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Vocational Colleges:     more books (100)

The educational and vocational development of college students by Alexander W Astin, 1969 Educational program for share our wealth society: government assumes the cost and burden to guarantee college, professional, and vocational education to all students. by Huey P Long, 1935 Curriculum Development in Vocational and Technical Education: Planning, Content, and Implementation (5th Edition) by Curtis R. Finch, John R. Crunkilton, 1998-10-08 Book of Majors 2010 (College Board Book of Majors) by The College Board, 2009-07-07 The Essential College Professor: A Practical Guide to an Academic Career (Wiley Desktop Editions) by Jeffrey Buller, 2009-12-21 Making a Difference College Guide 4ED (Making a Difference College & Graduate Guide: Outstanding Colleges to Help You Make a Better World) by Miriam Weinstein, 1995-09 A Guide to College Programs in Hospitality and Tourism (5th ed) by Restaurant and Institutional Education Council on Hotel, 1997-07 Success Without College: Why Your Child May Not Have to Go to College Right Now--and May Not Have to Go At All by Linda Lee, 2001-03-20 So You Want to Be a College Professor? by William Hayes, 2003-07 Vocational Interest Patterns: A Developmental Study of a Group of College Women by M. Irene Wightwick, 1974-06 First Time in the College Classroom: A Guide for Teaching Assistants, Instructors, and New Professors at All Colleges and Universities by Mary Clement, 2010-07-16 The College Board Book of Majors: First Edition (College Board Index of Majors and Graduate Degrees) by The College Board, 2004-08-16 Making the transition from college to the world of work.: An article from: The Black Collegian by Chris B. Bardwell, 1997-02-01 College Grad Seeks Future: Turning Your Talents, Strengths, and Passions into the Perfect Career by Howard R. Greene, Matthew W. Greene, 2010-05-11

lists with details

21. Publikation: Internationaliseringsstrategi For Erhvervsskoler - Executive Summar
    It is the aim of this publication to provide inspiration and assistance to vocational colleges who want to get on with their internationalisation process.  
    http://pub.uvm.dk/2000/international/13.htm
    
    Extractions: For the past 10-15 years, the technical colleges have gradually integrated more international elements into the teaching. Internationalisation of the programmes is a prerequisite for ensuring state-of-the-art teaching and competitive staff for the labour market. It is therefore essential to ensure a continued development of the international dimension at the educational institutions. Internationalisation is however not an easy thing to deal with. The topic is often experienced as being diffuse and difficult to handle. It is therefore of decisive importance to have a carefully prepared and broadly accepted international strategy which can ensure continuity and correlation in the international activities. It is the aim of this publication to provide inspiration and assistance to vocational colleges who want to get on with their internationalisation process. It is the idea to set out a model for a process which can lead to the formulation of a viable internationalisation strategy which they can use now and in the future. The model has been drawn up on the basis of specific experience from four technical colleges which in the course of 1999 and the beginning of year 2000 together have taken up the international challenge. In cooperation with Oxford Research, the colleges have carried out a project on the formulation of new internationalisation strategies at each of the colleges. In other words, the model is based on specific experience gained by colleges, which have carried out a project with the development of strategies for the internationalisation of their programmes, teachers, organisation and management. The model is presented step by step through five phases:

22. Publikation: New Structure Of The Danish Vocational Education And Training Syste
    In the framework of the selfassessment process in vocational colleges, questions covering strategically selected fields have to be answered.  
    http://pub.uvm.dk/2000/newstructure/9.htm
    
    Extractions: Quality assurance is provided by the interaction between objectives and framework conditions which are laid down by central government and freedom to act at local level. In 1995 the Ministry of Education published a "Strategic Plan for systematic quality development and effect assessment in the vocational college sector". The programme constitutes a framework plan by the Ministry and comprises the college level as well as the interaction between the social partners on various levels, involving the Ministry itself. The strategic plan represents a systematic approach. It covers all fields of activity that contribute towards improved quality. Moreover, it promotes a coherent approach since it integrates most of the management instruments applied in vocational education and training. Since the VET system is continuously being reformed and new approaches are required, only a "snapshot" evaluation can be made. Consequently, the snapshot will only focus on whether quality meets current and anticipated requirements of the labour market rather than whether it meets standards defined in the past. Every college is obliged to introduce a mechanism for quality assurance. In the framework of the self-assessment process in vocational colleges, questions covering strategically selected fields have to be answered. In principle, these questions cover all school activities that are critical to quality assurance.

23. Rhode Island S Government Information Locator Service
    70 Document(s) found in Community, vocational colleges. 1 25. HTML Document. 6/14/02. 70 Document(s) found in Community, vocational colleges. 1 - 25. more.  
    http://www.find-it.state.ri.us/msfindit/search.asp?nb=0&as=0&tid=157

24. Giving My First Lecture At Vocational College
    contract. The number of students at these vocational colleges is decreasing under the impact of a trend of fewer children. As for  
    http://www.jftc.or.jp/abic_en/education/lecture.html
    
    Extractions: Back to the top page Toru Sato (formerly of Itochu Corporation) I started this job out of an impure motive that I just wanted to have opportunities to come into contact with young people. I refrain from becoming to friendly to specific students because I am afraid it will be favoritism. Instead, I try to talk with them during breaks. Since the end of the school year is approaching, I look forward to going dining with Soneru, a student from Turkey, at a Turkish restaurant in Shibuya. Most students are more serious and polite than I have expected. When they had the first semester exam, I allowed students to bring the textbooks with them and have them write free essays. I was rather surprised that foreign students had much more accurate command in preparing reports in Japanese than I thought and that Japanese students used less wrong characters in their native language than I expected. However, later I have found out that they can look up right characters via cellular phone-based services. Recently, I have become more confident in teaching, and I would like to set up a system in the future to support foreign students who study seriously at vocational colleges.

25. U.S. Denmark Partnership For Vocational Education
    In Denmark there are about 140 vocational colleges maintained by the public in the Danish VET system. More than 100 of these are  
    http://www.ed.gov/about/offices/list/ovae/pi/usdnmrk/dksys.html
    
    Extractions: Provide Feedback with our online survey. Overview Contacts Offices Organization Chart Offices White House Initiatives Publications ... Jobs Select a Topic Accountability Achievement Gap Choice Charter Schools Early Childhood FAFSA Faith-Based Find a School Flexibility International Ed Learning Resources Math Reading Safe Schools Science Suppl Services Teacher Quality Technology What Works Advanced Search About ED Offices About the Agreement Action Plan ... Links The Danish system of vocational education and training(VET) is a centralised system. All standards are laid down by the Ministry of Education in the form of regulations. These regulations are prepared by the social partners, then approved by the Ministry of Education. There is no regional level within the VET system, only the national and local level. In Denmark there are about 140 vocational colleges maintained by the public in the Danish VET system. More than 100 of these are technical and business colleges, the others include agricultural colleges and social and health care colleges

26. In-depth Study On The Cooperation Of Vocational Colleges And
    An Indepth Study on the Cooperation of vocational colleges and Companies in the DVT-Program to Identify Major Strongpoint in the Institution-Industry Linkages  
    http://www.seameo.org/vl/gtz0204/gtz.htm

27. Colleges/Universities - Certificate/Vocational - Switchboard.com
    Schools. Return to Schools page. Certificate / vocational colleges. Find Certificate/vocational colleges and Universities in your area.  
    http://www.switchboard.com/Find/Community_Schools_Colleges-Certificate-Vocationa

28. Maryland Colleges - Hagerstown Business College - Maryland Technical Schools
    Maryland community colleges Maryland computer training Maryland technical colleges Maryland technical schools Maryland vocational colleges Maryland vocational  
    http://www.hagerstownbusinesscol.org/
    
    Extractions: Welcome to HBC! It is with considerable pride and pleasure that I welcome you to our web site and to a very unique junior college. For over 65 years HBC has been providing quality career-oriented education to men and women in the areas of business, office technology, and medical and legal studies. We have one of the most dedicated faculties I have ever had the pleasure of working with, whose goal is to help you succeed. Our curriculum is practical, designed to give you what you need to get the job you want. One of the things that makes HBC a not-so-ordinary junior college is our commitment to putting students first. We strive to make you feel important, not a number, and certainly, not a bother. After all, you have invested in us

29. Education And Training At Vocational Colleges In Denmark
    Education and training at vocational colleges in Denmark. Klik på den side du ønsker at læse, og brochuren vil åbne sig i PDF  
    http://www.es-c.dk/efs/kommunik/inter/

30. Cirius - International Uddannelse Og Praktik
    Commercial and technical programmes are offered at vocational colleges. Only two vocational colleges offer these programmes in English.  
    http://www.ciriusonline.dk/eng/visartikel.asp?Id=335

31. Portrait Of The Danish VET System - An Inside Perspective
    8. Daily Practice at the vocational colleges. increased teacher team working; increased cooperation between vocational colleges.  
    http://www.delud.dk/dk/publikationer/VETPortrait/kap08.html
    
    Extractions: In this chapter, we shall focus on the vocational colleges and how the main educational elements are translated into daily practice. As many of these elements were introduced with the reform of the VET programmes in 2001 (Reform 2000), we shall first provide an overview of this reform focusing on its main objectives and elements. Reform 2000 implied both far-reaching changes in the structure of the Danish VET programmes and in the pedagogical approaches. The reform launched a number of slogans like "traineecentred learning" and the "the didactical competence of the trainee". The trainee and his/her learning are at the centre of the reform and the approach has become more competencebased, defining the objectives, not only for the trainee's vocational competencies, but also for his general, personal, social and technological competences. The main elements of the reform are: a new modularised structure with fewer access routes (school path) introduction of a contact teacher scheme personal education plan education book (logbook) individualised courses (no basic class) practice-close teaching changes in the school environment increased teacher team working increased co-operation between vocational colleges.

32. Vocational Education
    The theoretical part of the education takes place in technical and vocational colleges, while practical training is done on placement in business enterprises  
    http://www.workindenmark.dk/Vocational_education
    
    Extractions: Denmarks well-developed vocational training system is appreciated internationally. A total of 41% of an age cohort complete vocational education and training. The training is based on a system alternating between theoretical instruction in a college and practical training on placement. The purpose of vocational education and training is both to qualify young people to work in a trade and to establish a basis for further education at the same time. The training is also meant to contribute to the personal and social development of the student. Admission to vocational education and training requires that mandatory basic schooling has been completed in accordance with the Primary School Act, which normally means 9 years of school attendance. The teaching is free of charge. The education is of 2-5 years duration and once finished, students have full qualifications as skilled workmen. The principle of alternating practical training and theoretical instruction characterizes the Danish system and comprises one of the strengths of the education system. The modern system is a developed version of the original training of apprentices, where the trainee would be bound apprentice to a master. Another characteristical feature of the system is its coherent and flexible nature, which makes it possible to transfer credits and change between the different branches along the way.

33. Trade Schools Guide - Find A Great School!
    Trade schools guide to top culinary, business, web, fashion and graphic design,information technology, and engineering vocational colleges in North America.  
    http://www.trade-schools.net/

34. New Hampshire (NH) Technical And Vocational Colleges
    New Hampshire (NH) Technical and vocational colleges, compiled by DirectoryNH.com. Email this page to a Friend! Bookmark this page!  
    http://www.directorynh.com/NHEducation-Instruction/NHTechnical.html

35. Template1
    Technical and vocational colleges Donate SelfBuilt Equipment. The Sultan Saiful Rijal Technical College in Jalan Muara and the Nakhoda  
    http://www.brunei.gov.bn/hotnews/0504/15/Pusat_Ehsan.htm
    
    Extractions: Technical and Vocational Colleges Donate Self-Built Equipment The Sultan Saiful Rijal Technical College in Jalan Muara and the Nakhoda Ragam Vocational School, Friday donated aid equipment to the Pusat Ehsan Centre. The equipment was received by Chairperson of Executive Committee of Pusat Ehsan, Pengiran Datin Hajah Noraini. The aid equipment donated by the Sultan Saiful Rijal Technical College was in the form of a variable balance beam and stall bars. The Nakhoda Ragam Vocational School presented equipment in form of a Foot Placement Ladder, Children’s Coffee Table and Stair Climber. The pieces of equipment are designed and manufactured by students from both institutions.

36. Ongoing Reforms
    New legislation for the vocational colleges. The new vocational colleges Act was prepared and sent to the governmental procedure.  
    http://www.mszs.si/eng/education/system/reforms.asp
    
    Extractions: Ongoing reforms A group of Slovenian experts worked for several years to draft a White Paper on Education in the Republic of Slovenia (published in English 1996 – http://www.mszs.si/eng/ministry/publications/white/ ). The suggestions put forward in the White Paper served as the basis for the preparation and adoption of new legislation (1996 – 2000). After 8 years of exercising of the 1996 legislation, some aspects of the system are under discussion, novelties are being planned and the amendments to the current legislation have been proposed to the Government. Changes of the 9-year compulsory education Further development of upper secondary education New legislation for the vocational colleges Next steps in the development of higher education ... Sport Education system in Slovenia: Changes of the 9-year compulsory education The major debates currently taking place are focused on the follow up and the evaluation results of the new 9-year compulsory school. A group of parents supported by opposing parties initiated a great public debate on the supposed study overload of pupils (too many subjects in the last cycle, too extensive home work and out-of-school activities). Another argumentation was raised within the selected expert circles in connection with the external national examinations at the end of each cycle. was argued. The debate was about the existing system of final evaluation of pupils, the relation between written and oral part and how should the results obtained in final examinations be expressed in the certificate awarded to pupils (combining with the marks and the work over the final year).

37. Digital Chosunilbo (English Edition) : Daily News In English About Korea
    NK vocational colleges Affiliated to Factories. Successful graduates of vocational agricultural colleges are accorded the license of engineer in agriculture.  
    http://english.chosun.com/w21data/html/news/200110/200110110217.html
    
    Extractions: North Korea runs a number of technical, agricultural and fisheries colleges, affiliated with major factories, business establishments, cooperative farms and fisheries establishments. There are 110-plus such vocational colleges across the country, accounting for more than a third of the North's 280 colleges and universities. They are overwhelmingly technical, reaching 90-odd in number, while agricultural colleges number 12 and fisheries colleges 3. They turn out over 10,000 graduates a year, according to North Korean statistics. Songchon Technical College in Songchon County, South Pyongan Province, inaugurated in July 1951 during the Korean War, was the first instance of a vocational technical college, more of which sprouted in the 1980s. They are set up at big factories and business establishments and major industrial estates. They are named mostly after locations like Songjin, Songrim and Kusong technical colleges. The Pohang district of Chongjin, North Hamgyong Province, has Pohang Technical College. The chief executive officer of a relevant factory or business establishment, which administers the college, holds the deanship. Providing educational guidance is the "Technical College and Communications Education Bureau" of the Ministry of Education's Higher Education Department. The teaching faculty of full- and part-time staff is appointed from among outstanding engineers and experts at the relevant factory or business establishment.

38. Korean Junior Vocational Colleges
    Junior vocational colleges are postsecondary programs and are the direct outgrowth of the increasing demand for technical manpower attendant to rapid  
    http://www.asianinfo.org/asianinfo/korea/edu/junior_vocational_college.htm
    
    Extractions: Korea's Main Page Korean Junior Vocational College s Junior vocational colleges are post-secondary programs and are the direct outgrowth of the increasing demand for technical manpower attendant to rapid industrialization. They are the product of a merger between 2-year junior colleges and 2-3 year professional high schools. Since this establishment in 1979, the number of junior vocational colleges has grown to 155 as of 1997 with an enrollment of about 500,000. They are now playing a major role in the attainment of short-term higher education. The purpose of junior vocational education is to produce mid-level technicians who can devote themselves to a national development through the dissemination of technical knowledge in every field of society. Their specialized courses are grouped into technical, agricultural, fishery, nursing, sanitation, home economics, social practice, the arts and athletics, with two or three year programs depending on the course of introduction. The nursing, clinical pathology, radiation, fishing, navigation and engine courses require 3 years of education. The communication course requires two and a half years; the rest require two years of education. For the effective achievement of its educational goals, junior vocational colleges develop and operate a practical curriculum through a school-industry collaborative. Speciality is stressed as preparation for the National Certification Examination. Liberal arts subjects consist of a minimum of general subjects; the number of credits required in the subjects is decided by school regulations. On-the-job training is given 1-3 credits.

39. About Undergraduate Education In The U.S. – Undergraduate Study – Education US
    Back to the top. Technical and vocational colleges These institutions specialize in preparing students for entry into, or promotion within, the world of work.  
    http://educationusa.state.gov/undergrad/about/types.htm
    
    Extractions: Degree-granting institutions in the United States can be called by any of these terms, and colleges and institutes are in no way inferior to universities. As a general rule, colleges tend to be smaller and usually offer only undergraduate degrees, while a university also offers graduate degrees. The words "school," "college," and "university" will be used interchangeably throughout this booklet. An institute usually specializes in degree programs in a group of closely related subject areas, so you will also come across degree programs offered at institutes of technology, institutes of fashion, institutes of art and design, and so on. Within each college or university you will find schools, such as the school of arts and sciences or the school of business. Each school is responsible for the degree programs offered by the college or university in that area of study.

40. Helia - Vocational Teacher Education
    Helia arranges teacher education for polytechnics, vocational colleges, adult education organisations and professional training companies.  
    http://www.helia.fi/english/Vocational Teacher Education/
    
    Extractions: Application is on for IBA more... The Helia School of Vocational Teacher Education is on of the five vocational teacher education schools in Finland. Helia arranges teacher education for polytechnics, vocational colleges, adult education organisations and professional training companies. The school offers programmes in further education and consultant services for schools, companies and other associations. The Helia School of Vocational Teacher Education is a versatile school of vocational teacher education. We emphasize research, development nad quality in our work. Vocational teacher education is meant for both teachers and teacher applicants who plan to work in polytechnics or vocational colleges. The programme comprises 35 credits. The programme applicants must meet the following eligibility criteria for teaching positions in vocational colleges and polytechnics: a minimum three years of work experience and a university degree. The period of application for the Helia School of Vocational Teacher Education is January. For further information and application forms, please contact our office

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