Search Results for
"education"

This paper exPlores how a group of 83 young;white, working class women became involved in the state's most recent attempt at restructuring social relations through vocational initiatives. Using ethnographic research conducted in a caring course department of a northern further education college, it examines how the students everyday practical experiences of the vocational caring curriculum involves them in the construction of subjectivity and gender and class reproduction. The central argument is that caring courses are little more than domestic apprenticeships which anticipate both the family household structure and the labour market. The students implicate themselves in this process, through their attempts to gain autonomy and self-esteem, by constructing ‘ideal’ caring standards, which come to prioritise exclusive, familial forms of care over and above occupational roles. Thus, they socialise themselves out of the labour market and establish familial responsibilities, which can be drawn upon by the state to maintain unpaid welfare provision. © 1988, Taylor & Francis Group, LLC. All rights reserved.

The answer is YES. The hallmark of successful schooling is the creation of portable skills and efficiency in future learning. This paper examines the linkages between and within levels of schooling, and between education in schools and apprenticeships and other forms of work-associated training. It shows that elementary schooling is of too great a vocational importance to risk feeding children vocationalism. School-work programmes are rarely effective pedagogy, but theory is an important element in apprenticeships. Quality counts heavily whatever the educational content and setting. And the 'general' elements in skill development are critical for both individuals and societies in a world of change. © 1988 Unesco Institute for education and Kluwer Academic Publishers.

The author, an education consultant, criticises the apparent superficiality of National Vocational Qualification (NVQ) provisions and calls for a return to the traditional apprenticeship system. © 1988, MCB UP Limited.

[No abstract available]

The author outlines the place of vocational education within the upper- secondary structure in Norway and also identifies the general principles underpinning this structure. Recent changes have had major implications for teacher education, and these are described. The author highlights in particular the introduction of computer technology, the emphasis on the teacher as researcher and the integration of handicapped pupils into ordinary classes as three key challenges, and the author proposes a number of strategies for both the content and the structure of teacher education. © 1988, Taylor & Francis Group, LLC. All rights reserved.

The notion that provision for the education of adults is moving somewhat inevitably, if at uneven speeds, from an initially voluntary provision to a largely public provision, needs some introductory clarification. The Russell Report of 1973 x while recommending an energetic lead from the central government, nevertheless accepted a continuing partnership with voluntary bodies in the provision of nonvocational adult education. However, in the sphere of adult vocational education, one has to look back a century for evidence of a comparable multiple structure of provision. This poses a number of questions on State influence, particularly for those from countries which make less distinction between ‘vocational’ and ‘nonvocational’ education. This paper will accordingly seek to identify the criteria and measures which determined the early evolution of State influence on the education of adults, particularly in its vocational aspects. The period covered will be from the ending of Statutory Apprenticeship in 1814, to the role of the Science and Art Department by the 1860s. This half-century will illustrate the transition from State paternalism to laissez-faire principles, followed by ever-increasing exceptions to those principles. © 1988 Taylor & Francis Group, LLC.

[No abstract available]

This paper briefly reviews the development of technical-vocational education in Latin America in connection with the development of general secondary education prior to the recognition of the former as an integral part of secondary education leading to further education. It then concentrates on examining the major issues arising from the introduction of the latest education reforms in the degree of education, which reassesses the orientation of middle-level education with a view to establishing a stronger link between education and employment. © 1988.

The literature in alcoholism education for the health professions reveals that despite some strides in the development of training programs, both medical students and practicing physicians exhibit negative attitudes toward alcoholics that may adversely affect the care offered to these patients. This paper presents a program of alcoholism identification and management training for family practice residents which has been developed to supplement an existing drug abuse treatment program. Residents spend four half-day sessions engaged in seminars, outpatient experiences, and inpatient rotations under the direction of a clinical psychologist specializing in substance abuse and under the direction of the medical staff of a voluntary hospital well-known as a center of alcoholism treatment. Training activities include participation in group therapy sessions with alcoholic patients, interviewing patients in the early stages of rehabilitation, participation in an adolescent alcoholism treatment program and attendance in seminars on the prevention, identification, and treatment of alcoholism. Residents' evaluations of the experience reveal overall satisfaction with the program and their roles in its conduct, but they indicate a need for more active roles in the hands-on management of emergency cases. © 1988.

The dual system for training young workers in West Germany has attracted much attention. This paper examines mechanisms for quality control within that system: entry qualifications; standards achieved on completing apprenticeships and process control procedures, e.g. the quality/qualifications of trainers, methods for curriculum renewal, etc., and then extends the analysis of quality control to historical, legal and social system influences that support and sustain the dual system. It comments on weaknesses in the dual system and concludes with brief observations on two recent British initiatives that are intended to improve the quality of the education and training of young people: YTS and TVEI. © 1988, Taylor & Francis Group, LLC. All rights reserved.