Search Results for
"education"

[No abstract available]

Since the establishment of the National Council for Vocational Qualfications (NCVQ) in 1986, the influence of the competence‐based approach, which underpins National Vocational Qualifications (NVQs), has spread beyond its original remit and now extends into schools and higher education. Competence strategies are criticised for their conceptual imprecision and their behaviourist, foundation. More significantly, it is argued that the competence approach displays confusion and incoherence in its interpretation and use of the ideas of ‘knowledge’ and ‘understanding’, and so should be challenged and resisted by educators committed to these values. Copyright © 1993, Wiley Blackwell. All rights reserved

Recent developments in British higher education have included taking a close look at work-based learning, in particular its assessment (and its integration within academic programmes of study). However, two questions which are still continuously being asked are (a) to what extent are assessments of work-based learning valid and reliable, and (b) can they count towards the award of university degrees and diplomas? These questions are becoming increasingly important as there seems to be a growing trend for students to assess their own learning at the workplace (through reflection and analysis and the use of diaries and self-development journals). This article addresses the above issues by drawing on classical test theory (for an understanding of the fundamentals of validity and reliability) and by examining how the different notions of validity and realiability may be applied in the context of assessments (and self-assessments) in the workplace. The article concludes that, under certain stated conditions, it is indeed possible to determine whether assessments (and self-assessments) of work-based learning are valid, reliable—and comparable. © 1993, Taylor & Francis Group, LLC. All rights reserved.

[No abstract available]

Three vocational high schools provide illustrative and contrasting histories in terms of African-American education and economic opportunity. Washburne Trade School reinforced trade union exclusion of African-Americans, and since integration in the 1960s has been abandoned by most of the powerful unions. Dunbar Vocational High School directed African-Americans into the lower-paying trades, but has lost the economic base that the ghetto once provided. Chicago Vocational School prepared the white working class for industrial jobs, but integration and re-segregation has coincidentally seen the erosion of Chicago's manufacturing base. These schools are compared in the economic, political, and cultural contexts of past and present. It is proposed that an integrated strategy for the reform of vocational education is necessary for these schools to adapt to economic change in the present and future. © 1992 Human Sciences Press, Inc.

The contribution of differences in the Dutch and British education and training systems to the significant Dutch advantage in manufacturing productivity levels is examined in this article. The Dutch schooling system is characterised by high standards in mathematics, the provision of vocational education at ages 14-16 for a third of all pupils, and widespread vocational education at 16+. The proportion of the Dutch work force attaining vocational qualification approaches that of Germany and is well ahead of Britain. Comparisons of productivity, machinery and skills in matched samples of British and Dutch manufacturing plants were carried out in selected branches of two industries—engineering and food-processing. Higher average levels of work force skills and knowledge in the Dutch samples were found to contribute to higher productivity through better maintenance of machinery, greater consistency of product-quality and lower manning-levels (greater work force flexibility, less learning-time on new jobs). The Dutch productivity advantage was greatest in product areas where small- or medium-sized batches are demanded by the market. © 1992, Sage Publications. All rights reserved.

[No abstract available]

This paper discusses the management implications of current Australian trends in vocational education. The implications are analysed in terms of governmental policy concerning overall educational goals that managers are expected to secure; the educational paradigm that managers are expected to work within; and the conflicting pressures on educational managers. The top-down management approach to implementation implicit in competency-based training is contrasted with other pressures on educational managers to be more entrepreneurial. The paper draws on learning theory to illustrate the tension between overall governmental goals and the competency-based training paradigm being implemented. A theory of educational change is used to characterise the government's programmed perspective to the implementation of the competency-based training paradigm. Australian trends are contrasted with those in other countries. Implications for managers are summarised, and competing pressures that they must confront are identified. Further research is proposed to examine the effects of these pressures on managers. © 1992 The Vocational Aspect of education Ltd.

Addiction to narcotics appears to be a problem in the specialty of anaesthesia and particularly in anaesthesia residents. In 1992, this problem is perceived to be a treatable disease for which there is help and there is hope. None of us are immune to this disease. One of the key features of this disease is that the person who is afflicted cannot reach out for help. Thus, it is our responsibility as caring, concerned, and hopefully compassionate colleagues to reach out to them. With proper intervention, treatment, support of family, colleagues and department, and with a tightly monitored aftercare contract, addicted anaesthetists can successfully return to the specialty. © 1992 Canadian Anesthesiologists.

The opportunity and need for surgical training overseas changes with time. In the past, young surgeons in Australia and England completed their training with periods spent in the UK or USA respectively. Recent times have however seen a dramatic reduction in the numbers going abroad. This is in part due to concern about the ability to return to the domestic system in either Australia or the UK and in part due to a lack of knowledge about opportunities that exist not only in the English speaking medical community but also those on mainland Europe. We have been fortunate in having been able to work as members of the Department of Surgery in Rennes with Professor B. Launois (G.M.) and in Pans with Professor H. Bismuth (A.D.) and together in Berne Switzerland with Professor L. H. Blumgart. This experience has furthered our training in hepato‐biliary surgery in non‐English speaking environments. Supervisors and surgeons in training may wish to consider the possibility of additional experience in Europe rather than the UK or US A. Copyright © 1992, Wiley Blackwell. All rights reserved