Search Results for
"Vocational education"

Cardiff University has offered a medical engineering undergraduate programme since 2001 and hence delivers one of the longest-running and most established medical engineering programmes within the UK. It currently offers BEng (Hons) and MEng (Hons) programmes that are both accredited by the Institution of Mechanical Engineers and include the option to undertake a year in industrial employment. The admissions policy ensures that the intake consists of a diverse range of students and is typically very successful in attracting female students. The programmes consist of six key academic threads which ensure that the content is both relevant and continuous, with all threads tailored to provide a patient-focused learning environment. Students initially learn core and fundamental principles in years 1 and 2, supported by a range of laboratories and practical experimentation. The latter years then encourage the students to corroborate and apply this knowledge, including involvement in a range of project-based learning exercises. The programme is delivered by a core of experienced academic medical engineers, with support from other engineering colleagues, as well as colleagues from the School of Biosciences, the School of Medicine, and the National Health Service. Thus, the programme delivers a wide range of modules which guarantee that graduating students have a thorough understanding of all possible career options. These two factors are significant in making it possible for students to follow their chosen career path upon graduation.

[No abstract available]

This paper uses unique Swiss longitudinal data that include information on Programme for International Student Assessment (PISA) 2000 scores and the pathways chosen after completing compulsory school. Descriptive results show that students in vocational training, who obtained lower PISA results, are significantly more likely to be in an inadequate employment situation 2 years after finishing vocational training. Further analysis shows, however, that it is the type of vocational training pursued at upper secondary level that is decisive for a successful transition. Nevertheless, individual PISA scores have an indirect impact on the transition results, as they are an important factor explaining which pupils are more likely to get into an intellectually demanding vocational training and which ones are not. © 2009 CEIS, Fondazione Giacomo Brodolini and Blackwell Publishing Ltd.

This paper presents the main results obtained from 40 in-depth interviews with persons in charge of human resources and/or company directors, and from a questionnaire targeting 872 companies surveyed from a data base of the 5,000 main Spanish companies. The objectives of this paper are the following: first, to identify the competencies required of university graduates by the labour market; second, to find out the mismatches that may exist between the current higher education students receive and company demands; and third, to discover how and to what extent universities can improve their education and training in order to reduce the gap that, according to employers, exists between current business needs and the education that graduates have upon entering the labour market. To carry out this research project, the competencies under study have been divided into two large groups: vocational and generic. At the same time, the latter have been subdivided into three subgroups: knowledge-related, methodological, and interpersonal competencies. © 2009 European Higher education Society.

Formal diplomas and certificates have been accepted as proof that students may receive exemption for parts of their educational programme. Nowadays, though, it is socially desirable that informal and non-formal learning experiences are also recognised. Assessment of prior learning (APL) addresses this issue. In APL, the candidate's knowledge, skills or competences required in informal and non-formal learning are measured against a standard to determine whether they match the learning objectives. Although APL is frequently used in workplaces and vocational education, it is practised less in universities, and research is lacking in this context. This study aims to evaluate the first APL procedure in an academic computer science programme, and an adjusted APL procedure in an educational science masters programme. This is done from the perspective of the APL candidates, tutors and assessors, using the theoretical framework by Baartman et al. (2006). The computer science participants comprised 23 candidates from a police software company, four tutors and four assessors. From educational science, nine candidates, two tutors and two assessors participated. The results show that the APL procedure in educational science is viewed significantly more positively than that in computer science; further, the computer science assessors differ considerably from the other participants in their perceptions relating to the quality criterion 'cognitive complexity'. Explanations for the difference between the two programmes are discussed in this article and assessor and tutor training highly recommended.

David Stern argues that some basic features of the American high school must be modified if it is to serve all students successfully. He notes, for example, that only three-quarters of U.S. high school students graduate four years after beginning ninth grade and that the National Assessment of Educational Progress found no improvement in reading or mathematics for seventeen-year-olds between 1971 and 2004. The nation's system for educating teenagers, says Stern, seems to be stuck, despite the constant efforts of teachers and repeated waves of reform.Citing two widely accepted public purposes of educating teenagers-preparation for civic participation and for economic self-sufficiency-Stern proposes four new strategies to achieve those goals. He draws on empirical evidence suggesting that these are promising directions for research and policy, but acknowledges that existing studies provide only limited guidance. First, he says, schools should continue the current trend toward integrating educational options to provide young people with skills and experiences that pave the way to both college and careers. Second, states and districts should tie education funding not simply to the number of students attending school, but also to what young people learn, whether they graduate, and whether they find jobs or enroll in postsecondary education. Such a move, he argues, would encourage teaching and learning formats that use students' time more effectively. Third, more adults in addition to classroom teachers should be involved in educating teenagers. Other adults acting as academic advisers, learning coaches, student advocates, internship supervisors, mentors, and college counselors could help guide the education of teenagers inside and outside of school and provide some relief for the chronic shortage of teachers. Fourth, schools should expand the options for educating teenagers outside of geographically fixed schools. Combining improved Internet-based curriculum with internships and civic engagement projects, for example, may produce better results for many young people and also may promote academic achievement for teenagers who do not thrive in conventional classrooms and for those who face academic and social challenges when they move from one place to another. Stern argues that the limited success of today's high schools makes such new initiatives well worth trying and evaluating.

vocational training and skills are playing an increasingly important role in the developed economies. However, both the vocational education structure and the underlying philosophy and culture of education and training vary from country to country. What is clear, though, is that employers play a crucial role in all cases; this paper explores the reasons why companies in different countries are willing to invest in initial vocational education and how they do so. The paper will focus on Great Britain and Germany as examples of a market-led model and a state-directed model, respectively. Interviews with employers in both countries show that, in Britain, initial vocational education is strongly task-related in most cases or else is seen as the employee's private, individual concern. In Germany, by contrast, a much broader range of initial vocational education is available and is viewed as an integral part of company culture. © 2008 Springer Science+Business Media B.V.

Against a backdrop of some two decades of sustained economic growth in Ghana, this paper argues that there are a series of sustainability challenges related to technical and vocational skills development (TVSD) that need to be addressed. This paper analyses several sustainability dimensions of TVSD related to: promoting the sustainability of education-for-all achievements through expanding post-basic education and TVSD; identifying sustainable financing mechanisms for an expansion of TVSD; promoting and sustaining equitable access; ensuring that expansion in quantity does not lead to a compromise on the achievement and sustainability of quality and relevance issues; promoting the sustainability of TVSD expansion by widening opportunities for lifelong learning; creating an enabling environment for skills utilization through sustainable employment growth. © 2008 Elsevier Ltd. All rights reserved.

Competency-based approaches have dominated vocational-education systems in many countries in recent decades. The introduction of this approach has been justified by the desire of education to meet the needs of industry better – though many educationalists have been critical of this approach, assuming that it neglects the role of knowledge in occupational performance. However, there is not one single understanding of how to conceptualize competence. A common misunderstanding of competence is to link it exclusively to the performance of tasks. Another approach is to think of competence as the generic attributes that underpin performance. A preferred way is to link these two approaches and to see competence in terms of knowledge, abilities, skills, and dispositions displayed in the context of an appropriate sample of professional/vocational tasks. In recent years, the Organization for Economic Cooperation and Development (OECD) has mounted a research project to determine the competencies that are needed for a successful life in the current century and international standardized tests such as Program for International Student Assessment (PISA) have also adopted a competency approach. Nevertheless, many issues, for example, the relation of curriculum to competencies remain unresolved. Notwithstanding these issues, competency approaches are flourishing in a large number of countries at the present time in both vocational and professional education. © 2010 Elsevier Ltd. All rights reserved.