The German ‘Berufsprinzip’ as a model for regulating training content and qualification standards

1998 ◽  
pp. 63-76 ◽  
Author(s):  
Jochen Reuling
Keyword(s):  
Training Content

scholarly journals The costs of standardized apprenticeship curricula for training firms

2021 ◽  
Vol 13 (1) ◽  
Author(s):  
Jürg Schweri ◽  
Manuel Aepli ◽  
Andreas Kuhn
Keyword(s):  
Regulatory Element ◽  
Recent Survey ◽  
Skills Development ◽  
Costs And Benefits ◽  
Apprenticeship Training ◽  
Training Costs ◽  
Trade Offs ◽  
Training Content ◽  
Productive Process ◽  
Productive Output

AbstractStandardized curricula define the set of skills that must be trained within a training occupation and thus are a key regulatory element of apprenticeship systems. Although clear economic rationales support the usage of such curricula, they necessarily impose costs, especially on firms that train apprentices, but do not use the full set of skills in their productive process and/or train other skills that are not covered by the curriculum. In this paper, we identify the trade-offs involved in setting up training curricula and use data from the most recent survey on the costs and benefits of apprenticeship training among Swiss firms to quantify the associated costs to training firms. On average, training firms state that they do not use 17% of the training content prescribed by the relevant curriculum, and 11% of the companies train additional skills not covered by the curriculum. We show that both kinds of misfit are associated with higher training costs and lower productive output from apprentices. This shows that the regulator imposes costs on firms in order to guarantee broad skills development for apprentices. It also cautions against overly broad curricula that may impose disproportionate costs on firms.

scholarly journals Legal Requirements for Infection Prevention and Control Training Among Healthcare Personnel

2020 ◽  
Vol 41 (S1) ◽  
pp. s70-s70
Author(s):  
Lauren Weil ◽  
Alexa Limeres ◽  
Astha KC ◽  
Carissa Holmes ◽  
Tara Holiday ◽  
...  
Keyword(s):  
Prevention And Control ◽  
Infection Prevention ◽  
Healthcare Personnel ◽  
Infection Prevention And Control ◽  
Content Areas ◽  
Training Requirements ◽  
Training Content ◽  
And Control ◽  
Dental Professionals

Background: When healthcare providers lack infection prevention and control (IPC) knowledge and skills, patient safety and quality of care can suffer. For this reason, state laws sometimes dictate IPC training; these requirements can be expressed as applying to various categories of healthcare personnel (HCP). We performed a preliminary assessment of the laws requiring IPC training across the United States. Methods: During February–July 2018, we searched WestlawNext, a legal database, for IPC training laws in 51 jurisdictions (50 states and Washington, DC). We used standard legal epidemiology methods, including an iterative search strategy to minimize results that were outside the scope of the coding criteria by reviewing results and refining search terms. A law was defined as a regulation or statute. Laws that include IPC training for healthcare personnel were collected for coding. Laws were coded to reflect applicable HCP categories and specific IPC training content areas. Results: A total of 278 laws requiring IPC training for HCP were identified (range, 1–19 per jurisdiction); 157 (56%) did not specify IPC training content areas. Among the 121 (44%) laws that did specify IPC content, 39 (32%) included training requirements that focused solely on worker protections (eg, sharps injury prevention and bloodborne pathogen protections for the healthcare provider). Among the 51 jurisdictions, dental professionals were the predominant targets: dental hygienists (n = 22; 43%), dentists (n = 20; 39%), and dental assistants (n = 18; 35%). The number of jurisdictions with laws requiring training for other HCP categories included the following: nursing assistants (n = 25; 49%), massage therapists (n = 11; 22%), registered nurses (n = 10; 20%), licensed practical nurses (n = 10; 20%), emergency medical technicians and paramedics (n = 9; 18%), dialysis technicians (n = 8; 18%), home health aides (n = 8;16%), nurse midwives (n = 7; 14%), pharmacy technicians (n = 7; 14%), pharmacists (n = 6; 12%), physician assistants (n = 4; 8%), podiatrists (n = 3; 6%), and physicians (n = 2; 4%). Conclusions: Although all jurisdictions had at least 1 healthcare personnel IPC training requirement, many of the laws lack specificity and some focus only on worker protections, rather than patient safety or quality of care. In addition, the categories of healthcare personnel regulated among jurisdictions varied widely, with dental professionals having the most training requirements. Additional IPC training requirements exist at the facility level, but this information was not analyzed as a part of this project. Further analysis is needed to inform our assessment and identify opportunities for improving IPC training requirements, such as requiring IPC training that more fully addresses patient protections.Funding: NoneDisclosures: None

scholarly journals Impact of dementia education and training on health and social care staff knowledge, attitudes and confidence: a cross-sectional study

BMJ Open ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. e039939
Author(s):  
Sahdia Parveen ◽  
Sarah Jane Smith ◽  
Cara Sass ◽  
Jan R Oyebode ◽  
Andrea Capstick ◽  
...  
Keyword(s):  
Online Survey ◽  
Social Care ◽  
Education And Training ◽  
Care Staff ◽  
Cross Sectional ◽  
Health And Social Care ◽  
Training Content ◽  
The Impact ◽  
And Training ◽  
Dementia Education

ObjectivesThe aim of this study was to establish the impact of dementia education and training on the knowledge, attitudes and confidence of health and social care staff. The study also aimed to identify the most effective features (content and pedagogical) of dementia education and training.DesignCross-sectional survey study. Data collection occurred in 2017.SettingsHealth and social care staff in the UK including acute care, mental health community care trusts, primary care and care homes.ParticipantsAll health and social care staff who had completed dementia education and training meeting the minimal standards as set by Health Education England, within the past 5 years were invited to participate in an online survey. A total of 668 health and social care staff provided informed consent and completed an online survey, and responses from 553 participants were included in this study. The majority of the respondents were of white British ethnicity (94.4%) and identified as women (88.4%).OutcomesKnowledge, attitude and confidence of health and social care staff.ResultsHierarchical multiple regression analysis was conducted. Staff characteristics, education and training content variables and pedagogical factors were found to account for 29% of variance in staff confidence (F=4.13, p<0.001), 22% of variance in attitude (knowledge) (F=3.80, p<001), 18% of the variance in staff knowledge (F=2.77, p<0.01) and 14% of variance in staff comfort (attitude) (F=2.11, p<0.01).ConclusionThe results suggest that dementia education and training has limited impact on health and social care staff learning outcomes. While training content variables were important when attempting to improve staff knowledge, more consideration should be given to pedagogical factors when training is aiming to improve staff attitude and confidence.

scholarly journals ACTUALIZATION OF TRAINING OF FUTURE SPECIALISTS BY MEANS OF INFORMATION AND TELECOMMUNICATION SUPPORT IN EDUCATIONAL INSTITUTIONS

2020 ◽  
Vol 5 (43) ◽  
Author(s):  
V. Tymoshenko
Keyword(s):  
Content Analysis ◽  
Decision Support ◽  
Professional Training ◽  
Research Problem ◽  
Educational Institutions ◽  
Resource Base ◽  
Theoretical Methods ◽  
Support Resources ◽  
Training Content ◽  
Pedagogical Research

The pedagogical research on the relevance of professional training of future specialists by means of information and telecommunication support in educational institutions with the help of general and special theoretical methods of analysis was carried out, but among them the method of content analysis was chosen as the predominant one. Methodologically substantiated information and telecommunication support for training of future specialists of educational institutions and specified the conceptual and categorical apparatus of the research problem, systematized information and telecommunication resource base, namely decision support systems, tools, tools, platforms and resources of information and telecommunication support for professional training educational institutions.Key words: professional training, content analysis, information and telecommunication support, resources, platforms.

scholarly journals Adding Focused Life Skills Training to a Civic Engagement Program to Boost Life Skills Competencies in Youth

2016 ◽  
Vol 11 (2) ◽  
Author(s):  
Brian Brandt ◽  
Jan Klein
Keyword(s):  
Civic Engagement ◽  
Civic Education ◽  
External Validity ◽  
Life Skills ◽  
Skills Training ◽  
Future Research ◽  
Education Curriculum ◽  
Life Skills Training ◽  
Training Content ◽  
Internal And External Validity

This paper highlights the impacts of a revised curriculum which incorporated a strong life skills focus into an existing civic education curriculum (for 4-H youth). The revised curriculum resulted in actual youth gains in life skills competencies. The study also explored the effect of volunteer facilitators in the implementation of an added life skills training component. Despite some significant limitations to the internal and external validity of the study, preliminary indications were that adding explicit life skills training content does in fact lead to an increase in life skills competencies. This was clearer in cases where volunteer facilitators fully implemented the additional content versus implementing none or only part of the life skills training. The limitations of the study and suggestions for future research are outlined in the conclusion.

scholarly journals Integrating a transfer perspective into evaluations of leadership training

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Susanne Tafvelin ◽  
Henna Hasson ◽  
Karina Nielsen ◽  
Ulrica von Thiele Schwarz
Keyword(s):  
Leadership Training ◽  
Transfer Of Training ◽  
Training Model ◽  
Post Intervention ◽  
Content Type ◽  
Training Outcomes ◽  
Number Of Factors ◽  
Training Content ◽  
Time To Learn ◽  
Outcomes Of Leadership

PurposeIn previous studies, outcomes of leadership training have varied, with some studies suggesting large effects and others small. Although the transfer of training literature suggests a number of factors that influence training outcomes, this knowledge has seldom been used when evaluating the outcomes of leadership training. The purpose of the present study is therefore to examine how factors related to transfer of training influence outcomes of leadership training.Design/methodology/approachIn the present research, follower-rated outcomes of a leadership training program in Denmark (N = 298) was examined from a transfer of training perspective.FindingsUsing Baldwin and Ford's transfer of training model as a framework, analyses revealed that leaders' utility reactions (i.e. perception of usefulness) and learning were linked to transfer of training. In addition, leaders' perceptions of transfer were associated with post-intervention follower-rated transformational leadership and collective self-efficacy.Practical implicationsMaking sure that leaders find the training useful for their everyday activities (i.e. positive utility reactions) and that they have time to learn the training content is important to enable transfer and for leaders to use trained skills back at work.Originality/valueThe findings indicate the importance of understanding how leaders' perception of training content influences leadership training outcomes and that these perceptions need to be a part of the evaluation of leadership training. In addition, the findings suggest that factors predicting transfer of leadership training differ from other types of training.

scholarly journals Features of modern Internet Media as a substantive component of training

2019 ◽  
pp. 10-13
Author(s):  
Tamara Valentinovna Alekseeva
Keyword(s):  
Mass Media ◽  
Online Media ◽  
Media Industry ◽  
Traditional Media ◽  
Content Creation ◽  
Internet Media ◽  
Training Content ◽  
The Media ◽  
Modern Mass ◽  
Rapid Transformation

The article is devoted to the selection and updating of the training content of future media industry specialists. Since the rapid transformation of traditional media dictates the need to clarify and modernize the concepts of the media industry, updating of the substantive component of training is a priority for educational activities. Analyzing the processes of mass media development, the author considers a number of specific features underlying the principles of online media functioning; explores the concept of interaction between online media and the modern consumer; structural and technological transformations affecting the principles of content creation and associated with monetization. The questions discussed in the article will allow participants in the learning process to understand the multidimensionality of the modern mass media and to set guidelines for further research.

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