Search Results for
"education"

Problem-based learning (PBL) is a tutorial, student-centered, problem-driven educational strategy adopted by medical and allied health educators to positively influence self-directed learning, critical thinking, and learning behavior. PBL was examined in dietetics education through random assignment of 32 undergraduate dietetics students for two weeks to either a problem-based or a lecture-based case format for the infant and elderly units of a 16-week lifespan nutrition course. Random assignment followed stratification for gender and earlier course examination performance. Expert validation of PBL curricular components and noted differences in discussion structure and information resources verified curriculum distinctiveness. Main outcome measures were pre- and post-Cognitive Behavior Survey scores for memorization, reflection, and positive learning experience scales, unit and course evaluations and unit examination scores. Students in problem-based modules demonstrated greater gains in reflective thinking with stable memorization, suggesting improved critical thinking skills. Tenets that problem-based learning promotes knowledge retention and provides a more positive learning experience were not upheld. Knowledge acquisition was not hindered by a problem-based approach. We conclude that gains in reflective thinking and evidence of increased self-directed learning argue for inclusion of PBL in dietetics curricula and that a problem-based education will help dietitians successfully respond to professional development needs. J Am Diet Assoc. 2003;103:1020-1025. © 2003 American Dietetic Association.

What are the values and policies which are driving the development of Further education institutions? The rapid expansion and development of the post-compulsory sector of education means that further education institutions have to cope with ever-evolving government policies. This book comprehensively examines the current trends in further education by means of both policy analysis and research in the field. It offers an insightful evaluation of FE colleges today, set against the background of New Labour Lifelong Learning initiatives and, in particular, the links between college and community. This timely investigation of FE and New Labour policy, takes a unique community education perspective to determine whether the social objectives of current policy can be achieved by policy-makers, managers, staff and students in FE institutions. For students, lecturers and educators in the post-compulsory sector, in addition to policy-makers and managers, this is an invaluable source of information on a subject which is still largely under-researched. © 2003 Terry Hyland and Barbara Merrill. All rights reserved.

Recent years have seen significantly increased interest in learning at the workplace as partial or full compensation for vocationally-oriented education and training in schools and educational institutions. In this general enthusiasm, former scepticism about workplace learning would seem to be buried deep under layers of modern management slogans. However, the well-known limitations inherent in this learning framework cannot be talked out of existence, and there is an urgent need for insight and tools capable of distinguishing between the genuine possibilities in the area and how to establish fruitful interaction between workplace learning and educational learning. It is, first and foremost, a matter of viewing learning from the perspective of the learner, because adults are not very inclined to learn something of which they cannot see the point on the basis of their own life situation. As a grounding for this, a contemporary and comprehensive learning theory is needed. The outline of such a theory and an example of how it can be used are presented. © 2003, MCB UP Limited

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In the face of research that shows that workplace knowledge and learning are highly contextual, calls for the teaching of generalizable skills for the workplace have been widespread. While the authors reject the usefulness of teaching generalizable skills, they believe that there are commonalities in workplace knowledge that can be taught. These commonalities are related to metacognition rather than simple cognition, and the approach in this paper is to explore the potential of metacognitive instruction for workplace learning. Specifically, the concept of routines is used to develop an instructional theory derived from the inherent metacognitive functions of routines themselves. The paper draws upon contemporary cognitive theory and on recent research on workplace learning, and it builds on studies the authors have conducted on learning in the workplace and on the observation of routines at work. © 2003, MCB UP Limited

It has become fashionable in the UK in recent years to disparage vocational education that involves a strong initial component. It is instead argued that a rapidly changing economic situation requires that individuals undertake sustained periods of learning related to their presumed constant occupational mobility. This model assumes a low-skill, low-productivity economy which has little need for a skilled workforce. Once one assumes that a high-skill productive economy is desirable, then the case for sustained initial vocational education, followed by further appropriate skill development, becomes irresistible. The Learning and Skills Act and UK government policy is evaluated in the light of these arguments and appears to concede too much to the advocates of multiple episodes of training in a low-skill context.

This paper examines the way the Japanese education system strategically channels talent towards its elite universities, turning out a high proportion of engineers and architects for the construction industry. At the same time, it provides limited education for construction workers and technicians in public vocational institutes and technical colleges, preferring to turn out a highly educated workforce of generalists who are trained for specific jobs by employers through the training centres of large firms, private vocational institutes, or on-the-job training by smaller subcontractors. © 2003, MCB UP Limited

This paper reviews cross-national research and policy debates about pathways between education and work, and draws on this review to reflect on the utility of the pathways concept itself. It identifies three main uses of the concept: to analyse the relative size and role of general education, school-based vocational education and apprenticeship, respectively, in an effective transition system; to examine the relationships and interconnections between pathways; and to consider how pathways can reflect the perspectives and priorities of individual young people and enable them to manage and control their own itineraries. Pathways can be useful as an organizing concept linking policy and research, provided that the metaphor is used with precision and its unintended meanings are avoided. © 2003 Taylor & Francis Ltd.

The skills, qualifications and credentials generated by educational systems are strongly related to labour market attainment. The centrality of the educational system for the structuring of individuals' life chances has generated a long-lived and intense debate around the proper design of educational systems. The purpose of this article is to examine whether vocational training provided within the educational system protects graduates against employment precariousness over the life course. The extent and character of vocational training are related here to the transition from school to work, the risk of unemployment once established on the labour market, and the likelihood of finding new employment if unemployed. The data used consist of life history data from Great Britain, the Netherlands and Sweden. The results suggest that the impact of vocational training on labour market precariousness changes over people's work career. Vocational training reduces precariousness during the transition from school to work, whereas there is no difference in the impact of general and vocational education on unemployment risk once established on the labour market. Instead, among those who do become unemployed there are indications that general education may be more beneficial.