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Introduction: Since 1998 the postgraduate training program in family medicine (FM) in Switzerland has been modified several times. This study shows demographic changes of the newly certified family practitioners (FPs) over the last years and the influence of the modifications of the postgraduate training program on the choice of specialties during residency. Methods: All FPs, certified in the years 1998 to 2012, and their completed postgraduate training programs were analyzed using descriptive statistics. Results: The percentage of newly certified female FPs showed a higher increase compared to the percentage of newly certified female physicians of all specialties. Compared to 1998 in the year 2012 the FPs completed one specialty less during residency. The part of newly certified FPs having completed a vocational training in FM during their residency doubled during the observed time. Conclusion: The acquired medical diversity during residency decreased, while vocational training in FM showed an increasing attendance. Structured training programs should be established to allow a broad medical spectrum during residency, and preserve the high attendance at vocational training in FM. © Deutscher Ärzte-Verlag.

Apprenticeship is one of those institutions, in common with the university and parliament, that has a history stretching back at least to medieval times. Such longevity immediately suggests a host of basic questions to the historian. Why has apprenticeship lasted so long? What basic human need or needs does it fulfil? Has it fulfilled the same function across the centuries or been subject to considerable changes? Has it, indeed, been a catch-all term to describe a variety of practices which have been, and remain, essentially different? These and other issues are considered in this chapter, which begins with a basic identification of the key elements of apprenticeship in medieval and early modern England. It then proceeds to review the impact upon apprenticeship of the first industrial revolution, and highlights the pupil-teacher apprenticeship scheme of the second half of the 19th century. The 20th century and the recent revival of (modern) apprenticeships are dealt with in other chapters in this book. Finally, some conclusions are drawn. For their comments. é Patrick Ainley, Helen Rainbird and named contributors, 1999.

[No abstract available]

Juvenile offenders with substance use problems are at high risk for deleterious long-term outcomes. This study evaluated the capacity of a promising vocational and employment training program in the building sector (i.e., Community Restitution Apprenticeship-Focused Training, CRAFT) to mitigate such outcomes through enhanced employment and education. Participants were 97 high-risk juvenile offenders (mean age = 15.8. years) randomized to CRAFT versus education as usual (EAU) intervention conditions. Multi-method procedures measured employment, education, substance use, mental health, and criminal outcomes through a 30-month post-baseline follow-up. CRAFT was significantly more effective than EAU at increasing rates of youth employment and GED attendance. Intervention effects were not observed, however, for months employed, hours worked, or hourly wage. Measures of youth substance use, mental health symptoms, and criminal activity showed no favorable or iatrogenic effects. The potential of CRAFT was modestly supported, and suggestions were made for future research. © 2013 Elsevier Inc.

After centuries of rethinking education and learning, the current theory is based on technology's approach to and affect on the planned interaction between knowledge trainers and trainees. Online Tutor 2.0: Methodologies and Case Studies for Successful Learning demonstrates, through the exposure of successful cases in online education and training, the necessity of the human factor, particularly in teaching/tutoring roles, for ensuring the development of quality and excellent learning activities. The didactic patterns derived from these experiences and methodologies will provide a basis for a more powerful and efficient new generation of technology-based learning solutions for high school teachers, university professors, researchers, and students at all levels of education. © 2014 by IGI Global. All rights reserved.

Purpose - This paper aims to review technical vocational education and training (TVET) literature, identify different components of the TVET system and develop a conceptual framework that integrates human resource development (HRD) and national human resource development (NHRD) outcomes. The renewed focus on technical vocational education and training (TVET) is important for human resource development (HRD), as it expands current understanding of its role in economic development through workforce training. National human resource development (NHRD) perspectives recognize the role of TVET in linking regional and national economic development strategies. Furthermore, TVET’s focus on literacy education, poverty alleviation and inclusion of marginalized and vulnerable populations emphasizes social development outcomes that are critical for NHRD. Using this background, the integration of HRD and NHRD outcomes into one conceptual TVET framework for addressing workforce, economic and social development outcomes has been proposed.Design/methodology/approach - A targeted literature review approach was used for exploring relevant research on TVET systems, identifying the components which support and/or inhibit its effectiveness and an integrative framework that connects education, workforce development, social development and economic development was developed.Findings - Three major themes were identified. The first theme identifies nine sub-themes that make an effectiveTVETsystem.Theseareasfollows:nationalTVETpolicy,regionalTVETpolicy,training,participation, curriculum, coordination of stakeholder institutions, individual and institutional attitudes toward skill development, managing supply-demand mismatches and economic and social development outcomes. The second major theme underlines the increasing overlap and connection between workforce development, social development and economic development strategies. In the third and final finding, effective TVET systems are positioned as the linking pin connecting the four TVET components (skills, education, innovation and knowledge) to the strategic goals of workforce development, economic development and social development.Originality/value - Integrating national and organizational-based HRD strategies is a unique focus and reflects the broader examination of the differences in the relationship between corporate HRD and more traditional TVET systems. It is argued that the role of TVET in social and workforce development at the regional and societal level cannot be ignored. HRD and NHRD outcomes were integrated by utilizing TVET as a framework for linking economic, social and workforce development strategies. © Emerald Group Publishing Limited.

Findings - Only 71 peer-reviewed articles that address university-based HRD courses and programs in any way were found. Forty-six were empirical studies and 25 were either conceptual or editorial in nature. The majority of articles focused on HRD courses and programs in the USA and the UK. Perspectives from other countries were nearly absent. Many of the claims about the content and quality of HRD courses and programs were not supported by empirical evidence.Purpose - The purpose of this paper is to provide a comprehensive review of peer-reviewed literature on university-based human resource development (HRD) courses and programs.Design/methodology/approach - The methods used in this paper are integrative literature review and content analysis.Research limitations/implications - HRD courses and programs are offered in universities around the world. Almost nothing is known of their content, quality or methods. Future research on these courses and programs should focus on the relevance of curriculum to the needs of organizations.Originality/value - While HRD research and practice are concerned with learning and development, topics related to the learning and development of future HRD scholars and practitioners are rarely addressed in the HRD literature. This is the only comprehensive review of the small-body peer-reviewed literature on university-based HRD courses and programs. It provides a summary of the findings of empirical research on HRD courses and programs, and an analysis of the warrant for the claims about these courses and programs. © Emerald Group Publishing Limited.

The Bologna Process instituted measures promoting common curriculum throughout Europe with threeyear standards established for Bachelor programs in economics, humanistic and positive sciences, and four-year standards for engineering sciences. Dramatic reductions were made to programs resulting in students moving into the workforce at a faster pace and with fewer academic credits. Questions existed as to whether three-year programs were sufficient for professional identity development. Professional identity, a system of attributes and values one has about self in relation to professional role, is essential for professional culture integration. This chapter employs a quasi-experimental design to compare professional identity development of Romanian business students ranging from first- through third-year using 2012 data and fourth-year students using 2007 data. Findings reveal professional identity within post-Bologna Process programs rose from first year to second but fell in the end-of-program third year. Data from pre-Bologna Process programs show higher measures of professional identity for end-ofprogram fourth-year students. Interpretations are provided and student workforce readiness discussed. © 2014 by IGI Global. All rights reserved.