Search Results for
"Vocational education"

As a result of policy initiatives in the mid-1980s, the Department for education and Employment has been encouraging the development of national occupational standards and National and Scottish vocational Qualifications (N/SVQs) in all occupational sectors within the UK. For the health and social care sector, these developments give rise to a number of issues and concerns. Using Health Promotion as an example of an area of professional practice within health and social care, this paper explores the relationship between academic assessment and the assessment of National and Scottish vocational Qualifications; the relationship between the academic and the National and Scottish vocational Qualification model of credit accumulation and transfer; and the relationship between qualification, licence to practice and competence in practice. Subsequently, it examines the development of the reflective professional practitioner and the relationship between 'competence' and notions of 'excellence' and 'expertise' in professional practice. Finally, it considers the role of knowledge and understanding in professional practice and the role of academic institutions in the development of a professional practitioner.

A set of Euro-wide trends is discussed: the prolongation of young people's transitions, the individualisation of their biographies, and the greater uncertainty of their futures. It is argued that youth's new condition is currently being normalised throughout Europe, and that this process is aided by appropriate careers guidance which must be recurrent, customised, and couched in terms of possibilities. Problems that are posed for young people and their advisers in Britain, and in some other countries, by the persistent jobs deficit, the inability of some families to provide the support that youth's new condition requires, and the fact that some forms of vocational education and training are most likely to be dead-ends, are identified.

[No abstract available]

The network apprenticeship education allows the immediate application of the newest information in the textile and clothing industry. A project of the Tevanake development center that started in 1995 aims to develop a high quality export collection that gives emphasis on product quality and expertise. The network comprises of a school with instruction in sewing and an institute of technology administered by a polytechnic and with good resources for technical testing of fabric. A college level institute of business studies is selected to provide a market research in the export.

With investment in human capital an urgent economic imperative in America's quest for competitiveness, policymakers and analysts have focused on the bottom half of the labor force. In doing so their vision of literacy has been constricted by workplace needs. The literacy discourse is framed in terms of what workplaces, not adults, need. The curriculum follows efficiency criteria, not straying from the workplace context. I argue that this view of the problem fits Bhola's motivational-developmental/structural-developmental explanation of how national governments view the problem of adult literacy. I argue further that this workplace-based approach to illiteracy leaves the root causes of the problem - such as inequality of opportunity in the society - substantially intact, and that what is needed is a grander conception in line with Dewey's vocationalism and consistent with his democratic ideal. © 1997 by The Ontario Institute for Studies in education. Published by Blackwell Publishers.

In the last decade in Australia there has been a significant emphasis placed on vocational education and training. More recently within this context there has been renewed interest in apprenticeship training which has both formal learning (in a technical and further education college), and informal learning (in the workplace) components. This article, which draws on the perspectives of both apprentices and their workplace trainers from six industrial sites, is focused on the extent to which apprentices and their workplace trainers perceived the workplace to be a learning context. Both quantitative and qualitative data were collected and analysed. The findings of the study indicated that, in a context where production is valued over learning, a number of effective learning processes are underdeveloped and undervalued. © 1997 Taylor & Francis Group, LLC.

The Youth Training Scheme (YTS) became operational nationally in September 1983. In May 1990, Youth Training (YT) was introduced to replace YTS. Throughout the economy, substantial numbers of new entrants to the labour market were subsidized by both schemes. In professional football in England and Wales, the former ad hoc system of “apprenticeship” was replaced by a more uniform systemic programme of both “specific” and “general” training, operating under the aegis of the Footballers' Further education and vocational Training Society. Examines data to show how, subsequent to the implementation of the YTS/YT schemes in professional football, the number of registered contract professionals has increased: the ratio of contract professionals to trainees has decreased and the inter–divisional distribution of apprentices/trainees has changed, with proportionately more trainees than before now registered with clubs in the lower divisions. Additionally, describes the “specific” (i.e. football club–based) and “general” (i.e. college–based) components of the training programme. © 1996, MCB UP Limited

Introduces the traditional German apprenticeship training approach which has been received favourably in US governments (federal and state) and in industry, but suggests that certain conditions in America do not favour heavy investment in such training. Shows that the educational transfer of the apprenticeship model may be facilitated by German firms investing and operating in the United States, as proved by the electronic giant Siemens which is committed to implementing the proven apprenticeship model in its US subsidiaries. Shows that the apprenticeship model alone may be insufficient, and may need to be supplemented by a higher level, dual system education which integrates theory and practice. Proposes that the vocational Academy programme, illustrated by the Mercedes-Benz experience, may fill this gap - not to supplant the apprenticeship training, but to supplement it. Suggests that both the apprenticeship model and the vocational Academy model, may fill an important need for an educational joint venture approach, not only in the United States but also in other countries, by making business and government organizations more competitive in the global market. © 1996, MCB UP Limited