The course utilizes the cost accounting data studied in AF102. It includes analysis of the management accounting information for managing and creating value using various approaches. Students will be exposed to applying these approaches and techniques that will facilitate the decision-making process.
Students will be required to display that they have some knowledge of the principles and methodologies of forensic accounting. These students have to demonstrate that as accountants they are able to collect evidence, reconstruct financial trails and prove how fraud occurred and who was responsible. All these will be done by following forensic principles and established methodologies. The learning of this course will follow a different approach from undergraduate studies and will focus on both the field and practical approaches to forensic accounting. Using forensic accounting theories and methodologies, this course will
discuss the tactics to tackle the ever-increasing fraudulent financial activities in the corporate world. This course will also discuss issues and controversies faced by the current accounting and auditing environment. This course will make use of case studies based on the corporate fraud in the practical environment.
This course is designed to help students critically review conceptual framework programmes for financial accounting and reporting; issues with the traditional financial reporting structure; the impact of the fair value model of accounting on issues related to revenue and expenses recognition, and the identification and measurement of assets and liabilities. Students will also learn about evaluation and application of solvency test; and critical examination of accounting issues and techniques associated with specific industries and complex business structures. Topics may include accounting in the construction, real estate development, finance and extractive industries; group accounts; segment reports; accounting for unicorporated associations; trading trusts; reporting problems arising from off-balance-sheet financing; pension accounting; foreign currency translation; accounting for heritage assets; accountability beyond the traditional accounting model; accountability through the directors’ and chief executive officers’ reports; corporate social responsibility; and social and environmental accounting.
This course is designed to help students critically review conceptual framework programmes for financial accounting and reporting; issues with the traditional financial reporting structure; the impact of the fair value model of accounting on issues related to revenue and expenses recognition, and the identification and measurement of assets and liabilities. Students will also learn about evaluation and application of solvency test; and critical examination of accounting issues and techniques associated with specific industries and complex business structures. Topics may include accounting in the construction, real estate development, finance and extractive industries; group accounts; segment reports; accounting for unicorporated associations; trading trusts; reporting problems arising from off-balance-sheet financing; pension accounting; foreign currency translation; accounting for heritage assets; accountability beyond the traditional accounting model; accountability through the directors’ and chief executive officers’ reports; corporate social responsibility; and social and environmental accounting.
The aim of this course is to expose the students to the need to develop and employ an advanced sense of moral reasoning in accounting practice, notwithstanding the regulatory framework that directs practice. To this end, this course will address ethical issues pertaining to the practice of accounting auditing and accountability, such that students will be able to undertake such practices applying reasoning as Kolberg identifies being consistent with post-conventional moral development.
The aim of this course is to expose the students to the need to develop and employ an advanced sense of moral reasoning in accounting practice, notwithstanding the regulatory framework that directs practice. To this end, this course will address ethical issues pertaining to the practice of accounting auditing and accountability, such that students will be able to undertake such practices applying reasoning as Kolberg identifies being consistent with post-conventional moral development.
To identify internal control and Accounting procedures associated with the various subsystems of an Accounting system. Students are expected to apply this knowledge to identify weaknesses and rectify it. With knowledge and skills acquired will enable students to design a simple Accounting system together with analysis of receivables, assets, depreciation, inventory valuation and payroll which will help business owners to run their businesses successfully.
To identify internal control and Accounting procedures associated with the various subsystems of an Accounting system. Students are expected to apply this knowledge to identify weaknesses and rectify it. With knowledge and skills acquired will enable students to design a simple Accounting system together with analysis of receivables, assets, depreciation, inventory valuation and payroll which will help business owners to run their businesses successfully.
To identify internal control and Accounting procedures associated with the various subsystems of an Accounting system. Students are expected to apply this knowledge to identify weaknesses and rectify it. With knowledge and skills acquired will enable students to design a simple Accounting system together with analysis of receivables, assets, depreciation, inventory valuation and payroll which will help business owners to run their businesses successfully.
To identify internal control and Accounting procedures associated with the various subsystems of an Accounting system. Students are expected to apply this knowledge to identify weaknesses and rectify it. With knowledge and skills acquired will enable students to design a simple Accounting system together with analysis of receivables, assets, depreciation, inventory valuation and payroll which will help business owners to run their businesses successfully.
To identify internal control and Accounting procedures associated with the various subsystems of an Accounting system. Students are expected to apply this knowledge to identify weaknesses and rectify it. With knowledge and skills acquired will enable students to design a simple Accounting system together with analysis of receivables, assets, depreciation, inventory valuation and payroll which will help business owners to run their businesses successfully.
To identify internal control and Accounting procedures associated with the various subsystems of an Accounting system. Students are expected to apply this knowledge to identify weaknesses and rectify it. With knowledge and skills acquired will enable students to design a simple Accounting system together with analysis of receivables, assets, depreciation, inventory valuation and payroll which will help business owners to run their businesses successfully.
This course provides students with basic knowledge of the contribution of farm animal to man, their adaptation (anatomy and physiology) and routine management practices (housing, nutrition, feeds and feeding, reproduction and health). The application of these concepts to real farm situations for optimum outputs will be emphasised.
This course provides students with basic knowledge of the contribution of farm animal to man, their adaptation (anatomy and physiology) and routine management practices (housing, nutrition, feeds and feeding, reproduction and health). The application of these concepts to real farm situations for optimum outputs will be emphasised.
This course provides students with basic knowledge of the contribution of farm animal to man, their adaptation (anatomy and physiology) and routine management practices (housing, nutrition, feeds and feeding, reproduction and health). The application of these concepts to real farm situations for optimum outputs will be emphasised.
This course is designed to provide students with understanding of the recent trend in animal breeding. Students will be able to address the lack of interest and knowledge in animal breeding in the Pacific Island Countries and develop practical and sustainable breeding programmes.
This course is designed to provide students with understanding of the recent trend in animal breeding. Students will be able to address the lack of interest and knowledge in animal breeding in the Pacific Island Countries and develop practical and sustainable breeding programmes.
This course is designed to provide students with understanding of the recent trend in animal breeding. Students will be able to address the lack of interest and knowledge in animal breeding in the Pacific Island Countries and develop practical and sustainable breeding programmes.
This course is designed to provide students with understanding of the recent trend in animal breeding. Students will be able to address the lack of interest and knowledge in animal breeding in the Pacific Island Countries and develop practical and sustainable breeding programmes.
This mandatory entry level postgraduate diploma course provides students with an online generic and discipline-based training in research design and methodologies. It is a prerequisite course for students undertaking independent research at the postgraduate level in the humanities and social sciences and related discipline areas. The course delivers training in a range of generic transferable research skills, linking them to relevant research, pedagogical, epistemological and scholarship issues at the discipline level.
This course provides students an introduction to general ecology, the science concerned with the complex interactions of organisms with each other and with their physical environment. In this course we study ecology at the scale of the individual organism up to the scale of whole ecosystems and global processes. We include the study of those processes that influence the
distribution, abundance and productivity of organisms and biological systems and consider how human activities alter these patterns and processes.
This course provides students an introduction to general ecology, the science concerned with the complex interactions of organisms with each other and with their physical environment. In this course we study ecology at the scale of the individual organism up to the scale of whole ecosystems and global processes. We include the study of those processes that influence the
distribution, abundance and productivity of organisms and biological systems and consider how human activities alter these patterns and processes.
This course provides students an introduction to general ecology, the science concerned with the complex interactions of organisms with each other and with their physical environment. In this course we study ecology at the scale of the individual organism up to the scale of whole ecosystems and global processes. We include the study of those processes that influence the
distribution, abundance and productivity of organisms and biological systems and consider how human activities alter these patterns and processes.
This course is designed to give all students intending to major in biology a knowledge of data collection and exploratory data analysis, graphical representation of data, experimental design, hypothesis testing and the use of a range of statistical tests (including descriptive statistics, correlation, regression, analyatistics, correlation, regression, analysis of frequency data, analysis of variasis of frequency data, analysis of variance and non-parametric tests). nce and non-parametric tests).
This course is designed to give all students intending to major in biology a knowledge of data collection and exploratory data analysis, graphical representation of data, experimental design, hypothesis testing and the use of a range of statistical tests (including descriptive statistics, correlation, regression, analyatistics, correlation, regression, analysis of frequency data, analysis of variasis of frequency data, analysis of variance and non-parametric tests). nce and non-parametric tests).
This course is designed to give all students intending to major in biology a knowledge of data collection and exploratory data analysis, graphical representation of data, experimental design, hypothesis testing and the use of a range of statistical tests (including descriptive statistics, correlation, regression, analyatistics, correlation, regression, analysis of frequency data, analysis of variasis of frequency data, analysis of variance and non-parametric tests). nce and non-parametric tests).
This multidisciplinary course aims to increase knowledge, facilitate learning and strengthen the generic and applied skills necessary for a career in the biodiversity and conservation sector. The course considers the international, regional and national biodiversity conservation frameworks plus concepts and principles of how to design, manage and implement conservation strategies for threatened species and ecosystems. The course is specifically designed for students wishing to do a Masters Degree but is also suitable for those that are interested in climate change or furthering their general biodiversity conservation/ environmental science knowledge.
This multidisciplinary course aims to increase knowledge, facilitate learning and strengthen the generic and applied skills necessary for a career in the biodiversity and conservation sector. The course considers the international, regional and national biodiversity conservation frameworks plus concepts and principles of how to design, manage and implement conservation strategies for threatened species and ecosystems. The course is specifically designed for students wishing to do a Masters Degree but is also suitable for those that are interested in climate change or furthering their general biodiversity conservation/ environmental science knowledge.
This multidisciplinary course aims to increase knowledge, facilitate learning and strengthen the generic and applied skills necessary for a career in the biodiversity and conservation sector. The course considers the international, regional and national biodiversity conservation frameworks plus concepts and principles of how to design, manage and implement conservation strategies for threatened species and ecosystems. The course is specifically designed for students wishing to do a Masters Degree but is also suitable for those that are interested in climate change or furthering their general biodiversity conservation/ environmental science knowledge.
This multidisciplinary course aims to increase knowledge, facilitate learning and strengthen the generic and applied skills necessary for a career in the biodiversity and conservation sector. The course considers the international, regional and national biodiversity conservation frameworks plus concepts and principles of how to design, manage and implement conservation strategies for threatened species and ecosystems. The course is specifically designed for students wishing to do a Masters Degree but is also suitable for those that are interested in climate change or furthering their general biodiversity conservation/ environmental science knowledge.
BIF02 together with BIF03 is designed to provide the student with a broad appreciation of some of the fundamental concepts of biology. It moves from the evolution of early life, through basic genetics as applied to individuals and populations; to the consideration of form and function in a diversity of plants and animals.
BIF02 together with BIF03 is designed to provide the student with a broad appreciation of some of the fundamental concepts of biology. It moves from the evolution of early life, through basic genetics as applied to individuals and populations; to the consideration of form and function in a diversity of plants and animals.
BIF02 together with BIF03 is designed to provide the student with a broad appreciation of some of the fundamental concepts of biology. It moves from the evolution of early life, through basic genetics as applied to individuals and populations; to the consideration of form and function in a diversity of plants and animals.
BIP02 is designed to provide the student with a broad appreciation of some of the fundamental concepts of biology. The emphasis of this course is on ecology, cell and molecular biology and genetics and heredity. It moves from classification of organisms to their adaptations and biological communities. From cell structure and function we discuss their roles of DNA and RNA and sex determination in humans.
BIP02 is designed to provide the student with a broad appreciation of some of the fundamental concepts of biology. The emphasis of this course is on ecology, cell and molecular biology and genetics and heredity. It moves from classification of organisms to their adaptations and biological communities. From cell structure and function we discuss their roles of DNA and RNA and sex determination in humans.
BIP02 is designed to provide the student with a broad appreciation of some of the fundamental concepts of biology. The emphasis of this course is on ecology, cell and molecular biology and genetics and heredity. It moves from classification of organisms to their adaptations and biological communities. From cell structure and function we discuss their roles of DNA and RNA and sex determination in humans.
This course provides the skills and knowledge required to ensure information and communications technology (ICT) products and systems match the strategic direction of the organization. Students will be able to maintain professional and ethical conduct, as well as to ensure that personal information of stakeholders is handled in a confidential and professional manner when dealing with stakeholders in an Information and Communications Technology (ICT) environment. Furthermore, students will be able to effectively lead and facilitate a team in a workplace and promote cyber security in a work area. It applies to those working in a broad range of industries who as part of their job role support policies, procedures and practice within an organization that promotes cyber security.
This course provides the skills and knowledge required to ensure information and communications technology (ICT) products and systems match the strategic direction of the organization. Students will be able to maintain professional and ethical conduct, as well as to ensure that personal information of stakeholders is handled in a confidential and professional manner when dealing with stakeholders in an Information and Communications Technology (ICT) environment. Furthermore, students will be able to effectively lead and facilitate a team in a workplace and promote cyber security in a work area. It applies to those working in a broad range of industries who as part of their job role support policies, procedures and practice within an organization that promotes cyber security.
This course provides the skills and knowledge required to ensure information and communications technology (ICT) products and systems match the strategic direction of the organization. Students will be able to maintain professional and ethical conduct, as well as to ensure that personal information of stakeholders is handled in a confidential and professional manner when dealing with stakeholders in an Information and Communications Technology (ICT) environment. Furthermore, students will be able to effectively lead and facilitate a team in a workplace and promote cyber security in a work area. It applies to those working in a broad range of industries who as part of their job role support policies, procedures and practice within an organization that promotes cyber security.
This course provides students with knowledge and skills required in to communicate effectively with the elderly living in homes and the community. It also enables staff to work in a diverse environment and communicate with diverse people and backgrounds.
This course provides students with knowledge and skills required in to communicate effectively with the elderly living in homes and the community. It also enables staff to work in a diverse environment and communicate with diverse people and backgrounds.
Students will learn how to find out what people need, and plan an appropriate information search using basic ready-reference sources. They will learn techniques to educate users on effective use of resources to fulfill their needs. Students learn basic techniques to disseminate information, and bibliographic style. The course also covers presenting search results in the form of bibliographies and within information files.
Students will learn how to find out what people need, and plan an appropriate information search using basic ready-reference sources. They will learn techniques to educate users on effective use of resources to fulfill their needs. Students learn basic techniques to disseminate information, and bibliographic style. The course also covers presenting search results in the form of bibliographies and within information files.
Students will learn how to find out what people need, and plan an appropriate information search using basic ready-reference sources. They will learn techniques to educate users on effective use of resources to fulfill their needs. Students learn basic techniques to disseminate information, and bibliographic style. The course also covers presenting search results in the form of bibliographies and within information files.
Those currently in the industry may already hold much of the underpinning knowledge and skills required to demonstrate competency. This qualification reflects the roles of individuals delivering training and assessment services in the vocational education and training (VET) sector. It is also relevant for those wishing to deliver one-on-one mentoring to staff, coaching students or training of apprentices or trainees. Successful participants will also be qualified to conduct workplace assessments and skills audits.
Those currently in the industry may already hold much of the underpinning knowledge and skills required to demonstrate competency. This qualification reflects the roles of individuals delivering training and assessment services in the vocational education and training (VET) sector. It is also relevant for those wishing to deliver one-on-one mentoring to staff, coaching students or training of apprentices or trainees. Successful participants will also be qualified to conduct workplace assessments and skills audits.
Those currently in the industry may already hold much of the underpinning knowledge and skills required to demonstrate competency. This qualification reflects the roles of individuals delivering training and assessment services in the vocational education and training (VET) sector. It is also relevant for those wishing to deliver one-on-one mentoring to staff, coaching students or training of apprentices or trainees. Successful participants will also be qualified to conduct workplace assessments and skills audits.
Those currently in the industry may already hold much of the underpinning knowledge and skills required to demonstrate competency. This qualification reflects the roles of individuals delivering training and assessment services in the vocational education and training (VET) sector. It is also relevant for those wishing to deliver one-on-one mentoring to staff, coaching students or training of apprentices or trainees. Successful participants will also be qualified to conduct workplace assessments and skills audits.
Those currently in the industry may already hold much of the underpinning knowledge and skills required to demonstrate competency. This qualification reflects the roles of individuals delivering training and assessment services in the vocational education and training (VET) sector. It is also relevant for those wishing to deliver one-on-one mentoring to staff, coaching students or training of apprentices or trainees. Successful participants will also be qualified to conduct workplace assessments and skills audits.
Those currently in the industry may already hold much of the underpinning knowledge and skills required to demonstrate competency. This qualification reflects the roles of individuals delivering training and assessment services in the vocational education and training (VET) sector. It is also relevant for those wishing to deliver one-on-one mentoring to staff, coaching students or training of apprentices or trainees. Successful participants will also be qualified to conduct workplace assessments and skills audits.
Those currently in the industry may already hold much of the underpinning knowledge and skills required to demonstrate competency. This qualification reflects the roles of individuals delivering training and assessment services in the vocational education and training (VET) sector. It is also relevant for those wishing to deliver one-on-one mentoring to staff, coaching students or training of apprentices or trainees. Successful participants will also be qualified to conduct workplace assessments and skills audits.
TASK 1: RESEARCH YOUR VOCATIONAL TRAINING SECTOR
In order to demonstrate expertise in vocational training and assessment, you must understand your own TVET system and how you can contribute to it.
Conduct research
Conduct research into aspects of your vocational training sector, using the research questions in the following table.
Changes affecting the TVET system Briefly describe a recent change in your country which has affected the training sector – technological, cultural, economic or other change. (1-marks) |
During and after COVID-19, Fiji’s economy was hit very hard, leaving no industry unaffected. Thus, the downturn of the economy resulted in job losses and the government saw the needs to quickly create more opportunities for employment.
Fiji reopened its border to international travellers on Wednesday, 1 December, 2021. This to revive its dominant tourism industry and in 2022 generated almost $FJ900 million. So, TVET skills were seen as drivers that would support the economic transformation which the country needed.
However, by March 2023, under the Pacific Australia Labour Mobility (PALM) scheme, more than 6,300 Fijians were working in Australia. Most of them are highly skilled.
Thus, now the challenge for Technical and Vocational Education and Training sector is crucial for the country, now than ever, especially in helping to revive Fiji’s economy. The government is now looking at:
ensure that it provides foundation/employability skills training to meet the needs of Fiji empower students to become job creators rather than job seekers. improve the image of TVET in Fiji in terms of its significance in work and in improving economic growth and sustainability. advocate for TVET as the master key to address youth unemployment and to empower young people to have decent and gainful employment.
Further, TVET plays a key role in any society when it comes to providing qualified labour for the economy and transitioning young people for lifelong learning. TVET is the education sector closest to the labour market. As such, it is designed to tackle current and future challenges: first by making people capable and resilient in their lives, and second, to keep TVET relevant for the economy and society. These demands can only be met if TVET keeps up with the pace of change: accelerated innovation in digital technology, new demands in sustainability and environmental protection, and increased salaries to decrease processes of migration.
We need to look no further than the COVID-19 pandemic and now the Pacific Australia Labour Mobility (PALM) scheme for convincing examples of the need for TVET systems to prepare for unprecedented and unpredictable disruptions.
QUESTION? Are we learning – NO!
| |
government policy in the TVET sector
(1-marks) | Although late, and still showing little interest, the government must set priority for TVET policy. As there are a broad range of stakeholders in the Fiji TVET sector, with varying levels of involvement, interest and influence. These include those directly involved in the sector such as Technical Vocational Training Centres and Universities; relevant government ministries such as the ……………………. | |
your training organisation
(1-marks) | Change policy and procedure to the need of the current market. Dedicate research institutions; commissioned research; transfer bodies; networks; mini PTAFE conferences; What else…………..? | |
your training delivery
(1-marks) | Participant-based teaching, implement Rules of Evidence,……… | |
how your students learn 1-marks) | Group work, pair work, one-to-one learning | |
TASK 1: RESEARCH YOUR VOCATIONAL TRAINING SECTOR
In order to demonstrate expertise in vocational training and assessment, you must understand your own TVET system and how you can contribute to it.
Conduct research
Conduct research into aspects of your vocational training sector, using the research questions in the following table.
Changes affecting the TVET system Briefly describe a recent change in your country which has affected the training sector – technological, cultural, economic or other change. (1-marks) |
During and after COVID-19, Fiji’s economy was hit very hard, leaving no industry unaffected. Thus, the downturn of the economy resulted in job losses and the government saw the needs to quickly create more opportunities for employment.
Fiji reopened its border to international travellers on Wednesday, 1 December, 2021. This to revive its dominant tourism industry and in 2022 generated almost $FJ900 million. So, TVET skills were seen as drivers that would support the economic transformation which the country needed.
However, by March 2023, under the Pacific Australia Labour Mobility (PALM) scheme, more than 6,300 Fijians were working in Australia. Most of them are highly skilled.
Thus, now the challenge for Technical and Vocational Education and Training sector is crucial for the country, now than ever, especially in helping to revive Fiji’s economy. The government is now looking at:
ensure that it provides foundation/employability skills training to meet the needs of Fiji empower students to become job creators rather than job seekers. improve the image of TVET in Fiji in terms of its significance in work and in improving economic growth and sustainability. advocate for TVET as the master key to address youth unemployment and to empower young people to have decent and gainful employment.
Further, TVET plays a key role in any society when it comes to providing qualified labour for the economy and transitioning young people for lifelong learning. TVET is the education sector closest to the labour market. As such, it is designed to tackle current and future challenges: first by making people capable and resilient in their lives, and second, to keep TVET relevant for the economy and society. These demands can only be met if TVET keeps up with the pace of change: accelerated innovation in digital technology, new demands in sustainability and environmental protection, and increased salaries to decrease processes of migration.
We need to look no further than the COVID-19 pandemic and now the Pacific Australia Labour Mobility (PALM) scheme for convincing examples of the need for TVET systems to prepare for unprecedented and unpredictable disruptions.
QUESTION? Are we learning – NO!
| |
government policy in the TVET sector
(1-marks) | Although late, and still showing little interest, the government must set priority for TVET policy. As there are a broad range of stakeholders in the Fiji TVET sector, with varying levels of involvement, interest and influence. These include those directly involved in the sector such as Technical Vocational Training Centres and Universities; relevant government ministries such as the ……………………. | |
your training organisation
(1-marks) | Change policy and procedure to the need of the current market. Dedicate research institutions; commissioned research; transfer bodies; networks; mini PTAFE conferences; What else…………..? | |
your training delivery
(1-marks) | Participant-based teaching, implement Rules of Evidence,……… | |
how your students learn 1-marks) | Group work, pair work, one-to-one learning | |
TASK 1: RESEARCH YOUR VOCATIONAL TRAINING SECTOR
In order to demonstrate expertise in vocational training and assessment, you must understand your own TVET system and how you can contribute to it.
Conduct research
Conduct research into aspects of your vocational training sector, using the research questions in the following table.
Changes affecting the TVET system Briefly describe a recent change in your country which has affected the training sector – technological, cultural, economic or other change. (1-marks) |
During and after COVID-19, Fiji’s economy was hit very hard, leaving no industry unaffected. Thus, the downturn of the economy resulted in job losses and the government saw the needs to quickly create more opportunities for employment.
Fiji reopened its border to international travellers on Wednesday, 1 December, 2021. This to revive its dominant tourism industry and in 2022 generated almost $FJ900 million. So, TVET skills were seen as drivers that would support the economic transformation which the country needed.
However, by March 2023, under the Pacific Australia Labour Mobility (PALM) scheme, more than 6,300 Fijians were working in Australia. Most of them are highly skilled.
Thus, now the challenge for Technical and Vocational Education and Training sector is crucial for the country, now than ever, especially in helping to revive Fiji’s economy. The government is now looking at:
ensure that it provides foundation/employability skills training to meet the needs of Fiji empower students to become job creators rather than job seekers. improve the image of TVET in Fiji in terms of its significance in work and in improving economic growth and sustainability. advocate for TVET as the master key to address youth unemployment and to empower young people to have decent and gainful employment.
Further, TVET plays a key role in any society when it comes to providing qualified labour for the economy and transitioning young people for lifelong learning. TVET is the education sector closest to the labour market. As such, it is designed to tackle current and future challenges: first by making people capable and resilient in their lives, and second, to keep TVET relevant for the economy and society. These demands can only be met if TVET keeps up with the pace of change: accelerated innovation in digital technology, new demands in sustainability and environmental protection, and increased salaries to decrease processes of migration.
We need to look no further than the COVID-19 pandemic and now the Pacific Australia Labour Mobility (PALM) scheme for convincing examples of the need for TVET systems to prepare for unprecedented and unpredictable disruptions.
QUESTION? Are we learning – NO!
| |
government policy in the TVET sector
(1-marks) | Although late, and still showing little interest, the government must set priority for TVET policy. As there are a broad range of stakeholders in the Fiji TVET sector, with varying levels of involvement, interest and influence. These include those directly involved in the sector such as Technical Vocational Training Centres and Universities; relevant government ministries such as the ……………………. | |
your training organisation
(1-marks) | Change policy and procedure to the need of the current market. Dedicate research institutions; commissioned research; transfer bodies; networks; mini PTAFE conferences; What else…………..? | |
your training delivery
(1-marks) | Participant-based teaching, implement Rules of Evidence,……… | |
how your students learn 1-marks) | Group work, pair work, one-to-one learning | |
TASK 1: RESEARCH YOUR VOCATIONAL TRAINING SECTOR
In order to demonstrate expertise in vocational training and assessment, you must understand your own TVET system and how you can contribute to it.
Conduct research
Conduct research into aspects of your vocational training sector, using the research questions in the following table.
Changes affecting the TVET system Briefly describe a recent change in your country which has affected the training sector – technological, cultural, economic or other change. (1-marks) |
During and after COVID-19, Fiji’s economy was hit very hard, leaving no industry unaffected. Thus, the downturn of the economy resulted in job losses and the government saw the needs to quickly create more opportunities for employment.
Fiji reopened its border to international travellers on Wednesday, 1 December, 2021. This to revive its dominant tourism industry and in 2022 generated almost $FJ900 million. So, TVET skills were seen as drivers that would support the economic transformation which the country needed.
However, by March 2023, under the Pacific Australia Labour Mobility (PALM) scheme, more than 6,300 Fijians were working in Australia. Most of them are highly skilled.
Thus, now the challenge for Technical and Vocational Education and Training sector is crucial for the country, now than ever, especially in helping to revive Fiji’s economy. The government is now looking at:
ensure that it provides foundation/employability skills training to meet the needs of Fiji empower students to become job creators rather than job seekers. improve the image of TVET in Fiji in terms of its significance in work and in improving economic growth and sustainability. advocate for TVET as the master key to address youth unemployment and to empower young people to have decent and gainful employment.
Further, TVET plays a key role in any society when it comes to providing qualified labour for the economy and transitioning young people for lifelong learning. TVET is the education sector closest to the labour market. As such, it is designed to tackle current and future challenges: first by making people capable and resilient in their lives, and second, to keep TVET relevant for the economy and society. These demands can only be met if TVET keeps up with the pace of change: accelerated innovation in digital technology, new demands in sustainability and environmental protection, and increased salaries to decrease processes of migration.
We need to look no further than the COVID-19 pandemic and now the Pacific Australia Labour Mobility (PALM) scheme for convincing examples of the need for TVET systems to prepare for unprecedented and unpredictable disruptions.
QUESTION? Are we learning – NO!
| |
government policy in the TVET sector
(1-marks) | Although late, and still showing little interest, the government must set priority for TVET policy. As there are a broad range of stakeholders in the Fiji TVET sector, with varying levels of involvement, interest and influence. These include those directly involved in the sector such as Technical Vocational Training Centres and Universities; relevant government ministries such as the ……………………. | |
your training organisation
(1-marks) | Change policy and procedure to the need of the current market. Dedicate research institutions; commissioned research; transfer bodies; networks; mini PTAFE conferences; What else…………..? | |
your training delivery
(1-marks) | Participant-based teaching, implement Rules of Evidence,……… | |
how your students learn 1-marks) | Group work, pair work, one-to-one learning | |
TASK 1: RESEARCH YOUR VOCATIONAL TRAINING SECTOR
In order to demonstrate expertise in vocational training and assessment, you must understand your own TVET system and how you can contribute to it.
Conduct research
Conduct research into aspects of your vocational training sector, using the research questions in the following table.
Changes affecting the TVET system Briefly describe a recent change in your country which has affected the training sector – technological, cultural, economic or other change. (1-marks) |
During and after COVID-19, Fiji’s economy was hit very hard, leaving no industry unaffected. Thus, the downturn of the economy resulted in job losses and the government saw the needs to quickly create more opportunities for employment.
Fiji reopened its border to international travellers on Wednesday, 1 December, 2021. This to revive its dominant tourism industry and in 2022 generated almost $FJ900 million. So, TVET skills were seen as drivers that would support the economic transformation which the country needed.
However, by March 2023, under the Pacific Australia Labour Mobility (PALM) scheme, more than 6,300 Fijians were working in Australia. Most of them are highly skilled.
Thus, now the challenge for Technical and Vocational Education and Training sector is crucial for the country, now than ever, especially in helping to revive Fiji’s economy. The government is now looking at:
ensure that it provides foundation/employability skills training to meet the needs of Fiji empower students to become job creators rather than job seekers. improve the image of TVET in Fiji in terms of its significance in work and in improving economic growth and sustainability. advocate for TVET as the master key to address youth unemployment and to empower young people to have decent and gainful employment.
Further, TVET plays a key role in any society when it comes to providing qualified labour for the economy and transitioning young people for lifelong learning. TVET is the education sector closest to the labour market. As such, it is designed to tackle current and future challenges: first by making people capable and resilient in their lives, and second, to keep TVET relevant for the economy and society. These demands can only be met if TVET keeps up with the pace of change: accelerated innovation in digital technology, new demands in sustainability and environmental protection, and increased salaries to decrease processes of migration.
We need to look no further than the COVID-19 pandemic and now the Pacific Australia Labour Mobility (PALM) scheme for convincing examples of the need for TVET systems to prepare for unprecedented and unpredictable disruptions.
QUESTION? Are we learning – NO!
| |
government policy in the TVET sector
(1-marks) | Although late, and still showing little interest, the government must set priority for TVET policy. As there are a broad range of stakeholders in the Fiji TVET sector, with varying levels of involvement, interest and influence. These include those directly involved in the sector such as Technical Vocational Training Centres and Universities; relevant government ministries such as the ……………………. | |
your training organisation
(1-marks) | Change policy and procedure to the need of the current market. Dedicate research institutions; commissioned research; transfer bodies; networks; mini PTAFE conferences; What else…………..? | |
your training delivery
(1-marks) | Participant-based teaching, implement Rules of Evidence,……… | |
how your students learn 1-marks) | Group work, pair work, one-to-one learning | |
TASK 1: RESEARCH YOUR VOCATIONAL TRAINING SECTOR
In order to demonstrate expertise in vocational training and assessment, you must understand your own TVET system and how you can contribute to it.
Conduct research
Conduct research into aspects of your vocational training sector, using the research questions in the following table.
Changes affecting the TVET system Briefly describe a recent change in your country which has affected the training sector – technological, cultural, economic or other change. (1-marks) |
During and after COVID-19, Fiji’s economy was hit very hard, leaving no industry unaffected. Thus, the downturn of the economy resulted in job losses and the government saw the needs to quickly create more opportunities for employment.
Fiji reopened its border to international travellers on Wednesday, 1 December, 2021. This to revive its dominant tourism industry and in 2022 generated almost $FJ900 million. So, TVET skills were seen as drivers that would support the economic transformation which the country needed.
However, by March 2023, under the Pacific Australia Labour Mobility (PALM) scheme, more than 6,300 Fijians were working in Australia. Most of them are highly skilled.
Thus, now the challenge for Technical and Vocational Education and Training sector is crucial for the country, now than ever, especially in helping to revive Fiji’s economy. The government is now looking at:
ensure that it provides foundation/employability skills training to meet the needs of Fiji empower students to become job creators rather than job seekers. improve the image of TVET in Fiji in terms of its significance in work and in improving economic growth and sustainability. advocate for TVET as the master key to address youth unemployment and to empower young people to have decent and gainful employment.
Further, TVET plays a key role in any society when it comes to providing qualified labour for the economy and transitioning young people for lifelong learning. TVET is the education sector closest to the labour market. As such, it is designed to tackle current and future challenges: first by making people capable and resilient in their lives, and second, to keep TVET relevant for the economy and society. These demands can only be met if TVET keeps up with the pace of change: accelerated innovation in digital technology, new demands in sustainability and environmental protection, and increased salaries to decrease processes of migration.
We need to look no further than the COVID-19 pandemic and now the Pacific Australia Labour Mobility (PALM) scheme for convincing examples of the need for TVET systems to prepare for unprecedented and unpredictable disruptions.
QUESTION? Are we learning – NO!
| |
government policy in the TVET sector
(1-marks) | Although late, and still showing little interest, the government must set priority for TVET policy. As there are a broad range of stakeholders in the Fiji TVET sector, with varying levels of involvement, interest and influence. These include those directly involved in the sector such as Technical Vocational Training Centres and Universities; relevant government ministries such as the ……………………. | |
your training organisation
(1-marks) | Change policy and procedure to the need of the current market. Dedicate research institutions; commissioned research; transfer bodies; networks; mini PTAFE conferences; What else…………..? | |
your training delivery
(1-marks) | Participant-based teaching, implement Rules of Evidence,……… | |
how your students learn 1-marks) | Group work, pair work, one-to-one learning | |
TASK 1: RESEARCH YOUR VOCATIONAL TRAINING SECTOR
In order to demonstrate expertise in vocational training and assessment, you must understand your own TVET system and how you can contribute to it.
Conduct research
Conduct research into aspects of your vocational training sector, using the research questions in the following table.
Changes affecting the TVET system Briefly describe a recent change in your country which has affected the training sector – technological, cultural, economic or other change. (1-marks) |
During and after COVID-19, Fiji’s economy was hit very hard, leaving no industry unaffected. Thus, the downturn of the economy resulted in job losses and the government saw the needs to quickly create more opportunities for employment.
Fiji reopened its border to international travellers on Wednesday, 1 December, 2021. This to revive its dominant tourism industry and in 2022 generated almost $FJ900 million. So, TVET skills were seen as drivers that would support the economic transformation which the country needed.
However, by March 2023, under the Pacific Australia Labour Mobility (PALM) scheme, more than 6,300 Fijians were working in Australia. Most of them are highly skilled.
Thus, now the challenge for Technical and Vocational Education and Training sector is crucial for the country, now than ever, especially in helping to revive Fiji’s economy. The government is now looking at:
ensure that it provides foundation/employability skills training to meet the needs of Fiji empower students to become job creators rather than job seekers. improve the image of TVET in Fiji in terms of its significance in work and in improving economic growth and sustainability. advocate for TVET as the master key to address youth unemployment and to empower young people to have decent and gainful employment.
Further, TVET plays a key role in any society when it comes to providing qualified labour for the economy and transitioning young people for lifelong learning. TVET is the education sector closest to the labour market. As such, it is designed to tackle current and future challenges: first by making people capable and resilient in their lives, and second, to keep TVET relevant for the economy and society. These demands can only be met if TVET keeps up with the pace of change: accelerated innovation in digital technology, new demands in sustainability and environmental protection, and increased salaries to decrease processes of migration.
We need to look no further than the COVID-19 pandemic and now the Pacific Australia Labour Mobility (PALM) scheme for convincing examples of the need for TVET systems to prepare for unprecedented and unpredictable disruptions.
QUESTION? Are we learning – NO!
| |
government policy in the TVET sector
(1-marks) | Although late, and still showing little interest, the government must set priority for TVET policy. As there are a broad range of stakeholders in the Fiji TVET sector, with varying levels of involvement, interest and influence. These include those directly involved in the sector such as Technical Vocational Training Centres and Universities; relevant government ministries such as the ……………………. | |
your training organisation
(1-marks) | Change policy and procedure to the need of the current market. Dedicate research institutions; commissioned research; transfer bodies; networks; mini PTAFE conferences; What else…………..? | |
your training delivery
(1-marks) | Participant-based teaching, implement Rules of Evidence,……… | |
how your students learn 1-marks) | Group work, pair work, one-to-one learning | |
TASK 1: RESEARCH YOUR VOCATIONAL TRAINING SECTOR
In order to demonstrate expertise in vocational training and assessment, you must understand your own TVET system and how you can contribute to it.
Conduct research
Conduct research into aspects of your vocational training sector, using the research questions in the following table.
Changes affecting the TVET system Briefly describe a recent change in your country which has affected the training sector – technological, cultural, economic or other change. (1-marks) |
During and after COVID-19, Fiji’s economy was hit very hard, leaving no industry unaffected. Thus, the downturn of the economy resulted in job losses and the government saw the needs to quickly create more opportunities for employment.
Fiji reopened its border to international travellers on Wednesday, 1 December, 2021. This to revive its dominant tourism industry and in 2022 generated almost $FJ900 million. So, TVET skills were seen as drivers that would support the economic transformation which the country needed.
However, by March 2023, under the Pacific Australia Labour Mobility (PALM) scheme, more than 6,300 Fijians were working in Australia. Most of them are highly skilled.
Thus, now the challenge for Technical and Vocational Education and Training sector is crucial for the country, now than ever, especially in helping to revive Fiji’s economy. The government is now looking at:
ensure that it provides foundation/employability skills training to meet the needs of Fiji empower students to become job creators rather than job seekers. improve the image of TVET in Fiji in terms of its significance in work and in improving economic growth and sustainability. advocate for TVET as the master key to address youth unemployment and to empower young people to have decent and gainful employment.
Further, TVET plays a key role in any society when it comes to providing qualified labour for the economy and transitioning young people for lifelong learning. TVET is the education sector closest to the labour market. As such, it is designed to tackle current and future challenges: first by making people capable and resilient in their lives, and second, to keep TVET relevant for the economy and society. These demands can only be met if TVET keeps up with the pace of change: accelerated innovation in digital technology, new demands in sustainability and environmental protection, and increased salaries to decrease processes of migration.
We need to look no further than the COVID-19 pandemic and now the Pacific Australia Labour Mobility (PALM) scheme for convincing examples of the need for TVET systems to prepare for unprecedented and unpredictable disruptions.
QUESTION? Are we learning – NO!
| |
government policy in the TVET sector
(1-marks) | Although late, and still showing little interest, the government must set priority for TVET policy. As there are a broad range of stakeholders in the Fiji TVET sector, with varying levels of involvement, interest and influence. These include those directly involved in the sector such as Technical Vocational Training Centres and Universities; relevant government ministries such as the ……………………. | |
your training organisation
(1-marks) | Change policy and procedure to the need of the current market. Dedicate research institutions; commissioned research; transfer bodies; networks; mini PTAFE conferences; What else…………..? | |
your training delivery
(1-marks) | Participant-based teaching, implement Rules of Evidence,……… | |
how your students learn 1-marks) | Group work, pair work, one-to-one learning | |
This course is not available to those taking a major or minor in chemistry and may not be used as a prerequisite for any other chemistry course. This course presents a broad-based introduction to modern chemistry for students not majoring in chemistry but who require a background in chemistry for other sciences. The topics covered include sections on physical chemistry(thermodynamics, kinetics, electro-chemistry and the properties); inorganic chemistry (atomic structure, periodicity, main group and transition metal chemistry) and organic chemistry (reactions and uses of important aliphatic and aromatic compounds). Wherever possible examples from applied sections will be used in this course.
This course is not available to those taking a major or minor in chemistry and may not be used as a prerequisite for any other chemistry course. This course presents a broad-based introduction to modern chemistry for students not majoring in chemistry but who require a background in chemistry for other sciences. The topics covered include sections on physical chemistry(thermodynamics, kinetics, electro-chemistry and the properties); inorganic chemistry (atomic structure, periodicity, main group and transition metal chemistry) and organic chemistry (reactions and uses of important aliphatic and aromatic compounds). Wherever possible examples from applied sections will be used in this course.
This course is not available to those taking a major or minor in chemistry and may not be used as a prerequisite for any other chemistry course. This course presents a broad-based introduction to modern chemistry for students not majoring in chemistry but who require a background in chemistry for other sciences. The topics covered include sections on physical chemistry(thermodynamics, kinetics, electro-chemistry and the properties); inorganic chemistry (atomic structure, periodicity, main group and transition metal chemistry) and organic chemistry (reactions and uses of important aliphatic and aromatic compounds). Wherever possible examples from applied sections will be used in this course.
This course is designed to give students an insight into the applied aspects of chemistry: physical, inorganic and organic. The emphasis is on chemicals and chemical processes that play an important role in modern life. This course consists of three topics:
This course is designed to give students an insight into the applied aspects of chemistry: physical, inorganic and organic. The emphasis is on chemicals and chemical processes that play an important role in modern life. This course consists of three topics:
This course is designed to give students an insight into the applied aspects of chemistry: physical, inorganic and organic. The emphasis is on chemicals and chemical processes that play an important role in modern life. This course consists of three topics:
This is one of the core chemistry courses for the postgraduate chemistry programmes at USP. Students wishing to proceed with postgraduate studies at USP in any area of chemistry should be proficient in the use of modern instruments used in research in their selected research area. It deals with advanced aspects of instrumentation such as infrared spectroscopy, Raman spectroscopy, ultraviolet spectroscopy, proton and carbon nuclear magnetic resonance spectroscopy, mass spectrometry and thermal techniques. It also deals with the applications of chromatographic techniques in separation science.
This is one of the core chemistry courses for the postgraduate chemistry programmes at USP. Students wishing to proceed with postgraduate studies at USP in any area of chemistry should be proficient in the use of modern instruments used in research in their selected research area. It deals with advanced aspects of instrumentation such as infrared spectroscopy, Raman spectroscopy, ultraviolet spectroscopy, proton and carbon nuclear magnetic resonance spectroscopy, mass spectrometry and thermal techniques. It also deals with the applications of chromatographic techniques in separation science.
This is one of the core chemistry courses for the postgraduate chemistry programmes at USP. Students wishing to proceed with postgraduate studies at USP in any area of chemistry should be proficient in the use of modern instruments used in research in their selected research area. It deals with advanced aspects of instrumentation such as infrared spectroscopy, Raman spectroscopy, ultraviolet spectroscopy, proton and carbon nuclear magnetic resonance spectroscopy, mass spectrometry and thermal techniques. It also deals with the applications of chromatographic techniques in separation science.
This course is designed to provide students with a clear understanding of some of the important chemical processes that occur in nature as well as those that form the basis of contemporary environmental issues. Topics covered include: environmental chemistry of heavy elements; environmental chemistry of nutrients; environmental chemistry of pesticides and other organic pollutants; and a section on the role of chemistry in understanding and managing environmental issues significant to the South Pacific Region.
This course is designed to provide students with a clear understanding of some of the important chemical processes that occur in nature as well as those that form the basis of contemporary environmental issues. Topics covered include: environmental chemistry of heavy elements; environmental chemistry of nutrients; environmental chemistry of pesticides and other organic pollutants; and a section on the role of chemistry in understanding and managing environmental issues significant to the South Pacific Region.
This course is designed to provide students with a clear understanding of some of the important chemical processes that occur in nature as well as those that form the basis of contemporary environmental issues. Topics covered include: environmental chemistry of heavy elements; environmental chemistry of nutrients; environmental chemistry of pesticides and other organic pollutants; and a section on the role of chemistry in understanding and managing environmental issues significant to the South Pacific Region.
This course is designed to provide students with a clear understanding of some of the important chemical processes that occur in nature as well as those that form the basis of contemporary environmental issues. Topics covered include: environmental chemistry of heavy elements; environmental chemistry of nutrients; environmental chemistry of pesticides and other organic pollutants; and a section on the role of chemistry in understanding and managing environmental issues significant to the South Pacific Region.
CHP02 provides simple but detailed concepts of basic chemistry. Most attention focuses on three main topics. Topics include introduction to basic ideas, the study of behaviour of gases, solids, liquids and solutions. These topics are further divided into smaller units to help students grasp each of the relevant concepts step by step. The course is also laboratory oriented and tailored to maximise student success in foundation and degree courses in chemistry.
CHP02 provides simple but detailed concepts of basic chemistry. Most attention focuses on three main topics. Topics include introduction to basic ideas, the study of behaviour of gases, solids, liquids and solutions. These topics are further divided into smaller units to help students grasp each of the relevant concepts step by step. The course is also laboratory oriented and tailored to maximise student success in foundation and degree courses in chemistry.
CHP02 provides simple but detailed concepts of basic chemistry. Most attention focuses on three main topics. Topics include introduction to basic ideas, the study of behaviour of gases, solids, liquids and solutions. These topics are further divided into smaller units to help students grasp each of the relevant concepts step by step. The course is also laboratory oriented and tailored to maximise student success in foundation and degree courses in chemistry.
This course examines major periods of change in Cook Islands society from indigenous settlement to the post-colonial era. It considers the impact of missions and colonialism on the institutions of Cook Islands society, in particular its adaptation, assimilation, resistance, and resilience to external forces. Consideration is given to the impact of globalisation, post colonialism and issues of identity in the self-government era. A mini research project allows students to explore oral, written, visual, archival, and contemporary resources and apply critical analysis to the recording and writing of history.
This course builds on students’ existing knowledge and skills in Cook Islands Māori. It develops basic conversational skills while promoting an awareness of the some special features around the sound and writing system of the the language. Students will develop an understanding of basic conversational structures and form an appreciation around the complexities of language revitalisation efforts. A communicative approach will primarily be used in an effort to maximise opportunities to use and practice the various oral constructions and content in this course. Students will be introduced to variety of language learning platforms and resources through use of contemporary print based and digital technologies and archival and online research materials.
COURSE LEARNING OUTCOMES
On successful completion of this course, students should be able to:
1. Communicate in a range of different situations – Provide information, opinions and begin to form arguments in their use of CI Māori.
2. Produce original texts in a variety of mediums.
3. Respond appropriately to texts in a variety of mediums that are in CI Māori.
4. Demonstrate an understanding of some basic linguistic principles of CI Māori.
This course builds on students’ existing knowledge and skills in Cook Islands Māori. It develops basic conversational skills while promoting an awareness of the some special features around the sound and writing system of the the language. Students will develop an understanding of basic conversational structures and form an appreciation around the complexities of language revitalisation efforts. A communicative approach will primarily be used in an effort to maximise opportunities to use and practice the various oral constructions and content in this course. Students will be introduced to variety of language learning platforms and resources through use of contemporary print based and digital technologies and archival and online research materials.
COURSE LEARNING OUTCOMES
On successful completion of this course, students should be able to:
1. Communicate in a range of different situations – Provide information, opinions and begin to form arguments in their use of CI Māori.
2. Produce original texts in a variety of mediums.
3. Respond appropriately to texts in a variety of mediums that are in CI Māori.
4. Demonstrate an understanding of some basic linguistic principles of CI Māori.
This course builds on students’ existing knowledge and skills in Cook Islands Māori. It develops basic conversational skills while promoting an awareness of the some special features around the sound and writing system of the the language. Students will develop an understanding of basic conversational structures and form an appreciation around the complexities of language revitalisation efforts. A communicative approach will primarily be used in an effort to maximise opportunities to use and practice the various oral constructions and content in this course. Students will be introduced to variety of language learning platforms and resources through use of contemporary print based and digital technologies and archival and online research materials.
COURSE LEARNING OUTCOMES
On successful completion of this course, students should be able to:
1. Communicate in a range of different situations – Provide information, opinions and begin to form arguments in their use of CI Māori.
2. Produce original texts in a variety of mediums.
3. Respond appropriately to texts in a variety of mediums that are in CI Māori.
4. Demonstrate an understanding of some basic linguistic principles of CI Māori.
Students will be introduced to the fundamental concepts and underlying technologies associated with modern computer networks. The course focuses on the Internet protocol stack with detailed discussion of application (HTTP, SMTP, DNS, FTP), transport (TCP, UDP), network (IP), and link layer (Ethernet) protocols. Topics include packet and circuit switched networks, multiplexing, delay analysis, reliable data transfer, routing algorithms, wireless and mobile networks.
Students will be introduced to the fundamental concepts and underlying technologies associated with modern computer networks. The course focuses on the Internet protocol stack with detailed discussion of application (HTTP, SMTP, DNS, FTP), transport (TCP, UDP), network (IP), and link layer (Ethernet) protocols. Topics include packet and circuit switched networks, multiplexing, delay analysis, reliable data transfer, routing algorithms, wireless and mobile networks.
Students will be introduced to the fundamental concepts and underlying technologies associated with modern computer networks. The course focuses on the Internet protocol stack with detailed discussion of application (HTTP, SMTP, DNS, FTP), transport (TCP, UDP), network (IP), and link layer (Ethernet) protocols. Topics include packet and circuit switched networks, multiplexing, delay analysis, reliable data transfer, routing algorithms, wireless and mobile networks.
This course gives an understanding of key concepts of distributed system development which includes two main parts: 1. Engineering distributed system includes user requirements, OO analysis software architecture, OO design, algorithms, implementation, and evaluation. 2. DS system development techniques: OOA and D; user interfaces; data management; algorithms. You can also gain some practice building distributed system via doing the assignments. This course is designed for e-commerce courses in computer information systems that aim to prepare students for web-based application design and implementation, client-server application development.
This course gives an understanding of key concepts of distributed system development which includes two main parts: 1. Engineering distributed system includes user requirements, OO analysis software architecture, OO design, algorithms, implementation, and evaluation. 2. DS system development techniques: OOA and D; user interfaces; data management; algorithms. You can also gain some practice building distributed system via doing the assignments. This course is designed for e-commerce courses in computer information systems that aim to prepare students for web-based application design and implementation, client-server application development.
This course gives an understanding of key concepts of distributed system development which includes two main parts: 1. Engineering distributed system includes user requirements, OO analysis software architecture, OO design, algorithms, implementation, and evaluation. 2. DS system development techniques: OOA and D; user interfaces; data management; algorithms. You can also gain some practice building distributed system via doing the assignments. This course is designed for e-commerce courses in computer information systems that aim to prepare students for web-based application design and implementation, client-server application development.
This course gives students a fundamental understanding of wireless communications. It covers in-depth the protocols, the transmission methods, and different contemporary wireless networking standards. It also provides students with experience in the state-of-the-art and emerging wireless communication technologies.
This course gives students a fundamental understanding of wireless communications. It covers in-depth the protocols, the transmission methods, and different contemporary wireless networking standards. It also provides students with experience in the state-of-the-art and emerging wireless communication technologies.
This course gives students a fundamental understanding of wireless communications. It covers in-depth the protocols, the transmission methods, and different contemporary wireless networking standards. It also provides students with experience in the state-of-the-art and emerging wireless communication technologies.