Search Results for
"Vocational education"

This article examines the increased incidence of work-related qualifications for women in areas of work served by the vocational education and training (VET) system in Australia. Until 20 years ago, qualifications were generally available only for areas of work usually undertaken by men, apart from a few specific ‘women’s occupations’ such as childcare and hairdressing. Now, as a result of the period known as ‘training reform’, industry training packages cover most areas of work and so qualifications are more widely available to women as well as to men. In particular, the increased incidence of employer-based accredited training, and the availability of traineeships for part-time work, have increased access for women to qualifications. Analysis of national VET and apprenticeship and traineeship figures is supplemented by evidence from a national research project. Women’s voices describe the importance to them of gaining qualifications, but a critical analysis is also offered of the nature of the training offered in these new qualifications. © 2006 The vocational Aspect of education Ltd.

In an effort to contribute to our knowledge of "what works" in correctional practices, this project evaluates the empirical research on adult educational programs and recidivism from the mid-1990s to the present. The studies are summarized, integrated, and rated according to the University of Maryland Scale for Scientific Rigor. We conclude that the participants in education programs such as Adult Basic education, General Equivalency Degrees, and secondary education are less likely to recidivate, and, therefore, these programs meet the standards of what works. Similarly, recent studies of vocational education and postsecondary demonstrate sufficient decreases in recidivism to declare they are what works programming. However, there is insufficient evidence of the effectiveness of life skills programs. Thus, the ability of these programs to decrease recidivism remains in the category of "what is unknown". © by The Haworth Press, Inc. All rights reserved.

This article analyzes methodological aspects of a particular psychological field study on learning. In the first section of the article, it is argued that field studies represent an important approach to psychological studies through their focus on direct, in situ observation of human interaction, spaces and activities in social practices. In the second section of the article, this general point is illustrated with examples from a recent field study on learning. The field study took place from 2001 to 2002, and it was part of a Ph.D.-project on learning in vocational education in Denmark (Tanggaard, 2006). The overall aim of the study was to set focus on the relation between learning, changes in participation and identity among apprentices in vocational education. This article analyses and discusses how: 1) the cross-contextual movements of the researcher in the field study design enabled a focus on the different places for learning in the apprentices’ everyday life; and how 2) the subjectivity of the researcher and 3) her role as apprentice in the field were important instruments for gaining knowledge about the field. © 2006 Taylor and Francis Group, LLC.

This paper validates the concept of exemplary practice in work-based education (WBE) programs. The validation uses two theoretical frameworks: Social Cognitive Career Theory, and Billett’s research on workplace learning. The empirical component of the validation study consists of two widely differing case studies of high school students in work placements. Concepts found in previous research (communication, assessment and evaluation, linking school and workplace learning, and creating a pathway) are evident in the data of this study and are consistent with the theoretical frameworks, thus validating the concept of exemplary practice. © 2006 The vocational Aspects of education Ltd.

This article examines the consequences of adolescents' employment experiences for vocational development and educational pursuits within varying historical and social contexts. Attention is directed to the changing social and cultural context for adolescent paid work, the balance of school and work, the influence of work experience on adolescent vocational development and educational/career achievement, and theoretical approaches that guide contemporary vocational development and career maturity studies. In light of current theories, research directions are suggested to enhance understanding of the influences of adolescent employment and work experiences on future educational pursuits and vocational pathways. School-based strategies and programs to promote adolescents' initiative, engagement, and vocational development also are considered.

Learning for transfer is a key target outcome of vocational industrial education. The main objectives of this research were to develop and assess effectiveness of the Skill-Transfer Teaching Model in vocational industrial education. The research procedure consisted of three main steps: 1) conceptualization and design of the teaching model and research instruments, 2) field trial of the teaching model on the first sample of students, followed by model improvement; and 3) actual experiment conducted on the second sample to assess effectiveness of the teaching model. Both samples were students majoring in industrial technology enrolling in the 2001 and 2002 academic years at Nakhon Pathom Rajabhat Institute. Data collection and analysis were approached with quantitative methods, supplemented with qualitative methods. Effectiveness of the teaching model was assessed on three components of learning achievement, namely, knowledge, skill, and skill transfer. The findings can be concluded that: 1) from effect size analysis, the skill-transfer teaching model was effective on skill and skill transfer, but not on knowledge; 2) from problem-solving pathway analysis, different patterns existed between students with different levels of prior knowledge, mechanical aptitude and achievement; and 3) the students expressed their overall satisfaction on learning activities provided through the teaching process. Recommendations were proposed to enhance effective applications of the teaching model for students with deficiency in academic background. Further studies we e also recommended for model refinement to be used with different levels of vocational industrial students.

Background: An effective vocational training for future general practitioners (GPs) requires experience in various specialties and locations. Although this is required for specialty examinations, in Germany the necessary organisation traditionally has been left to the registrar himself. However, increasingly integrated training schemes offer rotations including hospital departments and general practices. The present study evaluates the number, structure and impact of these training schemes in Germany. Methods: Providers of training schemes for GP registrars who offer at least two specialties were identified by advertisements in the national medical journal ('Deutsches Ärzteblatt') and through contact with various medical organisations. By means of a structured telephone interview with senior physicians or administrators, the size, structure, and impact of the education programmes were assessed. Results: Between the years 2002 and 2004, a total of 31 providers could be identified in Germany, 29 of which were willing to participate in the questionnaire. The networks had mainly been founded by rural hospitals; only two were university-based. Five networks included GP's practices as part of the rotation. The number of positions per network was one to five. Despite overall positive experiences, the number of networks was declining within the last 6 months of the observation period. Conclusions: We expect vocational training schemes for general practice/family medicine to increase the number of GPs and the quality of their training. However, the primary driving force behind current training schemes has been the need of small rural hospitals to attract doctors to fill vacant positions. In the future, the philosophy of general practice/family medicine and its educational consequences will have to be strengthened. © Georg Thieme Verlag KG Stuttgart.

An infusion of twenty-first century skills into American public education necessitates a plan for research and development to further such reform. While the nation agrees that students must obtain critical thinking, problem-solving, and communication skills to succeed in the current global marketplace, this chapter puts forth a long-term, proactive agenda to invest in targeted research to propel and sustain this shift in education. The authors examine the impact such an R&D agenda would have on pedagogy and assessment and the implications for institutions of higher education. As the United States struggles to maintain dominance in the international economy, it faces a great challenge in keeping up with European and Asian competitors' strategies for preparing youth for the global marketplace. The authors hope the global reality will help contextualize the debate around American education--the current trend toward basics and accountability needs to be broadened. Building on frameworks created by the Partnership for 21st Century Skills, this chapter proposes questions to guide research around teaching, professional development, and assessment significant to twenty-first century skills. Knowing that educational change depends on providing teachers with the tools, support, and training to make fundamental changes in their practice, the authors argue for extensive research around best practices. In addition, if assessments are created to measure the desired outcomes, such measuring tools can drive reform. Furthermore, large-scale changes in teacher preparation programs must take place to allow teachers to adequately employ twenty-first century teaching and assessment strategies.

This paper is authored by Fabrizio Cardinali, the CEO of Giunti Interactive Labs (www.giuntilabs.com), provider of Europe's leading SCORM based eLearning and Mobile Learning Content Management Solution, learn eXact™. The paper introduces how new generation Learning Content Management Services and Solutions for rapid and massive content production and personalization can better manage changes needed in the professional and vocational training methods and tools for global corporations entering the new Millennium. Skills based Content Tagging and Mobile, Location Based, Learning Content management are presented as two possible possible trends towards learning personalization to accelerate time to competency in global economies needing to cope with the the demographic and up skilling chellanges launched by New World Economies such as China and India. © Springer-Verlag Berlin Heidelberg 2006.

The computer revolution together with educational expansion has led to dramatic changes in the structure of the workforce and in the organisation of workplaces in the last four decades. These developments should have different impacts on the use of vocational and general skills. This study compares depreciation rates of general and specific training capital among West German workers between 1979 and 1999. In this time the personal computer entered the workplaces and the share of workers with a university degree doubled. Econometric estimates based on respondent's subjective ratings of the share of training skills applied to the current job indicate that depreciation rates of vocational skills increased significantly. In contrast, there is no evidence for positive depreciation rates among university graduates with general training capital at all. The role of measurement errors in respondent's ratings for the estimated depreciation rates is analysed with sensitivity tests. The findings lend some support to the view that there is obsolescence of vocational skills in times of rapid technological change and educational expansion.