Competency-based vocational education: Is this the answer?

Recent calls for reform of vocational education and training arrangements in Australia have drawn attention to so called competency-based vocational education (CBVE) and self-paced methods of training. Teachers in Technical and Further Education therefore need to know more about these methods and how they operate. The paper outlines the main features of CBVE and reviews and compares three competency-based programs in operation. The programs are offered by vocational colleges in Canada, United States of America and Australia and the review concentrates on processes and products required to implement the competency-based approach successfully. The review makes it apparent that CBVE has a good deal of potential for training in vocational education as well as in industry. The self-pacing aspects appear to develop characteristics of independence and self-reliance. The review makes it apparent that there are inherent problems and potential pitfalls. These include the need for consistently adequate and updated resources and learning materials as well as for the adequate preparation and on going staff development of teachers.     

Is contextualised admission the answer to the access challenge?

This article reviews the idea of contextualising applicants to higher education in order to widen access. First, the meaning of contextualised admissions (CAs) is discussed before laying out the rationale for contextualising applicants and the beneficiaries of the policy. The final sections discuss key critiques of CA and conclude by arguing that CA does go some way to addressing the access challenge. To fully realise its potential as a policy intervention though, it is most helpfully part of integrated support for students throughout university and is mindful of the role of universities in wider society to create more equal progression trajectories for young people from a range of backgrounds.     

Unit 2 Is this your pencil?

酬饱p笼1.根据句意及首字母提示，完成单词。ffor吕七七翻沁.纽J l一Can you一her name?一Yes，兀can·2一E_me，Wei Hua.15 this your Pen?一No，it isn’t. 3 .15 myl洲x〕k in thee_? 4.The five En沙sh一Chinesed—are on the劝eIf课子上). 5 .My books are in myb_. 6一Whoser一are these?一1 think they are ours·7.You can clean(弄干净)it with youre一. 8一What’5 this inE_?一It’san“x”. 9 .There isn_peneil in the peneil ease. 10.These邵neils_are on the desk·11.用适当的冠词《a.an.the)坟空，不需要的地方打…     

Is combining child labour and school education the right approach? Investigating the Cambodian case

The paper considers whether letting children combine work and school is a valid and effective approach in Cambodia. Policy makers’ suggestions that child labour should be allowed to some extent due to household poverty appear ungrounded as no significant relation between children's work and household poverty is found while arranging school timetables flexibly in order to accommodate households’ perceived need for children's labour may increase problems of insufficient teaching hours if schools conduct their timetables unreliably. Considering these issues, the paper suggests the need for a more diversified approach to dealing with the impact of child labour on their school education.     

Do you read this the way I read this?

Two studies were carried out which investigated students' perceptions of, and reactions to, a tutor's comments on written assignments. The method used was based on the Kelly Construct Repertory Grid technique and is referred to as the Kelly Analysis. Study 1 involved the use of a facilitator who helped the students in carrying out the Kelly Analysis. Study 1 demonstrated that this technique was effective in eliciting both the students' and the tutor's perceptions of the comments, and that an examination of matches and mismatches between the two could be carried out. Study 2 focused on the development of a self-administered Kelly Analysis to remove the need for a facilitator. Students had few problems in using the self-administered Kelly Analysis and, again, an examination of matches and mismatches in perception of comments was feasible and useful. The potential value of open-ended questions in exploring students' perceptions was also investigated. It is suggested that the Kelly Analysis coupled with the use of open-ended questions could provide a valuable tool to tutors and students who wish to explore understanding of comments, and one that might aid in creating more reflective practitioners and students. Two relevant theoretical perspectives are also outlined: schema theory within cognitive psychology, and social constructivist theory especially the role of scaffolding learning.     

Is accreditation ‘on the right track’? The views of Portuguese academics

In many countries, quality assurance systems rely on study programme accreditation. As with all quality assurance mechanisms, accreditation should also be continuously improved in order to maintain its relevance as a promoter of study programme quality. A way to move accreditation forward is by taking into account academics’ views, interests and needs about the process, since their support for it is paramount for its success and effectiveness. This paper analyses Portuguese academics’ knowledge and views on accreditation with the aim of understanding if the process is being supported and is on the right route for being effective. It is based on the analysis of 1484 academics’ answers to a questionnaire distributed in 16 higher education institutions. This analysis reveals a moderately positive attitude of academics towards accreditation, reflected in an only moderate knowledge of the process as well as in a mild agreement with its characteristics and implementation features. This suggests that there is room for improvement to bring this quality assurance mechanism closer to academics’ expectations and needs and therefore to improve accreditation’s effectiveness.

     

Is this radical enough? Curriculum reform,change, and the Language of Probability

Utilizing multiple perspectives as theoretical groundings the writer discusses both the need and construction of a Language of Probability as a companion to the extant languages of critique and possibility in critical curriculum theory. If radical curriculum reform is ever to move beyond the realm of the not yet, it is crucial that certain systemic realities are acknowledged and a language developed to deal with the negotiations necessary for the democratic application of critical curriculum theory in the public school systems of this country. Such developments are discussed by the writer relative to the extension of this new language. It is important to note this is neither a purely theoretical nor practical essay. Rather this melds the two mutually supportive positions into a concrete plan for action in radical school reform by beginning to define what are, and what are not, legitimate evaluative criteria for constructing the limits of the project.     

PEP Book 4 Unit 3 Is this your skirt?

教学过程Step1.Warm-up1.课前播放本单元歌曲When is your birthday?2.Let’s chant:January,Feb-ruary,and March;April,May,and June;July,August,and September;October,November,and     

Where Is the Money?

卿粤怎么样你还没找到就让Brown探长给你一点儿提示吧。你找出被偷的钱藏在什么地方了吗?如果我让邮局的工作人员把邮筒打开了。请你帮我找出一封信封的书写格式完全正确的信件。囚回the USA，New York，Queen Rosd，Room 503，Building4，No.60 the USA，New York，Sweet Road No.50，Building4，Room 603回回Room 603，Building4，No.60，Queen Rosd，New York，the USA Bright Road，No.80，Buildings，Room 303，New York，the USA︸一.﹄﹄一︸e一一!一︸﹄曰上期《我来当侦探》答案: Room 1 03，Building3，No.30，…     

Where Is the Toilet?

在美国,外国游客在路上,特别是在高速公路上是很难找到厕所的。因为美国公路边的厕所都设在汽车加油站内,过路人不管是否是加油站的主顾,都可以向管理员索取钥匙使用。在市内如果一时找不到厕所,则可以向任何旅馆或影剧院借用。在国外,最常见的公厕标志是:Toilet(盥洗室),Lavatory(厕所),WashRoom(洗手间),RestRoom(休息室),BathRoom(洗澡间),W.C.或ComfortStation(方便处)。男厕所的标志通常是:Men’sRoom,Gentlemen,Gent’s,Men等;女厕所的标志通常是:Ladies’Room,Ladies,Women,PowderRoom(化妆室)等。上公共厕所一般都是要收…