Search Results for
"Vocational education"

The vocational education and training (VET) sector in Victoria went through some significant changes between 1993 and 1998. These changes included amalgamation of Technical and Further education (TAFE) institutes and the creation of a market for the provision of part of the state-funded VET, in which public and private providers competed. At the same time, the demand for training shifted from the declining manufacturing industry to the service and information technology industries. Parallel to these changes, the TAFE workforce also went through some significant restructuring. The participation of women increased, and for the first time in 1995 they were in the majority. Part-time employment grew sharply but full-time employment, mainly male, declined. Non-tenured, as either contract or sessional (casual), positions also increased quite sharply, but this trend varied across institutes.

Purpose: To determine the attitudes to research and research training among ophthalmologists and ophthalmology trainees in New Zealand. Methods: A structured, self-administered questionnaire was devised and after preliminary validation a postal survey was sent to all ophthalmologists and ophthalmology registrars and fellows in New Zealand. Results: A total of 82 replies were received from 115 questionnaires sent out; a response rate of 71.3%. An overwhelming majority found research to have benefited their education, clinical practice and careen 67.1 % of the respondents intended to do research in the future. Although a majority (56.4%) felt research to be beneficial to ophthalmology training, 42.3% felt research would be of limited or no benefit when selecting candidates for vocational training. However, 97.5% of respondents felt that ophthalmology trainees should undertake some form of research during training, with most supporting small studies or case reports (44.4%) or a short structured training course in research (42.0%). Interestingly, 86.6% felt that research methodology and data analysis should be taught in a structured fashion with most supporting courses or seminars of a few weeks duration during the vocational training period. Many ophthalmologists felt inadequately equipped or trained to mentor and supervise trainees undertaking research and 41.5% of consultant ophthalmologists felt further training-to fulfil this role would be beneficial. Conclusions: This survey suggests that New Zealand ophthalmologists generally approve of and support a place for research, possibly of a more structured design, during ophthalmology training.

Problem-based learning (PBL) is a tutorial, student-centered, problem-driven educational strategy adopted by medical and allied health educators to positively influence self-directed learning, critical thinking, and learning behavior. PBL was examined in dietetics education through random assignment of 32 undergraduate dietetics students for two weeks to either a problem-based or a lecture-based case format for the infant and elderly units of a 16-week lifespan nutrition course. Random assignment followed stratification for gender and earlier course examination performance. Expert validation of PBL curricular components and noted differences in discussion structure and information resources verified curriculum distinctiveness. Main outcome measures were pre- and post-Cognitive Behavior Survey scores for memorization, reflection, and positive learning experience scales, unit and course evaluations and unit examination scores. Students in problem-based modules demonstrated greater gains in reflective thinking with stable memorization, suggesting improved critical thinking skills. Tenets that problem-based learning promotes knowledge retention and provides a more positive learning experience were not upheld. Knowledge acquisition was not hindered by a problem-based approach. We conclude that gains in reflective thinking and evidence of increased self-directed learning argue for inclusion of PBL in dietetics curricula and that a problem-based education will help dietitians successfully respond to professional development needs. J Am Diet Assoc. 2003;103:1020-1025. © 2003 American Dietetic Association.

[No abstract available]

Recent years have seen significantly increased interest in learning at the workplace as partial or full compensation for vocationally-oriented education and training in schools and educational institutions. In this general enthusiasm, former scepticism about workplace learning would seem to be buried deep under layers of modern management slogans. However, the well-known limitations inherent in this learning framework cannot be talked out of existence, and there is an urgent need for insight and tools capable of distinguishing between the genuine possibilities in the area and how to establish fruitful interaction between workplace learning and educational learning. It is, first and foremost, a matter of viewing learning from the perspective of the learner, because adults are not very inclined to learn something of which they cannot see the point on the basis of their own life situation. As a grounding for this, a contemporary and comprehensive learning theory is needed. The outline of such a theory and an example of how it can be used are presented. © 2003, MCB UP Limited

It has become fashionable in the UK in recent years to disparage vocational education that involves a strong initial component. It is instead argued that a rapidly changing economic situation requires that individuals undertake sustained periods of learning related to their presumed constant occupational mobility. This model assumes a low-skill, low-productivity economy which has little need for a skilled workforce. Once one assumes that a high-skill productive economy is desirable, then the case for sustained initial vocational education, followed by further appropriate skill development, becomes irresistible. The Learning and Skills Act and UK government policy is evaluated in the light of these arguments and appears to concede too much to the advocates of multiple episodes of training in a low-skill context.

This paper examines the way the Japanese education system strategically channels talent towards its elite universities, turning out a high proportion of engineers and architects for the construction industry. At the same time, it provides limited education for construction workers and technicians in public vocational institutes and technical colleges, preferring to turn out a highly educated workforce of generalists who are trained for specific jobs by employers through the training centres of large firms, private vocational institutes, or on-the-job training by smaller subcontractors. © 2003, MCB UP Limited

This paper reviews cross-national research and policy debates about pathways between education and work, and draws on this review to reflect on the utility of the pathways concept itself. It identifies three main uses of the concept: to analyse the relative size and role of general education, school-based vocational education and apprenticeship, respectively, in an effective transition system; to examine the relationships and interconnections between pathways; and to consider how pathways can reflect the perspectives and priorities of individual young people and enable them to manage and control their own itineraries. Pathways can be useful as an organizing concept linking policy and research, provided that the metaphor is used with precision and its unintended meanings are avoided. © 2003 Taylor & Francis Ltd.

The skills, qualifications and credentials generated by educational systems are strongly related to labour market attainment. The centrality of the educational system for the structuring of individuals' life chances has generated a long-lived and intense debate around the proper design of educational systems. The purpose of this article is to examine whether vocational training provided within the educational system protects graduates against employment precariousness over the life course. The extent and character of vocational training are related here to the transition from school to work, the risk of unemployment once established on the labour market, and the likelihood of finding new employment if unemployed. The data used consist of life history data from Great Britain, the Netherlands and Sweden. The results suggest that the impact of vocational training on labour market precariousness changes over people's work career. vocational training reduces precariousness during the transition from school to work, whereas there is no difference in the impact of general and vocational education on unemployment risk once established on the labour market. Instead, among those who do become unemployed there are indications that general education may be more beneficial.

Objectives: The objectives of this course were: to develop an induction course for vocational trainees taking up first SHO posts; to enable new dental SHOs to have enhanced skills from the beginning of the post; to create safe practitioners capable of performing SHO duties; and to assess whether such a course is perceived to be beneficial by the SHOs, their educational supervisors and professional colleagues from medicine, dentistry and nursing. Design: A 5-day intensive, interactive course was developed and directed by a consultant maxillofacial surgeon, with contributions from a range of professional colleagues to teach appropriate knowledge, skills and attitudes. Subjects: Trainees completing the VT programme; due to commence SHO posts in the Yorkshire Region. Evaluation method: Detailed daily and end of course questionnaires were completed. A post course; in-work evaluation was sought from the trainees, educational supervisors and a range of professional colleagues about the validity of the course. Results: Daily and end of course evaluations were positive about the perceived importance and relevance of the course. After 6 weeks in post the SHOs continued to place high value on the course as a preparation for hospital practice. Feedback from the supervisors and colleagues indicated that the SHOs were performing well, but the influence of the course on performance could not be determined in this study. Conclusion: It was possible to design and deliver an appropriate induction course, which appeared to meet most of the needs of new dental SHOs. Feedback indicated the need for modification of some aspects of the course.