Search Results for
"learning"

The expanding influence of competence-based education (CBE) through the activities of the National Council for Vocational Qualifications (NCVQ) now extends to all levels of the system, including the work of higher education institutions. The NCVQ approach is, however, ill-equipped to deal with education and training beyond the level of basic skills, and is largely irrelevant to the sort of learning that goes on in higher education. A critique of the NCVQ model of CBE is presented and, in place of the behaviourist obsession with performance outcomes, models of learning and development drawn from the cognitive and experiential tradition are recommended for higher education. Educators in this sphere need to maintain an attachment to critical practice and the humanistic tradition in order to resist the narrow utilitarian models of practice represented by CBE strategies. © 1994, Taylor & Francis Group, LLC. All rights reserved.

The recent Smithers critique of the role of the National Council for Vocational Qualifications (NCVQ) has opened up the debate about the effectiveness of this system for achieving the current goals of upgrading vocational studies and reforming the 14–19 curriculum. It is argued that, although Smithers is broadly correct in his attack on the NCVQ, there are some areas of ambiguity and also ways in which the critique fails to capture the full scope of the problems. The nature and full implications of the inappropriateness of the NCVQ enterprise is illustrated through an examination of the main weaknesses of National Vocational Qualifications (NVQs) and the competence-based education and training (CBET) strategy which underpins them and, in particular, by reviewing some specific problems of learning and assessment and the findings of a number of recent critical studies. In view of the seriousness of these shortcomings of the NCVQ system it is suggested that perhaps the only genuine solution to the current difficulties lies in the recommendations of the 1993 National Commission on Education report for the abolition of the present system of academic and vocational qualifications. © 1994, Taylor & Francis Group, LLC. All rights reserved.

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The ability to manage change has become an essential skill for all managers, particularly those employed within the Health and Social Services. It is recognized that managers may have received an introduction to management concepts and skills within their professional education but require more specific management development. The government approach to adult education with an increased emphasis on vocational training as opposed to professional education (Hyland 1991) has had an important impact upon the theory and practice of nurse management. Nurses are now required to demonstrate, not only the appropriate knowledge and theory of management, but also the competencies necessary to fulfil their role. This is becoming an important dimension of management development programmes. This paper discusses aspects of competency based learning and considers how these concepts are applied to a higher education nurse management programme on ‘Managing Change’. The difficulties experienced in applying vocational standards to professional education within the culture of a higher education will be explored, difficulties identified and some alternatives offered. Copyright © 1994, Wiley Blackwell. All rights reserved

This article proposes an approach to vocational skill development which emphasises the authenticity of learning experiences. Authenticity is defined in terms of a socio‐cultural construction of vocational knowledge. Using empirical data, current research and theorising, it is argued that learning arrangements situated in the workplace present a viable option for the development of vocational skills. Particular significance is afforded to the socio‐cultural contribution to problem‐solving and the transfer of learning. These key qualities of thinking processes are used to Illustrate the pervasive nature of a socio‐cultural construction of understanding within vocational practice. Theoretical bases within cognitive psychology, sociology and cultural psychology are drawn upon to present a concept of learning which includes the authenticity of activity and the guidance of expert others within a culture of vocational practice. The article attempts to make explicit the application of this emerging view of thinking and acting to vocational activities and the development of vocational skills. © 1994 Taylor and Francis Group, LLC.

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Pedagogical alternatives for preparing students to make the transition from school to work are examined and synthesized into six key components needed for successful school-to-work transition programs. These key components include coordinated, nonfragmented services; strong education-business partnerships resulting in paid work experiences; relevance in the learning process through linkage of instruction and work; early and continuing career counseling and guidance; program accountability to students and community; and a wide range of career/employment options available upon completion of transition services. Four desired outcomes for participants of transition programs are also described and include connecting theory with practice, developing personal and career maturity, gaining personal awareness, and attaining professional insight. © 1993, SAGE Periodicals Press. All rights reserved.

Recent developments in British higher education have included taking a close look at work-based learning, in particular its assessment (and its integration within academic programmes of study). However, two questions which are still continuously being asked are (a) to what extent are assessments of work-based learning valid and reliable, and (b) can they count towards the award of university degrees and diplomas? These questions are becoming increasingly important as there seems to be a growing trend for students to assess their own learning at the workplace (through reflection and analysis and the use of diaries and self-development journals). This article addresses the above issues by drawing on classical test theory (for an understanding of the fundamentals of validity and reliability) and by examining how the different notions of validity and realiability may be applied in the context of assessments (and self-assessments) in the workplace. The article concludes that, under certain stated conditions, it is indeed possible to determine whether assessments (and self-assessments) of work-based learning are valid, reliable—and comparable. © 1993, Taylor & Francis Group, LLC. All rights reserved.