Search Results for
"Vocational education"

Thirty men aged 17-48 years with pure 47,XXY Klinefelter syndrome have been studied. The group was a positive selection diagnosed not on account of behavior problems but infertility or hypogonadism. Interviews and additional information revealed, almost without exception, the characteristic personality traits of XXY patients. At school, problems arose early, particularly in relation to language. Routine administrative acts such as 15 class repetitions had predominantly negative effects, thus increasing the patients' tendency towards social isolation. In manually oriented professions the patients were quite successful, but in apprenticeship several had to drop out due to problems in theoretical courses, especially foreign languages and mathematics. The diagnosis could nearly always have been suspected by pediatricians, school doctors or school psychologists when the patients were aged 4-8. Early diagnosis is crucial for counseling of parents and teachers, for vocational guidance and for timely testosterone replacement therapy. Patients, and their parents, could thus be spared much unnecessary suffering.

A humanistic education model was implemented in a 2-year associate degree curriculum for occupational therapy assistants. The goal of this model was to help students to become responsible and successful with their own lives. This prepares students with higher levels of ability to cope effectively with clients in crises. The curriculum presented here supports the framework of The American Occupational Therapy Association role delineation document (Entry-Level Role Delineation for OTRs and COTAs, approved by the Representative Assembly, AOTA, March 1981).

Government policy to increase substantially the amount of vocational training and education available to school-leavers in this country raises the issue of how much and what kind of training is provided elsewhere. This article describes the training given in Britain and Germany in five of the more popular occupations: mechanical fitter, electrician, construction worker, office worker and retailing. Comparisons are made of the scope of the syllabus, and the standard reached at final tests. One of the important differences is the greater emphasis on practical (in contrast to theoretical or written) tests in all these occupations in Germany, which are carried out under examination conditions. It also appears that a greater proportion have reached basic and tested standards in mathematics at school; this provides a firmer basis for subsequent vocational instruction. The gap between the two countries in training standards and numbers of trainees is particularly marked for the two occupations catering mainly for female entrants-office workers and retailing. Shortcomings in Britain's industrial performance have often centred as much on delivery delays and poor progress chasing—which require responsible and competent office personnel—as on technical faults. These comparisons indicate the scope for very substantial advances in both the quantity and the quality of training in this country. © 1983, Sage Publications. All rights reserved.

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With many very capable academic students choosing career and vocational education courses, what's happening to less capable students? Are they abandoning these courses? Do they have alternatives to pursue? The writer looks at these questions and others on which to comment. © 1982, Sage Publications. All rights reserved.

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General principles for using the physical therapy competencies in clinical education are presented. Several systems for using the competencies in a physical therapy internship curriculum are described.

In the 1977-1979 period 84 thalidomide-affected young people who had followed secondary education up to level 1 (Sekundarstufe 1; school leaving age approx. 16 years) had been interviewed regarding their choice of occupation and vocational integration experience. The group consisted of young people with purely orthopaedical impairments, who were rank-ordered in four degrees of disability severity according to the extent of medical lesion. A parallel group of non-disabled young people, selected on the criteria of sex, age, educational level, vocational objectives, and occupational status of the father, had been matched to the group under examination. A general deficit in occupational information is apparent in the youths. Only 38 percent had received general vocational information at school. The young people themselves seem to have been aware of this deficit as 62 percent contacted the vocational counselling service. The efforts to find a job, if undertaken at all, frequently are initiated by the employment office, not by the disabled themselves. The occupational goals of the physically disabled are significantly more often coined by institutions. Also, their failure to secure an apprenticeship contract is significantly higher. In answering the occupational questionnaire the physically disabled express more distinct vocational confidence and concreteness, while stating at the same time that they consider their occupational opportunities restricted. On the whole there is a risk of the physically disabled - possibly already due to a specific socialisation process the disabled individual may undergo - letting their occupational decision be determined by external influences.