Search Results for
"education"

This article critically evaluates recent research from the National Centre for Vocational education Research (NC VER) on the occupational structure of apprentices and trainees. This study argues that the research is flawed by the NCVER's demand that traditional trade apprenticeships and traineeships be regarded as a unitary vocational education system, New Apprenticeships. It is argued, firstly, that such an approach obscures the occupational and skill structure of traineeships. In contrast to the NC VER research, this study finds that traineeships are highly skewed towards occupations such as labouring and elementary clerical occupations. Secondly, using New Apprenticeships as the level of analysis leads to an inadequate policy response to skill shortages and the needs of individuals disadvantaged in the labour market. Thirdly, research based on the New Apprenticeships concept incorrectly implies that the qualifications and career paths of apprentices and trainees are equivalent. Finally, a related issue is the lack of commensurability of vocational qualifications at the same AQF level, and the problems to which this gives rise for the national system of classifying vocational occupations. It is concluded that in general apprenticeships and traineeships should not he regarded apriori as offering ‘equivalent’ training and qualifications, though claims for equivalence could be made on a case-by-case basis on the weight of evidence. © 2002, Copyright Taylor & Francis Group, LLC.

This article presents a case study of a particular instance of business involvement in education, the industry-sponsored non-profit National Academy Foundation (NAF). While in the USA participation by employers in schools and educational programmes has increased in the last decade, the federal funding for such partnerships through the School-to- Work (STW) Opportunities Act is ending. NAF’s efforts pre-date the federal STW legislation and have been especially effective in recruiting and retaining employer support for high-school-based career academies. Combining data from fieldwork and a telephone survey of 192 employers involved in the NAF programme, the authors explore the characteristics of participating employers, their contribution to local education experiences, and the incentives and disincentives to their involvement. The findings demonstrate that sustained, quality employer involvement in education is possible; possible indications of what accounts for NAF’s success are also given. This study should help inform policymakers and practitioners as to potential challenges and benefits of institutionalising a large-scale employereducation partnership. © 2002 Taylor & Francis Group, LLC.

This article investigates a tension in mentoring in secondary Initial Teacher Training (ITT) in England and Wales. Neither the ITT Standards nor the literature clarify which mentor strategies can be effective in the particular domain of the post-16 classroom. A case study was conducted on a sample of distance learning Postgraduate Certificate in education (PGCE) students and their mentors as the former learned to teach post-16. Five research instruments were developed and used iteratively to generate qualitative data. This revealed that ITT mentoring is inconsistent in relation to post-16 teaching. While some mentor support was given, opportunities presented for challenge were not taken up. The results illuminate the need for more effective models of post-16 mentoring in ITT, including the use of challenge alongside support. The conclusions have implications for mentors in secondary ITT, and will be a source of help for student teachers. © 2002, Taylor & Francis Group, LLC.

The role of skills and skills development through training in the contemporary economy is a matter of considerable academic and political debate. Public policy in many countries focuses on the development, through training, of what are seen as a high skills employment and business environment (Brown et al, 2001). At the same time, most developed or high skills economies also depend to a significant extent on an alternative economy based on what are loosely and pejoratively described as ‘low skills’ jobs. Little critical analysis has been undertaken with respect to what such descriptors actually mean. This article addresses one sector of the ‘low skills’ economy, hospitality. This article considers skills issues in relation to the hospitality sector. It draws upon the work of Noon & Blyton (1995) in applying their approach to the classification and analysis of skills within hospitality. The article also draws on Ashton & Green’s (1996) critique of vocational education as a basis for understanding some of the problems inherent in skills development in hospitality. The article addresses the skills debate in hospitality in four key theme areas: the nature of work and skills in hospitality; de-skilling within the hospitality workplace; the technical/generic skills debate within hospitality; skills and the education/training process in hospitality. © 2002 Taylor & Francis Group, LLC.

The paper is a comparative study of the attempts made to revitalize apprenticeship in the UK and Norway in the 1990s. It begins by outlining a cycle of repeated policy failure to develop a high-quality work-based route in the UK and highlights a set of underlying problems that Modern Apprenticeships (MA) failed to resolve and which remain largely un-addressed by the Labour government’s current reform proposals. These include: the limited educational breadth provided by ‘key skills’; policy makers’ preference for an expanded post-compulsory education system such that the work-based route comes to be seen as ‘the provider of last resort’ for the socially disaffected; and weak employer engagement indicative of the low demand for skill across large parts of the UK economy. The paper then compares these with the main problems and challenges facing the Norwegian ‘2+ model’ of apprenticeship, introduced in the mid-1990s as part of ‘Reform 94’. In an attempt to move beyond official evaluation reports, the research draws upon interviews conducted in 2000 and 2001 with Norwegian policy makers, teacher unions and county education officials along with senior management, teachers and apprentices at seven upper secondary schools. The paper identifies several problems facing the Norwegian apprenticeship model including the overly theoretical nature of the first two school-based years, issues of student motivation, uneven teacher engagement with the pedagogic goals of Reform 94, resource constraints, and the institutionalized separation between school and workplace. An assessment is then made of the relative prospects for revitalizing apprenticeship in the UK and Norway. The conclusion reached is that, in the face of two very different sets of problems and constraints, the prospects may still be somewhat brighter in Norway. © 2002, Taylor & Francis Group, LLC. All rights reserved.

Marriage and family therapy programs need to go beyond the typical practices of recruiting and retaining students of color. Marriage and family therapy educators must assume positions of leadership by transforming graduate programs to reflect a deep, active, systemic commitment to both diversity and social justice. In this article, we argue that it is through this type of transformation that programs become truly ready to support students of color and to prepare all therapists to advocate for equity in a diverse, often unfair society. This article offers a model that addresses readiness, recruitment, retention, assessment, and professional development from this perspective.

This phenomenological research study investigated experiences and concerns that music therapy students have during their preclinical or practicum experiences. Interviews with students were intended to lead to an understanding of these experiences as the students perceived them. Eight students enrolled in undergraduate music therapy practica participated in open-ended interviews over the period of a year, with most students being interviewed 3 times. Six areas of interest emerged from the analysis: challenges encountered by students, means of dealing with challenges, involvement with clients, areas of learning, supervision issues, and structure of practicum. These areas and subcategories under them are presented along with transcriptions from the interviews to illustrate the points. Implications of the research for education and clinical training are discussed.

This paper advances tentative bases far understanding workplace pedagogic practices. It draws on a series of studies examining learning through everyday work activities and guided learning in the workplace. These studies identified the contributions and limitations of these learning experiences. However, whether referring to the activities and interactions arising through work or intentional guided learning the quality and likely contributions of these learning experiences are underpinned by workplace participatory practices. These practices comprise the reciprocal process of how workplaces afford participation and how individuals elect to engage with the work practice, termed co-participation. Workplace experiences are not informal. They are a product of the historical-cultural practices and situational factors that constitute the particular work practice, which in turn distributes opportunities for participation to individuals or cohorts of individuals. That is, they shape the conduct of work and learning through these practices. However, how individuals construe what is afforded by the workplace shapes how they elect to engage in that practice and learn. There is no separation between engaging in conscious thought - such as when participating in socially derived activities and interactions - and learning. Learning is conceptualised as an inter-psychological process of participation in social practices such as workplaces. It is not reserved for activities and interactions intentionally organised for learning (e.g. those in educational institutions). Nevertheless, particular kinds of activities are likely to have particular learning consequences, regardless of whether they occur in the workplace or in educational institutions. The significance of co-participation is discussed in terms of the affordance of the workplace and individuals' construction of that affordance and subsequent engagement. Co-participation is proposed as a platform to build an understanding of workplace pedagogic practices. This includes understanding the likely contributions of learning through everyday work activities and the use of intentional workplace learning strategies, such as guided workplace learning (e.g. modelling, coaching, questioning, etc.). Instances of co-participatory practices are illustrated and discussed. Following this, a tentative scheme, founded in socio-historical activity theory, is advanced as a means for describing the requirements for work and bases for participation. The scheme comprises two dimensions: activities and interdependencies.

Dental education is currently under scrutiny in order to most appropriately address community needs for the new millennium. Educational outcomes need to include a commitment to life-long learning, and an emphasis on professional ethics and moral responsibility. These needs are supported by new forms of information delivery with a focus on the electronic media, by student centred and self-directed coursework, and by clinical stimulation. Additionally, at the University of Sydney, selection will follow a first degree. This will allow candidates time for an informed decision to be made for their future professional career and for a period of experience in the tertiary education system.

Objective: To examine pre-service teachers' perceived confidence in teaching violence prevention and the potential effect of violence-prevention training on preservice teachers' confidence in teaching violence prevention. Methods: Six Ohio universities participated in the study. More than 800 undergraduate and graduate students completed surveys. Results: Violence-prevention training, area of certification, and location of student-teaching placement significantly influenced preservice teachers' perceived confidence in teaching violence prevention. Conclusion: Violence-prevention training positively influences preservice teachers' confidence in teaching violence prevention. The results suggest that such training should be considered as a requirement for teacher preparation programs.