Search Results for
"Vocational education"

The article examines the effects of social background, gender and immigrant background on the attainment of competence in vocational upper secondary education. The analyses indicate that the mechanisms causing differences elsewhere in the educational system also seem to be present in the vocational branches of Norwegian upper secondary education. Groups that are performing well at other levels and branches of the educational system (e.g. students with highly educated parents) are those most likely to complete upper secondary vocational education. We find that students tend to choose similar educational fields as their parents. vocational competence obtained through an apprenticeship is most common among students whose parents have a vocational education, whereas those whose parents have a higher education more often obtain qualifications for higher education. Girls aim for qualifications in higher education or school-based vocational competence, while boys obtain vocational competence through an apprenticeship or end up without obtaining competence. The gender differences are particularly noticeable in some immigrant groups, with girls from Pakistan, Turkey, Somalia and the rest of Africa highly overrepresented in the group that obtain school-based vocational competence. © UNIVERSITETSFORLAGET.

This article provides an overview of vocational education and training (VET) at the secondary level in the Canadian provinces of Ontario and Quebec, describes the basic guiding principles of VET policies in these provinces and then examines how young people's trajectories may or may not be in harmony with these policy directions. We argue that although the socio-economic context and policy intents should favour increased participation in VET at the secondary level, a number of factors such as the perceptions of VET programmes, parental influence, levels of support for students and the attraction to employment, contribute to the relatively weak success of these programmes. The analysis is based on government documentation, statistical evidence and the results of a qualitative study conducted with high school dropouts in the province Quebec. In particular, the analysis of the semi-structured interviews conducted with young people who had abandoned VET (n = 22) indicates that when these programmes attract socially and educationally vulnerable young people, they may have important problems in ensuring program completion. Furthermore, the analysis draws attention to the pitfalls that may await young people who leave a VET program without obtaining formal qualifications. © 2011 Copyright The vocational Aspect of education Ltd.

In this article, it will be argued that in a postmodern society, there is a growing interest in apprenticeship. In a postmodern society, one of the issues dominating work life today is the need to learn local and pragmatic kinds of knowledge due to specialized, rapidly changing, and flexible forms of production. The resurrected interest in apprenticeships that we are witnessing is not due to mere chance or personal contributions to the field; additionally, they are not only a reflection of educational fads. Rather, apprenticeship learning is in line with current postmodern conceptions of knowledge. The change in production involves a relocation of knowledge, the importance and recognition of exemplary forms of acquiring knowledge, the primacy of pragmatic knowledge, knowledge as socially distributed, and knowledge as flexible, changing. © 2011 Copyright The vocational Aspect of education Ltd.

How has general practice vocational training progressed towards the original goals established by the federal government and General Practice education and Training 10 years ago?

The idea that learning involves a kind of therapy goes back to ancient times: Socrates was, at least in part, concerned with a kind of care of the self, and Plato in his early dialogues presents learning as a cure for bad intellectual and moral habits. Our metaphoric use of therapy supposes that worthwhile learning might be considered as a treatment for moral or physical non-well-being in that learning, like illness, might most easily be identified with a desire for good. © 2011 Copyright The vocational Aspect of education Ltd.

Current proposals for significant primary health care reform in Australia create a timely opportunity to reflect on the education and training requirements of future general practitioners. Australian general practice will become increasingly team-based, with growing emphasis on coordinated care, chronic disease management, and disease prevention and self-management, while maintaining its focus on delivering high-quality, patient-centred care. This will require cost-effective application of new technologies and information management systems within new models of delivering health care. Future models of general practice training must respond to these new ways of working to ensure general practice remains an attractive career choice and training programs graduate doctors who are equipped to meet the health needs of Australians. This article discusses potential development of new general practice vocational training models in Australia. This includes hospital rotations that are more directly integrated with general practice placements and have greater emphasis on the needs of the future general practice workforce; and an extension of the training program to 4 years with a final year tailored to future career plans including development of expertise in practice management, specific clinical disciplines or academic skills.

Polytechnic education in Ghana is an offshoot of technical and vocational education and training, which makes internship a sine qua non for its students. The implementation of internships in the departments of hotel catering and institutional management in Ghanaian polytechnics is examined in this study. The perceptions of the stakeholders suggest weak links between the educational institution and the hospitality industry leading to ineffective implementation, which culminates in a myriad of challenges faced by interns. Finally, suggestions from stakeholders for improvement to subsequent internships included preparedness to collaborate, internship time to be extended, and industry's and teachers' active participation in internship. © 2011 Copyright The vocational Aspect of education Ltd.

This article reviews the history of general practice vocational training in Aboriginal and Torres Strait Islander health, identifies current initiatives and recommends future approaches based on recent evidence. General practice vocational training in Aboriginal and Torres Strait Islander health requires ongoing support and investment from governments and training and general practice organisations if the gains made to date are to be consolidated and health outcomes are to improve. In particular, investment in sustained and respectful partnerships with Aboriginal and Torres Strait Islander peoples and organisations will continue to provide the groundwork for effective training of general practitioners in this critical health area, and will also play an important role in capacity-building in Aboriginal and Torres Strait Islander communities.

An important way to improve access for groups that are under-represented in tertiary education is to facilitate the movement of students from vocational education and training to higher education institutions. However, there is substantial evidence of rigidities and obstacles to such a closer integration between these two sectors. This paper discusses the problems experienced by students currently articulating from vocational education and training to higher education institutions, identifies impediments to collaborative pathways and suggests measures for overcoming such obstacles. © 2011 Copyright 2011 Association for Tertiary education Management and the L H Martin Institute for Higher education Leadership and Management.

This article explores various models and ideas for future sustainable general practice vocational training supervision in Australia. The general practitioner supervisor in the clinical practice setting is currently central to training the future general practice workforce. Finding ways to recruit, retain and motivate both new and experienced GP teachers is discussed, as is the creation of career paths for such teachers. Some of the newer methods of practice-based teaching are considered for further development, including vertically integrated teaching, e-learning, wave consulting and teaching on the run, teaching teams and remote teaching. Approaches to supporting and resourcing teaching and the required infrastructure are also considered. Further research into sustaining the practice-based general practice supervision model will be required.