Determinants of participating in training: a Canadian-based analysis

2017 ◽  
Vol 37 (1/2) ◽  
pp. 69-85
Author(s):  
Robert Weaver ◽  
Nazim Habibov
Keyword(s):  
Adult Education ◽  
Education And Training ◽  
Content Type ◽  
Post Secondary ◽  
Policy Paradigm ◽  
Statistics Canada ◽  
Time Changes ◽  
Developed Nations ◽  
The Impact ◽  
And Training

Purpose The purpose of this paper is to estimate and compare the across-time individual and contextual factors influencing the participation of Canadian residents in adult education and training during the 1990s and the early twenty-first century. This era is characterized by the social investment state (SIS), a policy paradigm adopted by various developed nations throughout the world, including Canada, during the latter part of the twentieth century. Design/methodology/approach The authors analyzed data obtained from the 1994, 1998, and 2003 versions of the Adult Education and Training Survey, which is administered by Statistics Canada. They employed binomial logit regression so as to predict the likelihood of the respondents participating in training. Findings Participants whose level of education was below the post-secondary level were less likely to participate in training, as were adult residents of households in which pre-school children also lived. These findings occurred across all three periods of data collection. Furthermore, urban residents exhibited an increasingly greater likelihood to participate in training across-time. Research limitations/implications Future studies should consider the funding source for training, be it from the public or private sector, and how this may affect participation. The impact that various types of training have on employment and earning patterns in developed nations should also be further assessed. Originality/value This study, with its use of the most recent available data to analyze across-time changes in the determinants of participating in training in Canada, has contributed to the knowledge base regarding the SIS in Canada and how it compares to its European counterparts.

In-house experiential education after the Greek crisis: recessionary effects on experiential learning design and implementation of an effective vocational training

2017 ◽  
Vol 49 (5) ◽  
pp. 256-269
Author(s):  
Albertos Azaria ◽  
Efthymios Valkanos ◽  
Nick Dukakis
Keyword(s):  
Adult Education ◽  
Experiential Learning ◽  
Experiential Education ◽  
Vocational Training ◽  
Education And Training ◽  
Adult Educators ◽  
Business World ◽  
Content Type ◽  
The Impact ◽  
And Training

Purpose The purpose of this paper is to examine the impact of the Greek recession on the design of adult vocational training through the financial crisis effects on entrepreneurship and, in particular, the significance of the conditions of the in-house experiential learning effective implementation in the new macroeconomic circumstances. Design/methodology/approach An overall theoretical approach is attempted through the bibliographic review and the analysis of selected scientific forums’ data. Findings The results of the literature review yielded 24 important factors-prerequisites that influence the implementation of in-house experiential adult education. The importance of the in-house experiential learning and the role of adult educators are emphasized in the direction of the essential skills acquisition that shall provide employees and enterprises with intellectual and practical assistance, so that they may adjust to the new macroeconomic environment. Practical implications This effort has provided a number of useful proposals to each recipient involved in adult education and training in order to reinforce the support of the business world as much as possible, especially during the time period of recession, and to reduce unemployment. Originality/value Starting from the fact that the macroeconomic recession itself constitutes an inevitable experience of an entire social, economic and educational system, the present study attempts a realistic approach of the significance of in-house experiential education and training in the direction of successful adjustment of enterprises, employees, adult educators and the State itself against the challenges of our times.

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.

Clinical and information governance proposes; human fallibility disposes

2014 ◽  
Vol 19 (2) ◽  
pp. 94-109 ◽  
Author(s):  
Karen Renaud
Keyword(s):  
Adverse Event ◽  
Adverse Events ◽  
Education And Training ◽  
Clinical Governance ◽  
Complex Nature ◽  
Content Type ◽  
Information Governance ◽  
Governance Tools ◽  
The Impact ◽  
And Training

Purpose – There is a strong drive within the UK's National Health Service (NHS) towards ensuring quality and reducing adverse events. This incorporates clinical governance, which applies to clinical activities, and information governance, which applies to preserving the confidentiality, availability and integrity of patient information. The purpose of this paper is to consider why humans make errors, how the current governance tools can minimise the incidence of such errors and the causatives that can increase the likelihood of an error. Errors sometimes lead to adverse events, which have to be reported. The latest adverse event reports from NHS Scotland, recently published on the BBC website, were analysed to identify major themes that emerged from the recommendations made by the investigative teams. These themes are then discussed in terms of how the current clinical governance tools should be applied to further reduce the incidence of adverse events. A revised clinical governance diagram that more clearly depicts the cross-cutting nature of the themes that emerged from the analysis is proposed. Finally some opportunities for future research are identified. Design/methodology/approach – Qualitative analysis of adverse incidence reports in order to identify causatives. Used the insights delivered by this analysis in order to propose a change to Scally and Donaldson's clinical governance diagram. Findings – A clear reliance on education and training by adverse event review teams was found, which suggests that they do not really understand what causes error, and they do not acknowledge the impact of the situation on the actors. Also – a tendency to define processes to cover all eventualities, even though some situations cannot be encoded as processes. The main insight is that there are a number of cross-cutting concerns which means that the original clinical governance diagram would benefit from a level of integration which is not currently present. Research limitations/implications – The analysed reports were severely redacted which meant that nuances of the situation could have been missed by the researcher. However, the recommendations were never redacted so the researcher focused on these. Practical implications – The paper, in general, highlights the need for a more nuanced approach to clinical governance and less reliance on education and training as the universal panacea. Social implications – Over reliance on education and training puts the blame on the person, and does not acknowledge the causatives in the situation. Acknowledging the more complex nature of the problem makes adverse events less blame-worthy and more likely to lead to real learning and effective mitigation. Originality/value – The author is not aware of anyone else having analysed these reports.

scholarly journals New Zealand’s 1989 skill ecosystem reform: preparations, implementation, outputs and outcomes

2021 ◽  
Author(s):  
javier alfonso luque gianella
Keyword(s):  
New Zealand ◽  
Education And Training ◽  
Training System ◽  
Necessary Condition ◽  
Post Secondary ◽  
Education Act ◽  
High Level ◽  
International Shocks ◽  
The Impact ◽  
And Training

<p>This thesis assesses the impact of the 1989 skill ecosystem reform, whereby New Zealand initiated a comprehensive reform of its skill ecosystem. The reforms radically transformed the education and training system and were driven primarily by the approval of the Education Act 1989 and the Industry Training Act 1992 and their amendments. For this thesis, the reform ended in 2020 with the approval of the Education and Training Act 2020. The reforms were part of a broader political transformation in New Zealand that ended up embarking on market policies to increase its productivity. Education and training were identified as a necessary condition to achieve that goal. New Zealand’s skill ecosystem has its foundations in the strong system built in the country since the arrival of the first settlers, but that had slowed its dynamism in the 1970s, with enrollment rates lagging behind comparable countries and concerns about the ability of the skill ecosystem to respond to current and future skill needs. The reform decentralized the education system at the primary / secondary and post-secondary levels but created an institution, the New Zealand Qualification Authority (NZQA) that should allow students and trainees a seamless navigation across it. The reform had a strong involvement of the private sector. To evaluate the impact of the reform, the thesis faces several challenges: there is no adequate counterfactual, the design is continually changing, and the country experienced a series of international shocks during its implementation. To address these challenges, the thesis presents a comprehensive set of indicators to evaluate the reform's outputs and outcomes at different levels. In terms of outputs, which include the reform, enrollment in education and training, participation rates increased. In terms of outcomes, which include indirect and behavioural changes, the measures are mixed. At the end of the reform, the ease of finding high-level skills in New Zealand is similar to its long-term trend despite the more sophisticated economic structure, albeit with significant differences by firm size and industries. And the ease is lower than in comparison countries, raising questions about whether that level could change given the small size and remoteness of New Zealand's economy.</p>

Adult education and the impacts of the COVID-19 pandemic: an international perspective

2021 ◽  
Vol 23 (1) ◽  
pp. 201-210
Author(s):  
Oksana Dikhtyar ◽  
Abigail Helsinger ◽  
Phyllis Cummins
Keyword(s):  
Adult Education ◽  
Secondary Students ◽  
Education And Training ◽  
International Perspective ◽  
Displaced Workers ◽  
Skilled Workers ◽  
Post Secondary ◽  
The Great Depression ◽  
International Experts ◽  
And Training

The COVID-19 pandemic has caused one of the worst economic crises since the Great Depression. Although countries responded quickly to support displaced workers with assistance packages and funding for education and training, additional measures might be needed. Each country's economic recovery will most likely depend on how well its workforce is prepared to meet the needs of the changed labour market. Providing workers with opportunities to upskill or reskill is of major importance in meeting these challenges and improving low- and middle-skilled workers' re-employment prospects. This qualitative study examines measures taken in response to COVID19 in adult education and training (AET) in seven countries. The findings are based on key informant interviews with international experts and online sources they provided. Some countries have increased government funding for vocational and continuing education or offered financial support for post-secondary students while others have provided funds to employers to offer training and retraining for their employees.

Roadblocks to university education for diploma engineers in Bangladesh

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Gazi Mahabubul Alam ◽  
Md. Abdur Rahman Forhad
Keyword(s):  
Higher Education ◽  
National Development ◽  
Education And Training ◽  
University Education ◽  
Vocational Education And Training ◽  
Policy Framework ◽  
Primary Data ◽  
Content Type ◽  
The Impact ◽  
And Training

PurposeDiploma Engineers (DE) mainly receive practical and skills-oriented education and training in the area of technical and vocational subjects from the polytechnic system. Globally, universities have limited DEs access to Higher Education (HE). Over the course of time, many countries have changed this situation, putting into place a decent qualification and policy framework that ensures higher education for deserving candidates. Lately, Technical and Vocational Education and Training (TVET) received special priority in developing countries, and Bangladesh is no exception to it, resulting in a massive growth of DE. This study, the first of its kind, examines the impact of this growth with a key focus on the inclusion of diploma engineers into higher education.Design/methodology/approachGiven the differentiated nature of research questions, multiple techniques are used to collect the data. However, this research uses the qualitative method. Both secondary and primary data are used. While secondary data are collected by the Bangladesh Bureau of Educational Information and Statistics (BANBEIS), primary data are collected through interviews. With standard sets of admission questions, tests are conducted with two groups of students to draw a comparison.FindingsThe number of students studying at polytechnic institutes is increasing dramatically. The growth of public polytechnic institutes remains steady. Public counterparts respond to the demand by operating both day and night shifts. Many private polytechnics are also established. The size and infrastructure of private Polytechnics are relatively insignificant. However, the mushrooming private sector covers the increased demand. The curve of DE has been increased radically with a questionable competency by the contribution of both public and private polytechnics. Only one public university provides higher education to these DE.Originality/valueA few reports have been published in the area of TVET by the development partners and the Government of Bangladesh. Only one journal article is published exploring the role of TVET on national development in Bangladesh. However, none cover the issue of access to university education for DE graduates.

Examining the impact of goal attainment and training goal on overall training satisfaction among vocational education and training completers

2019 ◽  
Vol 61 (4) ◽  
pp. 523-532 ◽  
Author(s):  
Jason Skues ◽  
Sarah-Louise Alexander ◽  
Lisa Wise
Keyword(s):  
Vocational Education ◽  
Goal Attainment ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Content Type ◽  
Learning And Teaching ◽  
Training Satisfaction ◽  
Final Sample ◽  
The Impact ◽  
And Training

Purpose The purpose of this paper was to examine whether there is a relationship between goal attainment and overall training satisfaction among vocational education and training (VET) completers, and in turn whether this relationship varies across the different goals for undertaking training in a VET course. Design/methodology/approach A request was made to the National Centre for Vocational Education Research in Australia for access to the unit record data from the 2016 Student Outcomes Survey. Approval was obtained. The final sample comprised 149,632 students who completed a VET course in 2016, where 55 per cent of the sample were women and the average age was 36.55 years (SD=13.17). Findings Students who achieved or did not yet know whether they had achieved their training goal were more satisfied with their overall training compared with those who partly achieved their goal, who in turn were more satisfied than those who did not attain their goal across the various training goals. However, participants who were training for personal reasons or reasons other than for employment or pursuing further study, and either partly achieved, did not achieve or did not know yet whether they had achieved their training goal reported the lowest levels of training satisfaction, although these participants were still satisfied overall with their training. Originality/value These results highlight the importance of understanding the impact of goals on achievement-related activities and should be used to inform learning and teaching approaches as well as the provision of support services in the VET sector.

scholarly journals New Zealand’s 1989 skill ecosystem reform: preparations, implementation, outputs and outcomes

2021 ◽  
Author(s):  
javier alfonso luque gianella
Keyword(s):  
New Zealand ◽  
Education And Training ◽  
Training System ◽  
Necessary Condition ◽  
Post Secondary ◽  
Education Act ◽  
High Level ◽  
International Shocks ◽  
The Impact ◽  
And Training

<p>This thesis assesses the impact of the 1989 skill ecosystem reform, whereby New Zealand initiated a comprehensive reform of its skill ecosystem. The reforms radically transformed the education and training system and were driven primarily by the approval of the Education Act 1989 and the Industry Training Act 1992 and their amendments. For this thesis, the reform ended in 2020 with the approval of the Education and Training Act 2020. The reforms were part of a broader political transformation in New Zealand that ended up embarking on market policies to increase its productivity. Education and training were identified as a necessary condition to achieve that goal. New Zealand’s skill ecosystem has its foundations in the strong system built in the country since the arrival of the first settlers, but that had slowed its dynamism in the 1970s, with enrollment rates lagging behind comparable countries and concerns about the ability of the skill ecosystem to respond to current and future skill needs. The reform decentralized the education system at the primary / secondary and post-secondary levels but created an institution, the New Zealand Qualification Authority (NZQA) that should allow students and trainees a seamless navigation across it. The reform had a strong involvement of the private sector. To evaluate the impact of the reform, the thesis faces several challenges: there is no adequate counterfactual, the design is continually changing, and the country experienced a series of international shocks during its implementation. To address these challenges, the thesis presents a comprehensive set of indicators to evaluate the reform's outputs and outcomes at different levels. In terms of outputs, which include the reform, enrollment in education and training, participation rates increased. In terms of outcomes, which include indirect and behavioural changes, the measures are mixed. At the end of the reform, the ease of finding high-level skills in New Zealand is similar to its long-term trend despite the more sophisticated economic structure, albeit with significant differences by firm size and industries. And the ease is lower than in comparison countries, raising questions about whether that level could change given the small size and remoteness of New Zealand's economy.</p>

The impact of digital technologies on vocational education and training needs

2019 ◽  
Vol 61 (2) ◽  
pp. 222-233 ◽  
Author(s):  
Claudia Achtenhagen ◽  
Leona Achtenhagen
Keyword(s):  
Vocational Education ◽  
Business Models ◽  
Digital Technologies ◽  
Education And Training ◽  
Training Needs ◽  
Vocational Education And Training ◽  
Content Type ◽  
Plant Operator ◽  
The Impact ◽  
And Training

Purpose Currently, the hype surrounding digitalization proclaims that the way in which companies create and capture value will change dramatically. Companies that adjust their business models to embrace digital technologies will need different skill sets and competences. Current research tends to focus on the impact of digital technologies on corporations or more generally the labor market, but the authors lack detailed insights into how companies perceive this development to influence their needs regarding employee qualifications. Therefore, the purpose of this paper is to explore how companies perceive the impact of digital technologies on the education and training needs of current and future employees. Design/methodology/approach This study draws on eight case studies from the food industry. It focuses on one occupation certified within the German “dual system” of vocational education and training (VET), the machine and plant operator with focus on food technology. Findings The findings suggest that the impact of different digital technologies on employees’ job positions, working tasks and training needs is carefully considered in decisions regarding the implementation of digital technologies. Despite some company-specific contingencies, the perceived implications for VET needs are largely similar across the sample. Originality/value This study draws attention to the importance of reviewing VET needs in relation to the decision of implementing digital technologies.

Sign in / Sign up

Export Citation Format

Share Document