Search Results for
"education"

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Tom Bailey correctly identifies the greatest challenges to successfully transforming the idea of youth apprenticeship into reality. Although his cautions are well founded, they do not justify the turn toward alternative approaches that he recommends, especially not before demonstration projects that are just now being mounted have had time to yield results. Specific components can be built into an American-style youth apprenticeship system so that it avoids the pitfalls Bailey has identified and simultaneously serves the goals of education, equality, and prosperity. © 1993, Sage Publications. All rights reserved.

Suggests that internships would decrease job turnover and increase productivity among beginning special education teachers. © 1993, SAGE Publications. All rights reserved.

The quality of instruction provided through the post‐secondary technical institutes reflects the capabilities of the instructors. It would be ideal ifinstructors were trained through traditional teacher education programs. However, instructors inpost‐secon‐dary technical education generally have few collegiate programs in teacher preparation available to them.The Georgia Instructor Academy is responsible for delivering in‐service training to both new and experienced instructors. The academy is divided into three specific divisions: the Technical Training Division, the Instructor Training Institute (ITI), and the Professional Development Division.Technical Training provides instructors with opportunities to advance their occupational expertise. Training is delivered through classes, workshops, seminars, and industry‐based practicums and internships.The ITI delivers pedagogical development. It provides new instructors with the basic pedagogical skills needed to become effective teachers. The ITI is broken into three hierarchical phases.Professional Development provides experienced instructors with activities that enhance their professional lives. Classes, seminars, and workshops offer instructors opportunities to serve themselves, their home institutes, and professional organizations.Educationally, the Georgia Instructor Academy provides various opportunities to develop and enhance the quality of Georgia's postsecondary technical teachers. By addressing these three important areas of teacher education this comprehensive program will benefit both students and, ultimately, the State of Georgia. © 1993 Taylor and Francis.

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Competency-based education and training (CBET) is concerned with educational outcomes rather than inputs. Three approaches to assessing competence are commonly recognised: a task approach, an attributes approach, and an integrated task/attribute approach. CNET is being actively promoted by influential branches of the federal education bureaucracy. By mid-1992 it had already touched on at least seventeen different professions, seven more than the number affected just one year earlier. The forestry profession has yet to consider its position on CBET. Implementing this system to regulate entry into, and/or progression within, the Australian forestry profession could imply substantial restructuring of the current educational and institutional arrangements. In this paper we present a summary of the essential elements of the competency movement as identified from the literature and propose a framework for consideration by foresters of the relative merits of the concept. © 1993 Taylor & Francis Group, LLC.

This paper examines selected reform efforts in technical and technological education from a comparative perspective. The similarities and differences between reforms in selected countries – Brazil, Canada, Germany, Great Britain, Indonesia, Malaysia, Singapore, Sweden – are analysed to determine major world‐wide trends. Lessons are drawn which should be useful for nations contemplating reform of their education and training systems. Particular attention is focussed on the time taken to complete reforms effectively and the need for long‐term approaches, relationships between educational reforms and industrial development, the interdependence of reforms affecting general, technical and vocational education, regional co‐operation and the decentralisation of national decision‐making. © 1993 Taylor and Francis Group, LLC.

This overview of technical and vocational education and training (TVET) is concerned with four main issues: The diversity of locations in which TVET is delivered, the nature of different client groups, curriculum, control and the role of the state. There is no single version of best practice. External agencies will need to be cautious about providing universal prescriptions; problems in any particular country are perhaps best solved by building on the culture of TVET which is already well established in the country concerned. © 1993 Taylor and Francis Group, LLC.

The serious Problem in Japanese education today is the excess of comPetition. Although that helps the high standard of Japanese education, it also brings about many difficulties for young people. The competition in the school system is, in general, closely related to the competition in society as a whole, especial0 in the labour market. The structure of the labour market has a strong influence on competition in the school. For example, the British segmented labour market divides the competition by occupation, and it helps the diversified structure of post-compulsory education/training. Meanwhile, in the Japanese labour market, which is characterised by gapanese-syle employment, the competition is little divided by occupation, and this helps the unitary structure of competition in the school. Comparing Japan and Britain, this paper will examine the structural causes of the competition in the school system. © 1993, Taylor & Francis Group, LLC. All rights reserved.