Search Results for
"Vocational education"

Special training programs for adolescents handicapped by asthma or allergic diseases are offered in the asthma center 'Asthmazentrum Buchenhohe'. The courses take one month for trying out one occupation, three months for five occupations and one year for those who are not yet mature for apprenticeship. Five workshops are established: metal, electronics, textile, administration, and printing. In addition to vocational guidance and testing of different occupations, medical and psychological diagnostics are performed. Medical service is provided 24 hours, and a hospital with emergency unit is within the area. Though 34,3% of the participants finished school without any qualified graduation after their compulsory school attendance, 70,2% were able to start apprenticeship after the course. In 4,4% we recommended to continue school in order to reach a higher graduation. 119 out of 225 answered a questionnaire evaluating the program and reporting their further occupational progress.

The incorporation of a module of public health teaching into a general practice vocational training programme is described. This programme is itself innovative in that in addition to the 2 years of hospital-based training, it provides 2 years of community-based training. While the curriculum of the public health module is evolving with time, the objectives have remained the same, and are being met. The module has been appraised by external observers, and has been evaluated by participating trainees. The public health module is now an established feature of the Sligo general practice training programme. © 1994 Oxford University Press.

[No abstract available]

vocational training programs in Nigeria offer hope for providing women with skills to earn income as self-employed workers. The National Open Apprenticeship Scheme provides training for 100,000 boys and girls annually. Women's vocational Training Centers are being developed in 589 local areas. The Nigerian government and a number of community banks are providing start-up funds for the self-employed. Traditional craft and art forms are being revived in the process. Cooperatives are being established for selling products. Girls find it easy to get married once they are trained. Women are valued for their ability to add to income and in turn are placed in a position to bargain for power in the relationship. It is unknown yet how these schemes will affect fertility. The example is given of Grace Mfon who left a village 500 miles from Lagos in the impoverished, oil-producing state of Akwa Ibom. She is apprenticed with 3 others in a 1-room "Fashion House" to learn tailoring. The 2-year apprenticeship program cost her $38/year, which she saved from her $20/month job. She plans to save for her own shop and get married and have children. She joined the apprenticeship program because of the poor job prospects and the dead end life of farming for her husband. There is both a great need and interest in providing vocational training. The government has been involved in an economic restructuring under the guidance of the International Monetary Fund, and must find work for the hugh number of unemployed workers, many of whom are school dropouts.

Oral examinations have a traditional place in training and evaluation of professionals. Despite a lack of evidence identifying their value in assessment of candidates seeking anaesthetic specialty certification, oral examinations continue to be widely used. Although there is a considerable body of literature concerning oral examinations, there is no description of how this technique is employed in anaesthesia in Canada. The objective of this review is to provide faculty and residents with information concerning the strengths and weaknesses of this format, and the structure of the oral examination as practised in anaesthesia. Reliability of oral examinations can be affected by a number of factors dependent on the examiner, candidate, and the format. Properly constructed and prepared questions have well- defined characteristics. Components tested during the oral examination include: evaluation of a clinical situation, choice of therapy, medical knowledge, ability to deal with emergency situations, decision- making ability, and communication skills. When appropriately planned, the oral examination can be a useful component of the certification process. © 1993 Canadian Anesthesiologists.