Vocational Education And Training Quotes

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A university is not, thank heavens, a place for vocational instruction, it has nothing to do with training for a working life and career, it is a place for education, something quite different.
Stephen Fry (The Fry Chronicles)
Here is a truth that most teachers will not tell you, even if they know it: Good training is a continual friend and a solace; it helps you now, and assures you of help in the future. Good education is a continual pain in the neck, and assures you always of more of the same.
Richard Mitchell (The Gift of Fire)
* Be ready for rainy-day emergencies * Avoid excessive debt; be content with what we have * Use the resources of the earth wisely; don´t be wasteful * Prepare for the future by making spending and savings plans * Keep a family or personal budget * Teach children wise spending habits and help them save for the future * Obtain an education or vocational training * Find gainful employment As we become self-reliant, we will be prepared to face challenges with confidence and peace of mind.
Robert D. Hales
Now the line is: Forget the classics, concentrate on an education for the 21st century! Which apparently means knowing how to operate electronic devices and figure out a spreadsheet. That's not education, it's vocational training. What once were means seem to have become ends in education. And our more with-it "educators" shift with every passing wind, clutching at the latest gimmick the way drowning men do at straws.
Paul Greenberg
Given the country’s low birth rate, more Germans will have to follow Mr Gerloff’s example if companies are to avoid crippling shortages of skilled labour in the coming years. At 21 per cent, Germany already has a higher share of its population over the age of 65 than any other country, bar Japan. Despite a large increase in immigration last year, there are already skills shortages in some sectors, particularly in machine building and healthcare and at small and medium-sized companies in rural areas. But this is only a harbinger of the difficulties to come when German baby boomers begin retiring over the next 15 to 20 years. Between 2010 and 2030 the stock of economically active people is set to decline by almost 10 per cent to 39.1m, according to a 2012 report by the Federal Institute for Vocational Education and Training.
Anonymous
The student’s biggest problem was a slave mentality which had been built into him by years of carrot-and- whip grading, a mule mentality which said, "If you don’t whip me, I won’t work." He didn’t get whipped. He didn’t work. And the cart of civilization, which he supposedly was being trained to pull, was just going to have to creak along a little slower without him. This is a tragedy, however, only if you presume that the cart of civilization, "the system," is pulled by mules. This is a common, vocational, "location" point of view, but it’s not the Church attitude. The Church attitude is that civilization, or "the system" or "society" or whatever you want to call it, is best served not by mules but by free men. The purpose of abolishing grades and degrees is not to punish mules or to get rid of them but to provide an environment in which that mule can turn into a free man.
Robert M. Pirsig (Zen and the Art of Motorcycle Maintenance: An Inquiry Into Values (Phaedrus, #1))
It was the ultimate sacrilege that Jesus Christ, the very Son of God, was rejected and even put to death. And it continues. In many parts of the world today we see a growing rejection of the Son of God. His divinity is questioned. His gospel is deemed irrelevant. In day-to-day life, His teachings are ignored. Those who legitimately speak in His name find little respect in secular society. If we ignore the Lord and His servants, we may just as well be atheists—the end result is practically the same. It is what Mormon described as typical after extended periods of peace and prosperity: “Then is the time that they do harden their hearts, and do forget the Lord their God, and do trample under their feet the Holy One” (Helaman 12:2). And so we should ask ourselves, do we reverence the Holy One and those He has sent? Some years before he was called as an Apostle himself, Elder Robert D. Hales recounted an experience that demonstrated his father’s sense of that holy calling. Elder Hales said: "Some years ago Father, then over eighty years of age, was expecting a visit from a member of the Quorum of the Twelve Apostles on a snowy winter day. Father, an artist, had painted a picture of the home of the Apostle. Rather than have the painting delivered to him, this sweet Apostle wanted to go personally to pick the painting up and thank my father for it. Knowing that Father would be concerned that everything was in readiness for the forthcoming visit, I dropped by his home. Because of the depth of the snow, snowplows had caused a snowbank in front of the walkway to the front door. Father had shoveled the walks and then labored to remove the snowbank. He returned to the house exhausted and in pain. When I arrived, he was experiencing heart pain from overexertion and stressful anxiety. My first concern was to warn him of his unwise physical efforts. Didn’t he know what the result of his labor would be? "'Robert,' he said through interrupted short breaths, 'do you realize an Apostle of the Lord Jesus Christ is coming to my home? The walks must be clean. He should not have to come through a snowdrift.' He raised his hand, saying, 'Oh, Robert, don’t ever forget or take for granted the privilege it is to know and to serve with Apostles of the Lord.'" [In CR, April 1992, 89; or “Gratitude for the Goodness of God,” Ensign, May 1992, 64] I think it is more than coincidence that such a father would be blessed to have a son serve as an Apostle. You might ask yourself, “Do I see the calling of the prophets and apostles as sacred? Do I treat their counsel seriously, or is it a light thing with me?” President Gordon B. Hinckley, for instance, has counseled us to pursue education and vocational training; to avoid pornography as a plague; to respect women; to eliminate consumer debt; to be grateful, smart, clean, true, humble, and prayerful; and to do our best, our very best. Do your actions show that you want to know and do what he teaches? Do you actively study his words and the statements of the Brethren? Is this something you hunger and thirst for? If so, you have a sense of the sacredness of the calling of prophets as the witnesses and messengers of the Son of God.
D. Todd Christofferson
I’m excited to announce that Book 2 of our series, My Job: More People at Work Around the World, is in production. Having met hundreds of people in fascinating jobs, I faced an enormous challenge in selecting the stories to include in Book 2 . . . but I believe this collection will surprise and delight you. It covers a range of jobs in the following sections: Health and Recovery Education and Finance Agribusiness and Food Processing Arts and Culture Activism and Diplomacy The book allows you to experience what it’s like to be an addiction-recovery counselor trained as a clown in London, an art teacher working with gang members in Chicago, a midwife working in rural villages in Guatemala, or a mobile-banking agent making her first million in Zambia. Book 2 will take you places you’ve never been, from the Appalachian Mountains of West Virginia to a serene beach in Tel Aviv, Israel, and take you deep into the true stories of what it’s like to work at jobs as disparate as teaching a grieving widow to dance, to negotiating with a terrorist. The book will publish in March and is available for preorder at Amazon.
Suzanne Skees
Reconstructing family life amid the chaos of the cotton revolution was no easy matter. Under the best of circumstances, the slave family on the frontier was extraordinarily unstable because the frontier plantation was extraordinarily unstable. For every aspiring master who climbed into the planter class, dozens failed because of undercapitalization, unproductive land, insect infestation, bad weather, or sheer incompetence. Others, discouraged by low prices and disdainful of the primitive conditions, simply gave up and returned home. Those who succeeded often did so only after they had failed numerous times. Each failure or near-failure caused slaves to be sold, shattering families and scattering husbands and wives, parents and children. Success, moreover, was no guarantee of security for slaves. Disease and violence struck down some of the most successful planters. Not even longevity assured stability, as many successful planters looked west for still greater challenges. Whatever the source, the chronic volatility of the plantation took its toll on the domestic life of slaves. Despite these difficulties, the family became the center of slave life in the interior, as it was on the seaboard. From the slaves' perspective, the most important role they played was not that of field hand or mechanic but husband or wife, son or daughter - the precise opposite of their owners' calculation. As in Virginia and the Carolinas, the family became the locus of socialization, education, governance, and vocational training. Slave families guided courting patterns, marriage rituals, child-rearing practices, and the division of domestic labor in Alabama, Mississippi, and beyond. Sally Anne Chambers, who grew up in Louisiana, recalled how slaves turned to the business of family on Saturdays and Sundays. 'De women do dey own washing den. De menfolks tend to de gardens round dey own house. Dey raise some cotton and sell it to massa and git li'l money dat way.' As Sally Anne Chambers's memories reveal, the reconstructed slave family was more than a source of affection. It was a demanding institution that defined responsibilities and enforced obligations, even as it provided a source of succor. Parents taught their children that a careless word in the presence of the master or mistress could spell disaster. Children and the elderly, not yet or no longer laboring in the masters' fields, often worked in the slaves' gardens and grounds, as did new arrivals who might be placed in the household of an established family. Charles Ball, sold south from Maryland, was accepted into his new family but only when he agreed to contribute all of his overwork 'earnings into the family stock.' The 'family stock' reveals how the slaves' economy undergirded the slave family in the southern interior, just as it had on the seaboard. As slaves gained access to gardens and grounds, overwork, or the sale of handicraft, they began trading independently and accumulating property. The material linkages of sellers and buyers - the bartering of goods and labor among themselves - began to knit slaves together into working groups that were often based on familial connections. Before long, systems of ownership and inheritance emerged, joining men and women together on a foundation of need as well as affection.
Ira Berlin (Generations of Captivity: A History of African-American Slaves)
Nothing is more certain than that whatever has to court public favor for its support will sooner or later be prostituted to utilitarian ends. The educational institutions of the United States afford a striking demonstration of this truth. Virtually without exception, liberal education, that is to say, education centered about ideas and ideals, has fared best in those institutions which draw their income from private sources. They have been able, despite limitations which donors have sought to lay upon them, to insist that education be not entirely a means of breadwinning. This means that they have been relatively free to promote pure knowledge and the training of the mind; they have afforded a last stand for “antisocial” studies like Latin and Greek. In state institutions, always at the mercy of elected bodies and of the public generally, and under obligation to show practical fruits for their expenditure of money, the movement toward specialism and vocationalism has been irresistible. They have never been able to say that they will do what they will with their own because their own is not private. It seems fair to say that the opposite of the private is the prostitute. Not
Ted j. Smith III (Ideas Have Consequences)
Why do national reform priorities keep getting misinterpreted on the ground? The federal Department of Education has no power over state legislatures or education departments. There are no federal inspectors of local schools to make sure principals, superintendents, and school boards understand how to use complex new tools like value-added measurement of teachers. Unique among Western nations, our national government does not produce or select high-quality tests, textbooks, or reading lists for teachers to use. Lastly—and perhaps most importantly—we consistently expect teachers and schools to close achievement gaps and panic when they fail to do so. But we do not provide families with the full range of social supports children need to thrive academically, including living-wage employment and stable and affordable child care, housing, higher education, and vocational training, in addition to decent nutrition and health care.
Dana Goldstein (The Teacher Wars: A History of America's Most Embattled Profession)
The most powerful tool for breaking extreme poverty is a holistic community-based development strategy that combines vocational training and job placement, early childhood development, educational upgrading, and local infrastructure. Each part of the antipoverty effort supports all of the others. This kind of ground-up development effort must in practice be led by the communities themselves but backed with financing from the federal and state governments. Options
Jeffrey D. Sachs (The Price Of Civilization: Reawakening American Virtue And Prosperity)
If they are looking for a rewarding long term business with a plumber to perform tasks There are many companies who are working to decide what kind of vocational schools, replacement or installation of higher education institutions. For your education initiative must be the only option that is able to provide intensive plumber work relevant by the classic Nationwide Plumbing Code. After completing the program, each providing accreditation to another relevant effort and hard work as a plumber. The program includes training in the relevant programs to install and configure resources. It also includes mechanical design, troubleshooting, piping plans and key ingredients. Bacteriology and sanitation is also part of an important program for plumbers exercise. Although few plumbing works carried out in the classroom, the most important part of the class exercise is comfortable on the stage. The most important bands in principle were supposed to be a plumber in the direction of the company to do the exercises. It is organized in such a way that the student really easy, because you need a plumber's apprentice as an assistant purchasing palms running plumbing parts training. The student gets serious compensated despite the hour discovery replacement rate. He always takes four-year students to get the name of the certificate. In this position, the plumber will be held against the craftsman marketing consultant. When the full study plumbing, plumber charges may choose the next action plan for the office or a plumber, or may be may decide to acquire its own plumber in person in the office. System officeholder has more tasks and also includes all However, more flexibility. He came to power to decide employment opportunities for leadership simply do not want to take, and it can also maintain services in other management plumbers enough to have a lot less work if you need a cute hat.
Boiler Service
For the sake of clarity, vocational education and training (VET) encompasses the cohort of students who do not pursue an academic tertiary education following completion of compulsory schooling but instead pursue trades and technical training.
kevinchin
Within liberal market economies like the United States, characterized by limited employment protections, this political struggle was particularly pronounced between craft unions and employers. This struggle impeded the development of vocational training for industrial work, and was an important reason that firms increasingly shifted their labor force away from craftworkers and took advantage of an abundance of school-educated women to fill new clerical positions.
Cristina Viviana Groeger (The Education Trap: Schools and the Remaking of Inequality in Boston)
What programs would a prison need to utilize in order to maximize the likelihood that the people sent to it would renounce violence as a behavioral strategy? To begin with, it would need to be an anti-prison. Beginning with its architecture, it would need to convey an entirely different message. Current prisons are modeled architecturally after zoos — or rather, after the kinds of zoos that used to exist, but that have been replaced with zoological parks because the animals' keepers began to realize that the old zoos, with concrete floors and walls and steel bars were too inhumane for animals to survive in. Yet we still keep our human animals in zoos that no humane society would permit for animals. And the architecture itself conveys that message to the prisoners: "You are an animal, for this is a zoo, and zoos are what animals are put in." And then we act surprised when the men and women we treat that way actually behave like animals, both when they are in this human zoo and after they return to the community. So we would need to build an anti-prison that would actually look as if it had been built for human beings rather than animals, i.e. that was as home-like and pleasant and civilized and human as possible. Once we had done that, we could offer those who had been sent there the opportunity to acquire as much education and/or vocational training as they had the ability and energy and interest to obtain. We would of course need to provide treatment for whatever medical, dental, psychiatric, or substance-abuse problems they had, and would want to incorporate many of the principles of a therapeutic community into the everyday routines of this residential school, with frequent group discussions with the other residents and staff members with training in psychotherapy. The goal would be to replace the "monster factories" that most prisons now are with therapeutic communities designed to enable people who are deeply damaged, and damaging, to recover their humanity or to gain a degree of humanity they had never been able to acquire; in short, to help them heal themselves and learn, in the process, how to heal others and even repair some of the damage they have done.
James Gilligan (Preventing Violence (Prospects for Tomorrow))
The G.I. Bill, formally known as the Servicemen's Readjustment Act of 1944, provided many benefits for the returning World War II veterans. These benefits included cash payments of tuition and living expenses to attend a university, high school or vocational education school, provided low-cost mortgages, and supplied low-interest loans to start a business, as well as one year of unemployment compensation. About 2.2 million returning, honorably discharged veterans used the G.I. Bill in order to attend colleges or universities, and another 5.6 million used the G.I. Bill for other kinds of training programs. This program helped make the United States the best educated country and the exceptional leader of the world, for years to come. It was an exciting time in America and I had a center aisle seat to witness it.” I and many other veterans used the G.I. Bill to help pay for my education. In my case it allowed me to attend Central Connecticut State College (now a State University) to do my graduate work in education. The fact that so many people could afford to go back to school made the United States the best educated country in the years following World War II. Unfortunately during the past five years the United States has dropped by 11 points in our educational standing worldwide and now scores 17th among the 34 OECD countries. To make matters worse is that we are below average in math and science when the world depends more than ever on technology. A good part of the reason is that young people cannot afford the cost of a college education! The defense used by many of the less educated is that college is for egg heads and being a deplorable is worn as a badge of honor. If something doesn’t happen soon we will become a third world country but that opens up another topic for another day!
Hank Bracker
President Lyndon Johnson's Economic Opportunity Act, which established the Office of Economic Opportunity (OEO) and launched the “War on Poverty.” In the Pacific Northwest, OEO community development grants helped establish a host of organizations to address employment, health, housing, education and various legal needs. Beginning in 1965, the Yakima Valley Council for Community Action YVCCA opened centers to meet the farmworkers' health and social service needs. A year later they expanded to educational and legal services, offering adult basic education, English as a second language, high school equivalency programs, vocational training, health clinics, and day care. Volunteer attorneys helped workers address conflicts with immigration authorities and social service agencies.
David J Jepsen (Contested Boundaries: A New Pacific Northwest History)
Erik is the director of the Permaculture Skills Center, a vocational training school that offers advanced education in ecological design, landscaping, farming, and land stewardship. He is also the founder and principal at Permaculture Artisans, a fully licensed contracting firm that specializes in the design and installation of ecological landscapes and farms throughout California.
Erik Ohlsen (The Ecological Landscape Professional : Core Concepts for Integrating the Best Practices of Permaculture, Landscape Design, and Environmental Restoration into Professional Practice)
A government-backed dual labor market continued after the war’s end. In 1944, the G.I. Bill was adopted to support returning servicemen. The VA not only denied African Americans the mortgage subsidies to which they were entitled but frequently restricted education and training to lower-level jobs for African Americans who were qualified to acquire greater skills. In some cases, local benefit administrators refused to process applications to four-year colleges for African Americans, directing them to vocational schools instead.
Richard Rothstein (The Color of Law: A Forgotten History of How Our Government Segregated America)