnerships fostered and employability skills gained through Cardinal Manufacturing. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Vocational Education; Technical Education; Career Education; Research Methodology; Researchers; Story Telling; Epistemology; Research and Development

Abstract:
This paper argues for approaches to research methodologies that interrupt the machinic metaphors and relationships for living circulating in so much VET research. Using the schematic of "cyborg as a figuration" and Wilson's (2009) four epistemological interventions (witnessing, situating, diffracting, acquiring) the authors practice a form of "materialised refiguration" (Haraway, 1994) to re-engage with experiences of doing vocational education and training research over more than two decades. The approach manifests as story telling of/for complexity and opens up a research methodology guided by two questions: How are researchers deeply implicated in knowledge-making practices in and of VET? What vocational lives do we make in and through those practices? The aim of this approach is to call into question machinic VET stories as the only way to narrate vocational education and training research/practice. In so doing, the authors affirm hybrid methodological work that invokes vocational education and training researchers as authors-in-the-making of heterogeneous worlds. (Contains 5 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Vocational Education; Technical Education; Career Education; Role; Labor Force Development; Economic Development; Trainees; Training; Role of Education; Government School Relationship; Unemployment

Abstract:
Governments in advanced liberal democracies have assigned Vocational Education and Training (VET) a critical role in preparing a productive workforce for the broader economy. This linkage opens the way to use economic theories to expand the understanding of VET. Noted economic theorists have described the use of one economic reductionist technique as "dualism". Dualism identifies two mutually exclusive categories and is commonly used to reduce complex economic realities into scenarios more amenable to theorisation and computation. This paper examines the continued relevance of this work for the second decade of the 21st century by examining how VET is problematised. The use of dualism to control and limit the discourses in VET, expressed in dichotomies such as competent vs. not competent, skilled vs. unskilled and advantaged vs. disadvantaged, will be linked to how the apparatus for government intervention in training demonstrates remarkable longevity and thrives upon reductionist conceptions of groups of individuals. It is proposed that the limited range of government responses facilitates dualistic problematisation in VET by creating sub-populations, in this case trainees, who are viewed as other than normal and require intervention. This Australian case study will also demonstrate the adaptability and enduring nature of a governmental training apparatus in the face of varying problem populations that are defined by dualistic thinking. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Partnerships in Education; Global Approach; Technical Education; Change Agents; Intercollegiate Cooperation; Teacher Collaboration; Research; Cooperation

Abstract:
Back in the 1960s and 1970s, the Massachusetts Institute of Technology was in the university-building business. The elite institute is back in the university-building business. In addition to the thousands of faculty research collaborations around the globe, the university over the past five years has once more engaged in ambitious efforts to create new, independent institutions, this time in Abu Dhabi, Russia, and Singapore. Other such projects, in Asia and Latin America, are also on the table. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Public Health; Statistical Analysis; English (Second Language); Foreign Countries; Surveys; College Students; Science Education; Technical Education; Student Attitudes; Science and Society; Attitude Measures; Economics; Scientific Principles; Comparative Analysis; Cross Cultural Studies; Likert Scales; Epistemology; Religion; Racial Differences

Abstract:
The purpose of the study was to examine what science views were accepted or rejected by the Chinese university students. We administered the Thinking about Science Survey Instrument (TSSI) to 75 Chinese students in the Sichuan province who were enrolled in Science and Technology English classes. The TSSI focuses on nine key areas of science and aims at identifying whether an individual agrees or disagrees with a model science view. Chi-square tests were applied to the data. Three idealized science views were found to be accepted regarding Science and the Economy, Science for All, and Science and Public Health. The same three science views were also found to be accepted in prior U.S. studies. Directions for further research are discussed including the examining views held by diverse populations and the potential development of a global view of science. (Contains 1 figure and 11 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Technical Education; Postsecondary Education; College Students; Transfer of Training; Problem Solving; Work Experience Programs; Educational Environment; Learning Activities; Foreign Countries

Abstract:
The aim of this article is to discuss transfer of learning in a tertiary technical course in the French educational context. The focus is on a pedagogical sequence (i.e. a complex problem-solving activity) requiring different types of knowledge that students are expected to have learnt previously in the different parts of their training course (both at university and in the workplace). The theoretical approach considers transfer of learning as a complex transition, including not only cognitive but also social and identity changes. This type of transition can be more or less difficult according to the types of knowledge and the pedagogical organisation of the training course, including more or less connective activities between its different components. We recorded two groups of students during the pedagogical sequence and analysed their collective activity during the problem solving. Our findings show that students can easily transfer concrete knowledge from the workplace whereas they have great difficulty in using theoretical concepts and methods coming from the academic teachings at the university. We propose an interpretation of the students' difficulties by analysing the characteristics of these different social learning contexts. We also discuss the way in which such types of connective activities can be designed and managed by teachers to improve their efficiency. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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