Search Results for
"Vocational education"

Background and Objectives: The collapse of the Communist regime has required many newly independent countries to reform their health care systems. This article presents the unique experience of Estonia's development of family practice training and the introduction of this specialty to the existing health care system. Family practice training programs began in 1991 and include several pathways to certification in family practice. For physicians currently working as district doctors, pediatricians, gynecologists, or emergency doctors, there is the possibility of part-time retraining while continuing their work as primary care physicians. For new graduates of the medical school, there is an internship and residency in family practice or the option of part-time or in-service vocational training while maintaining u clinical practice. An important aim of the program is to develop the identity of family physicians. The success and the failures of the Estonian experience in launching this project may be useful to other countries facing health care reform.

Begins by reviewing technical progress towards establishment of an effective and standardized, competence–based vocational education and training system, and compares this progress with the system in Germany. Describes a number of respects in which the system is failing to meet its objectives. Certain stakeholders are happier with the new approach than others. Also describes the political agenda behind the introduction of competence–based training, and compares the individualist, business–centred policy in Britain with the more collaborative approach in Germany. Britain's policy towards training is consistent with its policy towards the Social Chapter. Concludes that unless the political agenda is changed, regardless of any technical improvements made, retention of the current policy will consign Britain to a low–skill competitive position with respect to the rest of Europe. © 1996, MCB UP Limited

Analyses the development of vocational knowledge through two contrasting approaches which are referred to as the “instructional media” and everyday practice. The former is the text–based approach currently favoured by government and the latter is an approach to learning through participation in everyday activities. Using data from a study conducted in the workplace, appraises the processes and outcomes of these two approaches to learning. Indicates that everyday practice offers the greatest likelihood of securing vocational knowledge. Concludes that access to, and ongoing engagement with, authentic learning activities are significant attributes to this approach to the acquisition of vocational knowledge. © 1996, MCB UP Limited

In 1992, an analysis of the need for clerical workers was made at the Aarhus School of Business. An identification of 'customers' and 'customers' expectation' was made in order to apply these terms in planning a specific vocational education based on apprenticeship training. The data collection was made by means of a mailed questionnaire, with 376 Danish companies participating in the survey. The survey shows a clear profile regarding the qualifications ('customers' whats') clerical workers are expected to have. By means of factor analysis the expected qualifications have been 'collected' as working functions of a clerical worker. The survey also indicates which skills companies can teach during an apprenticeship ('customers' how'). © 1995 Taylor & Francis Group, LLC. All rights reserved.