How to Assess the Vocational Curriculum (Vocational Education)

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Examples of key associations and networks are included in Table Table Key associations and networks. The vocational education and skills training has been one of the most neglected areas of education in Mongolia.

After the initial transition shock in the first half of the s, the number of students in technical and vocational education and training TVET sharply declined from in to in The total number of students enrolled in technical and vocational schools was 29 by year The TEVT is provided by professional training and production centers and private-sector participation is increasing.

In addition, some branches of colleges and universities also provide TEVT. These schools offer secondary vocational education programs to train skilled workers and technicians. Ellwood, E. Professional education always faces the challenge that it is simply an applied or less rigorous version of the material offered by the traditional academic professions. Frequently this charge is misplaced.

The need to apply theory to actual situations often leads to new breakthroughs—sometimes theoretical breakthroughs. Such was the case with the creation of the modern theory of finance in business schools. It was hoped that implementation theory or principal-agent theory would be the public policy equivalents of the business schools' finance theory. But this has not occurred. Implementation theory has never got beyond its inductive beginnings and principle-agent theory is limited when applied to the multiple-goal, multiple-agent world of the public sector Moe This has meant that public policy education has remained derivative and applied.

For the long-term health of the public policy movement within the academy, overcoming this weakness is perhaps the greatest challenge to the field. John W. The need to apply theory to actual situations often leads to new breakthroughs — sometimes theoretical breakthroughs. Implementation theory has never got beyond its inductive beginnings and principle-agent theory is limited when applied to the multiple-goal, multiple-agent world of the public sector Moe, Vocational education training VET providers were identified in the Bradley review as a potentially important aspect in higher education equity, due to the overrepresentation of students from equity backgrounds in VET Bradley et al.

However, there is little evidence that this pathway is currently an effective means of addressing social inclusion.

Vocational Education Course Content and Activities

Of those, most enroll in the post universities, and particularly, the dual sector universities Wheelahan, If this were the case, the proportion of students from equity backgrounds seeking to access university on the basis of previous VET qualifications should be greater than those applying based on other qualifications. For most institutions, this is not the case; the proportion of low SES students providing VET qualifications on application is equal to or less than the proportion of low SES students already enrolled.

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Also, while low SES students and Indigenous students are overrepresented in VET, they are mostly enrolled in lower levels of qualifications; the proportions of these students enrolled in diploma or higher level qualifications is similar to those in university NCVER, ; Wheelahan, There are three areas in which improvements may be sought to enhance the role of VET in social inclusion:. VET-based applications to elite universities should approximate the same proportions as to other universities; otherwise, VET qualifications are not truly a pathway into equitable higher education.

The articulation pathways between VET and university should be made more clear, to ensure that larger numbers of people are able to use VET qualifications to apply to university generally. Students from equity backgrounds should be encouraged to enroll in VET qualifications that will enable them to access university, rather than at the lower qualification levels.

These challenges, and those discussed in the previous section, indicate that the education system must be considered as a whole, rather than as individual components.

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While universities clearly have a role in outreach programs to schools, or through articulation agreements and outreach to VET providers, VET providers themselves must be involved in the broader social inclusion agenda, particularly through improving their own pathways between lower level and diploma-level qualifications for students from equity backgrounds.

Most elements of the global standards are less contested than the curriculum because they are focused on this process demonstrating a clear commitment to social work values, appropriate selection and learning processes, and fair assessment. Each social worker brings together these three elements to create a unique personal identity as a social work practitioner, with links to an academic and professional identity.

Postqualifying education often initiates or supports a practitioner in developing specialist emphases in their work, that further advances the formation of their personal academic and professional identities. Each transformation in identity includes academic learning and the development of professional skills and values, but personal identity gained through life experience is crucial in social work education, prior to, during, and after any formal educational experience.

Practice involves modeling behavior and attitudes, using the practitioner's self in a relationship with clients with whom they work.

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The relationship enables them to influence people who may be excluded from or reject social relationships, and research confirms the importance of honesty and genuineness in relationships between practitioners and clients Carkhuff and Berenson, to enable this influence to succeed. November 7th, 0 Comments. October 2nd, 0 Comments. September 2nd, 0 Comments. November 13th, 0 Comments.

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Vocational and Technical Education

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Dual VET - Vocational Education and Training in Germany