Sentence examples for vocational technology from inspiring English sources

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For example, a vocational technology teacher developed several integrated units including one to design and construct buildings with wood supplies.

The Spartan School of Aeronautics enrolls 1,500 students at its flight programs near Tulsa International Airport and the city's vocational education is headed by Tulsa Technology Center, the oldest and largest vocational technology institution in the state.

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The participants were 97 vocational electronic technology education students.

Trying to shake its image as a vocational computer technology school, the DeVry Learning Center has opened the Keller Graduate School of Management on its campus in Long Island City, Queens.

Because Pennsylvania schools by rule can't fire teachers unless a school is closed or a program is shut down, certain vocational and technology classes simply don't exist anymore.

Entries may be submitted by graphic arts students at any educational level including those in university, college, community-college, postsecondary technical school, high school vocational, high school technology education, and junior high/middle school technology education programs.

The involvement of students attending the institution of higher education who are studying special education, general education, vocational rehabilitation, assistive technology, or related fields in the model program.

Much of this work is carried out for little or no financial reward via the professional organisations that represent specific industries or sectors, a practice that reflects a shared sense of responsibility on behalf of employers, explains Bernhard Beutler, head of international collaboration in vocational training and technology at the Swiss federal department of economic affairs.

However, the findings show that the vocational area of Technology is under-represented in all groups but the youngest, in which it is over-represented.

The participation rate of vocational teachers in Technology raises more questions than might be explained by institutional and situational factors of access.

This means states ought to be constraining their policymaking and directing their resources to ensure that students get meaningful humanities, social sciences and civics offerings in addition to vocational training and science, technology, engineering and math curriculums.

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