Search Results for
"education"

The purpose of this study was to examine differences in career development among four ethnic groups and two age groups of community college students in regard to their career goals, career preparation actions, and the number of job seeking strategies utilized. Data were obtained from the Beginning Postsecondary Students Longitudinal Study (BPS: 90/94) of the National Center for Educational Statistics (NOES), U.S. Department of education. Results suggest that there are statistically significant differences among the ethnic groups in six of the seven career goals; however, there are no significant differences between the traditional and non-traditional age groups in career goals. For career preparation action there are significant differences between the two age groups and also between Black/African American and White/European American students. There is no significant difference among the age or ethnic groups in the number of job seeking strategies utilized. These findings imply that student services providers, such as counselors, should be sensitive to community college students' backgrounds and experiences related to ethnicity and age. Individualized career-related workshops tailored to the career needs of specific student populations should be offered. The function of community colleges as providers of employment preparation can be enhanced by familiarizing students with accurate career information, considering students' ethnic backgrounds and their age.

Over the past 5 years, an innovative portfolio of degrees in complementary therapies has been developed at the University of Westminster. Most of the degrees were the first of their kind in the UK, and the provision is now the widest range of complementary therapies courses in Europe.With an intake of 80 students in 1996, the provision has grown rapidly to a total of over 500 in 2000.The opening of the unique multidisciplinary Polyclinic in 1998 marked the beginning of an exciting clinical training and research dimension. The context that has lead to the growth of mainstream higher education provision of complementary therapies is explored.The current offer is reviewed, and criteria for degree provision and the role of the professional bodies discussed. The development of the University of Westminster's provision is described, including the early collaboration with established providers, design, influence of nursing and midwifery, experiences with the professional bodies, development of the unique Polyclinic and the plans for the future. © 2001 Harcourt Publishers Ltd.

[No abstract available]

We investigate the sources of supply of several core skills, using an innovative approach to skills measurement that involves adapting a job analysis methodology and applying it in a survey context. We then estimate the determinants of skills supply using a production function model. The main findings are: (i) prior education and work experience have generally positive but diminishing marginal impacts on skills, consistent with the earnings function literature; (ii) off-the-job training is productive of most types of skill, while on-the-job training is effective for the generation of problem-solving and team-working skills. Both types of training are transferable from previous employers; (iii) more education enhances the development of computing skills at work, but with respect to other core skills, less educated workers make up for their lower education through more work-based learning; (iv) there is a strong association between the presence of some new or flexible organization characteristics and both the level and growth of all types of skills. We argue overall that the contribution of work-based learning to skills development is more important than normally allowed for in the skills policy discourse.

Objective: The aim of this prospective follow-up study was to quantify the impact of hand dermatitis (HD) in bakers, confectioners and bakery shop assistants, and to investigate related risk factors. Method: Bakers', confectioners' and bakery-shop assistants were included in a prospective follow-up study in the region of East Thuringia starting in August 1996. At the beginning of their vocational training 91 apprentices were interviewed and examined in a standardised way. Follow-up examinations and interviews were done after 6 months (n = 79), 12 months (n = 63) and at the end of the training (n = 69) after 36 months. Results: In their case histories 3.3% (n = 3) of the apprentices reported previous HD in childhood and adolescence. The first assessment after 2 to 4 weeks of vocational training revealed HD in 17.5% (n = 16) of the individuals. At the follow-up examination after 6 months, point prevalence of HD was 29.1% (n = 23), after 12 months 27.0% (n = 17) and after 36 months 27.5% (n = 19). Mild to moderate irritant contact dermatitis was the most frequent finding. Finally, an atopic skin diathesis (> 10 points, "atopy score") (OR = 4.89; CI 95% 1.15-20.79), previous HD (OR = 41.1; CI 95% 4.99-339.13) as well as flexural dermatitis (OR = 6.8; CI 95% 1.72-27.22) proved to be predictive factors for the development of HD. No association was found to respiratory atopy (OR = 1.29; CI 95% 0.35-4.7) and mental sensitisation (OR = 1.1; CI 95% 0.29-4.35). Exogenous irritant factors did not show a strong association towards a risk increase. Wet work in general, as well as distinct occupational tasks showed only a tendency for being a risk factor for HD. However, leisure time activities, especially house building and rebuilding (OR = 5.4; CI 95% 1.05-27.81), were associated with an elevated risk. Conclusions: Endogenous and exogenous factors contribute to the development of HD in bakers' and confectioners' apprentices.

This article examines what Foundation level GNVQ students say about their learning experience drawing on findings from a case study of staff and students involved in GNVQ programmes at a further education college. The college has a Foundation Studies department, where all Foundation level GNVQ is taught, and the article reports on interviews with a small group of seven Foundation students. It is argued that the most important issue for them is the shift from being disaffected learners to becoming accepted as students within the college. In achieving this, relationships with teachers are crucial, and appear to be the most significant factor in helping these students move from being apparent failures within the education system, to starting out on a more successful path to learning. © 2001 Journal of Vocational education and Training All rights reserved.

Reports on the evaluation of a programme which was designed to enable students to complete a traineeship or apprenticeship, and their senior certificate in accordance with a variety of combined school and work programmes, including the New Apprenticeship Scheme. A multimethod approach was adopted which includes interviews with students, vocational educators and employers regarding their perceptions of: competencies, learning outcomes and training acquired during the programme. The results of the interviews with the students illustrated some similar and different perceptions between teachers and students, and showed that students’ main reason for undertaking the vocational education programme were the opportunity to gain “hands on” experience, and a “headstart” to employment. Implications for further research included: an investigation into the perceived status barrier between vocational and general education, the development of work attitudes; and the implementation of a strategic business and marketing plan. © 2000, MCB UP Limited

Draws from a four-year longitudinal study of young people's experiences of learning in further education. The project, funded by the Further education Development Agency, focused upon relationships between the personal careers of young people and the structured opportunities for education and training available to them. A single case study is used in order to illustrate the kinds of insight which the study afforded. The research revealed a stark contrast between the complexity and unpredictability of the young people's learning careers, and the more structured approaches in current policy and practice. © 2000, MCB UP Limited

Context: The recommendations of the General Medical Council in Tomorrow's Doctors renewed efforts to define core knowledge in undergraduate medical education. They also encouraged better use of the medical knowledge base in nurturing clinical judgement, critical thinking, and reflective practice. What then does the medical world understand by 'science', 'critical thinking' and 'competence', given the need to address both growth and uncertainty in the knowledge base and to practise evidence-based healthcare? Aim and objectives: This review aims to outline the role of these key concepts in preparing undergraduate medical students for professional practice. Specifically, it explores: the fallibility of the 'scientific' foundations of medical practice; the role of understanding and thinking in undergraduate medical education; the need for a broad interpretation of competence and its relationship to transferability, and the nature of clinical judgement. Comment: Tensions are seen to lie in the varying interpretations of clinical decision making as art or science; the varying characterizations of the nature of skilled performance in the novice, the competent and the expert practitioner, and the varying reactions to the acceptability and usefulness of 'meta-' concepts in capturing the essence of professional practice. Habitual self-conscious monitoring of mental processes may be the key to the flexible transfer and application of knowledge and skills across the contexts, characterized by uncertainty and incomplete evidence, for which doctors must be prepared.

This article reports some of the findings from a research project on students’ perceptions of education business link activity. Using a self report questionnaire, it contrasts student perspectives on the education business (EB) link activity in schools with ‘well-developed’ links with those having ‘less well-developed’ links. The results suggest that where ‘welldeveloped’ links exist they tend to have overall positive effects on certain key aspects of students’ perceived vocational insight, vocational concerns, locus of control, self-efficacy and work-based learning. These results held up irrespective of the way in which the EB links were organised. Furthermore, the effects were found, on a number of variables, to be most positive in respect of male students. The study concludes that there are differences between schools in their approaches to EB links, which merit further research. © 2000 Journal of Vocational education and Training. All Rights Reserved.