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"education"

In the name therefore of the love of truth, in the name of the dignity of our profession, in the name of the good of all mankind, I implore you carefully to investigate this important subject.' So said John Elliotson on June 27, 1846. In 1984 in Glasgow, a very eminent dentist said, 'Everyone knows hypnosis is only so much mumbo-jumbo'! Fortunately this latter attitude is not shared by many of the profession and, in the forward-thinking of vocational training schemes, hypnosis is a subject which, it is felt, should certainly be covered. © 1989 Nature Publishing Group. All rights reserved.

In the twilight of the first year of the new Vocational Training Scheme I am reflecting on my metamorphosis from a naive dental student to vocational trainee and ultimately (hopefully) to competent clinician. © 1989 Nature Publishing Group. All rights reserved.

I am now drawing towards the end of my year in Eastbourne as a vocational trainee on the Brighton Scheme. Eastbourne is a busy seaside resort on the south coast. Rather a lot of 'grannies' reside there; but contrary to popular belief I do not spend all day, every day making and repairing dentures! The work is varied and interesting and I am spending a happy year consolidating my knowledge and becoming more confident at practising dentistry. Here are a few of the best and worst parts of the year. © 1989 Nature Publishing Group. All rights reserved.

Vocational training, a stepping stone or a wasted year? The response speaks for itself. The need was perceived for some sort of cushioning between under-graduate protection and the harsh realities of a working day in general practice. The support for the scheme from dental students was overwhelming. The worried conversations of some final year students, discussing their futures, should change dramatically. The new graduate can now face the challenges of his first steps in the real world with more confidence and security. Yet, argues Simon Lewis, vocational training offers much more than just a stepping-stone. © 1989 Nature Publishing Group. All rights reserved.

[No abstract available]

The author, an education consultant, refers back to his earlier call for a return to the apprenticeship principle. © 1989, MCB UP Limited. All rights reserved.

Ten people met for the first time as trainees after lunch on Thursday, 4 February, 1988 at an hotel near Ipswich. They were to live and work together until teatime on Saturday. Twelve trainers joined them from late afternoon on Friday, staying on after the trainees left, until lunchtime on the Sunday. The occasion was the start of the 1988 vocational training schemes for East Anglia and North East Thames Regions. In this article, J. K. Horrocks and W. R. Allen given an account of what happened during this time, and how people felt about it. © 1989 Nature Publishing Group. All rights reserved.

Current policies aimed at promoting a ‘new vocationalism’ through changes in vocational training in further education are based upon a particular functional model of labour market behaviour, which sees the relationships between technical qualifications, training and recruitment to jobs as unproblematic. In fact, however, this model bears little relationship to the realities of actual labour markets, especially given the enormous diversity which exists between economic conditions in different localities. What this implies, therefore, is that there are considerable tensions between the imperatives of a national training strategy, promoted centrally by the Training Commission (and previously by the Manpower Services Commission), and its local implementation mainly by the local education authorities and their colleges of further education. In many local labour markets, far from promoting closer responsiveness to the needs of employers, current policy initiatives may actually be making it more difficult for the colleges to react to employers' demands. These general arguments are illustrated here by reference to a large-scale empirical study which was specifically designed to investigate the inter-relationships between the labour market behaviour of employers and the implementation of the ‘new vocationalism’ in further education. © 1989 Taylor & Francis Group, LLC.

Occupationally specific education in high school lowers the dropout rate of at-risk students and, if training related jobs are obtained, it increases the wages and employment after graduation as well. Unfortunately, less than half of vocational graduates work in occupations that match (very broadly defined) their training. High training related placement rates appear to result when well informed career choices precede training, when training is for an occupation in strong demand, when employers are involved in delivery and vocational teachers (not placement directors) take responsibility for the placement of their students. It is recommended that states make local vocational programs more accountable by funding them through a formula that rewards success in serving students, rather than just success in recruiting them, and that offers greater rewards for success with more challenging students. © 1989.

[No abstract available]