Search Results for
"education"

Pedagogical alternatives for preparing students to make the transition from school to work are examined and synthesized into six key components needed for successful school-to-work transition programs. These key components include coordinated, nonfragmented services; strong education-business partnerships resulting in paid work experiences; relevance in the learning process through linkage of instruction and work; early and continuing career counseling and guidance; program accountability to students and community; and a wide range of career/employment options available upon completion of transition services. Four desired outcomes for participants of transition programs are also described and include connecting theory with practice, developing personal and career maturity, gaining personal awareness, and attaining professional insight. © 1993, SAGE Periodicals Press. All rights reserved.

This article reports a study of students' experiences in a community college vocational program in banking and finance and the jobs the students got and lost in the data center of a bank. The study is situated in current concerns about the presumed literacy problems of North American workers and the relationship between skills and competitiveness in the global economy. The discontinuities between such concerns and the situations of the vocational students in this study are discussed, as are calls for “functional context” and “critical” literacy programs. An argument is made for the educational, social, and political importance of studies of work in juxtaposition to studies of schooling. 1993 American Anthropological Association

It argues the notion of settlement needs to be developed to incorporate concepts of race and gender. It suggests a settlement is developing amongst the major political parties and other constituents who have a stake in post-compulsory education and training. These constituents share a common analysis of the problem facing education and training. Whilst these different groups have varying strategies to address the problem these are held under the sway of a capitalist logic. Post-Fordist arguments celebrate the progressive possibilities that inhere in a high skill, high trust economy; however such optimism is easily co-opted and colonised by capitalist interests. The paper explores the emerging consensus around post-compulsory education and training. © 1993, Taylor & Francis Group, LLC. All rights reserved.

The rapid expansion of competence-based education (CBE) through the work of the National Council for Vocational Qualifications (NCVQ) has now, thanks to generous public funding and official endorsement by the Department for education, penetrated the theory and practice of professional studies in teacher education at both school and post-school levels. The NCVQ model of CBE is criticised and alternatives described. The current NCVQ approach is neither the only nor necessarily the most appropriate model of occupational development on offer. Models of professionalism based on the concept of ‘expertise’ are recommended as the ones most likely to produce the reflective practitioners required to enhance the status and quality of teaching in schools and colleges. © 1993, Taylor & Francis Group, LLC. All rights reserved.

The recent Government White Paper on further education (now part of the Further and Higher education Act) made a host of proposals designed to address some urgent issues in the post-compulsory sector, including the need to increase the post-16 participation rate and to upgrade generally vocational education and training to bring the British system on a level with those in France and Germany. A central problem in this area is the cultural divide between the vocational and the academic, and the White Paper proposes to bridge this gulf by introducing new diplomas and by expanding the framework of National Vocational Qualifications. The origins of the cultural chasm between the vocational and the academic are briefly explored, and criticisms of the Government proposals are put forward, particularly the use of National Vocational Qualifications as a means of enhancing vocational education and training. What is required is a transformation of educational values, and John Dewey’s thoughts on knowledge and the vocational are offered as a valuable source of ideas for effecting the desired shift in philosophical perspective. © 1993, Taylor & Francis Group LLC. All rights reserved.

[No abstract available]

The BMET performs troubleshooting, repair, and calibration of a wide variety of medical instruments and equipment. © 1993 Quest Publishing Co.

This paper explores the emerging settlement surrounding vocational education and training in England in the 1990s. It describes and then considers the dangers in the post‐Fordist position that argues a high skills/high trust economy/society offers emancipatory possibilities. Insufficient attention is addressed to the way post‐Fordist concerns are lodged within capitalist social relations oriented to capital accumulation. Educational practices placed within these relations can easily lose their radicalism and sit readily alongside the concerns of curriculum modernisers who are wedded to capitalist rejuvenation. © 1993 Taylor & Francis Group, LLC.

Abstract: Patterns of smoking in Western Australia since 1974 were examined using four data sets. Consistency between sets of data was high for adults in the various categories of smoker status. Having established consistency, the patterns revealed by the surveys conducted by the Health Department of Western Australia were examined in more detail. According to these data, prevalence fell from 31.2 per cent in 1984 to 23.9 per cent in 1991 but was still higher among males, at 27.3 per cent, than among females, at 23.4 per cent. Although the sex‐specific prevalence levels were converging, the difference was still significant (P = 0.01). While patterns of smoking in Western Australia generally reflected those in Australia as a whole, some differences were detected. The variation in prevalence according to level of education among women became less pronounced: in 1991, prevalence was 25.5 per cent among women who had completed an apprenticeship or trade certificate compared with 21.7 per cent among women who had undertaken some university studies, the corresponding figures for 1984 being 31.1 per cent and 24.8 per cent. Differences in prevalence among young women between state and national data were also noted. Between 1987 and 1991 the prevalence of smoking among women in the 20‐ to 24‐year age group decreased from 41.2 per cent to 29.0 per cent. This is at odds with findings from the data collected by the Anti Cancer Council of Victoria which indicate that, in 1989, the prevalence of smoking among Australian women aged 20 to 24 years was 37.7 per cent, which was higher than the prevalence in any other male or female age group. 1993 Public Health Association of Australia

Malawi's literacy rate for people aged 15 years and above is estimated at 48,3 per cent. The high level of illiteracy impedes the exchange of information and so also socio-economic development. The government of Malawi launched the functional literacy programme so that those without formal education could achieve numeracy and literacy and also education for socio-economic development. The programme has failed to attract the youth, whose major concern is getting a job or self-employment that would enable them to earn a cash income. It is argued here that literacy education should feed into apprenticeship training and that this would help to alleviate poverty in the country. © 1993, Taylor & Francis Group, LLC. All rights reserved.