scholarly journals Informing managers about telecommunications technologies for education and training

1991 ◽  
Vol 7 (2) ◽  
Author(s):  
Peter Rosie ◽  
Terry Charman ◽  
Roger Atkinson
Keyword(s):  
Task Force ◽  
Education And Training ◽  
Brand Names ◽  
Sources Of Information ◽  
Ample Evidence ◽  
Base Level ◽  
Lack Of Information ◽  
Management Positions ◽  
Level Information ◽  
And Training

<p>Australian educational technologists face the challenge of convincing management to invest in telecommunications for some important aspects of education and training. Despite well-proven overseas models and ample evidence to indicate the cost and learning effectiveness (Hosie, 1987, 1988; Lundin, 1988) of using telecommunications, Australia has been slow to take advantage of possibilities the technology offers. Why is this so?</p><p>As Lange (1984) accurately ventures: fear, apathy, lack of encouragement and ignorance are the main reasons why implementation of telecommunications technology for the delivery and administration of education and training has lagged behind in Australia. Not surprisingly these disincentives have resulted in a lack of effective policy developments. Without well researched and marketed policy there is unlikely to be forward motion.</p><p>One obvious deficiency is the lack of information and understanding of telecommunications technologies throughout the general community, including amongst lecturers, teachers and trainers. What understanding people have is fragmented, disjointed and often confused with commercial brand names. High-end applications such as video conferencing are the most known and sought after by educators and trainers. However, once awareness is raised and sources of information provided, considerable interest may be shown in alternative technologies of a simpler and more affordable nature. Often, facilities are available for use but knowledge of their application to education and training is limited.</p><p>Educational and training administrators and policy developers in Australia could be fairly accused of all of Lange's sins in relation to developing the uses of telecommunications technology but they cannot all be overcome instantly. Also, decision-makers in education have been elevated to their management positions before these technologies became widely used. Hence management often lacks the essential base knowledge to make informed decisions.</p><p>This article arises from one of the activities of Western Australia's Telecommunications for Education and Training (TET) Task Force. One part of its work was to provide essential base-level information, in an accessible form, for education managers involved in making decisions about implementing telecommunications technology. This article is concerned with techniques for providing this kind of information.</p>

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.

Generation IV International Forum Education and Training Webinars: Education Tools for the Next Generation Workforce

2018 ◽  
Author(s):  
Patricia Paviet
Keyword(s):  
Nuclear Power ◽  
Task Force ◽  
Education And Training ◽  
Direct Result ◽  
Fiscal Year ◽  
Training Task ◽  
International Forum ◽  
Monthly Basis ◽  
Gen Iv ◽  
And Training

The Gen IV International Forum (GIF) Education and Training Task Force was created to respond to the challenge of not only forming, training and/or retaining qualified Gen IV workforce but also educating and informing a more general public, policy makers on topics related to Gen IV reactor systems and cross-cutting subjects. The task force serves as a platform to enhance open education and training as well as communication and networking in support of GIF, and its objectives are to maintain the know-how in this field, to increase the knowledge of new advanced concepts, and to avoid the loss of the knowledge and competences that could seriously and adversely affect the future of nuclear energy. While many countries are either ramping up or developing nuclear power production as an important step towards economic development and environmental protection, a decrease or uncertainty of the fiscal year budgets have left organizations and agencies looking for new avenues for training and educating a qualified workforce. This has led to an increase in those looking for readily available education and training resources. Using modern internet technologies, the GIF Education and Training Task Force has launched a webinar series on Gen IV systems in September 2016, which is accessible to a broad audience and is educating and strengthening the knowledge of participants in applications to advanced reactors. This achievement is the direct result of partnering with university professors and subject matter experts who conduct live webinars on a monthly basis. The live webinars are recorded and archived as an online educational resource to the public from the GIF website (www.gen-4.org). In addition, the webinars offer unprecedented opportunities for interdisciplinary crosslinking and collaboration in education and research. The GIF webinars, with their expansion of topics, targets a large spectrum of those that do not know but are desiring to learn about the many aspects of advanced reactor systems. The details and examples of the GIF webinar modules will be presented in our paper.

Approach To An Interdisciplinary Bionanotechnology Education Program: International Network Perspective

2006 ◽  
Vol 931 ◽  
Author(s):  
Ashok Vaseashta ◽  
J. Irudayaraj ◽  
S. Vaseashta ◽  
I. Stamatin ◽  
A. Erdem
Keyword(s):  
Task Force ◽  
Undergraduate Curriculum ◽  
Education And Training ◽  
Academic Community ◽  
International Exchange ◽  
Biological Engineering ◽  
Seamless Integration ◽  
East European ◽  
Optical And Mechanical Properties ◽  
And Training

ABSTRACTMaterials in reduced dimensions demonstrate size dependence and may exhibit properties different from the bulk. Nanomaterials are a fundamentally and entirely new class of materials with remarkable electrical, optical, and mechanical properties, thus offering unique applications. With a 9.7% increase in FY 2004-05 investments and an expected worldwide labor force shortage, education and training has become a key component of the National Nanotechnology Initiative (NNI). The slow response by the academic community to develop nanotechnology curriculum is evidenced by the small number of Universities offering fundamental undergraduate level courses in nanoscience and nanotechnology. There is a strong need to develop coercive undergraduate curriculum to equip the future engineers, scientists, and researchers charged with commercializing nanotechnology applications. We are in the process of developing and implementing some core courses and laboratory modules, which can easily adapt to either a major or minor in nanotechnology, nano-biotechnology, or nanoscience programs. The course modules are being developed by a multi-disciplinary team consisting of faculty in Physics, Agricultural and Biological Engineering, Materials Engineering, and Molecular Biology at Universities in the US, Europe, and the Consortium of South East European Network on Nanoscience and Technology (COSENT). The joint effort specifically addresses a sector of nanobiotechnology emphasizing applications in agricultural and biological systems through hands-on modules and experimental kits. Selected course and laboratory modules are being developed to be affordable, flexible, accessible, and appealing to a diverse student population from across basics sciences, life sciences, agriculture, and engineering departments. Internet ready, multimedia intensive curriculum and assessment modules will include self-directed individualized learning modules as well as team-based components capitalizing on collaborative learning to address complex problems and tasks. The capital cost and site sensitivity of much of the equipment used within nanoscience courses often limits its distribution to large research centers, despite the need for it in many disperse educational programs. The creation of this seamless integration will promote and encourage an international exchange of students and ideas within interdisciplinary research. We will present our unique approach to delivery of education and training at all levels employing converging technologies to an international audience and receive feedback to enhance the effectiveness of the program to better educate the task force of tomorrow.

TAP CBRN Preparedness: Knowledge, Training and Networks

2008 ◽  
Vol 23 (S2) ◽  
pp. s65-s69 ◽  
Author(s):  
Irene van der Woude ◽  
Johan S. de Cock ◽  
Joost J.L.M. Bierens ◽  
Jan C. Christiaanse
Keyword(s):  
Emergency Medicine ◽  
Basic Education ◽  
Task Force ◽  
Education And Training ◽  
European Network ◽  
Face To Face ◽  
World Association ◽  
The World ◽  
The Face ◽  
And Training

AbstractThe main goal of this targeted agenda program (TAP) was the establishment of an international network that would be able to advise on how to improve education and training for chemical, biological, radiological, or nuclear (CBRN)) responders. By combining the members of the TAP group, the CBRN Task Force of the World Association for Disaster and Emergency Medicine (WADEM) and the European network of the Hesculaep Group, an enthusiastic and determined group has been established to achieve the defined goal. It was acknowledged that the bottlenecks for education and training for CBRN responders are mainly awareness and preparedness. For this reason, even basic education and training on CBRN is lacking. It was advised that the focus for the future should be on the development of internationally standardized protocols and standards. The face-to-face discussions of the TAP will be continued at future Hesculaep expert meetings. The intention is that during the 16WCDEM, the achievements of the established network will be presented.

scholarly journals The Chief Clinical Informatics Officer (CCIO)

2016 ◽  
Vol 07 (01) ◽  
pp. 143-176 ◽  
Author(s):  
Patricia Sengstack ◽  
Thankam Thyvalikakath ◽  
John Poikonen ◽  
Blackford Middleton ◽  
Thomas Payne ◽  
...  
Keyword(s):  
Medical Informatics ◽  
Task Force ◽  
Education And Training ◽  
Clinical Informatics ◽  
Dental Informatics ◽  
Body Of Knowledge ◽  
American Medical Informatics Association ◽  
Future Education ◽  
And Training

SummaryThe emerging operational role of the “Chief Clinical Informatics Officer” (CCIO) remains heterogeneous with individuals deriving from a variety of clinical settings and backgrounds. The CCIO is defined in title, responsibility, and scope of practice by local organizations. The term encompasses the more commonly used Chief Medical Informatics Officer (CMIO) and Chief Nursing Informatics Officer (CNIO) as well as the rarely used Chief Pharmacy Informatics Officer (CPIO) and Chief Dental Informatics Officer (CDIO).The American Medical Informatics Association (AMIA) identified a need to better delineate the knowledge, education, skillsets, and operational scope of the CCIO in an attempt to address the challenges surrounding the professional development and the hiring processes of CCIOs.An AMIA task force developed knowledge, education, and operational skillset recommendations for CCIOs focusing on the common core aspect and describing individual differences based on Clinical Informatics focus. The task force concluded that while the role of the CCIO currently is diverse, a growing body of Clinical Informatics and increasing certification efforts are resulting in increased homogeneity. The task force advised that 1.) To achieve a predictable and desirable skillset, the CCIO must complete clearly defined and specified Clinical Informatics education and training. 2.) Future education and training must reflect the changing body of knowledge and must be guided by changing day-to-day informatics challenges.A better defined and specified education and skillset for all CCIO positions will motivate the CCIO workforce and empower them to perform the job of a 21st century CCIO. Formally educated and trained CCIOs will provide a competitive advantage to their respective enterprise by fully utilizing the power of Informatics science.

scholarly journals Report of the AGA Institute Education and Training Committee Task Force on Physician Reentry

2010 ◽  
Vol 139 (3) ◽  
pp. e17-e26
Author(s):  
Arthur J. Decross ◽  
Darrell S. Pardi ◽  
Deborah D. Proctor
Keyword(s):  
Task Force ◽  
Education And Training ◽  
And Training

Task force III: Education and training to meet cardiovascular health manpower needs

1976 ◽  
Vol 37 (6) ◽  
pp. 969-972 ◽  
Author(s):  
Swan ◽  
Bristow ◽  
Dodge ◽  
Fowler ◽  
Come ◽  
...  
Keyword(s):  
Cardiovascular Health ◽  
Task Force ◽  
Education And Training ◽  
Health Manpower ◽  
Manpower Needs ◽  
And Training

scholarly journals Labour Market Statistics - Plugging the Gaps

1970 ◽  
Author(s):  
Ian Ewing ◽  
Sharon Evans
Keyword(s):  
Labour Market ◽  
Central Government ◽  
Task Force ◽  
Labour Force ◽  
Industrial Relations ◽  
Feasibility Studies ◽  
Education And Training ◽  
Business Statistics ◽  
Household Labour ◽  
And Training

Official statistics have not kept pace with the deregulation of the labour market in the 1990s. Beginning in 1992 with the Rose Review' there have been several assessments of the gaps and what is required to plug them. The report of the Prime Ministerial Task Force on Employment in 1994 and the 1996 work of an interdepartmental working group reached similar conclusions about the needs. In the last two years some important advances have occurred. The 1996 Census of Population extended the coverage of education and training topics. Central government funding was obtained for Household Labour Force Survey supplements on education and training (once only) and income (annually). Results from all three supplements will be available in 1997. Feasibility studies, funded by a group of Government agencies, have been done on employer's training practices and expenditure. Statistics New Zealand has developed new classifications for levels of educational attainment and field of educational study. There are still a number of unmet needs, particularly in the areas of labour market dynamics, workplace industrial relations, employment-related business statistics and Maori labour force involvement. Options for funding these have been explored in 1996 with no positive outcomes yet.

AUSTRALIAN FRANCHISING: FROM INTERNATIONAL INVASION TO INTERNATIONAL EXPANSION

1993 ◽  
Vol 01 (01) ◽  
pp. 39-66 ◽  
Author(s):  
Colin F McCosker
Keyword(s):  
21St Century ◽  
Task Force ◽  
Self Regulation ◽  
Education And Training ◽  
Current Situation ◽  
International Expansion ◽  
And Training

The purpose of this paper is to review the growth of the franchising sector in Australia, assess the current situation and examine the challenges it faces as it moves into the 21st century. The growth of business format franchising is examined from the early 1970’s when some of the largest U.S. franchisors established themselves in Australia, through the 1980’s when a great number of Australian franchises were commenced and understanding of franchising was growing, until the current situation where the maturity of the sector is evident and increasingly local franchisors are extending their expansion internationally. The current situation is examined, discussing distribution of franchise systems, their performance, the growing trend to international expansion and the changing attitude of government. The roles of franchisors and franchisees are examined, with attention given to data on their plans, behaviour, opinions and concerns. Finally the problems in Australian franchising as identified by a government Franchising Task Force are discussed, together with its conclusions and recommendations which include a scheme for self-regulation by the franchising sector and attention to education and training. Franchising in Australia has achieved considerable growth and maturity. It has developed its own characteristics and now stands independent of the international participants. Instead, it is turning its attention to international expansion while continuing to develop actively its systems within Australia.

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