Search Results for
"education"

This is the second of two papers which look at the relationship between the development of individual physiotherapists and the development of physiotherapy as a profession. It explores the nature of professional knowledge and the process of professional learning which is seen to be crystallised through an integration of theory with practice in the workplace. Important influences of situated cognition and situated learning on physiotherapy practice are identified and discussed in the context of theories of social action and symbolic interaction. These theories challenge the curricular assumptions on which many undergraduate education programmes are based. It is concluded that education programmes which aim to facilitate professional development may more effectively link theory and practice to promote professional learning which is relevant to changes in the ethos and delivery of health services and work in healthcare teams.

Following the theme of 'educating for uncertainty in a changing world', this article delves into some of the issues that emerge for remote area indigenous Australians when change, cultural maintenance and an uncertain future collide. As a minority culture living alongside a Western colonizing culture, indigenous Australians confront a range of issues. This is particularly the case, as this paper argues, in the field of vocational education and training (VET). By discussing the establishment of the current VET system developed for a 'mainstream' context, and contrasting this to the remote area context, the article highlights the differences between the two and provides a basis for understanding the issues that arise. A discussion of the current social and political milieu furthers an understanding of these issues, which coalesce around the notion of control and access. It is apparent that these key notions remain pivotal if remote indigenous Australians are to educate for uncertainty in a changing world.

[No abstract available]

Foreigners in Germany differ from immigrants in Canada in the patterns, more than the overall extent, of employment disadvantage. Conventional earnings decomposition analysis is extended cross-nationally to highlight differences in ethnic disadvantages within labour markets, and also differences in effects of the structure of educational and labour market institutions themselves, using the German Socio-Economic Panel (GSOEP) first wave for 1984, and the 1986 Canadian Census. German education and labour market institutions benefit low-skill migrants, but generate less earnings assimilation. Such assimilation in Canada is greater but varies more by ethnic and racial origins. Migrant women in Germany receive a boost from the lower educational levels of mainstream German women, and from greater German labour market equity. These cross-national differences support some of the expectations based on characterisations of 'immigrant societies', or differences in national policies of citizenship, equity or culture, but depart from others.

We examined the acquisition of incidental information and observational learning of incidental information by adolescents with moderate intellectual disabilities during school-directed systematic instruction. Effectiveness of constant time-delay instruction for vocational-skill acquisition was evaluated within a multiple-probe design across six dyads. Dyadic instructional arrangements allowed the assessment of incidental information acquired through observation. The constant time-delay procedure was effective in teaching the target vocational skill. In addition, participants acquired and retained approximately 50% of the incidental information to which they were exposed during the consequent events of constant time-delay instruction either through direct verbal presentation or through observation of their peers' instruction.

This article is concerned with an exploration of some of the policy and research implications of lifelong learning. It is devoted to the description and critical analysis of the emergence of lifelong learning as the central strategy in the EU's policies towards education and training. The article is organized in three sections. The first section explores the incremental development of the EU's policies towards education and training and the policy-making process up to the mid-1990s. The second section looks more closely at the emergence of lifelong learning on the policy agenda of the EU since 1990. In the third section, attention is focused on a critical analysis of the EU's current understanding of lifelong learning as manifested in the 1995 White Paper on education and training entitled Teaching and Learning—Towards the Learning Society. © 1999, Taylor & Francis Group, LLC.

An overview is given of occupational safety and health and of training in the construction sector, summarizing the findings of different researchers. The studies discussed emphasize safety instruction and on the job training at sites, especially the teaching of first aid skills and accident prevention. Construction workers regard occupational training as important in maintaining work ability. Present developments of vocational training with new flexible pathways are described. Rehabilitation needs are found to be a further important target of work ability promotion. The study provides support for comprehensive occupational health and safety measures. New feedback safety measures (LIIKKUVA, TR - safety audit), which are based on goal setting and a follow up in collaboration, seem to improve considerably both the safety and the development of construction work. © 1999 E & FN Spon.

Vocational education has become the instrument in Australia to create a more effective workforce in an age of technological change and intense international competition. Policies have been introduced which have focused narrowly upon competency-based training (CBT), the end product, with empirical research revealing that CBT has not been effective or effectively introduced. The importance of processes, particularly effective learning and curriculum, and teacher pedagogical and pedagogical content knowledge (Shulman, 1986), as well as implementation issues, have been ignored. There has also been failure to recognise that many vocational education and training (VET) teachers/ trainers have received minimal or no teacher training and even those formally trained have not been exposed to sufficient educational psychology, especially more recent research on skill learning and the development of expertise, transfer of learning and lifelong learning, key areas for effective learning in VET. Good curriculum documents can help maintain content knowledge currency and increase teaching capability through incorporation of knowledge from these key areas of psychology. Some implications for curriculum of these key areas are explored. Increased efficiency in the workplace can only be achieved through recognition of the importance of learning and serious efforts to develop curricula which provide adequate guidance and in-service education for teachers/ trainers. © 1999 Journal of Vocational education and Training All rights reserved.

This paper provides a non-technical review of the evidence on the returns to education and training for the individual, the firm and the economy at large. It begins by reviewing the empirical work that has attempted to estimate the true causal effect of education and training on individual earnings, focusing on the recent literature that has attempted to control for potential biases in the estimated returns to education and training. It then moves on to review the literature that has looked at the returns from human capital investments to employers. Lack of suitable data and methodological difficulties have resulted in a paucity of studies that have carried out sound empirical work on this issue. In the final part of the review, we look at the work that has tried to assess the contribution of human capital to national economic growth at the macroeconomic level. This work has generally involved using either a 'growth accounting' theoretical framework or 'new growth' theories. Although the empirical macroeconomic evidence that accompanies this work does not generally allow one to distinguish between the two approaches, there is a substantial body of evidence on the contribution of education to economic growth.