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"human"

In our days, the Competency-Based Approach invades all the fields of the human activity. The author shows the complexity of the word " competence" and its interpretations particularly in the context of globalisation. He points out the origins and the theoritical basis of this trend. Then he insists on the increasing impact of CBET competency based education and training) on the educative and social systems: mixing out of constructivism and comportementalism, transformation of the teacher-strudents relationships, assessment based in priority on outcomes as it occurs in the world of industry. The author analyses the contributions do this trend, its limits and the critics about it. He streses on the importance of adopting a critical and dialectical attitude based on reflexion and research.

[No abstract available]

The Central College of Medical Specialities has presented guidelines for modernisation of all postgraduate speciality training programmes. These guidelines include the definition of seven general competency fields, each of them described in more detail with four key competencies. By 2006, all postgraduate speciality training programmes will be based on these competency fields. Furthermore, by then assessment of residents will be focused on the achievement of competence, rather than only on fulfilment of length of specified rotations, numbers of clinical experiences and numbers of performed skills. The application of this competency model emphasises the fact that the education of medical doctors entails more than providing them with the required theoretical and clinical knowledge and skills. © 2004 Van Zuiden Communications B.V. All rights reserved.

In order to provide high quality services in reproductive health, training of health professionals is essential. In Turkey, a project for in-service training of medical residents was conducted in 2003 under the aegis of the human Resources Development Foundation, the Turkish Ministry of Health and UNFPA. The project included a needs assessment, training programme development and evaluation activities. A seven-day course was developed to train institutional trainers in both training skills and reproductive health information. Fourteen experienced master trainers conducted four courses for 67 institutional trainers from 37 hospital departments in four cities, who in turn conducted a three-day programme on reproductive health topics in their respective institutions, using interactive teaching methods. 163 residents from departments of obstetrics and gynaecology, family medicine, urology, public health and paediatrics participated. Over three-quarters of trainers and residents who participated in the programme approved of the content of the courses. A limited number of topics, e.g. sexual health and adolescent reproductive health, were thought to need more attention. Trainers cited improvements in doctor-patient communication and quality of outpatient and in-patient care, and initiation of counselling in their institutions. We conclude that this training programme, attended by trainers and participants from different disciplines and using interactive teaching methods, has been successful as an effective training model for medical residents. The establishment of an ongoing collaboration between the Ministry of Health and other institutions involved in resident training in Turkey is needed to ensure the expansion of this programme to all residents in training. © 2004 Reproductive Health Matters. All rights reserved.

Since the expansion of the European Union on 1 May 2004 the interest in recruiting dentists from outside the UK has intensified. Additionally, the Department of Health's announcement in July about the modernisation of NHS dentistry included the promise to 'recruit 1000 extra NHS dentists by October 2005' and 'speed up the process for overseas dentists to register to work in the UK; adding to this interest. An overview of the different ways in which overseas dentists can be employed is provided below.

Individual dynamics of overeducation are analysed for vocationally trained workers using work history data from the German Life History Study (GLHS). The primary focus of interest is whether overeducation is a persistent or a temporary phenomenon for the affected workers. To analyse this question, we compare the career patterns of vocationally trained overeducated workers with those of their unskilled co-workers with respect to upward mobility to higher skilled jobs, horizontal mobility to subsequent unskilled jobs and downward mobility to unemployment. Our results from parametric hazard models suggest that for workers who have completed initial vocational training of intermediate or high quality, overeducation is not a persistent labour market status. These workers have significantly better career prospects than their unskilled co-workers. In contrast, the career chances of overeducated workers with low-quality initial vocational training and unskilled workers are similar. Thus, for the former, overeducation proves to be a long-run phenomenon.

Increasing attention has been focused on developing professionalism in medical school graduates. Unfortunately, the culture of academic medical centers and the behaviors that faculty model are often incongruent with our image of professionalism. The need for improved role modeling, better assessment of student behavior, and focused faculty development is reviewed. We propose that the incentive structure be adjusted to reward professional behavior in both students and faculty. The third-year medicine clerkship provides an ideal opportunity for clinician-educators to play a leading role in evaluating, rewarding, and ultimately fostering professionalism in medical school graduates.

The shift from tayloristic to holistic work organization within firms is accompanied by a growing demand for transferable skills. This paper shows that continuous training acts as an insurance device against high losses in the case of a crisis. Contrary to the standard results of human capital theory, holistic firms are willing to invest in transferable human capital. Due to labour market imperfections arising from a holistic environment, ex-post-mobility of trained workers is reduced. Therefore firms are able to recoup their investment in transferable skills. Unfortunately ruling German labour market institutions, especially the system of collective bargaining, reduce the incentive of firms not only to invest in continuous training of transferable skills but also to restructure the work organization.

Increasingly the different ways in which learning can be conceptualised alongside debates within the field of human resource development (HRD) regarding its nature and purpose, potentially lead to confusion regarding how learning is to be assessed in the workplace. This article identifies some of the complexities associated with assessing learning in today's workplace and presents empirical findings suggesting that different aspects of an organisation's training and development system are likely to differentially determine the extent to which either formal or informal learning is assessed. Explanations as to why this may be the case are put forward. © 2004, John Wiley and Sons Inc. All rights reserved.

The question of how to develop human capabilities to meet current and future needs of organisations has become an important issue at national, organisational and individual levels. An essential ingredient is shared understanding of the skills and competences deemed necessary and/or desirable for current and future performance. Current indications in the UK are that this may not exist and that there is an incompatibility between supply and demand. This paper reports on a research project undertaken in the UK automotive sector to explore the extent and nature of the differences in perception among stakeholders relating to the skills and development needs of current and future employees. Using the template approach data were collected from those providing training and those who are consumers of training. Comparison identified competing demands and differences in expectation and attainment, particularly in relation to prospective employees, potentially resulting in dissatisfaction and disappointment for all concerned. © 2004, Emerald Group Publishing Limited