Little is known on the existence of negative relative demand shocks against low-skilled workers on a 'US-style' deregulated labour market with a 'German-style' vocational (apprenticeship) education system. Switzerland provides an appealing testing ground to investigate this question. Traditionally a 'zero unemployment' economy, Switzerland has seen an unprecedented rise in joblessness in the 1990s, although unemployment fell again to a rather low level after 1997. This paper tests whether Switzerland experienced a negative relative demand shock against the low skilled during this period and whether this shock resulted in growing wage dispersion between education groups (like in the US) or in growing unemployment (like in continental Europe). It turns out that only workers with an educational level below apprenticeship were affected by a negative relative demand shock, which speaks in favour of the German-style vocational education system. The Swiss wage structure, however, did not react to the relative demand shock against low-skilled workers without apprenticeship, which resulted in higher relative unemployment for this group.
Little is known on the existence of negative relative demand shocks against low-skilled workers on a 'US-style' deregulated labour market with a 'German-style' vocational (apprenticeship) education system. Switzerland provid
…
Jessup's widely acclaimed book provides explanations of the many facets of National vocational Qualifications: who they are for, why they have been developed, how they work, and the benefits they confer. The author explains how NVQs relate to a wide range of iss
…
How can universities ensure that they are preparing their students for today's competitive job market? This book tackles the highly topical subject of graduate underemployment with insight and clarity. The authors argue the case for more sophisticated research into employability with passion and vis
…
Medical education has witnessed recently an accelerated and worldwide trend of change. The race is on for curricula that are relevant, appropriate and accountable. One of the consequences of this is the need for a drastic reassessment of how we devise curricula, and of what models, approaches, and strategies to adopt. Outcomes-based education is currently offered as an alternative to the content-based approach, which has been criticized by many educational experts in the past. Although this new approach has its detractors, it holds some promise of being able to improve on a current situation that is in deadlock with itself. There has been a great deal of interest in educational strategies in the last decade. This has been associated with the development of new concepts such as "problem-based learning", " student-centered learning", and "integrated teaching". Each school has to assess each of these strategies and adopt what ever will serve the aims of the curriculum. Similarly, the considerable progress that has taken place in the design and development of instructional materials and instructional technology should be appreciated. This includes, development in computer assisted learning, virtual reality, the use of simulated subjects, e learning, and the new concept of Reusable Learning Objects (RLO's). Finally, it was realized, with the rapid development in medical education that medical education requires professional training. The assumption that any good medical practitioner has the ability to teach no longer holds and professional training is required.
Medical education has witnessed recently an accelerated and worldwide trend of change. The race is on for curricula that are relevant, appropriate and accountable. One of the consequences of this is the need for a drastic reassessment of how we devise curricula,
…
Keywords:
Teachinglearninghumanmedical educationHumansArticlevocational educationProblem solvingcurriculumgeneral practitionermedical educationmedical studentVirtual realitymedical schoolcurriculumProblem based learningorganization and managementeducation, Medicalhumanismmethodologyeducational modelModels, EducationalProblem-Based LearningTeaching materialsProfessionalismComputer-Assisted Instructionstrategiestechnologycomputer simulationmedical expertHumanistic approachInstructional materialcomputer system
The mobility effect of general and specific training is a key issue in the debate on the design of educational systems. Using data from two retrospective life-history surveys, we compare general school-based vocational training and specific apprenticeship training with regard to inter-firm, inter-occupational and inter-industrial mobility. The results show that workers with school-based degrees display greater occupational mobility, while no difference in firm and industrial mobility can be discerned. This suggests that apprenticeships do not eliminate job search at labor market entry, that they reduce occupational mobility, and that responsiveness to structural change is similar under both training systems.
The mobility effect of general and specific training is a key issue in the debate on the design of educational systems. Using data from two retrospective life-history surveys, we compare general school-based vocational training and specific apprenticeship traini
…
Keywords:
Apprenticeshipvocational trainingtrainingJob searchvocational educationGermanycomparative studylabor marketSwedenEuropeLabor MobilityCentral Europelabor mobilityScandinaviaEurasiaNorthern Europe
The system of primary, secondary, and tertiary education in Austria is largely regulated through federal laws. Especially on the tertiary level major reforms have been initiated during the last decade. Beyond that, vocational
A Student Exchange Program began with four students from Germany visiting Siemens-Westinghouse and the University of Central Florida in Summer, 1999, as an initiative from Siemens training officials in Muelheim, Germany. In Summer 2000, a program with four German apprentices coming to the U.S. and four U.S. interns working and studying in Germany was very successful. The initial UCF students continued part-time work at Siemens during their senior year and were offered full-time employment upon graduation. Not only did the German students complete their work, but some of them returned for employment in the U.S. Siemens, as a multinational enterprise, is preparing technologists and engineers to understand product design and manufacturing for integrated systems in international markets. Students will benefit from an understanding of the systems, standards, and cultures involved. The internship model being developed uses the best from the German and U.S. systems and merits further study and implementation.
A Student Exchange Program began with four students from Germany visiting Siemens-Westinghouse and the University of Central Florida in Summer, 1999, as an initiative from Siemens training officials in Muelheim, Germany. In Summer 2000, a program with four German apprentices coming to the U.S. and f
…
The University of Ulster places a strong emphasis on vocational education and work-based learning. Furthermore, the Faculty of Informatics has recognised achievements in technology transfer and industrial collaboration. This paper outlines how the industrial partnerships forged and experiences gained through these ventures have been utilised in the design, delivery and assessment of an undergraduate module in entrepreneurship. Different models for incorporating entrepreneurial skills will be explored including: Classroom based teaching, learning and assessment; Support for students in industrial placement through the use of a Virtual Learning Environment (WebCT); Development of a portfolio of professional competencies; highlighting the merits and problems associated with each.
The University of Ulster places a strong emphasis on vocational education and work-based learning. Furthermore, the Faculty of Informatics has recognised achievements in technology transfer and industrial collaboration. This
…
Keywords:
Professional aspectsCurriculaEngineering educationStudentsEngineering researchVirtual realityEntrepreneurial skillscomputer simulationVirtual learning environmentKnowledge acquisitioninformation technologyMathematical modelsContinuing professional development (CPD)Higher education innovation fund (HEIF)
The vocational education system in Germany is challenged by the wide range of societal demands made on it. The current organizational structure of the ‘Dual System’ of vocational
This paper considers youth engagement with dominant discourses regarding school completion. The paper is fundamentally concerned with the way the notion of school completion is being cast, its supporting discourse and the manner in which this potentially marginalizes and excludes. The ultimate efficacy of secondary school completion in the current economic climate is not questioned, however, policy that aggressively promotes and normalizes universal Year 12 completion raises issues of equity and social exclusion for those who opt for other pathways for whatever reasons. Data are drawn from a qualitative longitudinal project tracking trade-oriented adolescent boys from five Western Australian secondary schools who undertook the same Year 11 cross-sectoral building and construction vocational education and training programme. Half of this cohort subsequently left secondary school prior to Year 12, while the other half chose to complete their final year of secondary schooling. The school completers endorsed the dominant ideas concerning the efficacy of Year 12 although few believed that they gained much academically or vocationally from their final school year. Contrary to the dominant claims made for Year 12 completion, however, the early exits tended to view their Year 12 peers as lacking in maturity, motivation and vocational commitment. Youth engagement with, and negotiation of, the dominant ideology and supporting discourse concerning the efficacy and purpose of school completion, such as that reported here, have implications for the manner in which encouragement to complete secondary school is presented to youth in the post-compulsory years.
This paper considers youth engagement with dominant discourses regarding school completion. The paper is fundamentally concerned with the way the notion of school completion is being cast, its supporting discourse and the manner in which this potentially marginalizes and excludes. The ultimate effic
…
