Education, training and development policies and practices in medium-sized companies in the UK: do they really influence firm performance?

Omega ◽  
2002 ◽  
Vol 30 (4) ◽  
pp. 249-264 ◽  
Author(s):  
D.J. Storey
2021 ◽  
pp. 147821032098570
Author(s):  
Lewis Winks ◽  
Paul Warwick

Enabling educators to meet new and challenging times requires fundamental shifts to ways of imagining and enacting their practice. A central yet often understated aspect of this educational change are the various ways in which educators receive training and development. From initial teacher training through to continuing professional development, cultures which underpin policy change in educational institutions emerge from the practices of educators. In this paper we examine educators’ experiences of a Wild Pedagogies gathering which took place over three days in central Devon in late spring 2019. Part workshop, part informal social gathering and mutual exchange, this continuing professional development event enabled conversations, sharing (and shaping) of practice, and imagination of the future of personal and institutional educational priorities. This paper positions itself as an account of a gathering of wild pedagogues – captured as reflection, discussion and activities – and brings the participants’ reflections into conversation with wider themes emerging from previous Wild Pedagogies gatherings. It makes the assertion that such dialogic continuing professional development, constructed on foundations of relational and place-responsive pedagogies, can underpin future practitioner development in the event of a policy shift toward greater availability of outdoor learning and nature connection in the UK. The paper ends with four principles for infusing new or existing environmental education continuing professional development with place-responsive and wild pedagogical approaches.


1993 ◽  
Vol 15 (2) ◽  
pp. 129-151 ◽  
Author(s):  
Judith Warren Little

This essay posits a problem of fit among five streams of reform and prevailing configurations of teachers’ professional development. It argues that the dominant training-and-coaching model—focused on expanding an individual repertoire of well-defined classroom practice—is not adequate to the conceptions or requirements of teaching embedded in present reform initiatives. Subject matter collaboratives and other emerging alternatives are found to embody six principles that stand up to the complexity of reforms in subject matter teaching, equity, assessment, school organization, and the professionalization of teaching. The principles form criteria for assessing professional development policies and practices.


BJS Open ◽  
2021 ◽  
Vol 5 (Supplement_1) ◽  
Author(s):  
Conor S Jones ◽  
Mo Dada ◽  
Max Dewhurst ◽  
Ffion Dewi ◽  
Samir Pathak ◽  
...  

Abstract Introduction For students and trainees, COVID-19 has restricted opportunities for training and development. We sought to develop a virtual network to facilitate remote engagement and training in surgical research during COVID-19. RoboSurg aims to conduct a series of systematic reviews, to summarise and critique the reporting of studies of robot-assisted surgery across seven upper gastrointestinal procedures. Methods A protocol was developed based on previously published work. Searches were undertaken to identify studies evaluating robotic pancreas, liver, oesophagus, stomach, gallbladder, bariatric and anti-reflux surgery. Participants were identified through social media and collaborative research networks. Abstracts were screened for inclusion by two participants. Data extraction is completed by teams of collaborators, entered into a bespoke REDCap database and verified by senior team member. Changes are logged, with rationale and feedback provided to collaborators and reviewed by a third reviewer to assess consistency. Results of each review will be summarised in narrative syntheses. Results A total of 134 collaborators have registered, with 73 active participants. Collaborators range from second year medical students to surgical registrars across the UK. To date, 9444 abstracts and 1653 full texts have been screened with 422 eligible articles identified. Data extraction for two systematic reviews, including 193 articles, has been completed using this approach. Conclusion RoboSurg has developed a network and methodological framework for the remote conduction of complex systematic reviews, which can be utilised to engage and train students and trainees in surgical research.


2021 ◽  
Author(s):  
Harald Bauder ◽  
Dayana A Gonzalez

Cities often seek to mitigate the highly precarious situation of Illegalized (or undocumented) migrants. In this context, “sanctuary cites” are an innovative urban response to exclusionary national policies. In this article, we expand the geographical scope of sanctuary policies and practices beyond Canada, the USA, and the UK, where the policies and practices are well-known. In particular, we explore corresponding urban initiatives in Chile, Germany, and Spain. We find that varying kinds of urban-sanctuary policies and practices permit illegalized migrants to cope with their situations in particular national contexts. However, different labels, such as “city of refuge,” “commune of reception,” or “solidarity city” are used to describe such initiatives. While national, historical, and geopolitical contexts distinctly shape local efforts to accommodate illegalized migrants, recognizing similarities across national contexts is important to develop globally-coordinated and internationally-inspired responses at the urban scale.


Author(s):  
Wendy Loretto ◽  
Chris Phillipson ◽  
Sarah Vickerstaff

Despite rises in employment rates across many countries, older workers (those aged 50+) are less likely than younger employees to receive workplace training and skills development. Using the UK as its starting focus, this chapter analyses the theoretical and empirical reasons for these gaps. The analysis covers in-work training and development, as well as considering the position of those older people who are unemployed but looking for work. The discussion also embraces the roles of training and education for older workers who may want to delay retirement or retire flexibly, and examines the relationships between training, development and active ageing. Concluding discussions highlight national and international policy initiatives to encourage investment in educating and training for this new work generation.


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