scholarly journals PROFESSIONAL DEVELOPMENT AND TRAINING IN POST-SECONDARY EDUCATION: PARTICIPATION IN A SUBSIDIZED PROGRAM “EXPORT TRADE EXECUTIVE”

2021 ◽  
Vol 6 (2) ◽  
Author(s):  
Afentouli Vasiliki ◽  
Stefanos Armakolas ◽  
Athina Kazana
Keyword(s):  
Professional Development ◽  
Secondary Education ◽  
Export Trade ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Technological Data ◽  
Level Of Knowledge ◽  
Education Participation ◽  
The Unemployed ◽  
And Training

The economic conditions nowadays with the increased international competition, open borders, and easier money circulation in the market have created the need for additional production, while unemployment rates have been on the rise making adults required to enrich their knowledge attend training seminars in order to achieve a successful transition from the education stage to the labor market. These new market conditions have led to the promotion of professional development and training of the workforce, which will be achieved through vocational education (Valiente et al., 2020, Saar et al., 2013). At the same time, the need for more opportunities for personal and social development and employment has created lifelong learning in post-secondary education. Subsidized training programs are very often implemented, organized by large organizations, in order to provide additional knowledge to adult workers and the unemployed, regardless of age, level of knowledge, degree, and specialty. This study explores the motivation and the criteria of the participation in one of the Subsidized Unemployed Program with the title “Export Trade Executive”. According to the results of the research, the driving force for the participation of adults in this kind of program is the professional development of the participants, the improvement of their professional skills, the adaptation to the new technological data, but also socialization through the program. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0810/a.php" alt="Hit counter" /></p>

scholarly journals Globalization and Post-Secondary Education Policy in Canada:A Review of Trends

2008 ◽  
Vol 37 (2) ◽  
Author(s):  
Dale Kirby
Keyword(s):  
Secondary Education ◽  
Newfoundland And Labrador ◽  
Economic Globalization ◽  
Training System ◽  
Workforce Training ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Review Reports ◽  
The Impact ◽  
And Training

In 2005, provincial governments in Ontario and Newfoundland and Labrador each commissioned comprehensive public post-secondary education and training system reviews. While there are considerable differences between the systems and policy approaches in these jurisdictions, the final reports of each of these reviews provide an interesting repository of current post-secondary policy tendencies in Canada. The principal arguments and recommendations put forward in the review reports demonstrate the pervasive influence of economic globalization and the continuing shift to a more utilitarian and market-oriented ideological outlook on post-secondary education’s raison d'être. The policies advocated by both reviews illustrate, to varying extents, the impact of dominant influences on modern post-secondary policies including workforce training, privatization, marketization, internationalization and quality assessment mechanisms. En 2005, les gouvernements provinciaux de l'Ontario et de Terre-Neuve et Labrador ont commandé séparément des comptes-rendus détaillés sur les systèmes publiques d'enseignement et de formation au niveau post- secondaire. Quoiqu'il y ait bien des différences entre les systèmes et les approches politiques des deux provinces, chacun des comptes-rendus finals devient un répertoire intéressant des tendances en cours de la politique de l’éducation post-secondaire. Les recommendations et arguments principaux présentés dans ces comptes-rendus démontrent l'influence envahissante de la mondialisation économique et le changement continu vers une perspective idéologique plus utilitaire et plus orientée vers la commercialisation sur la raison d'être de l'enseignement post-secondaire. Les recommandations de ces deux comptes-rendus démontrent l'effet des influences dominantes sur la politique de l’éducation post-secondaire moderne pour y incorporer la formation de la main-d'œuvre; la privatisation et la commercialisation et les mécanismes d'évaluation de la qualité.

scholarly journals The Hemophiliac and Knowledge of Their Condition

1977 ◽  
Author(s):  
M.J. Inwood ◽  
J.D. Barr ◽  
R. George
Keyword(s):  
Statistical Analysis ◽  
Secondary Education ◽  
Post Secondary Education ◽  
Factor Level ◽  
Educational Objectives ◽  
Post Secondary ◽  
Superior Knowledge ◽  
Home Infusion ◽  
Level Of Knowledge

The Canadian Hemophilia Society (CHS) emphasizes education of the hemophilia and his family. A questionnaire was designed to answer the following. Was the level of knowledge a sample of Canadian hemophiliacs and their parents had of their condition related to the educational objectives of the CHS? Was the standard of treatment they received directly related to this level of knowledge, and in turn did it affect the degree of compliance to physician’s orders? 220 hemophiliacs and parents across Canada were interviewed and 203 (91%) responded. The following results were verified using suitable statistical analysis. Individuals who attended CHS meetings, received CHS literature and Handbook had superior knowledge of their condition compared to those hemophiliacs and parents not receiving these services. Although physicians knew more about hemophilia than the average parent or hemophiliac, if a parent had post secondary education, or if the hemophiliac was severely effected, their knowledge was equal to that of non actively treating physicians. Hemophiliacs had increased knowledge if they were enrolled in a home infusion program and had regular inhibitor and factor assays performed. Only 5 of 167 hemophiliacs and parents were non compilers, and had a lower level of knowledge compared to the compliant group. This suggests that the hemophiliac with superior knowledge is severely affected and enrolled in a home infusion program. He is cared for by a physician actively treating hemophilia, who arranges regular inhibitor and factor level assays. Furthermore he is a member of the CHS, possesses a CHS Handbook and attending regular CHS meetings.

scholarly journals Student Reflective Literacy Practices and the Professional Development of Mexican American Women Post-Secondary Educators

10.28945/4014 ◽  
2018 ◽  
Vol 3 ◽  
pp. 041-057
Author(s):  
Rebecca A Palomo ◽  
Tamara J Hinojosa
Keyword(s):  
Professional Development ◽  
Secondary Education ◽  
Mexican American ◽  
Literacy Practices ◽  
Future Research ◽  
Mexican American Women ◽  
Post Secondary Education ◽  
Secondary Educators ◽  
American Women ◽  
Post Secondary

Aim/Purpose: The purpose of this study was to explore how the professional development of two Mexican-American women post-secondary educators was impacted by the reflective literacy practices (RLPs) of their students and themselves. RLPs were defined as verbal and written dialogue that fosters reflection of their learning. Background: Research suggests that RLPs can be empowering for students, yet there is minimal research about the impact that RLPs may have on the post-secondary educators (PSEs) who assign or use them. Methodology: We used critical theory, to conduct a collaborative autoethnographic study exploring how the use of RLPs influenced our professional development as Mexican-American women PSEs. Specifically, we focused on the contrasting nature of three specific concepts related to professional development: (1) voice/silence, (2) masking/expressing of emotions, and (3) empowerment/disempowerment. Contribution: Findings suggest that RLPs help PSEs gain insight about their students and about themselves. These insights facilitate both voice/silence and expressing/masking of emotions within the classroom and during interactions with colleagues. These insights also enable PSEs to enhance their pedagogical voices and to create empowering post-secondary education settings for themselves and for their students. Findings: Two themes emerged in our study: Developing Pedagogical Voice and Becoming Empowered. The first theme had two sub-themes: (1) empowering class discussions and (2) personal experiences that guide our pedagogical voices. The second theme had four sub-themes: (1) dealing with other colleagues, (2) letting go of perfection, (3) 50:50 responsibility, and (4) vulnerability and heart. Recommendations for Practitioners: Our research supports the use of RLPs in post-secondary education settings. However, because our findings also demonstrate how RLPs can contribute to Mexican American PSEs feeling silenced, implications for professionals who work with Mexican American PSEs indicate providing culturally empowering environments that decrease silence. Culturally empowering environments may include research mentorship for Mexican American PSEs, networking opportunities, and diversity recruitment efforts to increase the number of Mexican American women as post-secondary educators. Future Research: Future research should focus on the use of specific types of RLPs, including how technology is changing RLPs.

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