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"Higher education"

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.

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.

According to the Bureau of Labor Statistics (cf. Crispell, 1990), the medical clerical field is one of the faster growing areas of employment. This paper reports on long‐term employment of trainees involved in nontraditional medical clerical programs. These programs were funded by the Job Training Partnership Act (JTPA) and filled both the needs of the local rural health care facilities and the employment needs of unskilled youths and adults. These nontraditional students of low socioeconomic background and poor work history were successfully mainstreamed into university courses and consequently obtained productive employment. A follow‐up study was conducted of 64 individuals who completed three different, one‐year JTPA programs. The study investigated the following questions: Was the trainee currently employed? If so, was employment related to the training program, and were the quarterly salaries higher than minimum wage and previous salaries? How many different jobs were reported since training? Did the individual retain employment in a rural setting? The JTPA programs at Southern Illinois University included some innovative yet practical components that resulted in very high program completion rates, high initial placement, and a continuing pattern of long‐term employment. These components included: emphasis on training for the most needed positions/jobs that matched university capabilities; the pursuit of higher starting salaries; informing participants of support services; training in job hunting and work readiness; using some individualized, competency‐based instruction; establishing internship arrangements with prospective employers; and careful matching of the trainee to initial placement site with consideration of personality as well as skills. Copyright © 1992, Wiley Blackwell. All rights reserved