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"learning"

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Organisations promote their services by stressing that their professional staff are members of the relevant professional association and by listing the certifications/credentials they hold. Practice alone is generally insufficient to ensure knowledge is effective and up to date. Continuing professional development (CPD) is a requirement for professionals to develop knowledge to enable them to competently and adequately provide services to clients or employers. Professionals work in environments where technical, legal, conceptual and/or social change mandates that processes, practices, knowledge and understanding need to evolve. Individual professionals, professional associations, and the employers of professionals may have differing objectives for CPD and have vested interests to ensure that CPD is designed to, and meets actual objectives. Integrating work with learning is fundamental, i.e. if learning is not seen as having practical application, it is not valued. The knowledge development of professionals can be enhanced through Work-Integrated learning which takes into account that they: hold a body of knowledge, are adults, and operate in positions in which learning and work can be related. Informal learning, in particular communities of practice, is significant in the transfer of learning to professionals. © 2011, IGI Global.

This chapter presents the curriculum and training process applied in the IESP department, standing for "Ingénieur d'Exploitation des Systèmes de Production" of the Ecole Polytechnique Universitaire de Lille (Polytech'Lille, F59 Villeneuve d'Ascq, France), with an emphasis upon the WIL training process for Exploitation Engineers of Production Systems. The IESP department is dedicated to lifelong learning and apprenticeship leading to a Master's degree in Engineering (French Engineer level) in the production field. It is an accredited program. This practice relies upon a background experience of 18 years with close partnerships with industry from many sectors, such as; energy, metallurgy, food industry, automotive, chemical engineering, and aeronautics. The graduates from Continuing Vocational Education and Training (CVT) that are already employed in the company improve their position. Younger graduates from Initial Vocational education and Training (IVT) that also validated their abilities are much more employable. They can work in any industrial sector dealing with engineering production having a strong technical and managerial skill base. In this chapter, the historical setting up and evolution is elaborated in the legal French education framework. The training model based on the IESP professional profile is presented. This model presents an academic curriculum with WBL that integrates a real formative work situation in the industry. The tools and methods developed all along the training process are also focused within a sustainable development policy. Finally, success and difficulties or challenges with mobility due to the globalization of the economy and innovation with respect to the economical crisis are also discussed. © 2011, IGI Global.

Drawing on the field of cultural historical psychology and the sociologies of skill and labour process, Contested learning in Welfare Work offers a detailed account of the learning lives of state welfare workers in Canada as they cope, accommodate, resist and flounder in times of heightened austerity. Documented through in-depth qualitative and quantitative analysis, Peter Sawchuk shows how the labour process changes workers, and how workers change the labour process, under the pressures of intensified economic conditions, new technologies, changing relations of space and time, and a high-tech version of Taylorism. Sawchuk traces these experiences over a seven-year period that includes major work reorganisation and the recent economic downturn. His analysis examines the dynamics between notions of de-skilling, re-skilling and up-skilling, as workers negotiate occupational learning and changing identities. © Peter H. Sawchuk 2013.

This chapter reports on an exploratory study investigating the views of dyslexic university students and their learning support staff (N=33) in relation to dyslexia support provision. The research design used an innovative blend of Q methodology, a technique to examine human subjectivity, and socio-cultural theory to model subjectivity and activity in relation to the support provided. Four different viewpoints on the issues were interpreted. The study considers the findings in relation to the potential implications for policy and practice, and suggests how the views of students, educators and other stakeholders could be used to inform and improve the future development of learning support provision at a range of levels. The methodology, findings and recommendations will be of interest and relevance to front-line educators, researchers, strategists and policy-makers. © 2012, IGI Global.

Great changes are occurring in learning and performance programs. Learner demographics are evolving, fiscal concerns are rising, and technological developments are increasing to impact current programs. As information and communication increase, organizations continue to rethink and review learning and performance objectives. Social and collaborative online resources are rapidly emerging to enhance and connect learners. Emerging technologies in the last five to eight years, such as wikis, blogs, digital media, social networking, open source, and mobile applications have created a different dynamic for learning performance beyond the traditional educational experience. Shifting technological trends have altered how these learning and performance opportunities will occur, and how to best engage individuals in both content and experience. learning and performance leaders are strongly encouraged to embrace these new challenges and to produce best practices for learning and performance innovation. Innovations in learning and performance possess the ability to enhance academic programs which encourage educators, businesses, and other stakeholders to reach their objectives. This chapter will address the subject of learning and performance innovation as it directly relates to educators, training personnel, performance specialists, and leaders. Further, this chapter will broaden the definition of innovation to include the utilization of theory, system, processes, and tools that advance society by improving skill sets, promoting global and local connectivity, and increasing productivity and knowledge. © 2012 by IGI Global. All rights reserved.

The Scottish education system has no generally recognised concept of school completion or graduation. After the age of 16, when education ceases to be compulsory, the level, duration, mode and content of learning vary widely, and there is no standard or benchmark by which to judge whether an individual has completed secondary education. The system's key characteristic is flexibility; post - compulsory education and training comprise a 'climbing frame' with multiple entry and exit points rather than pre-determined lines or programs leading to fixed standards to be achieved by all learners. This chapter therefore focuses on levels of participation in post-compulsory learning. It also refers more briefly to the attainment of those who participate, although unlike many other countries, 'participation' and 'attainment' are the subjects of separate discourses in Scotland. © 2011 Springer Science+Business Media B.V.