Youth Attitudes Towards Assessment Tools in After-school Informal Learning and Employment Training Programs

This chapter presents prognostic analysis results concerning the changes in the engineering competence requirements. It is noted that professional competences of future experts in this field are undergoing certain changes related to the need for operating complex systems and working in a team in uncertain contexts in order to support and ensure good management throughout the entire high-tech systems life-cycle. It has been established that certain technological areas of the National Technology Initiative (NTI), which is being implemented now, are not provided with the educational training programs by the adopted Federal National Educational Standards (FNES). This chapter also focuses on the role of Worldwide CDIO Initiative international engineering standards of education in the development of new engineering competence assessment tools to enhance the national system of educational standards and includes National Research Nuclear University MEPhI's own educational standards in higher education as an example.

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Rational and Intuitive Styles: Commensurability across Respondents' Characteristics

Psychological Reports ◽

10.2466/pr0.1997.80.1.23 ◽

1997 ◽

Vol 80 (1) ◽

pp. 23-33 ◽

Cited By ~ 8

Author(s):

W. M. Taggart ◽

Enzo Valenzi ◽

Lori Zalka ◽

Kevin B. Lowe

Keyword(s):

United States ◽

Multivariate Analysis ◽

New Zealand ◽

Ethnic Group ◽

Analysis Of Variance ◽

Training Programs ◽

The United States ◽

Assessment Tools ◽

Industry Data ◽

Birth Country

This study was designed to examine differences in responses to the six rational/intuitive scales of the Personal Style Inventory in relation to gender, age, ethnic group, birth country, occupation, and industry. Data were collected from 495 participants in training programs in Australia, England, New Zealand, and the United States. Multivariate analysis of variance indicated no differences among groups on the six scales which then are not sensitive to the characteristics so separate norming scores are not indicated. Lack of differences between sexes contrasts with the finding that women score more intuitive than men on other style assessment tools. Findings are not, however, consistent. And, since characteristics other than gender may show similar disparate results, further study of rational-intuitive commensurability is needed.

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From Welfare to Working Poor: Prioritizing Practice in Research on Employment-Training Programs for the Poor

Anthropology & Education Quarterly ◽

10.1525/aeq.1997.28.1.85 ◽

1997 ◽

Vol 28 (1) ◽

pp. 85-110 ◽

Cited By ~ 9

Author(s):

Frances Julia Riemer

Keyword(s):

Training Programs ◽

Working Poor ◽

Employment Training ◽

The Poor

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Commentary: Creating Hybrid After-School Enrichment Activities

LEARNing Landscapes ◽

10.36510/learnland.v5i2.549 ◽

2012 ◽

Vol 5 (2) ◽

pp. 35-43

Author(s):

Michael Cole ◽

Robert Lecusay ◽

Ivan Rosero

Keyword(s):

Informal Learning ◽

Local Community ◽

Cross Cultural ◽

Higher Learning ◽

Learning Activities ◽

After School ◽

Community Institutions ◽

School Settings ◽

Institutions Of Higher Learning ◽

History Of

In this commentary we propose a collaborative strategy for the creation of informal learning activities in after-school settings that are also shared sites of learning, research, and development. We briefly trace the history of a research program—"UCLinks"—whose defining feature is a form of collaboration between institutions of higher learning and local community institutions responsible for youth in the afterschool hours. These collaborations thrive only to the degree that "mutual appropriation" can be negotiated between partners, and it is within mutual appropriation that new possibilities for creative cross-generational and cross-cultural informal learning activities are materialized.

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