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"AI NOT artificial intelligence"

Apprenticeships in England are currently experiencing a revival. The purpose of this paper is to provide a general overview of apprenticeships in England, examine current government policy, and explore current issues around the further development of apprenticeships. Desk research, including reviewing other research articles and labour market intelligence has been carried out to provide a general overview of the issues. Apprenticeships have traditionally been regarded as the vocational route to stable employment. Although they have sometimes suffered from a poor reputation they are now becoming an increasingly popular option for both younger and older people. The knowledge economy is driving up the demand for higher level skills and concurrent with this is the notion that, in today's competitive labour market, experience is vital. Not only has this impacted on the popularity of apprenticeships but also upon more traditional “academic” routes such as higher education (HE). In addition it has raised questions about higher level skills and vocational education. The introduction of Higher Apprenticeships and work experience/real world interactions built into HE courses are establishing synergies between the two elements of the skills/education system; however, developing these synergies further is a critical issue for future consideration. There is a proliferation of publications tracking the nature and value of apprenticeships. This paper traces apprenticeships and their evolution and examines how practices adopted can be applied to newer vocational options being integrated into HE. The paper considers apprenticeships and other vocational options, building on the author's own discussions with employers and recent graduates. © 2012, Emerald Group Publishing Limited

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.

Purpose - The purpose of this paper is to propose a new trainee-oriented teaching method: "The Project Method". The aforementioned method highlights the important role of the experience of the training process and the links between training and the trainees' social life. Design/methodology/ approach - This method draws its origin from the American Pragmatism and the German "Project Education", while it is based on the principles of Gestalt and cognitive psychology. The application of the Project Method in vocational training is examined through the emotional intelligence skills, that a group of people has developed - and claimed so in a relevant questionnaire - in a seminar concerning the subject of Marketing. Findings - Through the Project Method's application, the trainees have developed their emotional intelligence skills, and have instilled new pedagogical ideas; providing long-run benefits to themselves, the enterprises, the society and the economy in general. Research contends that this method is efficient when there are no time constraints. Practical implications - While the focus is vocational training, the implications have a broader focus, enabling the Project Method to be applied to adults' education. Originality/value - This paper provides empirical results of the Project Method application in vocational training. The Project Method training provides the effective cooperation of the human resources that is of high importance for the efficiency and the profitability of the enterprises. © Emerald Group Publishing Limited.

This paper reviews the reasons behind the absence of central Government funding for enterprise and innovation at Further Education Colleges (FECs). Enterprise and innovation are, according to conventional wisdom, crucial in rebuilding the UK's economy and providing jobs. In pursuit of this, the Government has provided central funding for enterprise promotion and education for both Universities and Secondary Schools, but not for FECs. The review starts by looking at recent Government policy papers on enterprise and innovation, then briefly considers the current economic characteristics that lay behind the need for enterprise education and innovation. The efficacy of the current proposals is questioned, looking at the concepts concerning the type and level of intelligence entrepreneurs need, also touching on what types of innovations can be expected to increase employment. The paper concludes by asking if elitist or class bias plays a part in the exclusion of Vocational Education & Training students at FECs from central funding for innovation and enterprise. © 2010 Further Education Research Association.

The humanities offer great potential for enhancing professional and humanistic development in medical education. Yet, although many students report benefit from exposure to the humanities in their medical education, they also offer consistent complaints and skepticism. The authors offer a pedagogical definition of the medical humanities, linking it to medicine as a practice profession. They then explore three student critiques of medical humanities curricula: (1) the content critique, examining issues of perceived relevance and intellectual bait-and-switch, (2) the teaching critique, which examines instructor trustworthiness and perceived personal intrusiveness, and (3) the structural/placement critique, or how and when medical humanities appear in the curriculum. Next, ways are suggested to tailor medical humanities to better acknowledge and reframe the needs of medical students. These include ongoing cross-disciplinary reflective practices in which intellectual tools of the humanities are incorporated into educational activities to help students examine and, at times, contest the process, values, and goals of medical practice. This systematic, pervasive reflection will organically lead to meaningful contributions from the medical humanities in three specific areas of great interest to medical educators: professionalism, "narrativity," and educational competencies. Regarding pedagogy, the implications of this approach are an integrated required curriculum and innovative concepts such as "applied humanities scholars." In turn, systematic integration of humanities perspectives and ways of thinking into clinical training will usefully expand the range of metaphors and narratives available to reflect on medical practice and offer possibilities for deepening and strengthening professional education. © 2009 Association of American Medical Colleges.

The pre-eminence of knowledge and skills as the sources of wealth creation and economic growth is one of the major issues in business at the beginning of the twenty-first century. As a result, Human Resource Development has been propelled into a central role in management thinking. However, this has not always been reflected in practice since many of the methodologies for monitoring and assessment continue to reflect the previous importance of fixed capital, the industrial society and the quantity of labour employed. The police service like other public services has had to ensure that its staff is skilled to undertake an ever more complex role within society. This has traditionally been delivered through typical organisational training processes. The value of learning as opposed to training is rarely proposed. The 'soft' benefits of education, elements like critical thinking and emotional intelligence as well as learning, are rarely given sufficient emphasis. However, increasingly organisations are realizing the benefits of creating an open environment that allows informal learning to flourish. This article will explore the concepts of traditional training within policing before reviewing as a case study the introduction of a work-based and experiential learning paradigm within police development.

The concept of 'therapeutic education' is being increasingly used in contemporary education policy studies to identify learning initiatives which are dominated by objectives linked to personal and social skills, emotional intelligence and building self-esteem. Contemporary educational goals connected with such strategies have been criticised for encouraging a 'victim culture' which marginalises learners and replaces the pursuit of knowledge and understanding with the development of personal values relevant to a life of social, cultural and economic risk and uncertainty. In relation to vocational education and training (VET) and post-school policy trends in particular, Hayes has argued that preparation for work has abandoned vocational/occupational knowledge and skills in favour of providing learners with personal skills for emotional labour in low-level service jobs. This paper interrogates such analyses and questions whether the therapeutic role of VET really is incompatible with the traditional objectives of developing knowledge, understanding and values in work environments. Links are made between new emphases on work-based learning and the 'caring' conceptions of learning in post-school education. It is concluded that - although therapy should not dominate VET - an attention to the important values dimension of learning in the field does involve a therapeutic dimension of some kind.

Sets out the issues peculiar to the Scottish workforce in sport and fitness, play and the outdoor sectors. Provides an exploration of the development of vocational education in the form of sector skills training for these sectors in opposition to that formal education provided at further and higher education level. Draws on empirical research gathered as part of a report produced on each of the above sectors and written by the above authors. The report was supported by the Scottish Skills Fund in a grant to SPRITO, the national training organisation for these sectors. Although labour market intelligence suggests there are various skills shortages in these sectors and a lack of qualified personnel, the tension between the role of formal education and vocational work-based learning qualifications is palpable. Solutions to apparent incommensurability of the two positions are offered, designed to ensure that these sectors achieve competitive advantage from a workforce that is both competent and reflective in their work practice. © 2004, Emerald Group Publishing Limited

This paper examines the way the Japanese education system strategically channels talent towards its elite universities, turning out a high proportion of engineers and architects for the construction industry. At the same time, it provides limited education for construction workers and technicians in public vocational institutes and technical colleges, preferring to turn out a highly educated workforce of generalists who are trained for specific jobs by employers through the training centres of large firms, private vocational institutes, or on-the-job training by smaller subcontractors. © 2003, MCB UP Limited

Between 1961 and 1966 hydrocephalus operations were performed on 237 children; 66 had a myelocele, 105 a hydrocephalus communicans and 66 a hydrocephalus occlusus. Of these 237 cases 78 (33%) died. Of the surviving 159 follow-up data are available on 140 (88%). Since 1969 nearly all have been psychologically examined at regular 2-year intervals. The mean IQ were: Myeloceles: 94±20.42; hydrocephalus communicans: 87±26.01; hydrocephalus occlusus: 79±28.07; total group: 88±24.10. The results of the long-term study showed a stable development in 61%, an improvement in 29% and a deterioration in 10% of the cases. The development of mental ability is described in relation to neurological deficits and cerebral seizures. The number of shunt-revision operations had no influence. In addition to the familial background, the school career and kind of final schoolexamination is stated. Of the school leavers (44%), 52% took a final school examination (44% primary school examination, 6% secondary school lower certificate and 2% school-leaving examination). Finally, the data for their choice of profession is given. Considering the course of their development to date, it may be anticipated, that approximately 60% of those 140 young people will be able to practise a normal professional life. © 1981 Springer-Verlag.