Minutes of evidence taken before a commission appointed December 2nd, 1895 ... to inquire as to Secondary (including Industrial and Technical) Education in the Isle of Man, to which is added evidence in the form of a report,

Mode of access: Internet.

Development of task performance statements for a new office and business education learnings system (NOBELS)

Bibliography: p. 313-316.

Teachers's manual for light machine operation; lathe work. University of the State of New York, State Education Department, Bureau of Industrial and Technical Education ...

"Prepared in cooperation with the United States Office of Education."--p. [2] of cover.

"Click it or Ticket" program evaluation : June 2002 observational survey results / compiled and prepared by Illinois Dept. of Transportation, Division of Traffic Safety, Evaluation Unit.

"August 2002"--Cover.

An annotated bibliography for consumer and homemaking education /

Cover title.

Publicly funded skill training and its relationship to commerce and industry.

Statement in rebuttal to this SACVE study by the Illinois Community College Board inserted.

[Illinois Central Gulf Railroad accident October 30, 1972] : joint report to Governor Richard B. Ogilvie from Illinois Dept. of Transportation and Illinois Commerce Commission.

Mode of access: Internet.

Occupational survey, Poughkeepsie, N. Y. Sponsored by the Poughkeepsie Board of Education in cooperation with the Advisory Board for Vocational and Extension Education.

Mode of access: Internet.

Women in Nontraditional Career and Technical Education

The purpose of this research is to outline several of the issues that serve as barriers to women participating in nontraditional career and technical education in an effort to prompt solution based strategies on the part of career and technical instructors, adult education practitioners, and administrators.

Modernist 16-19 Business Education in a Postmodern world - critical evidence of business practice and business education in the cultural industries

This article examines the continued relevance of the 16-19 business education curriculum in the UK, stimulated by doubts expressed by Thomas (1996), over its continued relevance. We express a concern that business education needs, but is struggling, to respond to significant societal shifts in consumption and production strategies that do not sit easily within traditional theories of business practice currently underpinning 16-19 business education. We examine firstly, the extent to which a formal body of knowledge couched in a modernist discourse of facts and objectivity can cope with the changing and fluid developments in much current business practice that is rooted in the cultural and symbolic. Secondly, the extent to which both academic and vocational competences provide the means for students to develop a framework of critical understanding that can respond effectively to rapidly changing business environments.Findings are based on research conducted jointly by the University of Manchester and the Manchester Institute for Popular Culture at Manchester Metropolitan University. The growth of dynamism of the cultural industries sector - largely micro-businesses and small and medium sized enterprises (SMEs) -encapsulates forms of business knowledge, business language and business practice which may not immediately fit with the models provided within business education. Results suggest increasingly reflexive forms of consumption being met by similarly reflexive and flexible modes of production.Our evidence suggests that whilst modernist business knowledge is often the foundation for many 16-19 business education courses, these programmes of study/training do not usually reflect the activities of SME and micro-business practitioners in the cultural industries. Given the importance of cultural industries in terms of the production strategies required to meet increasingly reflexive markets, it is suggested that there may be a need to incorporate a postmodern approach to the current content and pedagogy; one that is contextual, cultural and discursive.

Design considerations for a micro aerial vehicle aerodynamic characterization facility at the University of Florida research and engineering education facility

This paper describes the design considerations for a proposed aerodynamic characterization facility (ACF) for micro aerial vehicles (MAVs). This is a collaborative effort between the Air Force Research Laboratory Munitions Directorate (AFRL/MN) and the University of Florida Research and Engineering Education Facility (UF/REEF). The ACF is expected to provide a capability for the characterization of the aerodynamic performance of future MAVs. This includes the ability to gather the data necessary to devise control strategies as well as the potential to investigate aerodynamic 'problem areas' or specific failings. Since it is likely that future MAVs will incorporate advanced control strategies, the facility must enable researchers to critically assess such novel methods. Furthermore, the aerodynamic issues should not be seen (and tested) in isolation, but rather the facility should be able to also provide information on structural responses (such as aeroelasticity) as well as integration issues (say, thrust integration or sensor integration). Therefore the mission for the proposed facility ranges form fairly basic investigations of individual technical issues encountered by MAVs (for example an evaluation of wing shapes or control effectiveness) all the way to testing a fully integrated vehicle in a flight configuration for performance evaluation throughout the mission envelope.

Combining vocational and higher education studies to provide dual parallel qualifications – an Australian case study

Developing academic relationships between vocational colleges and universities in Australia has been problematic, with exchanges between the two sectors limited to linear articulation and prescribed credit transfer. Whilst some very good examples of collaboration exist, the two sectors generally operate independently of each other. The isolation of the sectors has meant frustration for students and employers who want a flexible, collaborative model to meet changing industry needs. This paper reports upon a pilot project in construction management at a Melbourne university that attempted to address these needs. It demonstrates how over a five year period, HE students completed electives in practical units within the VET sector. The overwhelming success of the project meant that practical electives were embedded in the construction management programme in 2007 and this paper reports on the third, final phase of the project in 2009/10 which saw construction management students graduate with a dual qualification – both a vocational qualification and a university degree. Interviews conducted in this final phase reveal that students and industry want the benefits of a practical and theoretical qualification. The paper raises critical questions about educational pathways and suggests long-term implications for construction and tertiary education in Australia and internationally.

Educational Systems and Gender Segregation in Education: A Three-Country Comparison of Germany, Norway and Canada

How do institutional settings and their embedded policy principles affect gender-typed enrolment in educational programmes? Based on gender-sensitive theories on career choice, we hypothesised that gender segregation in education is higher with a wider range of offers of vocational programmes. By analysing youth survey and panel data, we tested this assumption for Germany, Norway and Canada, three countries whose educational systems represent a different mix of academic, vocational and universalistic education principles. We found that vocational programmes are considerably more gender-segregated than are academic (e.g. university) programmes. Men, more so than women, can avoid gender-typed programmes by passing on to a university education. This in turn means that as long as their secondary school achievement does not allow for a higher education career, they have a higher likelihood of being allocated to male-typed programmes in the vocational education and training (VET) system. In addition, social background and the age at which students have to choose educational offers impact on the transition to gendered educational programmes. Overall, gender segregation in education is highest in Germany and the lowest in Canada. We interpret the differences between these countries with respect to the constellations of educational principles and policies in the respective countries.

Specific skills assessment learned by students of building engineering and technical architecture in topics relating to durability and control of concrete structures

In many university courses such as Building Engineering or Technical Architectural, the high density of the contents included in the curriculum, make the student, after graduation, unable to develop the skills already acquired and evaluated in the disciplines of the first courses. From the Group of Educational Innovation at the Polytechnic University of Madrid (UPM) "Teaching of Structural Concrete" (GIEHE) we have conducted a study in which are valued specific skills acquired by students after the first courses of career. We have worked with students from UPM fourth-year career and with Technical Architecture students who have completed their studies and also have completed the Adaptation Course of Technical Architecture to the Building Engineer. The work is part of the Educational Innovation Project funded by the UPM "Integration of training and assessment of generic and specific skills in structural concrete" We have evaluated specific skills learned in the areas of durability and control of structural concrete structures. The results show that overall, students are not able to fully develop the skills already acquired earlier, even being these essential to their professional development. Possibly, the large amount of content taught in these degrees together with a teaching and assessment of "flat profile", ie, which are presented and evaluated with the same intensity as the fundamental and the accessory, are causes enough to cause these results.