Search Results for
"Vocational education"

[No abstract available]

INTRODUCTION: In 1988, the New South Wales (NSW) Department of Health developed the NSW Rural Resident Medical Officer Cadetship Program (Cadetship Program) to help overcome a junior doctor workforce shortage in rural hospitals. A second aim was to increase recruitment to the rural medical workforce on the basis that positive exposure to rural medicine increases the likelihood of choosing to practice in a rural location. The Cadetship Program offers bonded scholarships which provide financial support for residents of NSW studying medicine during the final 2 years of their medical degree. In return, cadets are contracted to complete 2 of their first 3 postgraduate years in the NSW rural hospital network. NSW Rural Doctors Network has managed the Cadetship Program for the NSW Department of Health since 1993, and carried out an evaluation in 2004. The purpose of this evaluation was to track the career choice and practice location of medical students entering the Cadetship Program before 1999, and to comment on the impact of the Program on the rural medical workforce in NSW to date, and its implications for the future workforce. METHODS: The career choice and practice locations of 107 medical students who received cadetships between 1989 and 1998 were tracked. Students who did not graduate from medical school (n = 3) or who did not complete their rural service (13) were excluded from the analysis. Career choice was not available for a further nine former cadets and they were also excluded from the analysis. The NSW Rural Doctors Network was the major source of data on career choice and practice location due to its role in administering the Cadetship Program on behalf of the NSW Department of Health. Two brief questionnaires targeting specific groups of cadets were used to fill knowledge gaps about where cadets grew up, what vocational training they undertook, and where they were working in 2004. Where this information was not obtained from cadets first hand, it was sourced from the CD-ROM version of the Medical Directory of Australia. RESULTS: Forty-three percent of cadets entering the Program before 1999 were working in rural locations in 2004 (compared with 20.5% of medical practitioners nationally), 46% had attended primary school in a rural location and 44% chose to specialize in general practice. Career choice was the major determinant of practice location. Having a rural background did not appear to influence practice location; whereas, those specialising in general practice made up 70% of this cohort of cadets working in rural areas. All general practice trainees were in rural locations compared with only two of the 25 trainee specialists, which reflects the availability of accredited training places in rural Australia. CONCLUSIONS: The Cadetship Program, which ensures junior doctors work for 2 of their first 3 postgraduate years in a rural allocation centre, is an effective link between medical school and rural practice, particularly rural general practice. Providing vocational training opportunities in rural locations is central to this success, and needs to be considered in efforts to expand the rural specialist workforce, and in ensuring rural health capitalises on the increasing number of medical students moving through the education and training system in the next 4-10 years.

[No abstract available]

Current policies to expand and "flexibilise" labour markets are encapsulated in the drive to ensure "employability". To achieve this "employability", workers and the unemployed are encouraged to participate in "life-long learning". In this context, the traditional understanding of education as instructional pedagogy is increasingly replaced by learner-centred approaches which allow more autonomy and individuality within the actual learning process and demand greater personal (learner) responsibility for progress and success. Such self-dependent learning might seem to provide a promising alternative to traditional schooling - which often proves contradictory in producing a rather passive attitude among the learners by undermining motivation. But the challenges of those "new" forms of learning have turned out to be contradictory as well. This article seeks to clarify how to take account of these contradictions. Theoretically, it proceeds on the basis of a discussion of Klaus HOLZKAMP's "subject science of learning" and Yrjö ENGESTRÖM's activity theory. Both approaches are centred around an idea of "expansive learning", and each stresses the interrelation between individual learning processes and external development as a route towards extending action possibilities and one's power to act. But they differ significantly on the matter of contradictions. For HOLZKAMP contradictions are considered an obstruction or hindrance for learning, while for ENGESTRÖM they are a starting point for problem solving and development. In the blank spaces within and between these theories, however, a slightly different approach to expansive learning is developed. Two case studies, that were part of a larger enquiry on a vocational training program for IT-specialists (LANGEMEYER 2005a), are used to enhance the comprehension of contradictions in relation to learning, and to exemplify an analysis of the current changes in education processes. © 2005 FQS.

[No abstract available]

For too long, theories and practices of learning have been dominated by the requirements of formal learning. Quite simply this book seeks to persuade readers through philosophical argument and empirically grounded examples that the balance should be shifted back towards the informal. These arguments and examples are taken from informal learning in very diverse situations, such as in leisure activities, as a preparation for and as part of work, and as a means of surviving undesirable circumstances like dead-end jobs and incarceration. Informal learning can be fruitfully thought of as developing the capacity to make context sensitive judgments during ongoing practical involvements of a variety of kinds. Such involvements are necessarily indeterminate and opportunistic. Hence there is a major challenge to policy makers in shifting the balance towards informal learning without destroying the very things that are desirable about informal learning and indeed learning in general. The book has implications therefore for formal learning too and the way that teaching might proceed within formally constituted educational institutions such as schools and colleges. © Springer Science+Business Media B.V. 2009.

Emotional-motivational factors, which, for a long time, have been neglected, seem to be indispensable to successful learning processes in the domaines of engineering, economy, and society. The importance of emotions, in particular, has not been discussed sufficiently, findings of brain research have not been considered adequately. Emotional processes play a fundamental role in the controlling of cognitive processes of action-regulation. In order to take into account the inseparability of emotional and motivational processes, the authors draw on the construct of emotional states. They discuss the significance of this construct regarding processes of teaching and learning in institutions of vocational education.

Over the last 35 years, fewer students have been enrolling in vocational education programs in secondary schools and in nursing and nursing assistant programs in hospitals, but more students have been enrolling in vocational and career programs in community and private colleges. In addition, increases have occurred in pre-employment, pre-apprenticeship, and apprenticeship programs, particularly in Engineering and Applied Sciences and in Business and Commerce. © McGill-Queen's University Press 2005.