(VOED) VOCATIONAL EDUCATION supervision to observe, to teach, and to participate in other activities involving the VOED5103 teaching Strategies in vocational education Methods and http://advancement.uark.edu/catalogofstudies/03-04/html/voed.html
Technology / Vocational Education - Learning Through Technology activities are organised according to Gardiner s Multiple and learning expectations of Broad Based Technology education. This module will teach students the http://ltt.nbed.nb.ca/tve_bb_modlist.asp
Extractions: In this integrated module, students use a spreadsheet to collect environmental data, then select from a variety of choice activities to represent their understanding of air quality issues. Because of its integrative nature this module meets a broad range of outcomes. For example, students use the Internet and other resources to gather information on issues that relate to air quality. Activities are organised according to Gardiner's Multiple Intelligence Inventory. All resources and student guides for this module are available online at http://schools.brunnet.net/ffl/air1.htm.
Vocational Education Chile a family of occupations; teach students to Agriculture schools operate three activities at once sector contributions towards vocational education in particular http://www.worldbank.org/html/extdr/hnp/hddflash/hcnote/hrn018.html
Extractions: Human Resources Development and Operations Policy Number 22, January 31, 1994 Primary and secondary education both vocational and humanistic- scientific (HS) have been decentralized in Chile since the early 1980s. At this time public schooling management was transferred to the Municipalities, along with a per-student based budget. As a result, all public and private schools may receive public subsidies, as long as the school charges no tuition. Agriculture schools receive a per student subsidy about twice as large as the one available to HS schools. A living-expenses allowance is provided for free boarding schools. (The per-student subsidy given to industrial schools is about 50 percent higher, and to commercial schools about 25 percent higher, than for HS schools.) Starting in 1982, the Corporation for Rural Development (CODESSER) took on the administration of a number of vocational schools. CODESSER is a non-profit organization created in 1976 by the National Society of Farmers (SNA), an institution with a 150 year history. Initially, CODESSER took responsibility for the administration of four schools. Their reputation was so low that it was difficult to attract students. Today, in some of the schools there are over 300 applicants for 45 first year openings. Additional schools were incorporated later, including two industrial schools in 1987. CODESSER now manages 17 schools.
Vocational Education Teachers Postsecondary teach or instruct vocational or occupational subjects at primary business is other than education. grades, attendance, training activities, production records http://www.careersteppingstones.com/jd/25-1194_00.htm
Extractions: Vocational Education Teachers Postsecondary SOC Code: 25-1194.00 Job Zone General Description: Teach or instruct vocational or occupational subjects at the postsecondary level (but at less than the baccalaureate) to students who have graduated or left high school. Includes correspondence school instructors; industrial, commercial and government training instructors; and adult education teachers and instructors who prepare persons to operate industrial machinery and equipment and transportation and communications equipment. Teaching may take place in public or private schools whose primary business is education or in a school associated with an organization whose primary business is other than education. Tasks: Conducts on-the-job training, classes, or training sessions to teach and demonstrate principles, techniques, procedures, or methods of designated subjects. Plans course content and method of instruction. Selects and assembles books, materials, supplies and equipment for training, courses or projects. Participates in meetings, seminars, and training sessions and integrates relevant information into training program.
OPLIN OH! Teach / INFOhio Curriculum Areas Vocational teach / INFOhio Curriculum Areas vocational education/Careers Special Career areas such as music education, the music about their dayto-day activities. http://www.oplin.lib.oh.us/index.cfm?ID=19-2190-859-2646
Vocational Education - Advanced Marketing vocational education Advanced Marketing. A003.a The learner will be able to teach individual employees to perform Strand, Bloom s, Scope, Hours, Source, activities. http://moberly.k12.mo.us/curriculum/CR85491.HTM
Extractions: Editor: Kirk Swortzel kswortzel@ais.msstate.edu Volume 12, Number 1 Fall, 1995 DLA Ejournal Home JVTE Home Table of Contents for this issue Search JVTE and other ejournals SELF-DIRECTEDNESS IN ADULT VOCATIONAL EDUCATION STUDENTS: ITS ROLE IN LEARNING AND IMPLICATIONS FOR INSTRUCTION Thomas D. Fisher Abstract SELF-DIRECTEDNESS IN ADULT VOCATIONAL EDUCATION STUDENTS: ITS ROLE IN LEARNING AND IMPLICATIONS FOR INSTRUCTION During the last several decades, data has begun to accumulate to substantiate a number of the characteristics of adult learners that sets them apart from traditional K-12 students and many undergraduate college students as well. As one might expect the attributes are varied, however, there seems to be a general consensus in the literature on at least two common characteristics that have an impact on learning efficacy and the overall classroom experience for this mature group of students: lifetime experiences and the self-directedness of the learner ( Cook, 1993
Extractions: Marshall University Abstract The purpose of this study was to describe West Virginia secondary vocational education teachers' use of student assessment information in making instructional decisions. A cluster sample of 240 teachers was needed for the study. A four-part questionnaire was designed to measure selected variables. Descriptive statistics were used to summarize the data. Teachers had an average of 15 years of teaching experience and nine years of related work experience. Attitudes toward assessment were viewed as "positive" by respondents. Secondary vocational education teachers neither agreed nor disagreed that they were constrained in their assessment activities. However, vocational education teachers must have opportunities during the school day to collaborate on the analysis of student work and to plan appropriate instructional improvements. The Carl D. Perkins Vocational and Applied Technology Education Act of 1990 required accountability of all states that accept federal funds to support vocational programs. This was to be achieved through a system of specified performance measures and standards, which track both academic and occupational competency gains. Measures of performance were requested to address occupational competency attainment while measures of learning and competency gain were to reflect the achievement of basic and advanced academic skills. Goals 2000 and the School-to-Work Opportunities Act are two of the federal acts that emphasize high standards for all students while providing a framework and some financial incentives for public education to prepare all students for the world beyond school.
Welcome To The VR/Interagency Agreement Teach In responsibility for diagnostic services, vocational assistance, employment These activities are well within the scope mission of higher education and highlight http://www.janejarrow.com/teach-in/vr-ia.html
Extractions: BETWEEN VOCATIONAL REHABILITATION AND HIGHER EDUCATION It is recommended that some form of these statements be included in the interagency agreement being drafted between the State Vocational Rehabilitation (VR) agency and the higher education community in your state. The specific language for inclusion is presented first. Following, these five statements are repeated with more detailed explanation of the importance of their inclusion in promoting dialogue regarding joint fiscal responsibility for services and in protecting the autonomy of institutions of higher education in pursuing their educational mission. Finally, an example of how the proposed language could be incorporated in a formal agreement is presented. SPECIFIC LANGUAGE FOR INCLUSION Pursuant to requirements established in the 1998 Amendments to the Vocational Rehabilitation Act (as contained in the Workforce Investment Act of 1998), this interagency agreement shall be the mechanism used to formalize an agreement between the State Vocational Rehabilitation (VR) agency and institutions of higher education (IHE) regarding their responsibilities to individuals with disabilities who are jointly clients of the VR system and enrolled students in higher education. The mission of Vocational Rehabilitation is to assist individuals with disabilities in successfully preparing for, obtaining and retaining employment. VR provides a variety of services pursuant to this mission. In contrast, the mission of higher education is to make available to all students (regardless of disability) the opportunity to acquire knowledge, skills, and/or expertise commensurate with their level of ability. Institutions of higher education provide accommodations to students with disabilities, as necessary, to assure their equal access to such opportunities.
Countdown: UNESCO Education News Associated Schools Project Network are launching activities to mark need to learn how to teach reading. New ambitions for technical and vocational education http://www.unesco.org/education/educnews/ouvnews.htm
Extractions: The Cochabamba Declaration 28 March 2001 Caribbean nations adopt the Cochabamba Declaration on Education focusing on basic schooling for all, literacy and reforms to improve the quality and efficiency of education, after a three-day meeting in the Bolivian city of Cochabamba. Factors that affect learning in Latin America ... International Adult Learners' Week 8 November 2000 International Adult Learners' Week was launched on 8 September 2000, at EXPO 2000, in Hanover, Germany. If you would like to share information on your national adult learners' week, UNESCO's Institute for Education would like to hear from you. How children see a peaceful and non-violent world 26 October 2000 Children around the world express their vision of a non-violent world in a cartoon contest sponsored by UNESCO's Associated Schools Project Network. The six winning entries have been transformed into short animation videos e-learning for African teachers 19 October 2000 UNESCO's International Institute for Capacity Building in Africa (IICBA) has developed an electronic library to improve the teaching skills of African teachers. They became literate in two languages 16 October 2000 An ambitious project which aims to help Bolivian country people become literate simultaneously in Quechua and Spanish wins UNESCO's Malcolm Adiseshiah Literacy Prize.
Integrating Academic And Vocational Education: for example, used various activities to improve develop the expertise to teach the integrated By contrast, vocational education offers students training in http://www.rand.org/publications/RB/RB8005/
Extractions: M Since the turn of the century, vocational and academic educational programs in American high schools have grown increasingly separate. Vocational and academic teachers undergo distinct certification processes, and students involved in one strand of education often do not mix with students in the other. In recent years, this separation has come under criticism for many reasons. These reasons include the growing recognition that the workplace of the future will require new and different skills of all workersincluding not only job-specific skills but also transferable, generic skills that will help them to acquire further education and training throughout their careers. Thus, strict distinctions between academic and vocational knowledge and skills are becoming blurred. In 1990, the federal government mandated the "integration" of vocational and academic education through amendments to the Carl D. Perkins Vocational Education Act of 1984. The amendments made funds available "to provide vocational education in programs that integrate academic and vocational education . . . so that students achieve both academic and occupational competencies." As a result, states and localities throughout the nation are undertaking efforts to integrate vocational and academic education. Unfortunately, little systematic information has been available to help guide integration efforts. To help fill the gap, a recent study conducted by RAND for the National Center for Research in Vocational Education analyzed the experience of eight schools that had begun their integration efforts several years before the Perkins amendments. The study derived important "lessons learned" that can help guide educators and educational policymakers seeking to integrate vocational and academic education.
Evaluation Of Vocational Instruction in general and occupational/vocational education specifically, and eight discrete and disparate activities four functions These are Plan Manage teach Assess. http://reach.ucf.edu/~evt3365/main.html
Extractions: General Methods/Testing/Evaluation in Vocational Education Instructor Jo Ann M. Whiteman Phone E-mail jwhitema@mail.ucf.edu UCF Undergraduate Catalog As a teacher one must be responsible to review courses and add or delete or revise content, organization, and focus each time a course is taught. The time is different, as are the students, and the overall goals of the course may even change. This course on the Web is no different. After careful review, reading of several new books about teaching in general and occupational/vocational education specifically, and recognizing the potential of Web- based teaching, this course has been revised once again. Instead of eight discrete and disparate activities four functions of a (new) teacher have been identified and are stressed in this course. These are: Assess In the "Course model" these four functions surround a circle with learning in the center. All must "fit" with each other, but the starting point may vary by preparedness, need, materials, and support. Teaching does not (or should not) exist without learning so when the function of teaching is presented, it is in reality student learning, planned for, managed by, taught to, and assessed by the teacher. Therefore learning is in the middle-affected by each of these basic functions of a teacher. Learning really is an awesome responsibility!
Extractions: "Researching Vocational Education and Training" July 14-16 1999, Bolton Institute Internet based delivery of vocational education and training requires development of new kinds of infrastructures and services. What are these services? What's the best way to obtain them? This article reviews the specialised requirements for college and industry based online courses, with particular reference to "in house" and "outsourced" access to world wide web course servers. Introduction Online learning offers attractive ways to enhance the flexible delivery of vocational education and training. Online learning facilitates communications between students and tutors, enables peer group communications between students, allows frequent updating of study materials, includes access to online resources worldwide, and it may be integrated with many kinds of interactive multimedia and computer assisted learning. Online learning has special attractions for work place based training and corporate training. Often an organisation has well developed local and wide area network communications for purposes of its business operations. In such cases online learning may offer good economies and high effectiveness with respect to use of existing workstations, servers and network equipment, whilst existing online documentation may provide reference material for training programs.
Extractions: Teach or instruct vocational or occupational subjects at the postsecondary level (but at less than the baccalaureate) to students who have graduated or left high school. Includes correspondence school instructors; industrial, commercial and government training instructors; and adult education teachers and instructors who prepare persons to operate industrial machinery and equipment and transportation and communications equipment. Teaching may take place in public or private schools whose primary business is education or in a school associated with an organization whose primary business is other than education.
Ian Cornford: UTS: Faculty Of Education BA (Hons), PhD (Syd), DipEd (Syd teach Coll role of politics and rhetoric in policy development in vocational education. Community and Professional activities http://www.education.uts.edu.au/ostaff/staff/ian_cornford.html
Extractions: Ian Cornford's interests in centre upon effective teaching, training and learning in formal and non-formal settings. He has been involved in teaching, research and consultancies in the areas of vocational education and Human Resource Development for many years. Teaching specialisations at undergraduate and postgraduate levels include Educational Psychology, Developmental Psychology, Teaching-Training Practices, Program Development, and Contemporary Issues in Education. Currently he offers seminars in the Master of Education in Adult Education in Skill Learning and the Development of Expertise, and Lifelong Learning: Psychological Perspectives. Research Areas: These include psychological and practice based aspects of effective teaching and learning but especially developing knowledge and skills in the workplace, lifelong learning, assessing the effectiveness of competency-based training, and the role of politics and rhetoric in policy development in vocational education.
TANF Work Requirements Onthe-Job Training Employers teach you occupation hours plus other approved work activities to meet 24 months (including 12 months of vocational education). http://www.state.sd.us/social/TANF/Work/requirements.htm
Extractions: TANF participants are required to work in allowable work activities a minimum of 30 hours each week. If you have a child under six years old, your weekly minimum requirement is 20 hours. Your Personal Responsibility Plan will tell you what work activities you have and how many hours you must work. It is very important that you follow the activities youve outlined in your Personal Responsibility Plan. The following work activities count towards the number of hours you need to work: Working in a Job: Employers hire you just like other employees. Employers who hire welfare recipients may be eligible for a tax credit up to $2,400 through the Work Opportunity Tax Credit Program On-the-Job Training: Employers teach you occupation-specific skills and the methods used in their business. You earn wages while being trained and then remain employed when the training is completed. Employers are reimbursed a pre-determined amount (usually 50% of wages paid) to help offset the cost and the lower productivity associated with training new workers.
Extractions: reproduced. HIGHER ORDER THINKING SKILLS IN VOCATIONAL EDUCATION ERIC DIGEST NO. 127 by Sandra Kerka (1992) ERIC Clearinghouse on Adult, Career, and Vocational Education Center on Education and Training for Employment 1900 Kenny Road Columbus, OH 43210-1090 From the movement to integrate vocational and academic education to the proposals of the Secretary's Commission on Achieving Necessary Skills (SCANS 1991) and others, the message is clear. Higher order thinking skills are essential and must be taught. Recent findings of cognitive research provide a better understanding of how people learn and how they solve problems, from which new teaching strategies are emerging. This ERIC DIGEST defines higher order skills, presents arguments for developing thinking skills in vocational education and describes strategies and applications in vocational settings. WHY VOCATIONAL EDUCATION? The ability to think creatively, make decisions, solve problems, visualize, reason, analyze, interpret, and know how to learnthese skills are most often mentioned in definitions of critical thinking. Characteristics of critical thinkers are perseverance, flexibility, metacognition, transfer of knowledge, problem orientation, open mindedness, use of quality standards, and independence (Lee 1989), a list that resembles many descriptions of the desirable qualities of the future work force. As the nature of work changes and people live and work longer, it is clear that the skills needed for a "40 to 50 year work life" (Think about It, Too! 1988) are the capacities to learn continuously through thinking and reasoning, problem solving, decision making, and interpersonal competence. These skills are not only critical to work; they are also needed to deal with the increasingly complex spheres of family, community, and society. Why should vocational education be involved in developing thinking skills? It is often assumed that this is the role of academic education. However, Thomas (1992) cites the following arguments for vocational education's role: (1) occupations are becoming more reliant on cognitive capacities; (2) the changing work environment requires flexibility and adaptability to changing conditions; and (3) vocational education provides a real-world context for cognitive development. "One of the ways to prepare future employees is to teach students how to think instead of what to think" (Chalupa 1992, p. 21). As the SCANS (1991) report notes, this does not imply a narrow work-focused education. Rather, vocational education is a vehicle for developing the cognitive skills needed for "a productive, full, and satisfying life" (p. vi). Cognitive research demonstrates that (1) learning is not automatically transferred to new settings; (2) context is critical to understanding; (3) passive learning does not develop cognitive management skills; and (4) higher order learning is not a change in behavior but the construction of meaning from experience (Johnson and Thomas 1992; Thomas 1992). Different teaching strategies, alternative assessment methods, and new ways of teacher preparation are needed. WHAT STRATEGIES DEVELOP THESE SKILLS? Thomas (1992) identifies three types of cognitive theories upon which teaching strategies can be based. Information processing theory explains how the mind takes in information. Knowledge structure theories depict how knowledge is represented and organized in the mind. Social history theory explains the vital role of cultural context in the development of individual thinking. Together, these three perspectives offer a comprehensive view of cognition. In this view, learning is characterized as an active process in which the learner constructs knowledge as a result of interaction with the physical and social environment. Learning is moving from basic skills and pure facts to linking new information with prior knowledge; from relying on a single authority to recognizing multiple sources of knowledge; from novice-like to expert-like problem solving. Johnson and Thomas (1992) present five general principles and related teaching methods that integrate aspects of all three perspectives: 1. Help Students Organize Their Knowledge. External memory aids such as concept maps (visual representations of concepts and their relationships) ease the information overload on working memory. 2. Build on What Students Already Know. Advance organizers such as rules, analogies, or concrete instances help students recognize the similarities between new information and previously acquired knowledge. 3. Facilitate Information Processing. Teachers model problem solving, demonstrating their thought processes, strategy selection, and response to mistakes. 4. Facilitate Deep Thinking through Elaboration. Cooperative learning techniques such as peer tutoring or paired problem solving (in which one student thinks aloud during the process of solving a problem) make students observe and modify their own thinking processes. 5. Make Thinking Processes Explicit. In reciprocal teaching, the teacher models desired metacognitive processes by reading a paragraph, asking questions, summarizing, and predicting what would happen next in the text. Students gradually take on the teacher's role. These strategies demonstrate that the teacher's role in developing thinking skills differs from traditional instruction. One metaphor for this new role is "a guide on the side rather than a sage on the stage" (Thomas 1992, p. 54). The following teacher behaviors promote cognitive development (Chalupa 1992; Lee 1989; Thomas 1992): Requiring justification for ideas and probing for reasoning strategies Confronting students with alternatives and thought-provoking questions Asking open-ended questions Requiring students to be accountable for class discussion Serving as a master of apprentices rather than a teacher of students Using Socratic discussion techniques Classroom environments that support higher order thinking have the following characteristics (Stasz et al. 1990; Thomas 1992): Reflections of real-life situations and contexts Collaboration among teachers, disciplines, students Encouragement of curiosity, exploration, and investigation Responsibility for learning vested in the learner Failure viewed as a learning opportunity Acknowledgement of effort, not just performance Chalupa (1992) describes inservice training that helps teachers remodel lesson plans and incorporate knowledge of learning styles in cognitive development. This approach to lesson development involves identifying What is essential for students to know? What is nice to know? What is "fluff"? Learning and teaching styles are assessed by such instruments as the Myers-Briggs Type Indicator and Watson-Glaser Critical Thinking Appraisal. Higher order thinking objectives specify student performance that requires application, analysis, synthesis, and evaluation of information (Miller 1990). Assessing the achievement of higher order thinking skills is a challenge because the qualities of learners' thinking and knowledge must be observed, not just their results or products (Thomas 1992). Existing right and wrong answer approaches to testing are clearly inadequate. In fact, "assessment" rather than "testing" is recommended (SCANS 1991; Thomas 1992). New forms of evaluation being developed include the Tailored Response Test, stimulated recall, scenario analysis, and concept mapping. Existing methods such as true/false, multiple choice, and essay can be adapted by having students indicate why an answer is false, asking how two things are similar or different, or requiring evaluation or critique (Chalupa 1992). Scoring can involve giving credit for reasoning (Heyman and Daly 1992). HOW ARE THESE SKILLS DEVELOPED IN VOCATIONAL EDUCATION? In technology education, the Enterprise Project requires students to design, test, manufacture, and market a product they select. They must use creativity, problem solving, and logic to understand the processes of bringing a product to market and the potential social and environmental impacts (Think about It, Too! 1988). Home economics students can use cooperative learning, debate, and problem solving to explore how to manage the dual role of homemaker and wage earner (ibid.). Agriculture students receive background information on chemical fertilizers and a demonstration by an instructor, extension agent, farmer, or sales representative. Student groups then conduct soil analysis, develop fertilizer application plans, present results, and discuss ethical and soil conservation issues (Haynes and Schroeder 1989). Cooperative education students participate in a seminar to analyze and evaluate their internship experiences by keeping weekly logs of facts, activities, and incidents and analyzing them using Bloom's taxonomy of cognitive processes. Students synthesize meaning from their daily work experiences (applying theory to real life), explore their relationship to work and society, and learn about career decision making (Stephenson-Miles 1990). Examples of advance organizers in technology education include the analogy of the workings of a flashlight to introduce the concept of electronic circuits, a bicycle to help students understand mechanical advantage and gear ratios, and the human heart as an example of a hydraulic system. In revising lesson plans to include higher order components, a traditional lesson objective (writing a resume and application letter), activities (discuss characteristics, create resume), and test questions (list categories of information in a resume and application letter) becomein a critical thinking lesson planobjectives (examine how the importance of categories of information changes over time, evaluate sample resumes and letters), activities (discuss why one would or would not select a hypothetical applicant), and test questions (given two resumes and letters, select a candidate and justify the reasons) (Chalupa 1992). Miller (1990) transforms a typical lesson on nutrients and nutrient deficiency (list and describe classes of nutrients and symptoms of deficiency, read chapter, observe cases of deficiencies, explain three functions of water in the body) into a higher order thinking lesson involving discussion of how components of a balanced diet are determined, diagnosis of symptoms of nutrient deficiencies in a lab activity, and an open-ended test question. Developing higher-level cognitive capacities goes beyond giving a lesson or two on thinking skills. Applying cognitive development principles in vocational curriculum and instruction builds on the strengths of vocational education to develop higher order skills needed in the spheres of work, family, community, and society. REFERENCES Chalupa, M. R. "Critical ThinkingGetting Minds to Work." Business Education Forum 47, no. 1 (October 1992): 21-24. Haynes, T. B., and Schroeder, C. "Activities to Stimulate Critical Thinking." Vocational Education Journal 64, no. 5 (August 1989): 30-31. (EJ 394 612) Heyman, G. A., and Daly, E. R. "Teaching Critical Thinking in Vocational-Technical and Occupational Classes." New Directions for Community Colleges no. 77 (Spring 1992): 103-108. (ED 342 453) Johnson, S. D., and Thomas, R. "Technology Education and the Cognitive Revolution." Technology Teacher 51, no. 4 (January 1992): 7-12. (EJ 435 379) Lee, H. D. Thinking Skills and Coaching Strategies Workshop. Menomonie: Center for Vocational, Technical, and Adult Education, University of Wisconsin-Stout, 1989. (ED 321 077) Miller, C. "Higher-Order Thinking: An Integrated Approach for Your Classroom." Vocational Education Journal 65, no. 6 (October 1990): 26-27, 69. (EJ 414 533) Secretary's Commission on Achieving Necessary Skills. What Work Requires of Schools. Washington, DC: U.S. Department of Labor, 1991. (ED 332 054) Stasz, C.; McArthur, D.; Lewis, M.; and Ramsey, K. Teaching and Learning Generic Skills for the Workplace. Berkeley: National Center for Research in Vocational Education, University of California, 1990. (ED 329 682) Stephenson-Miles, B. "Composition and Critical Thinking through Cooperative Education." Conference paper, 1990. (ED 320 632) Think about It, Too! A Collection of Articles on Higher Order Thinking Skills. Austin: Texas Education Agency, 1988. (ED 333 003) Thomas, R. G. Cognitive Theory-Based Teaching and Learning in Vocational Education. Information Series No. 349. Columbus: ERIC Clearinghouse on Adult, Career, and Vocational Education, 1992. (ED 345 109) Developed with funding from the Office of Educational Research and Improvement, U.S. Department of Education, under Contract No. RI88062005. The opinions expressed do not necessarily reflect the opinions or policies of OERI or the Department. DIGESTS may be freely
New Jersey Education Association [Toolbox Archives] If you teach plumbing (and even if you don helps educators find lesson plans and activities in all a grade level and also specify vocational education, as well http://www.njea.org/ProfessionalDevelopment/toolboxArchives.asp?Archive=toolbox_
NCCTE - 8/10/2000 - Swiss Vocational Education The schools teach the basic theory which the of taking part in the normal activities of the the Swiss Pedagogical Institute for vocational education, which is http://www.nccte.org/webcasts/description.asp?wc=85
