Search Results for
"Vocational education"

Ten people met for the first time as trainees after lunch on Thursday, 4 February, 1988 at an hotel near Ipswich. They were to live and work together until teatime on Saturday. Twelve trainers joined them from late afternoon on Friday, staying on after the trainees left, until lunchtime on the Sunday. The occasion was the start of the 1988 vocational training schemes for East Anglia and North East Thames Regions. In this article, J. K. Horrocks and W. R. Allen given an account of what happened during this time, and how people felt about it. © 1989 Nature Publishing Group. All rights reserved.

Current policies aimed at promoting a ‘new vocationalism’ through changes in vocational training in further education are based upon a particular functional model of labour market behaviour, which sees the relationships between technical qualifications, training and recruitment to jobs as unproblematic. In fact, however, this model bears little relationship to the realities of actual labour markets, especially given the enormous diversity which exists between economic conditions in different localities. What this implies, therefore, is that there are considerable tensions between the imperatives of a national training strategy, promoted centrally by the Training Commission (and previously by the Manpower Services Commission), and its local implementation mainly by the local education authorities and their colleges of further education. In many local labour markets, far from promoting closer responsiveness to the needs of employers, current policy initiatives may actually be making it more difficult for the colleges to react to employers' demands. These general arguments are illustrated here by reference to a large-scale empirical study which was specifically designed to investigate the inter-relationships between the labour market behaviour of employers and the implementation of the ‘new vocationalism’ in further education. © 1989 Taylor & Francis Group, LLC.

Occupationally specific education in high school lowers the dropout rate of at-risk students and, if training related jobs are obtained, it increases the wages and employment after graduation as well. Unfortunately, less than half of vocational graduates work in occupations that match (very broadly defined) their training. High training related placement rates appear to result when well informed career choices precede training, when training is for an occupation in strong demand, when employers are involved in delivery and vocational teachers (not placement directors) take responsibility for the placement of their students. It is recommended that states make local vocational programs more accountable by funding them through a formula that rewards success in serving students, rather than just success in recruiting them, and that offers greater rewards for success with more challenging students. © 1989.

[No abstract available]

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 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.

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 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.

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.