Sentence examples for based on vocational from inspiring English sources

Admission of these "non-traditional" students in fact usually is based on vocational qualifications as well.

In addition, we find even smaller labor supply responses for the subset of 'marginal' applicants whose disability determination is based on vocational factors.

They exploit a discontinuity in the determination process to estimate the disincentive effect for a subgroup of applicants whose determination is based on vocational factors3.

In other words, vocational teachers' identity is based on a vocational identity and a teacher identity; thus, we discuss vocational teachers' dual professionalism.

Schools would have to prepare a "work skills and employability profile" for students, based on their vocational and technical achievements.

This was a clear aim of many of the associate college arrangements developed in the 1990s and indeed by the Hefce funded Lifelong Learning Networks initiative, that built local partnerships based on progression and vocational programmes transforming and boosting opportunities and economic development.

It presents a classification of health workers based on criteria for vocational education and training, regulation of health professions, and activities and tasks of jobs, and draws on the latest revision to the International Standard Classification of Occupations (ISCO).

The importance of these institutions and practices is the lesson of the comparative strength of the German political-economy, which did not pursue a Keynesian model after 1945, but one based on worker representation in firms, a vocational economy and robust regional banks constrained to lend within the region or the sector.

Second, the NEA comprises many national bodies that are based on specialized, professional, and vocational interests.

Based on local variations in vocational rehabilitation (VR) priorities, we examine the impacts of alternative VR programs on short- and long-term labor market outcomes for temporary disability insurance (TDI) claimants in Norway.

We examined the distribution of the groups in relation to boundary-crossing, and thus participation in the CPD initiative, compared with the distribution of the total number of inhabitants and the distribution of vocational education based on the size of the population of all vocational teachers (full-time equivalents) among the geographical groups (Figure 2). Figure 2 Geographical distribution.