Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Higher level vocational education and training (VET) programmes are facing rapid change and intensifying challenges. This report on Egypt examines what type of training is needed to meet the needs of a changing economy,  how programmes should be funded,  how theyshould be linked to academic and university programmes and how employers and unions can be engaged.  The country reports in this series look at these and other questions. They form part of Skills beyond School, the OECD policy review of postsecondary vocational education and training.

Vocational education --- Occupational training --- Government policy. --- Job training --- Manpower development and training --- Manpower training programs --- Vocational training --- Education --- Training --- Education and training services industry --- Practice firms --- Education, Vocational --- Work experience --- Technical education --- Egypt

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

It is nearly impossible to overestimate the significance of a professional ethos in pedagogical situations. Most theories of education understand ethos and ethical acting as belonging to the core of the pedagogical profession. Despite this evidence, remarkably few empirical studies exist on ethos. This book has three main aims: 1) to conceptualize the pedagogical ethos at the theoretical level, 2) to operationalize it systematically, and 3) to study it empirically from the trainers’ perspective but also from that of apprentices. Part 1 offers a critical discussion on different theoretical approaches of professional morality. These include theories on moral values or professional codes, virtue ethics, professional sensitivity, moral commitment, and caring. Identified communalities are combined to form a new model of professional ethos. More intensively than other existing theories, the ethos approach presented in this book stresses the content’s situational impact on decision-making and motivation. The main question guiding the instrument development, dealt with in Part 2, asks how we can distinguish professional morality from the general notion that people should be good. In order to answer this question, vocational education but also a trainer’s pedagogical duties and responsibilities are discussed. Part 3 then presents the result of two empirical studies with vocational trainers and apprentices. It offers some interesting findings for further reflection – input not only relevant for researchers but also educational institutes, professional associations, and practitioners themselves. In short: this book contributes significantly to research on professional morality as well as vocational education.

Education. --- Vocational education -- Philosophy. --- Vocational education. --- Education --- Social Sciences --- Education, Special Topics --- Vocational teachers --- Occupational training --- Moral and ethical aspects. --- Standards. --- Job training --- Manpower development and training --- Manpower training programs --- Vocational training --- Vocational education teachers --- Vocational school teachers --- Energy. --- Energy, general. --- Training --- Education and training services industry --- Practice firms --- Teachers --- Vocational education --- Philosophy. --- Education, Vocational --- Work experience --- Technical education

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

This book addresses the issue of graduate employability (GE) within the changing context of contemporary Vietnam. GE has become a highly topical and contested issue in Vietnam. Employers report that university students are not suitably prepared for work, and universities are often criticised for their poor commitment to developing student employability assets. However, it is suggested that enhancing GE in Vietnam involves many factors that are often underplayed in the general literature. In the Vietnamese context, both the education system and the economy remain relatively underdeveloped; students are schooled to be passive learners; and corrupt employment practices remain rife. Moreover, Confucian cultural features of face saving, hierarchical order in decision making, and the role of rumour and hearsay in a collectivist culture each play an important part in the different ways university graduates negotiate their transition to employment. Thus, in order to enhance the development of GE in Vietnam, all related stakeholders need opportunities to collaborate so that a mutual understanding of the problem is arrived at and feasible solutions are developed and implemented.

Education, Higher --- College students --- Business and education --- Occupational training --- Job training --- Manpower development and training --- Manpower training programs --- Vocational training --- Education --- Training --- Education and training services industry --- Practice firms --- Corporations and education --- Industry and education --- Education and business --- Education and corporations --- Education and industry --- Worksite schools --- College life --- Universities and colleges --- University students --- Students --- Higher education --- Postsecondary education --- Economic aspects --- Employment --- E-books

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

"In the past, West Virginia's energy sector was primarily based on mining and combusting coal for industry or electricity. In recent years, the production and industrial application of natural gas and natural gas liquids from shale resources have increased demand for workers in the energy sector. In 2013, the National Energy Technology Laboratory (NETL) asked RAND to work closely with the Community and Technical College System of West Virginia (CTCS) to develop a strategy for energy-sector employers and education and training institutions to collaborate to ensure that the local talent pool is prepared to enter the workforce with the competencies to fill energy-sector jobs now and in the future. To develop that strategy we examined data from the Occupational Information Network (O*NET) and interviewed energy-sector employers in West Virginia to determine the key knowledge areas, skills, and abilities required of energy-sector employees across the country and within West Virginia. We then analyzed data from the West Virginia Higher Education Policy Commission, interviews with representatives of academic and training providers within CTCS, apprenticeship programs, a regional Workforce Investment Board (WIB), and CTCS students enrolled in energy-related programs to determine whether education and training is aligned with the sector's needs and what may impede such alignment. We conducted a national review of promising practices from training provider-employer partnerships across the United States. Based on this analysis, we developed ten recommended action items CTCS and other regional stakeholders can implement to support a well-aligned and coherent energy-sector workforce-development pipeline."--Back cover.

Energy industries --- Community college graduates --- Skilled labor --- Labor supply --- Vocational education --- Occupational training --- Labor & Workers' Economics --- Business & Economics --- Supply and demand --- Employees --- Training of --- Effect of education on --- Job training --- Manpower development and training --- Manpower training programs --- Vocational training --- Education, Vocational --- Work experience --- Labor force --- Labor force participation --- Labor pool --- Work force --- Workforce --- Industries --- Power resources --- Education --- Training --- Education and training services industry --- Practice firms --- Technical education --- Labor market --- Human capital --- Labor mobility --- Manpower --- Manpower policy --- Labor --- College graduates

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

The best learning transfer happens when participants have fun! Safety Training That Transfers offers more than 50 activities dedicated to different aspects of workplace safety. Each activity includes an overview, step-by-step instructions, and debriefing questions that reinforce each lesson.

Safety education, Industrial. --- Industrial safety. --- Industrial accidents --- Industries --- Job safety --- Occupational hazards, Prevention of --- Occupational health and safety --- Occupational safety and health --- Prevention of industrial accidents --- Prevention of occupational hazards --- Safety, Industrial --- Safety engineering --- Safety measures --- Safety of workers --- Accidents --- System safety --- Industrial safety --- Industrial safety education --- Safety education --- Prevention --- Study and teaching --- Safety education, Industrial --- Employees --- Instructional systems --- Instructional design --- Employee development --- Employee training --- Employees, Training of --- In-service training --- Inservice training --- On-the-job training --- Training of employees --- Training within industry --- Vestibule schools --- Occupational training --- Employer-supported education --- Training of --- Design --- E-books --- Training of. --- Design.