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Bangladesh is pledge bound to ensure the rights of persons with disabilities in the country. To support this commitment, the government has made the inclusion of persons with disabilities in skills training and employment a key priority and set a five per cent admission quota for students with disabilities in all technical and vocational training institutes. To help principals and teachers of technical and vocational training institutes overcome challenges towards becoming disability inclusive the Department of Technical Education has partnered with the International Labour Organization, Bangladesh - Skills for Employment and Productivity (B-SEP) Project, funded by the Government of Canada, to develop a guideline on disability inclusion. This guideline has been prepared based on pilot projects in this field and is meant to assist training institutions in their effort to promote equitable access to training opportunities for persons with disabilities. This is a practical guideline for [technical and vocational education and training] TVET principals and teachers that provides basic concepts of disability inclusion, what to consider when planning for inclusion, how to handle learning disabilities and provide reasonable accommodation and also the underpinning social aspects of inclusion.

Published abstract. Show less

The TAFE National Centre for Research and Development conducted a comparative analysis of post-trade courses relevant to the oil industry in September 1985. This second project extends the work done in 1985 to include welders and it reviews some of the earlier rankings. It also proposes ways of dealing with the equivalence of other (overseas) qualifications at post-trade level. The objectives of the review were to: assess all welding courses and incorporate the results of the assessment into the Oil Companies' Schedule of Post-Trade Courses; to review several courses to re-determine their rankings within the Schedule; and recommend an approach to determining the equivalence of other qualifications, including those from overseas. Recommendations are set out under the following headings: fabrication and welding; industrial electronics; fluid power; mechanical; course options and combined evaluations; vertical ranking scale; future considerations and overseas qualifications. Show less

This paper illustrates two application of generalizability theory to evaluate construct-measurements of self-concept. The author emphasises two functions attributed to facets of indicators of the construct - the construct-representing function which points to the importance of representing the construct by its indicators in the domain of measurement, and the inferential function which pertains to their importance for estimating error variance associated with inferring or estimating the universe score. The representing function relates to issues of validity, while the inferential function relates to issues of reliability. He reports that illustrations were based on a sample of 2,114 twelfth grade students enrolled in vocational-technical high school programs provided by the NELS.88 data source (National Education Longitudinal Study: 1988-94, 1996).

Note: This research was supported by a grant from the Norwegian Research Council and carried out while the author was affiliated with the Department of Educational Psychology, University of Georgia in 1997. Show less

The VOCEDplus landmark documents are key documents considered by history and authoritative commentary to have influenced the development of the Australian vocational education and training (VET) system, providing vision and/or leading to significant change. This paper is part of a series of overviews that analyse and describe how these landmark documents impacted on the development of various aspects of Australia's VET sector. Its focus is on the impact the landmark documents have had on training and assessment in Australia's VET system. This overview demonstrates how training and assessment, as fundamental activities of vocational education, were viewed in different ways across the landmark documents. Up to the mid-1980s, a more traditional, educational perspective was evident with training seen as a practice comparable to that of schooling. The Dawkins policy papers of the late 1980s signalled a significant shift in the conceptualisation of training and assessment as playing a key role in national skills formation. Assessment not only confirmed and measured individual learning progress but served as a guarantee of system quality.

The landmark documents covered in this analysis are: TAFE in Australia: report on needs in technical and further education, April 1974 [Kangan report] (TD/LMR 85.637); Education, training and employment: report of the Committee of Inquiry into Education and Training [Williams report] (TD/LMR 85.677); COSTAC overseas mission to study developments in vocational education and training (TD/TNC 87.1259 and TD/TNC 90.776); Successful reform: competitive skills for Australians and Australian enterprises [FitzGerald report] (TD/LMR 85.636); Young people's participation in post-compulsory education and training: report of the Australian Education Council Review Committee [Finn review] (TD/LMR 85.641); Key competencies: report of the Committee to advise the Australian Education Council and Ministers of Vocational Education, Employment and Training on employment-related key competencies for postcompulsory education and training [Mayer report] (TD/LMR 85.658); [Dawkins trilogy]: A changing workforce (TD/LMR 85.675); Improving Australia's training system (TD/LMR 85.676); Skills for Australia (TD/LMR 85.648); Training costs of award restructuring: report of the Training Costs Review Committee [Deveson report] (TD/LMR 85.635); The Australian Vocational Certificate Training System [Carmichael report] (TD/LMR 85.646); Moving on: report of the high level review of training packages (TD/LMR 85.653); Formal preparation of TAFE teachers in Australia: a report to the Council by the Staff Development Advisory Committee [Fleming report] (TD/LMR 85.662); Enterprising nation: renewing Australia's managers to meet the challenges of the Asia-Pacific century [Karpin report] (TD/LMR 85.651). Show less

Increased migration between Asia-Pacific countries and the rapid pace of regional integration are leading to increasing calls for quality assurance in technical and vocational education and training (TVET) qualifications. The third International Congress on TVET held in Shanghai in 2012, for example, recommended the development of guidelines to assist Member States in this process. To this end, UNESCO Bangkok with Asia-Pacific Member States developed this set of guidelines. The guidelines focus on the quality assurance of TVET qualifications based on findings from 13 country studies. The study was carried out through a participatory process involving consultation with Member States to best respond to their diverse contexts and needs.

The aim of these guidelines is to propose principles and indicators that can assist Member States in optimizing their quality assurance mechanisms for TVET qualifications. They provide a framework for documenting, developing, monitoring, evaluating and improving the currency and comparability of certificates, diplomas or degrees in TVET. Member States are strongly urged to make efforts to implement the guidelines as appropriate to their specific national contexts.

Edited abstract from publisher's website. Show less

Competency-based training (CBT) has been fundamental to how accredited vocational education and training (VET) is delivered in Australia over the last 30 years or so, and over this time both advocates and critics of this approach have emerged. Taking the format of a panel discussion, this webinar will cover issues highlighted in a recent National Centre for Vocational Education Research (NCVER) publication on CBT [available in VOCEDplus at TD/TNC 150.04] including whether there is a need to have a broader conception of what it means to be competent, one that explicitly acknowledges the importance of 'non-technical' skills and capabilities and if so, what would this mean for the capabilities required by trainers to teach and assess non-technical competencies. Other questions to be explored in the discussion are whether the CBT approach should be applied to all qualifications and whether there is a place for graded or proficiency-based assessment. Where relevant, the relationship between these issues and elements of the Commonwealth government's proposed new qualification model may be explored.

Summary from publisher's website. Show less

Fifteen articles are presented on topics ranging from reflections on independent learning to prespectives on TAFE teacher education. The papers and authors are: Further education teacher training in England and Wales / Richard Brown; Agricultural education in Western Australia: historical perspectives / Michael White; Recruitment and induction of beginning TAFE teachers / Norm Pyle; TAFE teachers and performance appraisal pitfalls and problems: an overview / Peter Lambert; Futures methodologies / Geoff Burkhardt; Helping Western Sydney's young unemployed / Peter West; Radical education for adult learners / Mike Reid; Literacy and numeracy problems in TAFE students / Peter Plunkett-Cole; The changing emphasis in education: learning for life / Sue Hall; An evaluation of aspects of an Outreach program / Anton Vogt; How adults learn / Jenny Osborne; Food as a nonverbal communicator / Keith Pollock; Problems and successes in group communication / Garry Maher; A learning experience / Onno De Smeth; Test construction / Andrew Finlay.

This volume concludes with a cumulative index of articles which have appeared in tha ACT papers in technical and further education from 1982 to 1986. Show less

The author argues that competency-based education and training is a tool of administrative reform with complex and contradictory effects. It is important in today’s policy climate not because it will improve learning or make individuals more competent to act, but because it provides an infrastructure for making teachers and administrators more accountable to a policy process. Through competency measures, education and training objectives are set and program delivery is organised according to principles of ‘efficiency’, ‘effectiveness’ and ‘responsiveness’ to the needs of industry. Broad public purposes and the social vision of education and training institutions are replaced with the logic of the market and the social relations of private wealth creation. Thus it brings a profound and fundamental shift in where, how and in whose interests institutions of education and training are controlled and managed. Show less

The transition from a post-industrial society to a knowledge-based economy is driving the integration of vocational education and training (VET) and human resource development (HRD), resulting in new systems for lifelong learning. In the perspective of lifelong learning, VET and HRD are no longer separate systems but part of a common developmental approach. This approach supports people in developing their employability and transferability and acknowledges that learning may take place anywhere and can take different forms. The challenge is to develop systems, models and learning arrangements in which VET and HRD are seen as parts of a common frame for lifelong learning. This volume presents perspectives on the policies, dynamics and effects of VET and HRD systems. The introductory chapter is: Emerging research approaches in the European VET and HRD arena / Loek F. M. Nieuwenhuis & Wim J. Nijhof. Section one, 'Analysing systems', contains the following chapters: The VET system between private demands and public interests: the Dutch challenge / Wim J. Nijhof; 101 initiatives but no strategy: policy on lifelong learning in England / Frank Coffield; The learning-oriented company and policy perspectives for VET and HRD / Lorenz Lassnigg; Continuity and change in pathways from education to work / David Raffe. Section two, 'Organising learning processes', contains the following chapters: Competencies in a post-industrial society: the imperative of bringing professions back in by integrating work and learning / Ben Hovels and Paul den Boer; Action-taking orientation of vocational education and training in Germany: a dynamic concept or rhetoric? / Gerald A. Straka; Work-related learning: elaborate, expand and externalise / P. Robert-Jan Simons & Manon C. P. Ruijters; Some hints on the success or failure of self-directed learning at the workplace / Frank Achtenhagen; Innovation and learning in small companies / Loek F. M. Nieuwenhuis. Section three, 'Assessment of output', contains the following chapters: Authentic assessment in vocational examinations: approaches within the German dual system / Klaus Breuer; Assessing institutional effects of colleges: the labour market success of their graduates / Roel J. Bosker, Rolf van der Velden and Peet van de Loo; Vocational education from an economic point of view / Hans Heijke.

Individual chapters are indexed from TD/TNC 71.215 to TD/TNC 71.226. Show less

This publication is comprised of a 76-page learner guide and a 14-page resources pack designed to be used in a variety of learning contexts. The learner guide includes: an orientation to the National Reporting System (NRS); activities to help trainers and assessors determine appropriate language, literacy and numeracy levels for the settings in which they work; and advice on when and how to work with specialist language, literacy and numeracy trainers. The resources pack includes: a shortened version of the NRS; and tools to help locate and determine appropriate language, literacy and numeracy in vocational settings to develop training and assessment materials. This pack is designed for learners to take into their future practice as trainers and/or assessors. This resource supports TAA04 Training and assessment training package, indexed at TD/TNC 80.252. Show less