Search Results for
"education"

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An intriguing finding in the literature on the role of education in the labor market concerns workers who have acquired either more or less education than they say their jobs require. Contrary to predictions from a rigid, structural view of jobs, several authors have found that the labor market rewards workers for having completed more schooling than their jobs require and penalizes workers who have 'too little' schooling. We investigate whether the structural changes in the labor market in the United States over the 1970s and 1980s (see Levy, F., & Murnane, R. (1992). US earnings levels and earnings inequality: a review of recent trends and proposed explanations. Journal of Economic Literature, 30, 1333-1381) affected the rewards and penalties associated with having too much or too little schooling for a job. We then examine whether the same rewards and penalties for surplus and deficit education observed in the United States apply in Germany, a country with a much more structured educational system and labor market. We test explicitly for differences over time in the United States and at a point in time between the United States and Germany. We find, consistent with a universalistic view of labor markets, more similarities across countries than over time. © 2000 Elsevier Science Ltd.

In the course of the consultation in primary care, the general practitioner integrates knowledge of different types that are drawn from different sources. As a consequence of the way practitioners develop expertise, this use of knowledge is often hidden from the conscious mind of the practitioner and often hidden from direct observation. On the other hand, understanding of this use of knowledge is crucial to several necessary developments of the profession of general practice. A method involving collaboration between researcher and practitioner sheds new light on this knowledge-in-use.

In the 1990s, the timing and duration of youth transitions has become variable because of cultural modernisation and the declining stability of careers. In particular, the German 'dual system' of Vocational education and Training (VET) has come under pressure of globalisation and labour market deregulation. Despite economic turbulence, the main features of the VET have been maintained. The apprenticeship route is still highly accepted-two-thirds of the cohort of school-leavers are passing through it. It continues to provide standardised occupational qualifications and a context for socialisation. It supplies a skilled labour force and keeps youth unemployment low-despite shortcomings in standards of social equality and a slow pace in adapting to changes in technology and work. For the future, the 'left modernisers' strategy of upgrading skills remains pos sible, by reforming the apprenticeship system and maintaining the 'high-skills' route for transition from education to work. In transition studies structural analysis should be combined with research on institutional regulations, transition pathways, and individual agency.

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Many Canadian provinces have introduced youth apprenticeship initiatives to facilitate transitions into the labour market. As the German dual system is often considered a model for such initiatives, this paper attempts to introduce a critical perspective on issues affecting the system's future. Economic restructuring, work reorganization, changing hiring practices, and young people's increasing preference toward higher education form the main challenges for the dual system. The review of recent debates about the German dual system suggests that youth apprenticeship initiatives in Canada need to provide students with career options that are more transparent while at the same time maintaining or increasing flexibility in the transition process.

The flexible delivery of training to develop skill in industry has been given considerable encouragement by both government and industry in Australia and the United Kingdom. The research in this article examines the learning preferences of apprentices and the support that they receive in the workplace. The data show that apprentice learning preferences are not currently well suited to the self-directed and independent learning expected by flexible delivery. Interviews with the apprentices indicate that the support for them in the workplace is also not suited to their learning preferences, or to supporting flexible delivery. Strategies to develop learners, trainers and enterprise contexts that will better support flexible delivery are discussed. © 2000 Journal of Vocational education and Training. All Rights Reserved.

Using the Canfield Learning Styles Inventory (CLSI), the learning preferences of 1 252 vocational education and training (VET) learners were tested. Results indicate that VET learners are characterised by a preference for dependent learning, rather than self-directed learning; and a preference for learning through observation and direct experience rather than through verbal presentations. These findings are discussed in terms of the preparedness of VET learners for flexible delivery in the workplace. Kember's (1995) two-dimensional model of open learning is suggested as a theoretical framework for the development of strategies to increase the preparedness of learners and workplaces for flexible delivery. © 2000, Taylor & Francis Group, LLC.