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According to UNESCO, roughly 120 countries provide some form of technical or vocational secondary education, as distinct from a purely generalist curriculum. An overview of each administration's secondary vocational education provision is given below under sub-headings suggested by the Terms of Reference (ToR) for this study. The information was gathered through a review of available literature. This varied from administration to administration both in terms of its coverage and of its quality. As a result, the information on each administration is somewhat diverse. This is particularly the case for objective evaluations of administrations' systems. The report ends by posing nine questions for the Government of India to consider when planning the introduction of vocational education to secondary schools: (i) what is the place of school-based vocational education within India's National Skills Qualification Framework? (ii) how much choice should be left to school students to decide on the balance of general and vocational education in their learning programme? (iii) what proportion of the vocational education curriculum should be devoted to general education? (iv) how can sufficient numbers of teachers of good quality be found to teach growing number of vocational students? (v) how beneficial is objective careers guidance for school pupils? (vi) what is the role or purpose of work experience for school pupils? (vii) what contribution to vocational education can be expected from employers if the labour market is largely informal with a small manufacturing sector? (viii) what form should assessment take, how would it be carried out and is there a relationship between it and general education? (ix) how can responsibility for vocational secondary education be allocated within a federal system of government? Finally, what should be clear from this study is that administrations develop policies and practices based on their history, their economic and geographic context and their vision, and that these policies will therefore vary between administrations.

ELEMENTARY AND SECONDARY EDUCATION ACT REFORM, REAUTHORIZATION AND ACCOUNTABILITY CONSIDERATIONS -- ELEMENTARY AND SECONDARY EDUCATION ACT REFORM, REAUTHORIZATION AND ACCOUNTABILITY CONSIDERATIONS -- CONTENTS -- PREFACE -- Chapter 1 ACCOUNTABILITY ISSUES AND REAUTHORIZATION OF THE ELEMENTARY AND SECONDARY EDUCATION ACT -- SUMMARY -- INTRODUCTION -- EVOLVING ROLE OF THE FEDERAL GOVERNMENT IN EDUCATION-RELATED ACCOUNTABILITY -- Standards-Based Reform Movement -- Goals 2000 -- The Improving America's Schools Act -- THE NO CHILD LEFT BEHIND ACT -- Adequate Yearly Progress

The Enigmatic Academy is a provocative look at the purpose and practice of education in America. Authors Christian Churchill and Gerald Levy use three case studies-a liberal arts college, a boarding school, and a Job Corps center-to illustrate how class, bureaucratic, and secular-religious dimensions of education prepare youth for participation in American foreign and domestic policy at all levels.The authors describe how schools contribute to the formation of a bureaucratic character; how middle and upper class students are trained for leadership positions in corporations, government, and the

The author begins the paper by discussing the objectives of junior secondary education in the PRC and then analyses the problems the Chinese communists are facing in linking it to elementary education. The measures the Chinese communists have adopted to train a sufficient number of qualified junior high school teachers are examined and the sources of funds for promoting junior high school education in the country outlined. (DÜI-Sen)

This research assesses the important factors in assuring education quality in secondary schools by using a business intelligence approach. A Business intelligence framework is created by employing a business intelligence process to identify the stakeholders and components relevant to education quality. The resulting Education Quality Indicator (EQI) framework consists of seven Critical Success Factors and is measured through twenty-eight Key Performance Indicators. The EQI framework is evaluated through expert interviews and a survey, and demonstrates that the most important factor in assuring education quality is a teacher's ability to communicate with students. Finally, a feasibility analysis is conducted in the environment of an information system that is implemented for secondary schools in the Netherlands.

Establishing and implementing rules that would teach pupils to become citizens became a crucial technique for turning those spots on the map of Europe whose sovereignty had shifted after the First World War into lived social spaces. This article uses Arnold Van Gennep's notion that a shift in social status possesses a spatiality and temporality of its own, in order to analyse how principals of secondary schools negotiated transformation in the Belgian–German borderlands. It asks whether and how they were called on to offer training that would make the borderlands more cohesive with the rest of Belgium in terms of the social origins of pupils and the content of study, and examines the extent to which they were historical actors with room for their own decision-making on creating and abolishing a liminal phase, thereby leading secondary education through its rites of passage.

Overview of the education sector of the Solomon Islands. The objective of the proposed project is to help the government ensure an adequate supply of suitably trained manpower for formal employment and higher levels of education by improving educational opportunity and quality in lower secondary education and strengthening education sector management. Costs and financial plan. ICB procurement: civil works. - statistics, 1978-93. (Economische Voorlichtingsdienst)

The article proves that modern Ukrainian students need to have the appropriate qualities and characteristics that are components of their citizenship, civic culture and civic position. It is determined that civic education of students of general secondary education, in contrast to students of other educational institutions, has specific personality traits due to the presence of students with a qualitatively higher level of abilities. It is substantiated that the substantive elements of the education of civic responsibility are: tolerant attitude towards people, regardless of their language, gender, nationality, religion, political beliefs; respect for other people's private property; rule of law and observance of legal norms and laws; active participation in the socio-political life of society. The purpose of the article is to analyze the importance of civic education in the educational process for students of general secondary education. The methodology is based on the general principles and basic modern principles of pedagogical science, psychology, and reflects the relationship of methodological approaches to the study of scientific and methodological views of domestic scientists on the problem of civic education of students of general secondary education. Scientific novelty. It is substantiated that civic education is a necessary component of the educational process in general secondary education institutions. Conclusions. 1. The purpose of civic education is the formation of a conscious citizen, patriot, professional. 2. Civic education is a necessary component of the educational process in general secondary education. 3. There is a need for further development of national standards of citizenship and its implementation in educational practice at the level of formal, non-formal and informal education. 4. Civic maturity is a consequence of the formation of civic competence and culture of students of general secondary education.

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