Vocational Education in Higher Secondary Schools
The competent and trained manpower would be contributing significantly to the industrial development of the nation by establishing small industries. Rapid changes in technology, expansion of market, industrial policies of the Government, coming in of more multinationals due to liberalization have revolutionized the aspect of Vocational Education at present the object of vocational education can be achieved by adequate school management. When we talk about objectives of vocational education, we mean to prepare students for self-employment and develop them as skilled manpower. Vocationalisation of Secondary Education is important from the point of view of the economic development of the developing country like ours. Such an education will inculcate the habit of hard work and dignity of labor among the students. This programme will help to solve the problem of unemployment and prepare the way for self-employment. The Present paper is the outcomes of the study of vocational education in higher secondary schools of Bhopal division Bhopal Division comprises of Bhopal, Raisen, Vidhisha, Sehore and Rajgarh districts. Vocational Courses were introduced for the first time in 1988. According to the figures of 1996- 1997 Vocational Courses introduced in thirty-one schools of Bhopal division. For study ten schools where vocational courses are running, selected by investigators randomly. Data collected with the help of various tools like questionnaire and interview schedules. Results of the study reveal that there is a need to strengthen vocational education in the region. DOI: 10.5901/mjss.2015.v6n5p455
An evaluation of beauty and hair care education at vocational schools
The qualifications of students who undergo technical and vocational education and training play a significant role in terms of the impact on the economic and industrial development of a country. In this connection, studies aimed at training a qualified workforce in technical and vocational secondary education in North Cyprus are ongoing. To achieve success in vocational training in modern societies, students should be directed according to their abilities from the pre-school period until they graduate from high school. While students are oriented towards the fields they are interested in, there should be collaboration between the student, the family and the school. The education and training programs devised for “hairdressing” and “cosmetology” in the field of Beauty and Hair Care under North Cyprus MEYAP (Mesleki Teknik Eğitimi Yapılandırma Projesi-Project for Structuring Technical and Vocational Education and Training) are of significance in terms of providing employment, training a qualified workforce, employment of a workforce to meet the needs of the sector, acceptance of the work force into the relevant university departments and contribution of this much needed work force in the personal services sector. The inclusion of the field of Beauty and Hair Care within the scope of MEYAP and the design of programs in a modular way by taking into account the specific sectoral needs would introduce a new approach and standards to the vocational education and training system, which trains qualified personnel for this vital sector for the North Cyprus economy. The Framework Teaching Program pertaining to the field of Beauty and Hair Care is aimed at enabling students to acquire the basic knowledge and skills related to the field and its subspecialties as well as training individuals with the necessary professional qualifications who are creative, open to criticism and who can adapt to innovation and change, can communicate effectively with people around them, can establish goals and take the initiative to achieve those goals. This research, which is a descriptive study, analyzes the beauty and hair care education at vocational schools in North Cyprus. A questionnaire with 6 open-ended questions has been used for this study, in which the participants were vocational school teachers. The aim of these questions was to identify the personal characteristics of the teachers and students, the teaching–learning environment, the adequacy of such environments, how assessment and evaluation is performed and whether the education and training is conducted in an applied format or not. Document analysis has been employed to find answers to the first two research questions and face-to-face interviews were administered for the others.
The camel in Somali oral traditions
The relationship between the camel and the Somali people has traditionally been reflected in Somalia's oral literary forms: Poems, proverbs, work songs, metaphores and tales of wisdom. The author h ...