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The move towards courses of professional education being based in the workplace rather than in academic institutions raises a number of concerns relating to the relationship between the validating institution and the workplace organisation. This article identifies some of these concerns. In particular the role of the workplace (or work base) mentor is analysed in the light of empirical evidence of how this role can best be fulfilled in the context of the initial training of teachers and youth workers. Limitations of work-based training are described and a case is argued for the continuing role of academic coursework to provide a necessary conceptual framework for developing both skills and professionalism in the work base. © 1996 Taylor & Francis Group, LLC.

The aim of this study was to evaluate the Danish vocational training scheme from a patient's point of view. This was especially interesting as all young doctors have six months vocational training in general practice after finishing university. During April 1993 junior doctors in twelve general practices in the county of Aarhus, Denmark, distributed a total of 574 questionnaires to consecutive patients after a consultation. The questionnaire was anonymously returned to the research unit. Four hundred and five patients answered the questionnaire. Ninety-three percent were fairly or very satisfied with the consultation, and 87% were sure or fairly sure that they would attend a trainee again. Eighty-five percent said that the trainee was as easy to communicate with as their own doctor. However, 36% said that attending a trainee was their only chance of seeing a doctor on the day preferred, and 47% did not feel fully informed about the trainee system. The data was analyzed with respect to sex, age, and disease related factors, and only minor differences were found. The survey shows that Danish patients were very positive about the GP trainee system, especially compared to previous investigations from other countries. However patients were not sufficiently informed about the aim and contents of the trainee system.

German horticultural enterprises face increasing difficulties in obtaining and maintaining qualified human resources even with a high rate of unemployment. Two surveys of apprentices' attitudes to being a horticulturist and their job satisfaction were undertaken to explore some hypotheses concerning the reasons for this fact. From November 1994 to February 1995, 79 apprentices of vegetable growing and 224 apprentices of tree nursing were interviewed during their vocational school days. Their perceived job satisfaction is generally high. The vegetable growers, with an extraordinary share of organic producers, are even more satisfied than the tree nursers. Eighty-two percent of the vegetable growers and 72% of the tree nursers would choose the same job again if starting new. After apprenticeship 33% of apprentices in tree nurseries do not want to continue working there. Their reasons are physical strain (57%) and insufficient salaries (53%). Eighty-three percent of all apprentices in tree nurseries complain about the salaries. Changes in managerial practices could increase job satisfaction, namely more appreciation, more responsibility and participation, and support of advanced training and personal education. The status of the vocational horticulturist, and how this job is evaluated by family and friends is judged quite ambiguous by the apprentices. Therefore, professional organizations could do a lot to attract qualified workers to the industry by improving their industiy's image in the society. © ISHS 1996.

This paper describes the development and structure of a pilot programme of professional development for new graduates initiated by the New Zealand Dental Association, the Dental Council of New Zealand, and the Faculty of Dentistry of the University of Otago. The programme consisted of a series of monthly evening seminars, co-ordinated by a facilitator, and led by experienced practitioners. Initially provided in Auckland, the programme subsequently extended to Wellington, Christchurch, and Waikato-Bay of Plenty. The award of a New Zealand Dental Association Travelling Fellowship enabled the author to observe the United Kingdom Vocational Training Scheme, and attendance at the 1994 meeting of the Fédération Dentaire Internationale provided opportunity to study systems used in other countries. The pilot programme has now been replaced by the ongoing Graduate Professional Development Programme Dentistry, a programme which extends beyond the recent graduate, but remaining based on the concepts developed in the pilot programme.

Background and Objectives: The collapse of the Communist regime has required many newly independent countries to reform their health care systems. This article presents the unique experience of Estonia's development of family practice training and the introduction of this specialty to the existing health care system. Family practice training programs began in 1991 and include several pathways to certification in family practice. For physicians currently working as district doctors, pediatricians, gynecologists, or emergency doctors, there is the possibility of part-time retraining while continuing their work as primary care physicians. For new graduates of the medical school, there is an internship and residency in family practice or the option of part-time or in-service vocational training while maintaining u clinical practice. An important aim of the program is to develop the identity of family physicians. The success and the failures of the Estonian experience in launching this project may be useful to other countries facing health care reform.

Begins by reviewing technical progress towards establishment of an effective and standardized, competence–based vocational education and training system, and compares this progress with the system in Germany. Describes a number of respects in which the system is failing to meet its objectives. Certain stakeholders are happier with the new approach than others. Also describes the political agenda behind the introduction of competence–based training, and compares the individualist, business–centred policy in Britain with the more collaborative approach in Germany. Britain's policy towards training is consistent with its policy towards the Social Chapter. Concludes that unless the political agenda is changed, regardless of any technical improvements made, retention of the current policy will consign Britain to a low–skill competitive position with respect to the rest of Europe. © 1996, MCB UP Limited

Analyses the development of vocational knowledge through two contrasting approaches which are referred to as the “instructional media” and everyday practice. The former is the text–based approach currently favoured by government and the latter is an approach to learning through participation in everyday activities. Using data from a study conducted in the workplace, appraises the processes and outcomes of these two approaches to learning. Indicates that everyday practice offers the greatest likelihood of securing vocational knowledge. Concludes that access to, and ongoing engagement with, authentic learning activities are significant attributes to this approach to the acquisition of vocational knowledge. © 1996, MCB UP Limited

In 1992, an analysis of the need for clerical workers was made at the Aarhus School of Business. An identification of 'customers' and 'customers' expectation' was made in order to apply these terms in planning a specific vocational education based on apprenticeship training. The data collection was made by means of a mailed questionnaire, with 376 Danish companies participating in the survey. The survey shows a clear profile regarding the qualifications ('customers' whats') clerical workers are expected to have. By means of factor analysis the expected qualifications have been 'collected' as working functions of a clerical worker. The survey also indicates which skills companies can teach during an apprenticeship ('customers' how'). © 1995 Taylor & Francis Group, LLC. All rights reserved.

This article argues for an interactive model of competence (Hodkinson, 1992) as a basis for the development and use of competence statements in the context of an initial qualification for lecturers in post-compulsory education and training (PCET). It does this by contrasting competences framed in relatively general terms as used by the author in such a context with those standards established by the Training and Development Lead Body which are increasingly influencing such programmes. It concludes that tutors in such programmes should seek to explore the potential for developing competence statements which, while relating to the occupational role, do not attempt to prescribe its features in precise terms, but rather give space for a dialogue between tutor and learners as to how it is best to interpret the many facets of the lecturer role. © 1995, Taylor & Francis Group, LLC. All rights reserved.

A pilot scheme for a second year of vocational training started in January 1994 in the West Midlands region. The position involved working part time as an associate dental surgeon in an approved general dental practice and part time as a house officer rotating around the various departments at the Birmingham Dental Hospital. Throughout the year there were 15 days termed 'study days' when lectures and courses on topics requested by those involved were arranged. At the end of the year those involved in the scheme were eligible to take the DGDP examination. This paper outlines my own thoughts of the year. © 1995 Nature Publishing Group. All rights reserved.