Towards a New Theory of VET Policy Evaluation and Engagement: A Multiple Stakeholder Approach

<p>Much current policy analysis assumes that in order to build theory on vocational education and training (VET) policy evaluation, it is useful to explore evaluation from the perspectives of its stakeholders. However in practice this does not always happen. This thesis addresses the limitations that arise in policy analysis on VET when stakeholders’ perspectives are ignored or assumed. Industry Training in New Zealand is used as an example of a VET policy that has experienced increasing participation by stakeholders, but limited evaluation that largely ignores stakeholders’ views. Taking an inclusive, qualitative approach, this research seeks to unearth how different stakeholders in the state and tourism sectors evaluate the impact of Industry Training and how value is created for each from Industry Training engagement. Fifty semi-structured interviews were completed with a cross-section of stakeholders representing policy makers, various industry interest groups, as well as employers/managers and trainees from four state and tourism sector organisations. Secondary data, where available, were also analysed, in order to improve the level of data triangulation. An analytical framework was developed from the VET, human capital, human resource development, critical human resource development and policy evaluation literatures. This framework consists of two broad paradigms of evaluation: (1) The Strategic HRD/VET policy logic of skills investment equals increased socio-economic prosperity. This views the outcomes of VET policy as largely value-free, quantifiable facts that are mutually beneficial to all stakeholders, and which exist separately from these stakeholders; and, (2) The Critical HRD/Stakeholder logic that views the outcomes of VET policy as value-laden, not necessarily mutually beneficial to all stakeholders, nor existing separately from its stakeholders. Responses from interviewees were compared against these paradigms and among different stakeholder groups to answer the main research question: How do stakeholders evaluate the impact of a VET policy? The main research outcome is the development of a new framework and theory of VET policy evaluation, based on a comparative understanding of value creation from multiple stakeholders’ perspectives.</p>

Towards a New Theory of VET Policy Evaluation and Engagement: A Multiple Stakeholder Approach

<p>Much current policy analysis assumes that in order to build theory on vocational education and training (VET) policy evaluation, it is useful to explore evaluation from the perspectives of its stakeholders. However in practice this does not always happen. This thesis addresses the limitations that arise in policy analysis on VET when stakeholders’ perspectives are ignored or assumed. Industry Training in New Zealand is used as an example of a VET policy that has experienced increasing participation by stakeholders, but limited evaluation that largely ignores stakeholders’ views. Taking an inclusive, qualitative approach, this research seeks to unearth how different stakeholders in the state and tourism sectors evaluate the impact of Industry Training and how value is created for each from Industry Training engagement. Fifty semi-structured interviews were completed with a cross-section of stakeholders representing policy makers, various industry interest groups, as well as employers/managers and trainees from four state and tourism sector organisations. Secondary data, where available, were also analysed, in order to improve the level of data triangulation. An analytical framework was developed from the VET, human capital, human resource development, critical human resource development and policy evaluation literatures. This framework consists of two broad paradigms of evaluation: (1) The Strategic HRD/VET policy logic of skills investment equals increased socio-economic prosperity. This views the outcomes of VET policy as largely value-free, quantifiable facts that are mutually beneficial to all stakeholders, and which exist separately from these stakeholders; and, (2) The Critical HRD/Stakeholder logic that views the outcomes of VET policy as value-laden, not necessarily mutually beneficial to all stakeholders, nor existing separately from its stakeholders. Responses from interviewees were compared against these paradigms and among different stakeholder groups to answer the main research question: How do stakeholders evaluate the impact of a VET policy? The main research outcome is the development of a new framework and theory of VET policy evaluation, based on a comparative understanding of value creation from multiple stakeholders’ perspectives.</p>

Construction Industry Training Assessment Framework

The construction industry suffers from a lack of structured assessment methods to consistently gauge the efficacy of workforce training programs. To address this issue, this study presents a framework for construction industry training assessment that identifies established practices rooted in evaluation science and developed from a review of archival construction industry training literature. Inclusion criteria for the evaluated studies are: archival training studies focused on the construction industry workforce and integration of educational theory in training creation or implementation. Literature meeting these criteria are summarized and a case review is presented detailing assessment practices and results. The assessment practices are then synthesized with the Kirkpatrick Model to analyze how closely industry assessment corresponds with established training evaluation standards. The study culminates in a training assessment framework created by integrating practices described in the identified studies, established survey writing practices, and the Kirkpatrick Model. This study found that two-thirds of reviewed literature used surveys, questionnaires, or interviews to assess training efficacy, two studies that used questionnaires to assess training efficacy provided question text, three studies measured learning by administering tests to training participants, one study measured changed behavior as a result of training, and one study measured organizational impact as a result of training.

Educational Theory-Integrated Construction Industry Training: State-of-the-Art Review

Workforce training is needed throughout the construction industry to create and maintain competent workers; unfortunately, most construction training and education research focuses on university student education. Integrating education science theory into construction training has the potential to improve industry training, but the status of this integration has not been well articulated. To address this gap, this article undertakes a state-of-the-art review of education theory–integrated construction training for current industry professionals. To measure the extent of educational theory integration, this article identifies and summarizes studies that meet inclusion criteria, identifies the frequency of occurrence of Bloom’s Taxonomy verbs as a measure of student learning outcomes, and identifies and compares commonly used words within the identified construction training literature and foundational educational theory literature. This article presents a systematic review of published construction workforce training studies that have incorporated educational theory in the design and implementation of the training. The results reveal that, of the 15 construction training studies that met the inclusion criteria, two-thirds (2/3) focused on worker safety and only three studies (20%) targeted managers or designers. Fewer than 35% of terms that were identified as frequently used terms in the published construction training studies were categorized as educational. The results of this study provide a baseline of education theory–integrated construction training research, from which gaps and best practices can be identified and implemented to improve construction industry training.

Skill and Knowledge Improvement Training on Honey and Propolis Commercialization in Central Bangka Regency

The development of honey and propolis as commercial commodities from Central Bangka Regency meet an obstacle considering the technology and marketing target. In order to develop the potential of honey and propolis as commercial products from Central Bangka Regency, identification, technical training and monitoring has been done as the methodology. The results shows identification of Honey and Propolis productivities showed that estimated 19,785 kg / year honey, 3,957 kg / year propolis, with total Kelulut colonies of more than 3957 colonies will resulted. Meanwhile the quality aspect of Kelulut honey found diastase enzyme activity of 1.68 DN, with propolis quality shown polyphenol levels reaching 2587.95 mg / kg with the characteristics that preferred by consumers and industry. Training and monitoring could increase the skill and knowledge of farmer groups

Engineering Moving Images: “Tech Dev” Meets “Look Dev”

This chapter investigates the way engineering principles have transformed cinematic visual effects and animation production since the 1980s, noting the growing influence of “agile” software development. Film industry training manuals, trade press articles, and interviews with workers show that the flexible, reprogrammable nature of production “workflows” requires constant work to maintain the technical connective tissue of “pipelines.” This emphasis on making and re-making custom tools for every production serves post-Fordist demands of flexibility. Automated simulation-based forms of animation offer a paradigmatic case for these trends, where a spectrum of technical work spans basic research done by lead scientists, through to the scripts written and plug-ins installed by simulation artists.

RUANG KREATIF DAN REKREASI DI PASAR BARU

As social beings, humans really need space for interaction. This interaction space can be a background for the development of life, both in economic, social and entertainment activities. Lack of appropriate interaction space causes the community to handle it independently. In the Pasar Baru community there are problems in terms of providing interaction space facilities as well as problems in the productive age unemployment. So in this project will focus on these two problems. The program design in the Creative Recreative Place is divided into two, recreational program and educational support program, where the recreational program accommodates the community's need for social interaction space which also accommodates micro, small and medium businesses undertaken by the community in culinary business sector by creating a culinary area. Then the support program which consists of education, will facilitate the public access to informal education that will increase community expertise through creative industry training, especially in fashion and handicraft which is based on the concentration of industries in Pasar Baru where fashion and handicraft products can be easily found here. In addition, the education program also places the film industry as one of the educational programs offered. Keywords: economy; expertise; interaction AbstrakSebagai makhluk sosial, manusia amatlah membutuhkan ruang interaksi. Dimana ruang interaksi ini dapat menjadi latar bagi perkembangan kehidupan, baik dalam kegiatan ekonomi, sosial dan juga hiburan. Kurangnya ruang interaksi yang layak mengakibatkan masyarakat mengatasinya secara mandiri. Pada Kelurahan Pasar Baru didapati permasalahan dalam hal penyediaan fasilitas ruang interaksi serta permasalahan pada pengangguran usia produktif. Sehingga dalam rancangan akan fokus pada kedua permasalahan tersebut. Secara garis besar rancangan program pada Ruang Kreatif dan Rekreasi dibagi menjadi dua yaitu program utama yang bersifat rekreasi dan program penunjang yang bersifat edukasi, dimana program utama merupakan program rekreasi yang mengakomodir kebutuhan masyarakat akan ruang interasksi sosial yang juga mewadahi usaha mikro kecil menengah yang dijalani masyarakat pada sektor usaha kuliner dengan membuat area kuliner. Kemudian program penunjang yang berupa fasilitas edukasi, akan memfasilitasi masyarakat terhadap akses pendidikan informal yang akan menambah keahlian masyarakat melalui pelatihan industri kreatif terutama bidang fashion dan kria yang didasarkan pada konsentrasi industri yang ada di Pasar Baru dimana produk fashion dan kria ini dapat mudah ditemui disini. Selain itu program edukasi juga menawarkan industri perfilman sebagai salah satu program edukasi yang ditawarkan.