Gender-Inclusive Educational Programs for Workforce Development

2018 ◽  
Vol 29 (3) ◽  
pp. 94-103
Author(s):  
Sarah M. Ray ◽  
Ovidio Galvan ◽  
Jill Zarestky
Keyword(s):  
Best Practices ◽  
Vocational Education ◽  
Workforce Development ◽  
Feminist Pedagogy ◽  
Workforce Education ◽  
Review Of The Literature ◽  
Education Students ◽  
Program Administrators ◽  
Participation Of Women ◽  
The Impact

Vocational and workforce education provide economic opportunity but often exclude or limit the participation of women. Here, we lay the foundation for developing workforce programming from a feminist perspective and building inclusion efforts within academic institutions for vocational education students and practitioners. Based on a systematic review of the literature, we present findings pertaining to three aspects of feminist pedagogy—career choice, care, and multiculturalism—as the basis for identifying the best practices for a feminist pedagogy of vocational education. We conclude with a discussion of the impact of the findings on the personal/social and political/structural qualities of education programs and provide an extensive and concrete checklist for vocational and workforce program administrators and educators to use when evaluating and modifying their programs for inclusive practices.

Workforce Development and Higher Education Partnerships

2019 ◽  
pp. 369-382 ◽  
Author(s):  
Sheena Copus Stewart ◽  
James E. Witte ◽  
Maria Martinez Witte
Keyword(s):  
Higher Education ◽  
Best Practices ◽  
Workforce Development ◽  
Future Trends ◽  
Collaborative Relationships ◽  
Higher Education Partnerships ◽  
Teaching Learning ◽  
The Impact ◽  
Collaborative Efforts

Workforce development and higher education can benefit from collaborative efforts that incorporate and apply teaching, learning, and research from a variety of environments. This chapter introduces the context of workforce development innovation and the impact on employees. Partnerships, in general, are defined and workforce development and higher education partnerships are examined that have influenced building collaborative relationships. Also included is a review of best practices and future trends related to workforce development and higher education partnerships.

Pain Management Stewardship Programs, Part I: A Review of Legislative and Regulatory Changes

2019 ◽  
pp. 001857871986840
Author(s):  
Matthew Gibson ◽  
Phuoc Anh (Anne) Nguyen ◽  
Elizabeth Ann Casserly ◽  
Leigh E. Efird ◽  
Melanie K. Kuester ◽  
...  
Keyword(s):  
Best Practices ◽  
Review Of The Literature ◽  
Opioid Use ◽  
State Laws ◽  
Comprehensive Management ◽  
Regulatory Changes ◽  
Short Period ◽  
Rapid Changes ◽  
The Impact ◽  
Pharmacy Leaders

Background: Opioid use is classified as an epidemic by many due to the impact of these medications on society. Federal and state laws for prescribing and dispensing opioids have changed rapidly in a short period of time to hopefully balance proper pain control with their use. Pharmacy directors must be informed of these rapid changes to effectively work as part of any opioid stewardship team. Objective: The objective of this study was to provide foundational leadership guidance to pharmacy directors on current opioid legislation, literature, and best practices to assist in improving opioid use. Methods: A review of the literature from 2003 to the present was conducted along with collating important up to date resources and other publications that provide foundational information to help support a comprehensive management of opioid use. A summary of these data has been collated into an easy to use table and summarized throughout this article. Conclusion: The information provided in this article helps to properly inform pharmacy leaders to the resources available to improve the prescribing, dispensing, and monitoring of opioids and alternatives.

scholarly journals Advancing Social Equity: Examining the Impact of Gender, Place, and Race on Criminal Justice Administration in Alabama

2021 ◽  
Vol 7 (2) ◽  
pp. 283-292
Author(s):  
Regina Moorer
Keyword(s):  
Human Rights ◽  
Black Women ◽  
Criminal Justice ◽  
Best Practices ◽  
Social Equity ◽  
Community Based ◽  
Non Profit ◽  
Program Administrators ◽  
The Impact

This article explores how the intersections of gender, place, and race impact the socially equitable application of criminal justice administration in Alabama. Specifically, most re-entry programs fail to address the varied and unique post-carceral needs of Black women. As such, this work examines the obstacles and opportunities for non-profit re-entry program administrators who seek to uphold the civil and human rights of Black women and highlights best practices in providing meaningful re-entry and reintegration services to women from historically under-resourced communities. Using social equity’s theoretical principles in criminal justice, this article spotlights Alabama’s re-entry programs and explores what occurs at the juncture of social equity, community-based criminal justice administration, and recidivism; this article also illustrates the interconnectedness of these three concepts.

scholarly journals The Effect of the Flexibility and Clarification Strategies On Achievement and Improvement of Linguistic Intelligence Skills and Attitudes Towards Arabic Language Subject for Vocational Education Students in Iraq

2021 ◽  
Vol 32 (4) ◽  
pp. 163-199
Author(s):  
Rasha Aeada Khalaf
Keyword(s):  
Vocational Education ◽  
Educational Program ◽  
Statistical Treatment ◽  
Arabic Language ◽  
Control Group ◽  
Education Students ◽  
Reading And Writing ◽  
And Control ◽  
The Impact ◽  
Experimental Group

The study aimed to identify the impact of the flexibility and clarification strategies on achievement and improvement of linguistic intelligence skills and attitudes towards the Arabic language subject among vocational education students in Iraq. The study adopted the semi-experimental approach, through application on two experimental and control groups of vocational education students in Iraq. The researcher selected two divisions of vocational education students in Iraq: (30) students in the experimental group and (30) students in the control group, so that the educational program was applied to the experimental group, and the control group was taught in the usual way. The educational program, the linguistic intelligence test, and the achievement test were used, and after performing the statistical treatment, the study reached the following results: There are no statistically significant differences at the level of (0.05) in the degree of achievement attributable to the student's gender, where the value of (P) is (1.43), which is not significant. Statistically, there are no statistically significant differences at the level of (0.05) in the degree of achievement due to the interaction between the group and the sex of the student, as the value of (P) reached (2.98) and it is not statistically significant, there are no statistically significant differences at the level of (0.05) In the degree of total linguistic intelligence attributable to the sex of the student, where the value of (P) was (7.09), which is not statistically significant, and there are no statistically significant differences at the level of (0.05) in the degree of total linguistic intelligence due to the interaction between the group and the student’s sex, where the value reached (P) (2.93) which is not statistically significant. The study recommended the importance of focusing in the classroom on basic skills in reading and writing, given that these skills have a great role in providing them with the necessary skills that will help them in the future in mastering the skills of reading and writing, and the focus of Arabic language curricula - specifically the lower basic stage - on investigation and storming skills. The teacher’s guide included some examples of study plans implemented through investigation and others through brainstorming.

scholarly journals Exploring Vocational Education Students’ Visions of a Successful Transition to Working Life from the Perspective of Societal Belonging

2021 ◽  
Author(s):  
Susanna Ågren
Keyword(s):  
Young People ◽  
Vocational Education ◽  
Labour Market ◽  
Working Life ◽  
Vocational Students ◽  
Education Students ◽  
Successful Transition ◽  
Paid Employment ◽  
Decent Life ◽  
The Impact

AbstractThe emphasis on paid employment is strong in Finnish vocational education. However, the world of work is changing and becoming more insecure. Many researchers have expressed concern about the impact of these uncertainties on employment opportunities for young people. This paper discusses vocational education students’ possibilities for societal belonging in their transition to the changing labour market in Finland. It explores the students’ visions of a successful transition to working life and a decent life after this transition. The qualitative data were collected by organising six functional workshops for vocational students (58 participants). In the conclusion, the paper argues that in the vocational students’ visions, paid employment constitutes an important definer of their societal belonging. Furthermore, it demonstrates how strongly the traditional ideals of worker-citizenship fostered in vocational education influence the meanings the second- and third-year students ascribe to societal belonging. The paper suggests that this issue needs to be critically examined in view of the changing labour market. The question is whether vocational training is able to guarantee graduating young people a realistic opportunity to build their belonging to society while at the same time to responding to the needs of the labour market.

scholarly journals Universal ESL Scaffolding for the K-12 Teacher: A Literature Review

2020 ◽  
pp. 57-62
Author(s):  
Marlynn Nicole Tatum ◽  
Tonya Huber
Keyword(s):  
Best Practices ◽  
Esl Students ◽  
Review Of The Literature ◽  
Esl Teachers ◽  
Professional Educators ◽  
Grade Levels ◽  
Instructional Scaffolding ◽  
Temporary Support ◽  
K 12 ◽  
The Impact

This review of the literature analyzes scaffolding as it relates to best practices in the English as a second language (ESL) classroom, grades K-12. As defined by many professional educators, instructional scaffolding is temporary support provided to students on an individual basis based on their needs. Despite the ever-increasing population of ESL students in K-12 classrooms, the ESL instructional approach lacks consistency from country to country, state to state, and classroom to classroom. There is a wealth of research on ESL instructional techniques, but a lack of studies on the impact of various approaches to instructional scaffolding. The articles in question address instructional scaffolding in different ways for different grade levels spanning K-12. Did one prevail as a potential universal scaffold? How might we, as educators, stop reinventing the wheel and rely on a sound methodology? Studies on scaffolding as it relates specifically to ESL student’s comprehension is limited. These findings have important implications for the practices of current and future ESL teachers.

scholarly journals iMakerSpace Best Practices for Shaping the 21st Century Workforce

Technologies ◽  
2021 ◽  
Vol 9 (2) ◽  
pp. 32
Author(s):  
Ismail Fidan ◽  
Stephen Canfield ◽  
Vahid Motevalli ◽  
George Chitiyo ◽  
Mahdi Mohammadizadeh
Keyword(s):  
Best Practices ◽  
Engineering Education ◽  
Workforce Development ◽  
Extracurricular Activities ◽  
Unique Contribution ◽  
Job Market ◽  
The Core ◽  
Survey Statistics ◽  
Success Stories ◽  
The Impact

Innovations in engineering education are undergoing a noticeable transformation. Higher education institutions are practicing distance education, remote laboratories, studio pedagogies and several other approaches in order to increase their students’ retention, success, and preparedness for the job market. In engineering education, maker spaces have become popular in the last ten years in universities as well as community colleges, high schools and community innovation hubs. A large number of engineering colleges have allocated significant spaces, and at some universities entire buildings, as maker spaces to be used for curricular and extracurricular activities. Success stories of these types of spaces are well documented. This paper describes the core activities and programs held at Tennessee Tech University’s maker space called ‘iMakerSpace.’ Accomplishments include several innovative workforce development activities. The impact and effectiveness of the iMakerSpace, presented through workforce innovations and survey statistics, is a unique contribution to this paper. In addition, the modification of operations under COVID-19 pandemic restrictions has resulted in changes that may be carried out post-pandemic.

Perceptual Conscience in Vocationalism and the Emotional State of Vocational Education Students: A Case Study of Conflict in Bangkok

2016 ◽  
Author(s):  
WANDEE SUTTHINARAKORN ◽  
◽  
CHINTANA KANJANAWISU ◽  
SUTITEP SIRIPIPATTANAKUL ◽  
WINAI KANCHAN ◽  
...  
Keyword(s):  
Vocational Education ◽  
Emotional State ◽  
Education Students

Stages of the formation of temporary and permanent occlusion and the impact of early tooth extraction on the dentition state. Literature review

2019 ◽  
pp. 22-24
Author(s):  
G.A. Murachueva ◽  
I.M. Rasulov ◽  
S.G. Gusenov
Keyword(s):  
Literature Review ◽  
Temporomandibular Joint ◽  
Tooth Extraction ◽  
Physiological State ◽  
Review Of The Literature ◽  
Full Development ◽  
Permanent Occlusion ◽  
The Impact

A review of the literature on the stages of the formation of temporary and permanent occlusion has been performed. This stages play an important role not only for the full development of the maxillofacial apparatus, temporomandibular joint, but also the whole organism. The role of early tooth extraction in the formation of the physiological state of the dentoalveolar system is considered. The conclusion is drawn about the need for a deeper study of this problem in the structure of general dental morbidity.

Sign in / Sign up

Export Citation Format

Share Document