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"learning"

The purpose of this study was to gain insight into the development of student knowledge in pre-vocational secondary education schools which differ in the manner and extent to which they have implemented characteristics of competence-based education. The implementation of these characteristics was examined using a teacher questionnaire and the development of knowledge was investigated using concept mapping. The results showed that students developed slightly more knowledge in learning situations with fewer characteristics of competence-based education. The organisational characteristics of the learning situations were further found to be distinctive for the development of knowledge. © 2011 The Author(s).

In Bulgaria, there are no nationally accepted benchmark standards for master's level (Mlevel) hospitality management (HM) programmes. Course design is undertaken by individual institutions and informed by the industry. Based on a survey of 207 Bulgarian hotel general managers, and employing descriptive statistics and principal components' analysis, the aim was to provide a success profile for hotel management to assist Bulgarian M-level HM educators with the process of course design. Key success criteria include emotional intelligence, complaints' handling, vigilance, trust and work experience. Implications for HM master's course development, featuring experiential learning, case studies, critical incidents and simulations, are discussed. © Journal of Hospitality, Leisure, Sport and Tourism Education.

Informal learning is by far the most prevalent form of adult learning, and offers benefits to all age groups and people, including older workers, migrant groups and refugees, and people who are disengaged from learning. It is also of great benefit to small business who lack the resources to formally train staff and plays an important role in the workplace. Informal learning, which has been described as an iceberg: mostly invisible at the surface and immense in its mostly submerged informal aspects (Livingstone 2000). Informal learning goes on daily in a variety of everyday contexts: from the workplace to the home, and through technology and the mass media. © 2010 Elsevier Ltd. All rights reserved.

Protracted armed conflict and violence leads to widespread destruction of already fragile education and training systems in developing countries and hampers their chances to participate in and benefit from globalization. Young people take up arms instead of learning employable skills. Once the conflict is (or at least seems to be) over, refugees and internally displaced people return home hoping to establish themselves in paid jobs or as self-employed. However, gainful employment is in short supply and the skills available do not suit the job opportunities that do exist. Some countries try to take the low starting point as a window of opportunity (a clean slate) to embark on ambitious reform of the education and training sector, but their success depends inter alia on the degree of security and stability that has been established, and the level of international investment for reconstruction available. The new systems tend to address the needs of a small formal sector and ignore development of skills in the informal sector in which the majority of people work. This article describes post-conflict developments in South Africa after apartheid, and Afghanistan after 23 years of war. © 2010 Elsevier Ltd. All rights reserved.