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A pilot scheme for a second year of vocational training started in January 1994 in the West Midlands region. The position involved working part time as an associate dental surgeon in an approved general dental practice and part time as a house officer rotating around the various departments at the Birmingham Dental Hospital. Throughout the year there were 15 days termed 'study days' when lectures and courses on topics requested by those involved were arranged. At the end of the year those involved in the scheme were eligible to take the DGDP examination. This paper outlines my own thoughts of the year. © 1995 Nature Publishing Group. All rights reserved.

This paper argues for the need to move beyond the ideological analysis of recent educational change. The current crisis of liberal education (both traditional and progressive) should not be seen exclusively in terms of New Right criticisms. The challenge presented by the National Council for Vocational Qualifications’ vocationalism in the ‘competency’ form predates the New Right and is opposed to both market economics and neo‐conservative traditionalism. Factors intrinsic to the development of liberal education in the post‐war period of expansion were inherently destabilising. A legitimation crisis resulted from differentiation represented in the distinction between traditionalism and progressivism and in developments such as anti‐sexist and multicultural education. Credential inflation produced diminishing returns to individual ‘investment’ in education. The cultural capital of the high status variants of liberal‐humanist education remained inaccessible to newly incorporated groups. Educational expansion was not associated with tangible gains in terms of a redistribution of social opportunities. Competency can be seen as an attempt to stabilise the system and supplant liberal‐humanist forms of education. It is argued that understandings of educational change have to move beyond a reductive analysis of the political interventions of the New Right towards a broader view of tendencies intrinsic to educational expansion and the liberal‐humanist model in the post‐war period. © 1995 Taylor and Francis Group, LLC.

Cooperative apprenticeships are a form of structured workplace training in which (a) employers, government agencies, labor unions, or other community or groups join with community‐technical colleges to provide formal educational programs in which structured work‐based experiences are integral credit‐earning parts of instruction; (b) apprentices agree to work for employers for specified periods of time; and (c) employers agree to provide structured and formal training in specific fields or trades over these defined periods of time. These findings are the result of a 2‐year study. We used a case study method for this study, systematically identifying and reviewing factors influencing successful cooperative apprenticeship linkages. The article describes what has been found to work and why, and how these results can be replicated elsewhere by employers in partnership with community‐technical colleges. Dual enrollment of apprentices in associate degree programs is a practice worthy of promotion. Apprenticeships have proven to be more than a training tool. They are a mechanism for potentially bringing together, in a planned and cohesive manner, those human and capital resources within a community to solve human resource education and business training needs. They are a cost‐effective mechanism for employers and government, sometimes in cooperation with organized labor, to provide worker training cooperatively with community colleges. This study was funded in part by a PSC‐CUNY Research Grant, funds made available through collective bargaining by the Professional Staff Congress of the City University of New York for its faculty. © 1995 Taylor and Francis.

We are witnessing the most significantchanges in the nature of the relationship between nursing education and higher education. However, there has yet to be a more philosophical explanation of what it would mean for our aims and practices as nurse educators if we were to take seriously the notion of nursing education within the context of higher education. This paper analyses the role of the university and raises the questions: What should higher education mean today? What should higher education mean for nursing? In response to the former question it is suggested there cannot be a total distinction between the concept 'higher education' and the socio-political context. Higher education has to be realized in particular historical societies and there is likely to be much controversy over how this should be done. In response to the latter question it is suggested that to warrant the title nursing 'higher education' the process should promise a freeing of the mind but also beyond, to bring about a new level of self-empowerment in the individual student. In essence, it should contain an emancipatory element. It is the articulation of normative aspirations such as these, that is so strikingly absent from so much of the debate relating to nursing education merging with higher education. Nursing education must not however fall victim to 'academic drift' which has often been regarded as a distinctive and persistent feature of higher education. It might be proposed that student nurses who move from an educational to a practice setting are subjected to 'a competing paradigm of occupational vocationalism'. Criticisms such as these have led to a reconceptualization of the theory-practice dichotomy and partnership in training and education between the 'trainers' and practising professionals. What is needed is a new model of nursing education. A model which is an amalgam of both the liberal and vocational educational traditions. Implementations of such a model would demand that the curriculum is organised around problem-based learning. This means adopting a curriculum in which 'knowing how' and 'knowing that' forms of knowledge are equally emphasized. Simultaneously, student' and practitiones' contextual knowledge would be advanced by collaborative research between educationalists and practitiones. The implication is for nursing education to be based more in the reality of practice. © 1995 Pearson Professional Ltd.

Background and Objectives: This study was designed to determine whether medical school graduates who completed undergraduate degrees in particular college majors were more likely to enter primary care residencies. John L. Holland's theory of vocational personalities and work environments was used to cluster undergraduate disciplines sharing distinctive qualities. These clusters were evaluated to determine if graduates from similar fields were more likely to pursue residencies in family practice, general internal medicine, or general pediatrics. Methods: Students who graduated from US and Puerto Rican medical schools in 1987 were eligible for the study; college majors of 2,661 graduates entering primary care specialties were analyzed. Results: Students completing undergraduate studies in the following majors selected primary care residencies by a twofold difference over the expected frequency: agriculture, black studies, civil engineering, general studies, literature, occupational therapy, and speech. Chi-square tests revealed no differences across Holland types in the frequency with which science and nonscience students selected primary care residencies. Conclusions: Primary care specialties tend to accommodate students from varied academic backgrounds and appear to be tolerant of individuals who have completed undergraduate course work in either bioscientific or biosocial nonscience disciplines.

[No abstract available]

This paper discusses the capacity of competency Standards of an integrated kind to incorporate the values and attitudes that are crucial to the effective performance of many occupations. It is argued that far from being a limitation, competency standards that conceptualise work in terms of key human actions, together with the attributes which in various combinations contribute to such actions, are able to cater better for values and attitudes than available alternatives. The experience of two occupations in Australia employing the integrated approach to Standards development, and thereby incorporating values and attitudes, provides examples of these claims. © 1994, Taylor & Francis Group, LLC. All rights reserved.