Search Results for
"human"

Learning and development occur over time across multiple settings both in- and out-of-school. However, educational programs have not been designed for coordination across settings. Successfully supporting community-wide youth learning requires greater understanding of how youth may move between settings and the learning pathways available to them. We investigated this topic with data from the adult leaders of 17 programs that participated in a regional summer learning initiative. Respondents tended to conceptualize within-program pathways (e.g., offering more advanced activities in their organization to current participants) but rarely described actively encouraging youth to move to related programs in other organizations. The results suggest that realization of supportive communities for cross-program learning and development will require shifts in models of knowledge sharing and program incentive structures. © 2017 Wiley Periodicals, Inc.

Objective To assess the level of nutrition-sensitive agriculture competencies of graduating midlevel animal and plant sciences students in Ethiopia and identify factors associated with the attainment of competencies. Design A cross-sectional study design using structured skills observation checklists, objective written questions, and structured questionnaires was employed. Setting Two agriculture technical vocational education and training colleges in the 2 regions of Ethiopia. Participants A total of 145 students were selected using stratified random sampling techniques from a population of 808 students with the response rate of 93%. Main Outcome Measures Nutrition-sensitive agriculture competency (knowledge and skills attributes) of graduating students. Analysis Bivariate and multivariable statistical analyses were used to examine the association between the variables of students’ gender, age, department, institutional ownership, and perception of learning environment and their performance in nutrition competency. Results Combined scores showed that 49% of students demonstrated mastery of nutrition competencies. Gender and institutional ownership were associated with the performance of students (P < .001); male students and students at a federal institution performed better. Conclusions and Implications The study showed low performance of students in nutrition competency and suggested the need for strengthening the curriculum, building tutors’ capacity, and providing additional support to female students and regional colleges. © 2016 Society for Nutrition Education and Behavior

Building on Lazear's skill weights approach, we study the effect of having more or less heterogeneity in the training curriculum on the demand for and supply of apprentices. Modernizations of training curricula provide us with a quasi-experimental setting as these modernizations can be seen as a relatively exogenous shock. We argue that firms will train more apprentices when they have more choice options in the training curriculum because of (1) the higher productivity of graduates who have acquired more skills that are relevant for the firm, and (2) firms’ higher market power in the wage bargaining process with graduates. We test this hypothesis on data on the demand for apprentices in Germany in all occupations from 2004 to 2014. We find that a more heterogeneous curriculum increases both firms’ demand for and the supply of apprentices. © 2017 Elsevier Ltd

Background: Historically it has been challenging to recruit and retain an appropriately trained medical workforce to care for rural and remote Australians. This paper describes the Queensland North West Hospital and Health Service (NWHHS) workforce redesign, developing education strategies and pathways to practice, thereby improving service provision, recruitment and retention of staff. Concept: The Mount Isa-based Medical Education Unit sought accreditation for a Rural Generalist (RG) training pathway from Internship to Fellowship with the Australian College of Rural and Remote Medicine (ACRRM) and the Regional Training Provider (RTP). This approach enhanced the James Cook University (JCU) undergraduate pathway for rurally committed students while improving recruitment and retention of RMOs/Registrars. Achievements: Accreditation was achieved through collaboration with training providers, accreditation agencies, ACRRM and a local general practice. The whole pathway from ignore Internship to Fellowship is offered with the RG Intern intake as a primary allocation site beginning in 2016. Comprehensive supervision and excellent clinical exposure provide an interesting and rewarding experience – for staff at all levels. Results: Since 2013 RMO locum rates have been <1%. Registrars on the ACRRM pathway and Interns increased from 0 to 7 positions each in 2015, with similar achievements in SMO staffing. Three RMOs expressed interest in a Registrar position,. Conclusions: Appropriate governance is needed to develop and advertise the program. This includes the NWHHS, the RG Pathway and JCU. © 2016 National Rural Health Alliance Inc.

Regulatory frameworks around the world mandate that health and social care professional education programs graduate practitioners who have the competence and capability to practice effectively in interprofessional collaborative teams. Academic institutions are responding by offering interprofessional education (IPE); however, there is as yet no consensus regarding optimal strategies for the assessment of interprofessional learning (IPL). The Program Committee for the 17th Ottawa Conference in Perth, Australia in March, 2016, invited IPE champions to debate and discuss the current status of the assessment of IPL. A draft statement from this workshop was further discussed at the global All Together Better Health VIII conference in Oxford, UK in September, 2016. The outcomes of these deliberations and a final round of electronic consultation informed the work of a core group of international IPE leaders to develop this document. The consensus statement we present here is the result of the synthesized views of experts and global colleagues. It outlines the challenges and difficulties but endorses a set of desired learning outcome categories and methods of assessment that can be adapted to individual contexts and resources. The points of consensus focus on pre-qualification (pre-licensure) health professional students but may be transferable into post-qualification arenas. © 2016 Informa UK Limited, trading as Taylor & Francis Group.

This paper brings together concepts drawn from Actor Network Theory and data generated in a research project that was conducted across the island of Ireland. Using surveys and interviews with school staff, that research explored the limits and possibilities for workplace learning as a valued component of the senior school curriculum. The current paper works with the data from the Republic of Ireland only and brings into focus the full range of actors–both human and nonhuman–that generate, or constrain, productive workplace learning opportunities for students. In the wake of the Great Recession, it is suggested that such opportunities have gained increased importance. The analysis suggests attention to the full range of actors highlights areas for intervention, and the possibilities for alliances that may be beneficial for students and their schools, for employers who provide workplace learning placements, and for vocational learning itself. © 2017 The Vocational Aspect of Education Ltd.

Objective To investigate the usage and perceived usefulness of new media for educating urology residents in Canada and Germany. Design We designed an 11-item online survey to assess the use and perceived usefulness of new media for education. We performed a comparative analysis. Setting The survey was distributed via e-mail to 143 Canadian and 721 German urology residents. Participants The survey included 58 urology residents from Canada and 170 from Germany. Results A total of 58 residents from Canada (41% response rate) and 170 from Germany (24% response rate) responded to this survey. Residents spent 45% of their education time on new media. The Internet was used by 91% (n = 208) of the residents for professional education purposes, with a median time of 270 minutes (interquartile range [IQR]: 114-540) per month. Apps were used by 54% (n = 118) of the residents, with a median time of 101 minutes (IQR: 45-293) per month. A total of 23% (n = 47) of the residents used social media (SoMe) for education, with a median time of 90 minutes (IQR: 53-80) per month. In all, 100% (n = 228) rated the Internet, 76% (n = 173) apps, and 43% (n = 97) SoMe as being useful for professional education purposes. A total of 90% (n = 205) watched medical videos for education, and 89% (n = 203) of these videos were on surgical procedures. Canadian urology residents used more new media sources for professional education than did the Germans (58% vs. 41%, p < 0.001). The time spent for education on new media was higher among Canadian residents for the Internet (p < 0.001), apps (p < 0.001), and SoMe (p = 0.033). Canadian residents reported more privacy concerns (p < 0.001). Conclusions New media play a dominant role in the education of urology residents. The primary source for personal education in urology is the Internet. Future studies and technological developments should investigate and improve new media tools to optimize education during residency. © 2017 Association of Program Directors in Surgery

This study proposes that reaching applicants through more diagnostic recruitment sources earlier in their educational development (e.g., in high school) can lead them to invest more in their occupation-specific human capital (OSHC), thereby making them higher quality candidates. Using a sample of 78,157 applicants applying for jobs within a desirable professional occupation in the public sector, results indicate that applicants who report hearing about the occupation earlier, and applicants who report hearing about the occupation through more diagnostic sources, have higher levels of OSHC upon application. Additionally, source timing and diagnosticity affect the likelihood of candidates applying for jobs symbolic of the occupation, selecting relevant majors, and attending educational institutions with top programs related to the occupation. These findings suggest a firm's recruiting efforts may influence applicants' OSHC investment strategies. © 2017 American Psychological Association.

Background The main goal of this paper is to shed light on the meaning and the values that secondary school students, who entered a work-based learning program (DIMA) or a preparatory to professional training (3rd PFP), place on their early orientation. Population and methods We conducted a comparative study based on a computerized questionnaire including 96 items in a 416 middle school student population. All of them were enrolled either in the DIMA or the 3rd PFP program. Our cluster analysis method allowed us to build three different profiles. These profiles are specified by the relation to orientation that differs with the different schooling contexts. Results Our results put forward that the objective conditions of admission in these programs are influenced by school factors (school difficulties) as well as social factors (popular origin). If most middle school students have built positive representations with respect to the orientation towards these programs, for others, this change is forced. Besides the objective factors, our results put forward the influence of the anterior school experience and the relation to learning, to explain how does the orientation meaning build. Conclusion This early orientation appears to be linked to a will of detachment with a schooling context perceived as conflictual and alienating for the middle school students. However, this orientation is not source of remobilization and a way to access a qualifying training for all these adolescents. It is therefore necessary to consider the diversity of the subjective logics that organize the personalization process in adolescence. © 2017 Elsevier Masson SAS

In this article, we use workplace-level data to analyse the costs of filling an apprenticeship vacancy in Germany. We find that such recruitment costs amount on average to €600 per hire (almost one month’s pay of an apprentice or approximately 1–2 % of a workplace’s training expenditures), but costs are heterogeneous across workplaces and vary strongly by training occupation. Our results suggest that a high degree of competition among training workplaces in the region is associated with an increase in recruitment costs. Furthermore, we find that workplaces with a works council or an investment-oriented training strategy incur higher recruitment costs. Our results are important in light of the increasing competition for talented school leavers induced by demographic change. © The Author(s) 2017.