Comparative advantages of school and workplace environment in skill acquisition

2017 ◽  
Vol 5 (1) ◽  
pp. 6-29 ◽  
Author(s):  
Thomas Bolli ◽  
Ursula Renold
Keyword(s):  
Human Resource ◽  
Skill Acquisition ◽  
Organizational Design ◽  
Business Processes ◽  
Soft Skills ◽  
Tertiary Education ◽  
Education And Training ◽  
Optimal Choice ◽  
Content Type ◽  
And Training

Purpose The purpose of this paper is to shed light on the questions as to how important skills are; which skills can best be learned at school, and which skills can be acquired better in the workplace. Design/methodology/approach The authors exploit data from a survey among professional tertiary education and training business administration students and their employers in Switzerland. Findings The authors find that skills used in the business processes strategic management, human resource management, organizational design, and project management are most suitable to be taught in school. However, the results further suggest that soft skills can be acquired more effectively in the workplace than at school. The only exceptions are analytical thinking, joy of learning and organizational soft skills, for which school and workplace are similarly suitable. Practical implications The paper provides empirical evidence regarding the optimal choice of the learning place for both human resource managers as well as educational decision makers who aim to combine education and training, e.g. in an apprenticeship. Originality/value Little evidence regarding the optimal learning place exists.

Standards to assure quality in tertiary education: the case of Tanzania

2008 ◽  
Vol 16 (2) ◽  
pp. 164-180 ◽  
Author(s):  
Timothy Manyaga
Keyword(s):  
Tertiary Education ◽  
Good Practice ◽  
Education And Training ◽  
National Council ◽  
Academic Quality ◽  
Content Type ◽  
Regulatory Bodies ◽  
Training Programmes ◽  
Quality In Education ◽  
And Training

PurposeThe purpose of this paper is to provide information on development of standards in Tanzania which may be of help to training providers in other countries as they seek to improve the quality and standards of their provision.Design/methodology/approachThe need to provide quality assured tertiary qualifications in Tanzania to win both national and international recognition is explained. Processes of registration of institutions capable of delivering training programmes adequately and accreditation of the same to offer awards at appropriate levels as a means to ensure quality of provision are explored. Standards of good practice in Tanzanian tertiary education are surveyed and the challenges to their achievement are discussed based on the author's direct experience in Tanzania. Relevant and recent literatures on the topic are surveyed and some lessons drawn.FindingsAccreditation standards are useful in instilling best practices in education and training. However, education and training institutions need to understand and practice them over a period of time to bring about expected results. It is concluded that ensuring quality in education is a multifaceted phenomenon that calls for the joint efforts of all key stakeholders.Originality/valueThe paper illustrates that the National Council for Technical Education is one of the first regulatory bodies in Africa to introduce academic quality standards in tertiary technical institutions. Notable improvements have been recorded since its inception. The experience described is the paper is not very common, so other countries taking similar steps may find it useful.

Making the point? The audiovisual/digital media dissertation

2014 ◽  
Vol 6 (1) ◽  
pp. 98-118
Author(s):  
Coral Houtman ◽  
Maureen Thomas ◽  
Jennifer Barrett
Keyword(s):  
Digital Media ◽  
Film Theory ◽  
Education And Training ◽  
Content Type ◽  
Hands On ◽  
Practice Based Research ◽  
The University ◽  
Depth Interviews ◽  
And Training ◽  
Practical Recommendations

Purpose – The purpose of this paper is to address the advantages of education and training in creating the “Audiovisual/Digital Media Essay” (AV/DME), starting from visual and cinematic thinking as a way of setting up, developing and concluding an argument. Design/methodology/approach – Recognising the advantages to education and training of the “AV/DME” this paper explores ways of enabling visually disciplined students to work on film theory within their chosen medium, and to develop arguments incorporating audiovisual sources, using appropriate academic skills. It describes a hands-on BA/MA workshop held at Newport Film School (May 2011) and subsequent initial implementation of an examinable DME. The paper contextualises the issue in the light of practice-led and practice-based research and of parity with written dissertations. Drawing on analysis of in-depth interviews with students and tutors, it makes practical recommendations for how to resource, staff and support the implementation and continuation of the AV/DME and/or dissertation. Findings – The paper feeds back from both students and staff on the running of an initial AV/DME workshop and finds that the Film School Newport is suited to running the AV/DME and suggests a framework for its support. Research limitations/implications – The study needs to be followed up when the students complete their full dissertations. Practical implications – The AV/DME needs sufficient technical and human resources to support student learning. Originality/value – The paper provides a clear and original framework for teaching, supporting and assessing the AV/DME. This framework can be disseminated beyond the University of Wales Newport, and can be used to teach the AV/DME in further contexts and to wider groups of students.

Workplace learning for pre – service teachers’ practice and quality teaching and learning in technical vocational education and training: key to professional development

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Theresa Chinyere Ogbuanya ◽  
Taiwo Olabanji Shodipe
Keyword(s):  
Professional Development ◽  
Vocational Education ◽  
Workplace Learning ◽  
Teaching And Learning ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Quality Teaching ◽  
Content Type ◽  
Technical Vocational Education ◽  
And Training

Purpose With critical reviews of previous studies in workplace learning, this paper aims to investigate workplace learning for pre-service teachers’ practice and quality teaching and learning in technical vocational education and training: key to professional development. Design/methodology/approach The study adopted multistage sampling technique to select sample for the study. Empirical analysis was adopted to analyse the data collected from technical vocational education and training pre-service teachers. Findings The result of the study revealed that the constructs of social learning theory had a stronger linkage with the constructive teaching than traditional management. Originality/value This study emphasizes the need to adequately train pre-service teachers on instructional delivery processes, building strong relationship with learners and build the ability to organize and execute necessary actions required to successfully carry out a specific educational task in a particular context.

Enhancing clinical practice: reducing health inequalities – reflections on a clinical education and training partnership

2016 ◽  
Vol 10 (6) ◽  
pp. 342-348
Author(s):  
Karina Marshall-Tate
Keyword(s):  
Intellectual Disabilities ◽  
Health Inequalities ◽  
Positive Impact ◽  
Education And Training ◽  
Health Staff ◽  
Significant Group ◽  
Content Type ◽  
Knowledge And Skills ◽  
People With Intellectual Disabilities ◽  
And Training

Purpose The purpose of this paper is to outline a two-year project designed to reduce health inequalities and improve health outcomes of people with intellectual disabilities using health services in South London by raising awareness and increasing health staff confidence and capability. Design/methodology/approach The project was conducted in two stages. In stage 1, a mapping exercise was undertaken to establish existing intellectual disabilities education and training availability. In stage 2, a network of stakeholders was formed and education and training materials were developed and delivered. Findings A formal evaluation of the project is underway and this paper seeks to share information about the project. That said prima facie data appear to indicate that health staff who attended education and training events learned new knowledge and skills that they could implement in their practice, increasing confidence and capability. Research limitations/implications Health staff who attended the events appeared to have an interest in intellectual disabilities and wanted to increase their knowledge and skills base. This means that there is a significant group of health staff that the project was unable to reach or who may not know that they need to know about intellectual disabilities. The results of the project have not yet been formally analysed. Practical implications Work-based education and training events can have a positive impact on health staff capability and confidence, however, it would appear that only those who already have an interest in the field or recognise its value to their own practice attend such events. To truly capture all health staff intellectual disabilities needs to be visibly included in all health curricula. Originality/value This project has not focussed on one profession or one aspect of healthcare and has embraced the values of inter professional and inter agency learning; this has enabled health staff to learn from each other and think in a “joined up” way replicating the realities of providing healthcare to people with intellectual disabilities.

scholarly journals Education and Training in the Labour Force

1970 ◽  
Author(s):  
Raewyn O'Neill
Keyword(s):  
New Zealand ◽  
Formal Education ◽  
Tertiary Education ◽  
Labour Force ◽  
Education And Training ◽  
Green Paper ◽  
Sources Of Information ◽  
Market Outcomes ◽  
Capital Development ◽  
And Training

In their 1997 green paper on tertiary education the Ministry of Education said, "to ensure our prosperity New Zealand needs to be a 'learning society' recognising the importance for all of our people to continue to develop new skills and knowledge throughout a person’s lifetime." Given the importance of an educated and adaptable workforce, there is surprisingly little information available on education and training undertaken in New Zealand. While some information is collected on those enrolled in study towards formal education qualifications, there is little available information on human capital development beyond this. One of the few sources of information is the Education and Training Survey (ETS), conducted in September 1996. This paper uses information collected in the ETS to look at the characteristics of those participating in education and training as well as the barriers to and reasons for participation in education and training. lt then goes on to compare the labour market outcomes of those people who participated in education and training with those who did not.

scholarly journals A Probe into the Oriented Management Mode of "Human Resource Return"

2020 ◽  
Vol 4 (1) ◽  
pp. 29
Author(s):  
Fan Shi
Keyword(s):  
Human Capital ◽  
Human Resource ◽  
Capital Investment ◽  
Human Capital Investment ◽  
Education And Training ◽  
Management Mode ◽  
Present Stage ◽  
And Training

At the present stage, each big enterprise bases itself on the human resource inside the enterprise, increases the human capital investment one after another, pays attention to the human capital investment and the talented person education and training. This paper analyzes how the return on human capital investment is realized in the enterprise and how the enterprise realizes the highest return on human capital investment.

Recognition of prior learning as an access tool

2019 ◽  
Vol 9 (4) ◽  
pp. 563-570
Author(s):  
Ike Hlongwane
Keyword(s):  
Higher Education ◽  
Quantitative Methods ◽  
Education And Training ◽  
Alternative Route ◽  
Prior Learning ◽  
Content Type ◽  
Diverse Backgrounds ◽  
Recognition Of Prior Learning ◽  
The Impact ◽  
And Training

Purpose The purpose of this paper is to investigate the impact of recognition of prior learning (RPL) as an alternative tool for access into learning programmes in South African Library and Information Science (LIS) schools. Design/methodology/approach The study adopted quantitative methods, and utilised questionnaires and document analysis to collect data. Findings The study found that despite an institutional “will” among the LIS schools to open up access to learners who come from diverse backgrounds; there are still aspects that inhibit the use of RPL as an alternative route of access into higher education and training. Research limitations/implications In-depth interviews were not conducted to ascertain the veracity of the findings. Practical implications This study was valuable for institutions, policy makers, government and other stakeholders to assess the impact of RPL implementation in higher education and training. Originality/value Despite there been very little published concerning RPL implementation in higher education and training, use of RPL, as an alternative route to access into higher education and training is generally low. The paper seeks to highlight and promote RPL as an alternative route of access into higher education and training especially for non-matriculants from diverse backgrounds.

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