Search Results for
"education"

[No abstract available]

This paper deals with how ‘workplace culture’ and ‘workplace identities’ are (not) constructed in and through the Further education (FE) curriculum. More specifically, it examines the ways in which two competing identities — one educational and the other, workplace — are negotiated by FE students and sustained through the FE provision in the British setting. Drawing upon Bourdieu’s and Bernstein’s models of ‘cultural reproduction’ associated with mainstream schooling, in the first part of the paper I reassess this conflict model of stratified ‘culture’ and ‘codes’ in the overall context of vocational education. This is followed by an appeal to the Gramscian notion of ‘hegemony’ to suggest a shift towards a consensual form of ‘workplace identity’ negotiation. With the help of data taken from the various stages of the further education process (e.g. course objectives, teacher perceptions, patterns of classroom interaction, students’ work experience narratives), I argue that the competing educational and workplace identities are constituted in the contradictions and ambiguities inherent in further education. © 1996 R. Iedema.

The 62% of high school graduates who won't continue their education in a university this year are precisely the untapped resources the American economy needs, Ms. Packert avers. Apprenticeships offer a long-term solution to putting the economy back to work.

Empirical studies have been conducted in four large enterprises: a communication industry, an automobile firm, a travel agency, and a regional bank. The main research focus was on the views of employees and superiors on the goals of corporate training, both personal goals and strategic managerial goals. In addition, principal components of goals and their dependencies on person attributes were investigated. Copyright © 1997 Elsevier Science Ltd.

It is the thesis of this paper that the time has come for business schools to rethink the purpose of their establishment. They need to reflect upon the professional foundations of management education through rethinking a new philosophy of knowledge which is suitable for professional education and through reviving it at a higher status than vocational training. The future of management education, we believe, depends upon a rethinking of the theory of knowledge that guides the increasing interests in managerial learning and training.

[No abstract available]

[No abstract available]

South African sociologists of education are living through a momentous and highly particular transition at the same time as they participate in global trends and debates. This paper reviews changes in their framing concerns as they move from an oppositional positionality to a far more ambiguous space that seems to require of them to choose between critique and reconstruction. The resultant re-positioning and the changing forms of appropriation of international themes as local priorities shift is the central concern of this review.

Recent policy developments within the public service sector have led to widespread de-professionalisation and a general loss of motivation and morale within education, health and social work. This state of affairs has been brought about by the imposition of a social market on public sector professions and through the introduction of competence-based education and training (CBET) strategies into professional studies. These developments are criticised for their failure to capture the essential epistemological and moral dimensions of the work of professionals, and programmes for professional regeneration are recommended through the renewed emphasis on the workplace as the site of professional learning. Work-based learning may enable professionals to re-affirm the importance of experiential learning and reinforce the centrality of the ethical bases of professional practice.

This research review found that the three elements of the school-to-work transition - schools, employers, and the relationship between them -operate differently than is commonly assumed. First, the selection process and outcomes of vocational education are more variable and generally more positive. Second, although employers decry youths' poor preparation, research indicates that employers may inadvertently contribute to it. Third, economic theory warns about the inefficiencies of institutional linkages, but research indicates that school-employer linkages can enhance incentives, the flow of information, and employment outcomes. This article suggests that the school-work transition may be improved if schools make academic instruction vocationally relevant, employers base hiring on applicants' achievement in school, and school-employer linkages are created and appropriately designed.