首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 583 毫秒
1.
ABSTRACT

Historically, community colleges have played a vital role in career and vocational preparation for students. In today’s complex and ever-changing work environment, professionalism issues are at the forefront of employers’ concerns related to millennials and other young students and recent graduates. This issue is aggravated by the rise of social media and other trends that pose challenges related to, for example, professionalism in communication. The community college community is an excellent site for a movement towards structured professionalism training and research that is process-centered and that emphasizes lifelong learning. Drawn upon the literature review and our own experiences in career counseling, we expand on the perspectives of professionalism at the individual and group levels. And we present on how community colleges’ offices, instructors, and administrators can use the Model of Wisdom Development to understand whether and how are students developing professionalism.  相似文献   

2.
  相似文献   

3.
Abstract

This article reports on a small-scale investigation into the effectiveness of a new information and communications technology (ICT) module for Postgraduate Certificate of Education primary trainees. The trainees are audited and later surveyed. Those involved with training in the school/university partnership are also questioned about the trainees' use of ICT in the classroom. A survey of attitude towards the use of ICT in primary schools gives interesting results which in many ways reinforce the expectations of this type of investigation. Two definitions of the usefulness of work with computers in the primary school are offered: for future functionality, and for wider learning benefits. The article concludes that the module was effective, but with certain provisos. The notions of future functionality and wider learning benefits are highlighted as an area for further investigation with a view to recommending more explicit involvement of trainees and with more well-defined, subject-centred work in ICT  相似文献   

4.
ABSTRACT

Previous studies of citizenship preparation in upper secondary school, including studies on vocational programmes, have primarily focused on general subjects. Potential and actual roles of vocational subjects in this context have received little attention, so we have little knowledge of what is likely a significant part of the citizenship preparation that occurs in vocational programmes. Drawing on the work of Basil Bernstein and ethnographic data, this study presents an analysis of socialisation processes in vocational elements of three vocational programmes in Swedish upper secondary school. The analysis addresses the formation of pedagogic codes in various vocational programmes and subjects, and how these codes condition students’ practice of citizenship at individual, social and political levels. The results show how different pedagogic codes have different implications for the students’ practice of citizenship, and thus raise questions about factors and processes that may either constrain or strengthen, this aspect in vocational subject classes.  相似文献   

5.
This article investigates the prevailing social inertia of vocational training. Previous research indicates that gendered social norms contribute to sustaining gender segregation. Few studies, however, have paid attention to how the interplay of emotional and material factors impact on gender norms in vocational training. The article builds on an ethnographic study in a Swedish upper-secondary educational programme traditionally dominated by masculinity norms, namely the Building and Construction programme. Employing Sara Ahmed's notion of happy objects, the article centres on vocational students' expressed joy in the practical work and shows how joy contributes to sustaining and challenging dominant masculinity patterns. Though students enjoyed practical work, the study indicates that a particular version of happiness was normalised which ruled out non-heterosexual and female students. The article suggests that further studies of social inertia in vocational training need to account for the interconnectedness of the emotional, material, and corporeal dimensions of gender.  相似文献   

6.
On Marxist Bias     
Abstract

The purpose of this paper is to describe the current process of environmental scanning and how it is used to support strategic planning in a vocational education and training system. It outlines the environmental domains that can impact on the organisation. The paper focuses on how environmental scanning activities can be organised into external and internal analysis. Finally the paper presents a model that is simple to understand and use in order to anticipate changes and to improve the quality of the planning and decision making processes within a vocational education and training system.  相似文献   

7.
Abstract

Concentrating upon the pre-entry phase of vocational education and training for 16–19 year olds in the United Kingdom, Japan and the Federal Republic of Germany. Three models of the phase are identified before the system of each country is reviewed. The vocational education and training systems are seen to reflect the societies in which they have developed.  相似文献   

8.
《Curriculum Journal》2013,24(2):209-229
ABSTRACT

The role of education and training historically was to prepare men and women for different roles beyond schooling. Despite equality legislation in 1975, designed to secure wider opportunities for women in society and in the workplace, progress towards achieving equality in employment–with the exception of entry into the lower levels of some professions–has been slow and traditional patterns of occu‐ pational segregation remain. Traditional attitudes and expectations have proved diffi‐ cult to change. This is reflected in the participation rates of men and women in vocational education and training programmes currently on offer to young people.

The compulsory education system has seen the removal of structural barriers to equality and access to all subjects has provided girls with the opportunity to achieve well and outperform boys even in non‐traditional subjects such as maths, science and technology. Disappointingly, however, academic gains have not been marked by wider vocational choice within and beyond schooling where stereotyping in option, subject, training and employment decisions is still overt.

In this article, we use the examples of Part 1 GNVQs, further education, Modern Apprenticeships and National Traineeships to illustrate the current extent of stereo‐ typing and segregation in vocational education and training. We argue that it is of par‐ ticular concern that these recent policy initiatives reinforce rather than challenge stereotyping and that 25 years after the Sex Discrimination Act (SDA), vocational education and training provide young people with narrow and segregated routeways while delivering to industry limited and gender‐based pools of talent. We recognize that young people, women particularly, are disadvantaged as a result, and their poten‐ tial for career development and economic independence is reduced.

We argue that gender stereotyping is a barrier to equality which should be addressed in all new education and training policy development, such as the review of the National Curriculum, and should be included in government policy direction to vocational education and training providers. We use the example of TVEI to show how good practice can be promoted in education and training in schools and we identify and recommend the use of good practice strategies in vocational education and training, particularly the positive action provisions of the SDA.  相似文献   

9.
SUMMARY

This paper explores the influence of two government departments, the Department of Employment and the Department of Education and Science (now the Department for Education), on post‐16 provision during the last decade. In acknowledging the underlying move to vocationalizing the post‐16 curriculum and processes, two new concepts are introduced for distinguishing those policies intended for the short‐term control of entry to the labour market, regulatory vocationalism, and those longer‐term policies of anticipatory vocationalism intended to raise the skill and knowledge base of the workforce for an uncertain and highly competitive economic and employment future. The paper examines the main instruments of policy from A New Training Initiative: A Programme for Action (DE/DES, 1981) to Education and Training for the 21st Century (DES/DE, 1991), arguing that over the decade it has been the immediate social and political contexts which have largely determined policy towards post‐16 provision and therefore led to a period of superficially episodic initiatives. However, it is further argued that whereas the rhetoric of policy is shifting towards a longer‐term vision, the changes in education and training infrastructure are only compatible with short‐term concerns.  相似文献   

10.
This paper discusses how student identities are constituted through social categories and how this affects students’ educational trajectories. Dropout is often described as a sudden event but this paper demonstrates how dropping out is a long-term process involving social interactions between the students. It is based on a field study in which the author was enrolled as a student at the car mechanic program at a vocational education and training school. The various social categories emerge in contrast with each other and have fundamental influences in defining the students’ scope of action. Divisions between the students were based on discourses of ethnicity and seriousness. Four portraits of individual students, each belonging to a different peer group, are presented to describe the individual level of the peer-related dropout processes. The discussion calls for awareness of reproducing effects of taken-for-granted logics and discriminatory practices and for including identity-related perspectives on peer relations, when studying dropout.  相似文献   

11.

The growth of work‐experience as part of the school curriculum in such schemes as TVEI, has led to a growing body of literature concerned with the educational, social and political consequences of this trend. However, one aspect of analysis has been neglected by those working in this area. There has been a marked lack of investigation into factors which affect the supply of work placements to schools. Behind this lies an assumption that the participation of industry with schools is a straightforward and easy to accomplish process.

By focusing on some of the approaches exhibited by firms towards the provison of work‐experience, this paper seeks to make problematic the supply of work placements by industry in a market economy. I shall suggest that eductionalists and policy makers may have cause to be concerned not only with the quantity of placements which might be available to them in the future, but with the educational quality of these placements.  相似文献   

12.
Abstract

This paper analyzes ethnographic data from a case study of fashion design students on a BTEC national diploma course. It is based on comparative analysis with the findings of a related study of YTS ‘Care’ girls. Both ethnographies are being conducted within the wider framework of the ESRC 16‐19 Initiative. The paper explores the role of training in economic socialization, drawing particularly on theories of social reproduction. It begins by examining the experience of training in terms of the sorts of demands which it makes upon students. This is linked with an investigation of the students’ advantages in terms of family background from the point of view of pursuing training of this type. Finally, it is argued that the BTEC vocational training programme plays an important role in mediating between social class, family background and careers through a complex process of screening entrants for relevant social and cultural attributes.

  相似文献   

13.
Summaries

English

Answers to questions pertaining to general education and basic subjects, as well as to vocational education (general‐technical education in particular) and the principle of integration cannot be reduced to formal speculations or to bare definitions, no matter how elegant and correct. In our era, which is the era of logic and of data‐processing, of automation and computers‐‐the analysis of the question of general and general‐technical education and the corresponding basic subjects of contemporary education must have the qualities of logical and epistemological necessity. The renaissance of formal and mathematical logic in contemporary general education and the inroads made by these subjects into the content and structure of contemporary vocational training‐‐are facts and trends without precedence in the history of education and school. Other developments from which there can be no retreat are the inclusion of data‐processing into the content and structure of the general education school, and the heavy reliance on mathematics in the process of vocational training, combined with elements of cybernetics, formal and mathematical logic, and science of management and control. Also, the time has come for a new principle of teaching, the principle of integration.  相似文献   

14.
  相似文献   

15.
This paper examines Claude Grignon's empirical study of lower levels of vocational education in France. The concepts of technical culture and the morality of technical processes are explored. Grignon argues that the hidden curriculum of the Lycee for vocational education (Lycee d'Enseignement Professionel) socialises students into a worldview in which social relations are conflated with technical relations, and take on the appearance of the certainly of technical processes. Social control is exerted by excluding the possibility of ambiguity and change from this deterministic frame of reference. In the second part of the paper we seek to show that some of Grignon's analytic concepts may offer useful perspectives for analysing British Further Education curricula, by applying the concepts of technical and ‘technicised’ culture to some recent developments in British Further Education curricula.  相似文献   

16.
Abstract

Recent policy developments within the public service sector have led to widespread de‐professionalisation and a general loss of motivation and morale within education, health and social work. This state of affairs has been brought about by the imposition of a social market on public sector professions and through the introduction of competence‐based education and training (CBET) strategies into professional studies. These developments are criticised for their failure to capture the essential epistemological and moral dimensions of the work of professionals, and programmes for professional regeneration are recommended through the renewed emphasis on the workplace as the site of professional learning. Work‐based learning may enable professionals to re‐affirm the importance of experiential learning and reinforce the centrality of the ethical bases of professional practice.  相似文献   

17.
Abstract

Many sound innovations in vocational education and training ‘fail’ because they are poorly implemented. This finding has recently prompted some vocational educators and trainers to find more effective methods for monitoring the learning outcomes of their training programmes in the workplace. This paper reports on a case study of innovation implementation in a unit of a large Australian telecommunication organisation. A form of participatory action research enabled the monitoring of the training outcomes to be undertaken by the (17) front‐line managers themselves. The Levels of Use (LoU) of the innovation interview was adapted by the participants to monitor a new telephone repair service called ‘Fix‐it‐First‐Time’. The main findings reported here deal with the success of the action learning process that was integral to measuring the implementation outcomes. These findings are also briefly discussed in the context of some European trends in vocational education and training.  相似文献   

18.
The series of Australian Government policy initiatives somewhat misleadingly known as the national‐training‐reform agenda (FitzGerald, 1994) represent a new reference point for faculties of education engaged in the preparation of teachers. The ideas first floated in Australia Reconstructed (ACTU, 1987)—the creation of a high‐wage, high‐skill economy based on a national system of skills formation and skills enhancement—reflected three underpinning principles on which government, unions and employers were united. These principles—a move away from time served and towards competencies achieved, a system of nationally recognised qualifications and a central role for industry in the specification of standards—continue to enjoy such tripartite support and are central to the implementation of training reform. Lundberg (1994) identified five main themes of the training‐reform agenda, namely, nationally consistent competency‐based training, national recognition of competencies however attained, an open training market, fair participation in vocational education and training, and an integrated entry‐level training system. The effect that the implementation of reforms to the training system is having on the work of those teaching in schools is only now becoming apparent (Schools Council, 1994a). This paper describes the approaches used by the Faculty of Education and Training at the Royal Melbourne Institute of Technology (RMIT) and considers the impact that the changed training system might also have on the work of teacher educators in higher education in Australia.  相似文献   

19.
ABSTRACT

This study evaluated a continuing education training program designed to increase field educators’ capacities to support students in their application of the evidence-based practice (EBP) process. A cohort of social work field instructors and task supervisors from agency-based settings (N = 186) attended a 1-day interactive skill-based training. Pre- and postsurveys assessed learning outcomes. Findings reveal a significant improvement from pre- to posttraining in the social work educators’ familiarity, t(179) = 22.8; attitude, t(180) = 12.73; and intentions, t(178) = 11.89, regarding EBP. Results indicate that skill-based training in the EBP process model via continuing education is feasible and acceptable.  相似文献   

20.
高职学生违纪现象比较突出,而且其间伴随着各种心理问题,这对高职院校的学生管理工作提出了挑战。通过实证性研究,分析学生违纪现状、特点及违纪学生个体心理特点,提出了心理干预策略,包括制定心理干预的目标和原则;健全干预机构、完善心理障碍干预机制;对学生进行合理分类;培训心理干预人员;安排丰富多彩的校园活动;改革教学工作;提高学校后勤服务水平等。  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号