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US upper secondary students take a larger proportion of instruction in vocational education and training (VET) than in mathematics or science, even as they have also begun to take far more instruction in core academic subjects aimed at entry to tertiary education. Yet the record of vocational path students in entry to and completion of tertiary education is not good, leading to suspicion of that path despite strong demand by students and employers seeking stronger “applied” as well as academic skills. US vocational education is disabled by a history of stigmatizing it as a second rate, second class path. A cultural pattern of reform by adding ever more ad hoc programs to fix it has only fragmented its overall impact, adding to the stigma of undesirability. The fates of “Tech Prep,” “School to Work,” national “skills standards,” and “one stop” career centers illustrate the fragmentation and weakness of federal and national policies and programs focused on funding decentralized local initiatives. There are signs of hope in many high-quality efforts by NGOs, now acting as a kind of VET quality “insurgency” that awaits national and federal political leadership to build the strong, coherent vocational path qualification system that lies latent, but so far not yet developed, in the United States. © Springer Science+Business Media B.V. 2012.

Cooperative education (co-op) programmes formally integrate periods of study with work placements. This approach, also known as work-integrated learning, focuses on students combining periods of classroom learning with periods of authentic work alongside practicing professionals in workplaces. Such programmes foster direct connections between practitioners and learners, creating meaning for learners about the practice in the workplace. These programmes typically occur in higher or tertiary education but may also be found at secondary level. © 2012 Sense Publishers. All Rights Reserved.

This paper presents some findings from data collection, by means of Photolanguage technique, which has been conducted among 9 vocational students' groups located inside vocational institutes of the county of Seville3. Data analysis allowed us to outline schooling paths' features of the three levels of vocational pupils, the actual perception about their present training situation as well as their future Life-study-and-employment expectancies. It was possible to establish some common trends among students, as for example, the problematic schooling experience in the past, the present and widespread wish of continuing vocational training studies, and the uncertainty on the possibilities of personal project's success. These and others outcomes pointed out to two main guidance delivery actions: the first one might deal with the students' need to recover positive self-concept, as well as confidence on the possibilities of their own success; the second one is related to support vocational students at their attempts to build up a life-and-professional project, and to take a suitable study choice.

In order to help students in universities/colleges of technology close the education-employment gaps, Taiwan's educational authorities promoted workplace-learning programs. However, what are the success factors and problems encountered? This article reaches three defined conclusions: 1) student can internalize knowledge and skills over time, and apply them to workplace except for improving performance; 2) student can develop initiative characters, improve innovation, and even activate industries to think with novel ideas; 3) and, the lacking earnest attitude as well as deficiency of communication ability affect the performance which should be. Following with these conclusions, three recommendations are offered: 1) it would be proper to strengthen student's professional intellect for future development; 2) it would be proper to strengthen student's vocational capability in practice, including individual personality; 3) and, it would be proper to offer related testing or scaling tools to help student get awareness and thus upgrade their attitude during workplace-learning. © IFIP International Federation for Information Processing 2012.

Technological advances, market diversification and global business and communication have had a tremendous impact on the way translation is understood, defined and practiced. Translation has becomean integral part of daily life and different people have started playing the role of language mediators as part of a large network of agents and communities of practice. Translation and/or translator competency models have multiplied, shaped by different translation theories, market trends, business strategies or collaboration and interaction between the professional world and the academia. Technologyin particular has had a significant impact on research and practices in recent years and radically changed the translator's daily life in terms of communication (physical and virtual), the perception oflanguage and text, the perception of quality, the nature and the quantity of the material to be translated, the nature of tasks and the simultaneity of tasks to be performed and the general interaction with the world which became a large and diversified series of networks. We will first highlight the multiplicity of translator's profiles and competencies in the globalized world, with a focus on technological skills in interaction with other sets of competencies. Then, we will explain how we have applied our findings regarding the critical behaviours needed for effective technological performance when designing an eLearning collaborative environment for translation students working in a technologized space.

E-learning as a new frontier in teaching and learning is transforming education to its scope, boundary and pedagogy. It offers exciting opportunities and provides access to global information. Its effort is a far reaching one, creating a learning atmosphere that defies the constraint of time and distance. Despite having the required technologies and infrastructures at their disposal, some notably institutions of higher learning have not be able to kick-start the online instructional course. This short coming resulted in unprecedented low Return on Investment, sustainability issue among others. The reason for this inadequacy is not limited to inappropriate handling of e-learning implementation and strategies on our campus but also include lack of leadership and initiative in this regard. The zeal to see the offering of on-line course in our faculty and University has prompted this study in looking for the best possible ways of improving e-learning practices. The best practices being proposed will be derived from our intuitions and personal experiences gathered in our educational studies using living theory methodology and our University as the basis. We believe the suggested best practices may speed up the introduction of on-line courses in our curriculum and provides opportunity for effective utilization of e-learning infrastructures and technologies. It will also enhance the provisioning of quality teaching and learning services to our students who for one reason or the other may not make it to campus everyday as demanded by traditional classroom education. © 2012 EDSIG.

News media managers routinely complain that university journalism programs are out of sync with practice. Yet their views are not always shared by academics in journalism programs or by journalists. This raises questions about how the views of journalism held by journalism students are formed. What students are exposed to during their studies exercises a major influence on their perceptions. Information was col-lected from students about (a) mainly classroom learning; (b) industry internships; and (c) a voluntary cooperative activity. Their feedback indicated that, while overlapping, each experience illuminated a some-what different journalism “reality”. This suggests that if students were exposed to a range of experiences of journalism, they would form dif-fering opinions of the occupation; that work integrated learning (WIL) in particular would help them make sense of various journalism “reali-ties” and that more research is required into this aspect of journalism education. © 2012, Intellect Ltd.. All rights reserved.

A systematic search of the research literature from 1996 through July 2008 identified more than a thousand empirical studies of online learning. Analysts screened these studies to find those that (a) contrasted an online to a face-to-face condition, (b) measured student learning outcomes, (c) used a rigorous research design, and (d) provided adequate information to calculate an effect size. As a result of this screening, 50 independent effects were identified that could be subjected to meta-analysis. The meta-analysis found that, on average, students in online learning conditions performed modestly better than those receiving face-to-face instruction. The difference between student outcomes for online and faceto- face classes-measured as the difference between treatment and control means, divided by the pooled standard deviation-was larger in those studies contrasting conditions that blended elements of online and face-to-face instruction with conditions taught entirely face-to-face. Analysts noted that these blended conditions often included additional learning time and instructional elements not received by students in control conditions. This finding suggests that the positive effectsassociated with blended learning should not be attributed to the media, per se. An unexpected finding was the small number of rigorous published studies contrasting online and face-to-face learning conditions for K-12 students. In light of this small corpus, caution is required in generalizing to the K-12 population because the results are derived for the most part from studies in other settings (e.g., medical training, higher education). © 2012 by Nova Science Publishers, Inc. All rights reserved.

Across OECD countries, almost one in every five students does not reach a basic minimum level of skills. In addition, students from disadvantaged socio-economic backgrounds are twice as likely to be low performers. Lack of fairness and inclusion can lead to school failure and this means that one in every five young adults on average drop out before completing upper secondary education. Reducing school failure pays off for both society and individuals. The highest performing education systems across OECD countries combine quality with equity. This report presents policy recommendations for education systems to help all children succeed in their schooling. © OECD 2012.

What happens to young people who are defined as lower attainers or having learning difficulties in a global knowledge economy? How do we stop those with learning difficulties or disabilities being seen as social problems or simply as consumers of resources? Governments in developed countries are driven by the belief that in a global economy all citizens should be economically productive, yet they are still not clear about the relationship between the education of low attainers and the labour market. Ignorant Yobs?: Low Attainers in a Global Knowledge Economy examines this international phenomenon, exploring how those with learning difficulties are treated in a world economy where even low-skilled jobs require qualifications. This unique book provides an examination of countries which converge on the issue of the low attaining population, despite differing on political, economic and cultural dimensions. In doing so, it considers some thorny issues at the forefront of education policy and provision: • The increasing competitive stratification within education systems; • The impact of governments who have put competition in the labour market at the heart of their policies; • Social control of potentially disruptive groups, social cohesion and the human rights agenda; • The expansion of a special education industry driven by the needs of middle class, aspirant and knowledgeable parents, anxious about the success of their 'less able' children. Written by an internationally renowned scholar, Ignorant Yobs?: Low Attainers in a Global Knowledge Economy synthesises a range of complex, highly topical issues and suggests how those with learning difficulties might, with government and employer support, contribute to a flexible labour market. This book, using original discussions in England, the USA, Germany, Malta and Finland, will be of interest to a wide audience of policy-makers, practitioners, administrators, and politicians, in addition to undergraduate, postgraduate and research students and academics. © 2013 Sally Tomlinson. All rights reserved.