Search Results

The transition from school to vocational education: Avoiding worry does not pay; Der Übergang von der Schule in die berufliche Erstausbildung Wer die Sorgen scheut, wird von ihnen ereilt

Review

Authors: Naqy, Gabriel Kol̈ler, Olaf Heckhausen, Jutta

Source: Zeitschrift fur Entwicklungspsychologie und Padagogische Psychologie (2005)

The transition from school to vocational training is a developmental task whose completion is central to the ongoing career path. Until recently, the role played by emotions in the process of searching for apprenticeship positions has hardly been researched. The following paper uses the concepts of the Action Phase Model of Developmental Regulation (Heckhausen, 1999b) and Control-Process-Theory (Carver & Scheier, 1990) to derive predictions about the function of affective reactions during the apprenticeship search. These were tested using the data from a longitudinal study (N = 363) for the tenth grade at the Realschule (Secondary School in Germany up to GCSE level). Structural equation models showed that the students' application processes were correlated with their negative apprenticeship-specific affects. In contrast to unspecific measures of dispositional mood, there was evidence for the goal-specific negative affect as the mediating variable between the point in time when success in the application process was achieved and the subsequent application cycle. Even after controlling for gender, mathematics grades, and the social class of the areas served by the schools, the negative affect proved to be predictive for an increase in application activity during the second half of tenth grade. Implications of the findings are discussed. © Hogrefe Verlag Göttingen 2005.

The transition from school to vocational training is a developmental task whose completion is central to the ongoing career path. Until recently, the role played by emotions in the process of searching for apprenticeship positions has hardly been researched. The following paper uses the concepts of …

Keywords:

Action regulation Multivariate change models Transition to vocational training

14 Citations 10.1026/0049-8637.37.3.156

Mismatched perceptions and expectations: An exploration of stakeholders' views of key and technical skills in vocational education and training

Review

Authors: Saunders, Mark N.K. Skinner, Denise Beresford, Richard

Source: Journal of European Industrial Training (2005)

Purpose - To explore potential mismatches between stakeholders' perceptions and expectations of key and technical skills needed for an advanced modern apprentice within the UK. Design/methodology/approach - Using data collected from the automotive sector, the template process is used to establish lecturer, student and employee stakeholder group's expectations of a person taking up employment alongside an advanced modern apprenticeship or as an advanced modern apprentice. Perceptions of the extent to which expectations are met and their relative importance are assessed. Findings - All stakeholders acknowledge that a skills gap exists across key and technical skills. However, whilst students focus on technical skills, lecturers and employees place greatest emphasis on key skills and their ability to transfer them. Research limitations/implications - Although this research is based on the UK automotive sector, the findings emphasise the importance of key skills and understanding as part of students' learning. Research is needed to establish why students appear to undervalue these and establish whether similar patterns exist in other sectors. Practical implications - The voluntarist approach to UK vocational education and training has, when combined with the need for further education colleges to be economically viable, resulted in courses that appear attractive but do not always meet the automotive sector's needs. Research is needed to establish whether this is occurring across other sectors. Originality/value - This template process offers a new technique to explore stakeholders' perceptions and expectations. The findings provide new insights into the mismatches between expectations of the stakeholders in vocational education and training. © Emerald Group Publishing Limited.

Purpose - To explore potential mismatches between stakeholders' perceptions and expectations of key and technical skills needed for an advanced modern apprentice within the UK. Design/methodology/approach - Using data collected from the automotive sector, the template process is used to establish le …

Keywords:

Vocational training Skills Apprenticeships United Kingdom

6 Citations 10.1108/03090590510603414

Black education: A transformative research and action agenda for the new century

Book

Authors: King, Joyce Elaine

Source: Black Education: A Transformative Research and Action Agenda for the New Century (2005)

This volume presents the findings and recommendations of the American Educational Research Association's (AERA) Commission on Research in Black Education (CORIBE) and offers new directions for research and practice. By commissioning an independent group of scholars of diverse perspectives and voices to investigate major issues hindering the education of Black people in the U.S., other Diaspora contexts, and Africa, the AERA sought to place issues of Black education and research practice in the forefront of the agenda of the scholarly community. An unprecedented critical challenge to orthodox thinking, this book makes an epistemological break with mainstream scholarship. Contributors present research on proven solutions--best practices--that prepare Black students and others to achieve at high levels of academic excellence and to be agents of their own socioeconomic and cultural transformation. These analyses and empirical findings also link the crisis in Black education to embedded ideological biases in research and the system of thought that often justifies the abject state of Black education. © 2005 by AERA. All rights reserved.

This volume presents the findings and recommendations of the American Educational Research Association's (AERA) Commission on Research in Black Education (CORIBE) and offers new directions for research and practice. By commissioning an independent group of scholars of diverse perspectives and voices …

161 Citations 10.4324/9781410613912

Vocational education and training in Australian schools: Issues for practitioners

Article

Authors: Barnett, Kate Ryan, Robin

Source: International Education Journal (2005)

Originally a series of local initiatives, Vocational Education and Training (VET) in Schools is now largely driven by policy makers and politicians who, too frequently, fail to appreciate the challenges the reform poses to teachers, school managers and workplace coordinators. Research has identified perceptions of poor quality in training, difficulties in curriculum development, assessment and accreditation, lack of opportunities for workplace learning, inadequate delivery methodologies, sometimes profound cultural incompatibilities and resourcing issues as barriers to successful implementation. Recent research has clarified many of these issues and provided some pointers to their resolution. These challenges should not detract from the positive achievements of VET in Schools that include a range of benefits to students of a personal and vocational nature as well as a broader impact on school culture. © 2005 Shannon Research Press.

Originally a series of local initiatives, Vocational Education and Training (VET) in Schools is now largely driven by policy makers and politicians who, too frequently, fail to appreciate the challenges the reform poses to teachers, school managers and workplace coordinators. Research has identified …

Keywords:

Technical and Vocational Education and Training (TVET) curriculum Education policy Vocational education and training (VET) in schools Work based education

2 Citations

The UCSD student-run free clinic project: Transdisciplinary health professional education

Article

Authors: Beck, Ellen

Source: Journal of Health Care for the Poor and Underserved (2005)

In the face of the serious problem of lack of access to health care in the United States, with over 45 million uninsured,1 there exist many models of collaborative local programs serving the uninsured. One such approach is the student-run free clinic, small projects managed by health professional students, supervised by licensed health professionals, offering free health services to those without health access. The purpose of this article is to describe the UCSD Student-Run Free Clinic Project, its history, mission, partners, clinical services, curriculum, funding, replicability, outcomes, elements of success, transdisciplinary nature, and hopes for the future.

In the face of the serious problem of lack of access to health care in the United States, with over 45 million uninsured,1 there exist many models of collaborative local programs serving the uninsured. One such approach is the student-run free clinic, small projects managed by health professional

Keywords:

Training clinical competence human Humans Internship and Residency Article Vocational education curriculum student United States medical education medical profession medical student residency education students, Medical health service clinical practice person-centered empowerment teacher reproducibility dentistry licensing health professional Student-run medicine community financial management health care access patient care team Health Services Accessibility Trust community medicine demography access mental health service Patient-Centered Care health program Minority Groups Underserved Organizational Objectives Pharmacy California health insurance Dentistry Vulnerable Populations altruism acupuncture laboratory test Management outcomes research Acupuncture Free clinic Humanistic Promotora Respect Transdisciplinary Uninsured epidemiological data Community Health Centers Community-Institutional Relations Homeless Persons Uncompensated Care

76 Citations 10.1353/hpu.2005.0026

WIDENING PARTICIPATION IN POST-COMPULSORY EDUCATION

Book

Authors: Thomas, Liz

Source: Widening Participation in Post-Compulsory Education (2005)

Both nationally and internationally there is a drive to increase participation in post-compulsory education. Yet with existing participation rates already high by historical standards, it is not easy to see how this can be done. Now Liz Thomas provides a comprehensive guide. From an analysis of the motives for expansion and the reasons why students enroll--or fail to enroll--through to a critical analysis of existing and innovative schemes, the author highlights good practice and explains ways to develop a strategic approach to widening participation. © 2001 Elizabeth Thomas. All rights reserved.

Both nationally and internationally there is a drive to increase participation in post-compulsory education. Yet with existing participation rates already high by historical standards, it is not easy to see how this can be done. Now Liz Thomas provides a comprehensive guide. From an analysis of the …

8 Citations

Separate But Equal?: Academic and Vocational Education Post-16

Book

Authors: Edwards, Tony Fitz-Gibbon, Carol Taylor Hardman, Frank Haywood, Roy Meagher, Nick

Source: Separate but Equal?: Academic and Vocational Education Post-16 (2005)

This book looks in detail at the strong contrasts in the provision traditionally made for 'academically' and 'vocationally' minded students, and looks at differences and similarities in practice. The chapters report evidence of how students on both sides think they have been taught. They also report on how those students prefer to learn, how their teachers define the kinds of learning appropriate for particular qualifications and how the organisation of learning for 'different but equal' qualifications was observed in forty schools and colleges. The book's main focus is on the objectives and processes of learning at a stage which is certainly being transformed, but which is still powerfully shaped by myths about the sixth form and education of 'leaders'. © 1997 Tony Edwards, Carol Taylor Fitz-Gibbon, Frank Hardman, Roy Haywood and Nick Meagher.

This book looks in detail at the strong contrasts in the provision traditionally made for 'academically' and 'vocationally' minded students, and looks at differences and similarities in practice. The chapters report evidence of how

0 Citations 10.4324/9780203977538

Does school-to-work make a difference? Assessing students' perceptions and practices of career-related skills

Article

Authors: Yan, Wenfan Goubeaud, Karleen Fry, Carol

Source: Journal of Vocational Education and Training (2005)

Reforms funded by the School-to-Work Opportunities Act (STWOA) were enacted to help USA students learn career-related skills and prepare for entry into careers or post-secondary education. Information about the effectiveness of these reforms is critical to address students' career preparation needs and inform future policy. Yet few quantitative studies have examined the degree to which students learned career-related skills or participated in STW activities in their school. This district-wide study of a STW partnership in southwestern Pennsylvania examined students' participation in school-to-work activities, students' knowledge and use of career-related resources, and students' perceptions of the degree they learned basic and career-related skills from their school. Results of the study indicated that students' knowledge of career skills and participation in career-related activities varied by activity type and grade level. Although students were aware of career-related resources, many of these resources appear to be underutilized by students. © 2005 Taylor & Francis Group, LLC.

Reforms funded by the School-to-Work Opportunities Act (STWOA) were enacted to help USA students learn career-related skills and prepare for entry into careers or post-secondary education. Information about the effectiveness of these reforms is critical to addre …

0 Citations 10.1080/13636820500200284

The workplace - A landscape of learning

Book chapter

Authors: Nielsen, Klaus Hvid Kvale, Steinar

Source: Learning, Working and Living: Mapping the Terrain of Working Life Learning (2005)

The following outline of a workplace landscape of learning is one way of charting some of the learning resources outside of the current educational system. Whereas learning in schools has been extensively researched, workplace learning has enjoyed less attention from educational researchers. The purpose of this chapter is to describe key learning resources at the workplace. Vocational students tend to prefer learning their profession in the workplace rather than at school. In the dual system of vocational training in the Scandinavian countries, students spend part of their four years of training in a workplace and part of it at school. In a Danish questionnaire survey, the majority expressed a preference to learning their profession in a workplace rather than at school (Nielsen, 2003a). Similarly, a Norwegian study found that more than 90% expressed how they preferred the workplace to the school (Mjelde, 2003). © Elena Antonacopoulou, Peter Jarvis, Vibeke Andersen, Bente Elkjaer and Steen Høyrup 2005 and contributors 2005.

The following outline of a workplace landscape of learning is one way of charting some of the learning resources outside of the current educational system. Whereas learning in schools has been extensively researched, workplace learning has enjoyed less attention from educational researchers. The pur …

14 Citations 10.1057/9780230522350_8

Recreating blackness-as-failure through educational reform? a case study of a california partnership academy

Article

Authors: Staiger, Annegret

Source: Equity and Excellence in Education (2005)

Vocational educational has long struggled with a reputation as a lower track and dead end for socially disadvantaged populations. Since the alarm call in the 1980s about the “forgotten half,” significant efforts have been expended to develop reform programs that provide disadvantaged populations viable options that would enhance their academic and economic prospects. However, considering the fact that such reform programs consist of a disproportionate numbers of Latinos and African Americans, how do we know that such reforms are not reproducing structures of racial domination? This article, an ethnographic study of a promising vocational education reform, examines race-making in the institutional organization, the representational practices, and the perspectives of students and teachers inside and outside this reform program. I argue that although the academy was a success story to some extent, it encountered negative stereotypes from its host school, while indirectly producing conditions that racially stigmatized its population. This poses questions about racial equity and the role of the institutional culture of the host school in implementing vocational reform programs. © 2005 Taylor & Francis Group, LLC.

Vocational educational has long struggled with a reputation as a lower track and dead end for socially disadvantaged populations. Since the alarm call in the 1980s about the “forgotten half,” significant efforts have been expended to develop reform programs that provide disadvantaged populations via …

7 Citations 10.1080/10665680590910860

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