TVET in Malaysia is geared toward providing quality education, training, and resources but it still needs to be strengthened and reformed toward producing a more quality and skilled workforce. This study aimed to procure feedback from TVET curriculum key-players' (automotive) on the integration of automotive case-based simulation (CBS) as TVET…

One of the intellectual threads to which Suellen Shay contributed was describing the curriculum structure of professional and vocational education. This work was part of the Bernsteinian call for a return to knowledge in the curriculum. But education for vocations and professions, termed 'regions', remains a vexing problem. Turning to LCT…

Reforms in the Australian vocational education and training (VET) landscape have generated significant interest in the changes to the delivery and nature of formal (off-the-job) training provided by Registered Training Organisations. Existing research has provided valuable insights into the evolving role of teachers, and speculated upon the…

The Carl D. Perkins Career Technical Improvement Act of 2006 encourages integration of academic instruction to improve student learning, impact employment skills of students, and enhance problem-solving skills by using authentic real-world situations. Academic integration is accomplished by integrating concepts of English, math, science,…

Describes the development of an exemplary procedure that allows for increased effectiveness in working with special needs students in vocational agriculture classes. Discusses a vocational curriculum development process and presents a special needs student instructional package. (JOW)

Describes the technology education program at a Colorado high school that is based on principles of interdisciplinary education, cooperative learning, a flexible curriculum, and an emphasis on students as problem solvers. (Author/JOW)

Summary of Author's Ed.D. Dissertation, University of Nebraska, 1969

This publication provides curriculum developers with a model of a pretechnical curriculum with special emphasis on human factors at the workplace. Section 1 describes this model, the focus of which is self-empowerment, which in turn is related to an individual's mastery of three categories of interrelated skills and knowledge: generalizable,…

Written for curriculum developers and vocational education instructors, this publication provides an understanding of cognitive concepts and methods using an information processing paradigm and shows how to apply this knowledge in development of curriculum and instructional plans. Chapter 1 reviews needs and characteristics of vocational education…

This document is a collection of three papers: (1) "Some Variables Why So Few Black High School Graduates Attend Post-High School Area Vocational Schools," by Max Farning, (2) "The Role of Simulation in Teaching Complex Problem Solving Skills," by Curtis R. Finch and Patrick A. O'Reilly, and (3) "Investigation of the…

Secondary vocational education may often fail to develop students' thinking skills, because of teacher-student "negotiation" on academic standards and class content. Proposes engaging a diverse group of students in academically integrated coursework emphasizing experiential learning, basic skill training, entrepreneurial activity, decision making,…

The purpose of this manual is to help teachers and administrators develop a realistic plan for integrating microcomputers into the curriculum. It is based on the assumptions that (1) computers are a tool appropriate for every child, (2) teachers need additional training to use microcomputers effectively, (3) computer activities should be…

Problem-solving skills are becoming increasingly important in the workplace, and more schools are including them in the curriculum. Knowledge of problem solving will be critical to a work force that is dealing with advanced technology, yet many students have yet to master these skills. Based on this premise, this guide attempts to show how…

The time has come to reexamine the role of industrial arts in the high schools. Our society is no longer in the industrial era but rather in the post-industrial era which is characterized by pressing social problems. Solutions must be found for the problems of pollution, power generation, housing, transportation, communication, conservation, more…

The project described in this paper attempted to provide vocationally tracked high school students with the literacy skills needed to compete successfully in today's high-technology work force. This attempt was carried out by: (1) assisting students in establishing their vocational objectives in order to focus on specific literacy requirements;…