Search Results for
"education"

While the structural changes that have taken place in the labour markets of the industrialised world over the past decades are well documented, less is known about how individuals respond to this changing environment. This includes the extent of intersectoral mobility during the work career, skill differentials in mobility, the impact of the type of training on mobility and changes in mobility patterns over a long period of time. Against this backdrop, the purpose of this paper is to examine intersectoral labour mobility during the first 15 years of working careers in Sweden and West Germany. The analyses show that individuals in both countries tend to move away from industry into other sectors during their careers, but that this tendency is rather weak While there are some mobility differences among educational categories, the differences between transition probabilities of German apprentices and Swedish vocational school students are insignificant. In the face of the massive transformation of employment structures, the importance of variation in the curricula is probably minuscule.

In Austria, the apprenticeship system provides all citizens, including the less able among them, with a training option. Based on social security data, this article examines earnings and the stability of the occupational career of young workers with an apprenticeship diploma. As control groups, workers with a full-time secondary school education and workers who did not receive any further education after computing their compulsory education were used. One of the main findings is that workers with an apprenticeship diploma are much better off than those without further education. The article finds the following ranking with respect to education: high-school graduates, ex-apprentices and unskilled workers, with more pronounced differences between ex-apprentices and unskilled workers.

AREER THEORISTS EMPHASIZE the importance of the development of career maturity in adolescents if they are to successfully negotiate the school-to-work transition. Transitions of deaf and hard of hearing adolescents may be especially problematic. The authors examine the implications of current labor market trends for young people, in particular those with hearing loss, and review data on employment outcomes for deaf and hard of hearing people. They discuss the environmental and attitudinal barriers that can influence the career outcomes of this population, consider the impact of hearing loss on adolescents' career maturity, and review the studies on this topic in the literature. The article focuses on the experiences of students with significant hearing loss who are educated in regular classes with the support of itinerant teachers, who communicate orally, and who may be defined as hard of hearing. Recommendations for research and practice are provided.

This study addressed how practice educators define occupational therapy student competence. A qualitative approach was used to gain the beliefs and viewpoints of five occupational therapy practice educators working in neurological rehabilitation through semi-structured interviews and group discussion. Verified thematic analysis was used to structure and describe the information collected. The complexity of the concept of competence was highlighted by the participants, who felt that it was part of their professional responsibility to ascertain whether a student had achieved a sufficiently high level of competence to pass into the professional status. However, the participants found it difficult to articulate explicitly what it was that they searched for. Four main areas were highlighted - observable behaviour, clinical reasoning, continuing development and professional and personal attributes - but the importance of student self-awareness, risk assessment and reasoning skills over theoretical knowledge was identified as a major influencing factor on competence.

[No abstract available]

In January 2004, the National Collaboration for Youth approved a list of core competencies needed by entry-level youth development workers for effective youth development practice. This chapter provides an overview of these competencies, explaining why and how the list was created, outcomes, and recommendations for next steps.

This chapter reviews key issues in professional development in the youth development field, describing important work done over the past two decades and lessons learned from major philanthropic investments in capacity building both nationally and locally.

Since June 1, 2002, only those dental practitioners holding a specific professional title are entitled to independent practice. Those practitioners are the General Dentists, the Orthodontists and the Periodontists who have had additional vocational training of one, four, or three years respectively, after completion of their study programme leading to a Licentiate in Dental Sciences (Transition measures allowed practising dentists and students who were enrolled in a training program prior to June 1, 2002 to obtain one of these titles). This regulation includes provisions to limit access to the profession for graduates holding a degree delivered by a university in the Flemish community (84 per year) or the French Community (56 per year). In the French Community, the implementation of a Numerus Clausus (limitation of numbers admitted) at the end of the first study cycle allowed for a limitation of the number of students admitted to the second cycle, and as a consequence it limited the number of candidates enrolling in vocational training in order to obtain a specific professional title. The non-compliance with - and later the cancellation of - this limitation resulted in the number of candidates seeking a specific professional title to be larger than the numbers in the quotas imposed by the Federal State.

Advances in medical treatment combined with changes in the demographics of persons who are becoming infected with autoimmune deficiency syndrome (AIDS) have transformed this illness from a rapidly progressing to a chronically disabling condition in a short period of time. This paper describes the development, implementation, and outcomes of a program of vocational services for persons with AIDS. This program was studied using a single group design, in which participatory action research strategies were used to investigate and improve the program as it unfolded. In addition to examining the overall outcomes of services, the study aimed to discover which components were most helpful to participants and which participants were most likely to benefit from the program. Of 129 participants of who initially enrolled, 39 dropped out before finishing the program. Sixty of the 90 participants who completed the program achieved employment, returned to school, or began a volunteer position or internship. Consequently, the overall success rate was 46.5% and the success rate for program completers was 66.7%. The occupational narrative, which participants told in their initial assessment interview, was closely associated with both program completion and successful outcomes. This association adds support to the importance of narrative for understanding participants and predicting future behavior, as well as for the therapy process.

The way parents take influence on the education of their children is a crucial aspect of intergenerational mobility. Unlike in the UK or in the US, in Germany an important decision about which educational track to follow is made at a relatively early stage: after primary school, at the age of ten. In this paper, we use micro data to analyse the association between parents' education and profession, and secondary track school choice and subsequent career prospects of the child. Our analysis covers the last six decades. We demonstrate that parental background is strongly related to the secondary track choice of the child, and subsequent educational achievements. We find a slight convergence for individuals from different parental background over the last decades. We also find a positive trend for females to follow higher secondary school tracks, keeping parental background constant. The association between parental class and educational choice translates into substantial earnings differentials later in life. © Oxford University Press 2004.