An Assessment of the "Diploma in Computer Engineering" Course in the Technical Education System in Nepal

The vocational education system in Hong Kong is seen as changing in step with the development in industry (O & Chu, 2003). At the beginning of the ’50s until the late ’60s, Hong Kong was an entrepôt trade economy. However, skills and technology transferred from Shanghai, a steady immigration came from Guangdong, and increasing amounts of local investment had promoted Hong Kong‘s industrial foundation. By the early ’50s, the Education Department of Hong Kong began to recognize “the increasing importance of Hong Kong as a manufacturing and industrial center,” and time and effort were being devoted to the development of technical education. During this period of time, we witnessed the building of a vocational school (1953) and technical college (1957); they had aimed at providing vocational education and training for post-Form 3 and -Form 5 leavers. Successful textile manufacturing, followed by new international investments in other infant industries including electronics through the 1960s and 1970s contributed to the socialization of the workforce. By the early 1960s, there was a widely recognized link between industry and technical education. By the mid-1970s, education discourse and documents professed the need to increase the proportion of the curriculum devoted to “practical education” in general secondary schools (White Paper: Secondary Education in Hong Kong over the Next Decade, 1974). Government land sales, efficient infrastructure planning, and the setting up of the economic zones in China all had contributed to a growth rate averaging 10% each year throughout the 1980s and the early 1990s; these achievements had further improved the investment climate. During this period of time, Hong Kong further expanded technical education at the tertiary level. The link between vocational education and training, and the newer infrastructure and high-technology-related forms of industrialization were clearly outlined in the Report of the Advisory Committee on Diversification of the Economy in 1979. All these changes in the economic environment had been well served by the corresponding changes in the vocational education system as evidenced by the rapid and high economic growth in the ’70s, ’80s, and the early ’90s. The VTC (Vocational Training Council) was established in 1982 under the Vocational Training Council Ordinance to provide and promote a cost-effective and comprehensive system of vocational education and training to meet the needs of the economy. Under VTC, preemployment and in-service education and training are provided by the Hong Kong Institute of Vocational Education (IVE), VTC School of Business and Information Systems (SBI) and its training and development centers. The mission of VTC is to provide cost-effective alternative routes and flexible pathways for school leavers and adult learners to acquire skills and knowledge for lifelong learning and enhanced employability (VTC, 2004). Since the late ’90s, the volatile employment market, declining industry, and desire to become a knowledge-based society have triggered yet another education reform. Two important documents have been published by the Hong Kong government to paint out the education reform and the blueprint for the education system in Hong Kong for the 21st century: Reform Proposals for the Education System in Hong Kong by the Education Commission (2000), and the Report on Higher Education in Hong Kong by Chairman Lord S. R. Sutherland (2002) of the University Grant Committee. In response to the Sutherland report (2002), the Vocational Training Council formulated a strategic plan for the change. The plan is to increase e-learning within the VTC to • promote an e-learning culture and to identify teaching staff who make effective use of the Web for teaching, • encourage staffs to build a learning community on their Web sites, • encourage staffs to provide students with an active Web site, and • encourage staffs to conduct virtual (online) tutorials and virtual help desks.

TECHNICAL EDUCATION SYSTEM IN INDIA - CHALLENGES AND PROSPECTS

International Engineering Education ◽

10.1142/9789814261784_0009 ◽

2009 ◽

Author(s):

DAMODAR ACHARYA

Keyword(s):

Education System ◽

Technical Education

International Conference on Sustainable Development in Design & Manufacturing

Global Journal of Enterprise Information System ◽

10.18311/gjeis/2016/7528 ◽

2016 ◽

Vol 8 (1) ◽

pp. 75

Author(s):

Editorial Board

Keyword(s):

Information Technology ◽

Sustainable Development ◽

21St Century ◽

Technical Education ◽

College Campus ◽

New Delhi ◽

Computer Engineering ◽

College Of Engineering ◽

Engineering Institute ◽

State Of Art

Saraswati College of Engineering is a leading Engineering Institute, established in the year 2004 by Hon. Prithviraj Deshmukh and Smt. Vrushali Deshmukh. The college is approved by AICTE, New Delhi and affiliated to University of Mumbai, India. The college campus is beautifully landscaped in a lush green stretch of land spread across Kharghar Hills, SCOE offers UG Engineering Courses in Civil, Mechanical, Electronics & Telecommunication, Computer, Automobile and Information Technology. SCOE also offers PG courses in Civil, Mechanical, Electronics & Telecommunication and Computer Engineering. SCOE is established with a purpose of imparting state of art technical education to aspiring engineers of 21st Century. Efforts are taken by enhancing the employability & skills of students to bridge gap between Industry & Institute.

COMPARING VOCATIONAL AND TECHNICAL EDUCATION SYSTEM OF TURKEY AND GERMANY

PEOPLE International Journal of Social Sciences ◽

10.20319/pijss.2019.52.959974 ◽

2019 ◽

Vol 5 (2) ◽

pp. 959-974

Author(s):

Abdulkadir Kurt ◽

◽

Erdoğan Köse ◽

Keyword(s):

Education System ◽

Technical Education ◽

Vocational And Technical Education

Structural and Logical Approach to the Introduction of Dual Training in Vocational and Technical Education System of the Republic of Kazakhstan

Indian Journal of Science and Technology ◽

10.17485/ijst/2015/v8is(10)/84854 ◽

2015 ◽

Vol 8 (s(10)) ◽

Cited By ~ 1

Author(s):

Railya Minibulatovna Muhamadeyeva ◽

Takhir Minibulatovich Mukhamadeyev ◽

Irina Aleksandrovna Muhamadeyeva

Keyword(s):

Education System ◽

Technical Education ◽

Logical Approach ◽

Vocational And Technical Education ◽

The Republic

Benefit, Monitoring & Evaluation System: A Case Study of Malaysian Technical Education System

10.28945/2465 ◽

2002 ◽

Author(s):

Aziz Deraman ◽

Syahrul Fahmi ◽

Mohamad Naim Yaakub ◽

Abdul Aziz Jemain

Keyword(s):

Education System ◽

Evaluation System ◽

Technical Education ◽

Monitoring And Evaluation ◽

Management Support ◽

Vision 2020 ◽

Web Based ◽

External Efficiency ◽

Financial Research

This paper presents a case study of the Malaysian technical education system. The Technical and Vocational Department (TVED) is designated to prepare skilled technical and intelligent workforce to Malaysia in order to meet the goals of Vision 2020. For that reason, a web-based management support system is proposed to TVED for its planning, management and decision-making activities. e-BME is a system for education monitoring and evaluation by means of establishing internal and external efficiency indicators. e-BME would receive input mainly from Technical and Vocational Education (TVE) schools and graduates. There are four types of reports that are generated by the system: Management, Financial, Research and Planning. TVED could use these reports in its policy and decisionmaking activities. This system promotes faster data collection, higher integrity of generated information and a systematic channel for distribution of reports.

IHI Official Technical Education System

Journal of Jsee ◽

10.4307/jsee1953.35.27 ◽

1987 ◽

Vol 35 (1) ◽

pp. 27-30 ◽

Cited By ~ 1

Author(s):

Tsuneo NAKAZAWA

Keyword(s):

Education System ◽

Technical Education

Policy Planning in Higher Technical Education

Research Anthology on Preparing School Administrators to Lead Quality Education Programs ◽

10.4018/978-1-7998-3438-0.ch028 ◽

2021 ◽

pp. 620-646

Author(s):

Sanjay Soni ◽

B.K. Chorasia

Keyword(s):

Dynamic Model ◽

Education System ◽

Technical Education ◽

Research Work ◽

System Dynamic ◽

System Dynamic Model ◽

Policy Planning ◽

Technical Institute ◽

The Impact

In the present Research work an attempt has been made to compute quality of higher technical Institute by incorporating various important parameters such as faculty strength, Placement of students, faculty satisfaction, student's satisfaction etc. The impact of these factors on quality of higher technical education is studied by constructing a system dynamic model for policy planning for optimum quality in higher technical education system.