Journal articles on the topic 'Department of Employment Education and Training'
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1
Green, Jennifer. "Supported Competitive Employment." Australasian Journal of Special Education 12, no. 1 (May 1988): 43–44. http://dx.doi.org/10.1017/s1030011200026154.
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The Community Options Program Employment (COPE) Project, was initiated in October 1985 by the Consultant for Students with Intellectual and/or Physical Disabilities at Blacktown College of TAFE (New South Wales Department of Technical and Further Education). It is a cooperative program in on-site training and competitive employment support, for workers with an intellectual disability.
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Driver, Neville. "Bridging the gap—the oil and gas industry." APPEA Journal 49, no. 2 (2009): 595. http://dx.doi.org/10.1071/aj08068.
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The oil and gas industry is prone to skills shortages resulting from financial cycles, as is the case with many other industry sectors. Bridging the gap in indigenous employment is in part a solution to this problem and in the Northern Territory this has become easier due to innovative developments and smart partnerships. When smart partnerships are formed that involve like-minded organisations, successful employment outcomes are inevitable. Partnerships, involving APPEA, Industries Services Training Pty Ltd (IST), the Australian Government through the National Shills Shortage Strategy (NSSS), plus the Structured Training and Employment Program—Employment Related Services (STEP ERS), which are funded through the Department of Employment Education and Workplace Relations (DEEWR) and the Department of Education and Training (DET) in the Northern Territory, have provided funding for Indigenous pre—employment training programs that are leading to positive employment outcomes in the oil and gas Industry. The model developed and implemented in the Northern Territory by IST ensures Indigenous employment outcomes follow the delivery of the Indigenous pre-employment training programs. Key factors include: Indigenous mentors; culturally appropriate trainers; Monitoring employment activities; and, Specialist project management from APPEA and IST. Methodologies and strategies employed by various partners ensure employment outcomes through the cooperation of principal subcontractors who require staff and who can service contracts let by major APPEA members. Of the 18 Indigenous and Torres Strait Islander participants who commenced the eight-week program in 2008, 16 graduates received their nationally recognised Statements of Attainment at the graduation ceremony held at the Darwin Convention Centre in October 2008. There were six female graduates of the program. Competencies included first aid, dogging, safe working at heights and OHS including risk and hazard analysis training. You may ask yourself why these courses were so successful when many others have failed. The presentation will outline difficulties; successful methodologies and strategies used by IST to ensure employment outcomes are achieved. These strategies include full-time Indigenous mentors throughout the course plus culturally appropriate trainers, smart recruitment strategies, dedicated employment service brokers soliciting employment opportunities, industry site visits, industry guest speakers and the commitment of Governments and APPEA. As a result of the successes to date, the relevant government departments have committed to further courses throughout 2009.
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Kerachsky, Stuart, and Craig Thornton. "Findings from the Stets Transitional Employment Demonstration." Exceptional Children 53, no. 6 (April 1987): 515–21. http://dx.doi.org/10.1177/001440298705300605.
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This article describes the model for and the implementation of the Structured Training and Employment Transitional Services (STETS) demonstration—a major transitional-employment intervention funded by the U.S. Department of Labor. In terms of the evolution of transitional-employment-type initiatives, STETS was important for two reasons: It was the largest of such efforts yet undertaken in this social area, and its design and evaluation were based on an experimental methodology, thus generating the most robust and accurate findings yet available on the transitional-employment concept. The evaluation of STETS focused on five basic issues: participants' subsequent labor-market behavior, use of school and training programs, public-transfer dependence, life styles, and the benefits versus the costs of the intervention. The results indicate that mentally retarded young adults can perform competently in competitive employment, and that STETS-type transitional services can be instrumental in helping such individuals achieve their employment potential.
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Foley, Dennis. "Perspectives on Effective Student Support for Indigenous Students in a Tertiary Institution." Australian Journal of Indigenous Education 24, no. 2 (1996): 53–55. http://dx.doi.org/10.1017/s1326011100002477.
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In 1994 I was employed as a consultant in the Office of HRM working on a DEET (Department of Employment Education and Training) funded project in the compilation of an Indigenous employment strategy which resulted in the development of the university ‘Recruitment and Career Development Strategy for Indigenous Australians’.
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Barnett, Chris. "Cross-Sectoral Approaches Combining Career and Vocational Education in Schools in Western Australia." Australian Journal of Career Development 7, no. 3 (October 1998): 8–9. http://dx.doi.org/10.1177/103841629800700304.
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“Programs for lower secondary students supporting their access to vocational education and training in the senior years: a cross-sectoral approach including school and industry profession development” is a project funded by the Career Education Association of Western Australia and the Department of Employment, Education, Training and Youth Affairs. The project objectives, findings and recommendations from the preliminary research and other project developments are described. The Internet address for regular updated information is also provided.
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Schoenbrodt, Lisa, Fran Silverman, and Megan Boyd. "A Clinical Supervision Model for Nontraditional Graduate Students in Training." Perspectives on Administration and Supervision 19, no. 1 (March 2009): 25–29. http://dx.doi.org/10.1044/aas19.1.25.
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Abstract With the increasing critical shortage of qualified speech-language pathologists (SLPs) in the schools, graduate programs are charged with thinking beyond traditional programs in order to train committed candidates to serve school-aged populations in a cost-effective manner. The Department of Speech Pathology at Loyola College engaged in a partnership with the Maryland State Department of Education whereby students would be provided a scholarship for their degree, and in return would complete five years of employment upon graduation. A critical component of this program stipulated that students be employed and supervised in a local education agency. After experimenting with numerous models for clinical supervision in the school, one model emerged as effective. The college, student, and school perspective regarding effectiveness is presented.
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Norman, Pam. "Getting Going with Genres a National Aboriginal & Torres Strait Islander Education Policy Curriculum Initiative." Aboriginal Child at School 21, no. 2 (May 1993): 18–33. http://dx.doi.org/10.1017/s0310582200005629.
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The Northern Territory Department of Education was given a unique opportunity to implement an Aboriginal Schools Curriculum Materials Project (ASCMP) with funding from the Department of Employment, Education and Training (DEET) and the implementation of the National Aboriginal and Torres Strait Islander Education Policy (NAEP). One package of resources that has resulted from this initiative is known as Getting Going with Genres. A feature of the development of these resources was the involvement of large numbers of Aboriginal people in writing workshops in Northern Territory Aboriginal communities.
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Liethof, Mary-Ann. "Want a Job? Join a Job Club!" Australian Journal of Career Development 4, no. 2 (July 1995): 10–11. http://dx.doi.org/10.1177/103841629500400205.
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Job Clubs funded by the Department of Employment, Education and Training (DEET) have been assisting long-term pre-employed people develop the means to effectively compete for and obtain work since being introduced to Australia from Canada in 1986–87.
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Carlo Jr, Radames, and Rocky J. Dwyer. "The impact of vocational training on transition-aged adults." Journal of Mental Health Training, Education and Practice 13, no. 6 (November 5, 2018): 307–17. http://dx.doi.org/10.1108/jmhtep-01-2018-0002.
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Purpose The purpose of this paper is to examine the difference in attaining and maintaining employment between transition age youth (ages 19–22) with emotional and behavioral disorders (EBDs) completing and not completing vocational training. Design/methodology/approach A quantitative causal-comparative research design using existing data extracted from the National Longitudinal Transitional Study-2 (NLTS-2) via a restricted data use license issued by the National Center Special Education Research, Institution of Education Sciences, US Department of Education. One-way ANCOVA and multiple regression analysis with one independent variable and six control variables were used for the study. Findings The results showed there is a significant difference in employment status between transition age youth with EBDs completing vocational training as compared to non-completion of vocational training, controlling for gender, race, age, mental health services, academic achievement and prior work experience. Individuals who completed vocational training are more likely employed after two years, than those who had not completed vocational training. Originality/value The outcomes of the study showed that vocational training during the transitional period had a positive impact on outcomes such as employment status, participation in job skills programs and perceived preparedness for employment. These findings support the idea that vocational training during the secondary school period is an effective way to scaffold support for the transitional period. As a result, these findings justify the use of vocational training as part of the transitional preparation for students with emotional and behavioral disorders.
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Churton, Michael W. "Preparation of adapted physical educators in Appalachia: Preservice Training Model." Rural Special Education Quarterly 9, no. 3 (September 1988): 18–22. http://dx.doi.org/10.1177/875687058800900304.
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The delivery of adapted physical education services in Appalachia and other rural areas has lacked comprehensive and appropriate personnel training models. Exceptional children have not received adequate adapted physical education services due to lack of qualified teachers, resources, and extreme poverty conditions. Appalachian State University's Department of Language, Reading, and Exceptionality was awarded a training grant to prepare adapted physical education teachers for Appalachia. Appalachia is the depressed economic and geographically dispersed region encompassing 154 counties in the southeastern part of the country. Exceptional children are un-cerserved and often do not receive appropriate physical education or special education intervention. Specific training and employment problems were identified. Strategies for training teachers to provide services in rural areas are presented which may prove generalizable to other special education training programs.
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Corbett, William P., Hewitt B. Clark, and William Blank. "Employment and Social Outcomes Associated with Vocational Programming for Youths with Emotional or Behavioral Disorders." Behavioral Disorders 27, no. 4 (August 2002): 358–70. http://dx.doi.org/10.1177/019874290202700403.
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The authors examined the different types and amounts of vocational programming received by secondary students with emotional or behavioral disorders (E/BD) and their postschool outcomes, including graduation status, earnings, use of public assistance, and contact with the Department of Corrections. Generic vocational education and on-the-job-training had significant positive relationships with total earnings, whereas occupationally specific vocational education did not have any significant relationships with total earnings. All types of vocational education had inverse significant relationships with the dropout rate. Vocational education had no beneficial relationships with the use of public assistance or with contact with the Department of Corrections. The authors conclude that students with E/BD should be encouraged to have some type of vocational education in secondary school, although occupationally specific vocational education did not appear to have as many significant relationships as the other two types of vocational education.
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Whatman, Sue. "Promoting Indigenous Participation at Tertiary Institutions: Past Attempts and Future Strategies." Aboriginal Child at School 23, no. 1 (March 1995): 36–43. http://dx.doi.org/10.1017/s0310582200005046.
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Since 1967, enormous progress has been made by Aboriginal and Torres Strait Islander people in Australia in gaining access to, and participating in, tertiary education. National statistics provided by the Department of Employment, Education and Training (DEET, 1992), show that Aboriginal and Torres Strait Islander students are enrolling in, and graduating from, a wider variety of courses in ever increasing numbers.
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Malaidza, Hector M., and Robert Strong Jr. "Forecasting Future Funds for Food Security Projects: A Reflection on Trainings for Frontline Extension Staff on Improved Agricultural Practices in Malawi." Journal of International Agricultural and Extension Education 24, no. 1 (April 15, 2017): 10–16. http://dx.doi.org/10.5191/jiaee.2017.24103.
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Eighty percent of the Malawian population depends on agriculture for employment. This commentary is a reflection of a number of training workshops conducted to orient frontline extension staff on improved agricultural technologies. These trainings were conducted by the Technology Transfer Unit (TTU) is under the Department of Agricultural Research Services (DARS) of the Ministry of Agriculture, Malawi. The manuscript contains an analysis across various activities were done before, during, and after a number of technical training sessions. The manuscript presents a detailed picture of processes associated with implementation of the trainings where technical information was shared. The results conceptualize insights of things what was effective, and suggests ways of improving trainings in the future. Therefore, this commentary stresses on the importance of conducting training needs assessments for specific technical groups. The lessons drawn from the analysis are sketched in a general schematic model that can be used for designing, implementing and evaluating future agricultural extension staff trainings to improve food security of Malawians.
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Harding, Gwen. "Deetya Career Information Products." Australian Journal of Career Development 6, no. 2 (July 1997): 3–5. http://dx.doi.org/10.1177/103841629700600202.
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This case study provides an overview of the 1997 DEETYA (Department of Employment, Education, Training and Youth Affairs) career information products, including the Job guide 1997 CD-ROM. Developments incorporated into the 1997 products greatly enhance the flexibility with which the career information can be used and enable these resources to be accessed by a much wider audience, both in Australia and overseas. The overall objective of these products is to assist students and job seekers to make informed decisions leading to effective career, education and training choices. In addition to describing the content of each product, the target audience is outlined.
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Hajdú, Dávid. "The Effect of the Coronavirus (SARS COV-2) on Training for Jobseekers in Hungary." Economic and Regional Studies / Studia Ekonomiczne i Regionalne 14, no. 1 (March 1, 2021): 80–98. http://dx.doi.org/10.2478/ers-2021-0006.
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Abstract Subject and purpose of work: The study examines the consequences of the coronavirus on training for jobseekers supported by county government offices in Hungary. Materials and methods: The study investigates the effects of the coronavirus in Hungary on the basis of the information obtained from trainings for jobseekers supported by county government offices. Before conducting the research the data provided by the Labour Market Department of the Division of Employment and Occupational Safety of the government office were obtained. Results: The amount of the earnings-related allowance paid during the pandemic period was HUF 2,369,404,800, which, calculated on the basis of the average earnings-related allowance in the country (HUF 128,800), could have given 6,132 people a new profession in the country. The digital form of education ordered by the Hungarian Government did not affect the trainings initiated by the county government offices. Act IV of 1991 on the Promotion of Employment and Unemployment Benefits, which supported trainings initiated under the Act and later, were suspended on the date of entry into force of the Decree for the duration of the emergency due to the force of law. No further trainings could be started during the period of emergency. Conclusions: There is no possibility of digital education and distance learning in the case of trainings supported by the government office. General courses based on personal interaction are conducted by training institutions commissioned by the government office. As a result, the pandemic period have caused enormous financial losses for the support sector. In the author’s opinion, the introduction of digital education in these forms of training, except for internships, could be a solution in similar situations that are likely to occur in the future.
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Nurieva, L. M., and S. G. Kiselev. "Employment of Graduates of Pedagogical Universities: Statistics vs Mythology." Education and science journal 22, no. 9 (November 10, 2020): 37–66. http://dx.doi.org/10.17853/1994-5639-2020-9-37-66.
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Introduction. Today, one of the most debatable issues currently discussed in the professional community is the problem of the effectiveness of teacher education system. A significant number of the leaders of the educational sector and the expert community are convinced that teacher training system has long ceased to meet the challenges of the time and needs to be reorganised. The most radical position was declared at the Higher School of Economics: “To stop the degradation of education, it is necessary to include all pedagogical institutions of higher education into the composition of classical universities, as it is done in most Anglo-Saxon countries”. The underlying claims to the pedagogical system are the significant extent to which graduates of pedagogical institutions avoid working in their specialty, as well as the overproduction of pedagogical specialists in the absence of need for them. Meanwhile, instead of substantiated quantitative estimates of these phenomena in the literature, we will find only approximate figures calculated on limited statistics obtained by experts. The aim of the present research is to review the results of employment of graduates of higher education institutions trained in teacher specialties, relying on a new information base – federal statistical observation form No. ОО-1 “Information about the organisation providing training for educational programmes of primary general, basic general, secondary general education”, and the assessment of the effectiveness of teacher education system based on a quantitative approach. Methodology and research methods. The methodological framework of the research is based on the systematic approach in which general scientific (comparative, retrospective analysis, systematization, generalisation) and statistical research methods (statistical and correlation analysis, etc.) were employed. Results and scientific novelty. In the current research, it is proved that the allegations of low efficiency of the system of teacher education are untenable. In assessing the profile employment of graduates, the market for pedagogical labour is limited by experts to job vacancies in secondary schools, while institutions of pre-school, additional, special correctional, as well as secondary and higher professional education fall out of sight. Moreover, graduates of all pedagogical specialties (educators, masters of vocational training, speech therapists, psychologists, additional education teachers, etc.), as well as extramural graduates, are mistakenly included in the number of young specialists – teachers. As a result, the actual amount of teacher training is unjustifiably overstated. A comparison of overstated training with an understated number of jobs inevitably leads to erroneous estimates of the effectiveness of the training system. In addition, it was established that the admission to schools of young teachers of higher qualification is 25–30% higher than the actual graduation of students of teaching specialties of the full-time department of universities, which would be impossible if the graduate employment profile was low. This excess is explained by the minimisation of the volume of teacher training to a critical level and the growing recruitment to teacher positions of non-specialists teachers, which is caused by errors in planning of determining the benchmarks for enrollment to study at universities. Practical significance. The authors believe that this article will allow to clarify approaches to assessing the effectiveness of teacher education system and adjust the control figures for university admission in the field of “Education and Pedagogical Sciences” in accordance with the current personnel supply and demand.
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McCollow, John. "A Controversial Reform in Indigenous Education: The Cape York Aboriginal Australian Academy." Australian Journal of Indigenous Education 41, no. 2 (December 2012): 97–109. http://dx.doi.org/10.1017/jie.2012.22.
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This article examines a controversial initiative in Indigenous education: the establishment of the Cape York Aboriginal Australian Academy (CYAAA). The article provides a brief description of the Academy's three campuses and their communities and considers: the circumstances of its creation, including the role of Noel Pearson and Cape York Partnerships; the rationale and philosophy underpinning the case for establishing the Academy; implementation; and some key issues relevant to assessing this reform. These include its impact on a range of performance measures, the veracity and power of the social and educational rationales on which the reform is based, the use of ‘Direct Instruction’ (DI), and the practicability of extending and broadening the reform. The time period considered is from late 2009 through 2011. The article draws on publications, and on visits to campuses of the school and meetings/communications/discussions with personnel from the Queensland Department of Education and Training (DET, now Department of Education, Training and Employment), Cape York Partnerships, the CYAAA and others undertaken in the author's role as a teacher union officer.
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Liu, Jie, Wei Qi, Chun Zi Liu, and Xiu Zhen Zhang. "Strategies Study on Intelligent Building Vocational Training Skills." Advanced Materials Research 271-273 (July 2011): 1747–52. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.1747.
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With the social reform and economy development, both laid-off and employment of university students become the more important social problems. Based on the re-employment project of intelligent building, the technical training characteristics and training strategy have been analyzed. Moreover, in order to improve the professional training effect, some factors should been pay more attention and guaranteed primarily, such as improvement the publicity of related departments, students learning basis and ideological trends, quality education and creative ability training, reasonable arrangement of the training mode, widen training form and so on.
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Renshaw, Peter. "Reviews - Education: Your Choice. Secondary Schooling ChoicesCommonwealth Department of Employment Education and Training Central Office, GPO Box 9880, Canberra City, ACT 2601." Australian Journal of Indigenous Education 24, no. 1 (April 1996): 47–48. http://dx.doi.org/10.1017/s1326011100002271.
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Chernyak, T. "QUALITY OF VOCATIONAL TRAINING AND CAREER OF HR MANAGERS (IN THE ASSESSMENT OF GRADUATES)." Management of the Personnel and Intellectual Resources in Russia 9, no. 3 (July 23, 2020): 27–34. http://dx.doi.org/10.12737/2305-7807-2020-27-34.
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The article discusses the current problems of assessing the quality of professional training of HR managers from the perspective of graduates of the HR direction working in this area.For ten years the author of the article has been assessing the quality of training university graduates as deputy vice rector for organizing practice, employment and promoting employment of graduates.
The results of annual studies of satisfaction with the quality of education of all participants in the educational process: students; employers and graduates of the university were an indispensable indicator in the preparation and conduct of accreditation of the university, it has repeatedly reported at conferences and published. The accumulated experience allowed us to conduct annual monitoring studies on the problem of satisfaction with the quality of professional training of graduates of the Department of Personnel Management of the Siberian Institute of Management, a branch of the RANEPA.
The article provides only some generalized results of the author's studies in 2017 - 2019 on assessing the quality of professional training and career of specialists from the position of graduates of the department. The author conducts a brief analysis of theoretical foreign and domestic sources to study the problems of assessing the quality of education and training of specialists; considers the problems of development of criteria for assessing the quality of training, external and internal assessment, and the inclusion of certain assessment objects in the assessment, relevant to universities.
The practical focus of the article allows us to see both the positive aspects in the training of future specialists in the field of personnel management, and some omissions, which will improve the quality and applied nature of training, taking into account the identified needs of graduates oriented to the demands of the labor market.
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Toomey, Derek M., and Brenda E. Grabsch. "Giving children an even break: Removing the barriers to literacy: Children and parents working together." Children Australia 21, no. 3 (1996): 4–10. http://dx.doi.org/10.1017/s103507720000715x.
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This paper is about intergenerational family literacy (IGFL) programs which are designed to benefit the children of parents in need of literacy education as well as the parents themselves. The paper reports results from a Department of Employment, Education and Training national study of these programs. Of particular importance is the issue of parents' self-esteem and the use of a student-centred approach in adult literacy classes. The issues of recruitment, control, networking and resources are also addressed. Studies are reported which indicate the considerable potential of these programs to benefit children and parents.
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Johnson, Michael B. "Becoming a Sport Psychologist Employed by a University Athletic Department." Journal of Clinical Sport Psychology 11, no. 1 (March 2017): 53–66. http://dx.doi.org/10.1123/jcsp.2016-0001.
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The primary purpose of the current article is to supply those who wish to attain employment as a sport psychologist within a university athletic department (SPAD) with relevant information. The content herein describes one clinician’s path to becoming a SPAD, from undergraduate education to current-day work. The author often receives requests (between six and ten a year) from aspiring sport psychologists for information on how he attained his position. The current article begins with a concise presentation of the author’s background. This is followed by a brief overview of his current work. What follows are succinct recommendations for those who seek similar positions, including thoughts on (a) training, (b) the idiosyncratic personality-work environment fit, and (c) developing efficacious interpersonal relationships with those responsible for hiring such positions.
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Temel, Cenk, Mustafa Altınkök, and N. Bahadır Kayışoğlu. "The reflections of pedagogical formation education practices on physical education teacher trainingPedagojik formasyon eğitimi uygulamasının beden eğitimi öğretmenliğine yansımaları." Journal of Human Sciences 13, no. 1 (April 1, 2016): 1862. http://dx.doi.org/10.14687/ijhs.v13i1.3715.
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In this study, the purpose is examining the reasons of choosing the profession by coaching education and sports management department students who are receiving pedagogical formation education, and revealing the reflection of the applications in physical education teacher departments. The study group consists of 17 students studying at Physical Education and Sports Department, 8 coaching education students, 9 sports management students, who receive pedagogical formation education at 3 different universities. The Purposeful Sampling Method has been used in the study. Since the aim in the study is revealing the perceptions and events in a realistic and holistic manner, the Interview Technique, which is one of the Qualitative Research Methods, and Semi-Structured Interview Forms have been used in the study.When the analysis results of the study are examined, it has been determined that the findings consist of two main themes. The “Pedagogical Formation Education”, which is the first main theme, consists of six sub-themes; and the “Physical Education Teaching Department”, which is the second main theme, consists of four sub-themes. The participants stated that they considered the Pedagogical Formation Education as a way of employment in state institutions; and added that the contents, duration, internship practices of Pedagogical Formation Education, and specific knowledge on the field of Physical Education is not provided adequately for them during their education. They added that the Physical Education Teaching was their dream jobs, and they had the required knowledge and equipment for this job; and the Pedagogical Formation Certificate was a necessity because it was a missing point at their department. The participants stated that Formation Education Certificate Programs being provided to the students coming from other departments except for teaching departments was not fair in fact, and this would create a disadvantage for the students who studied in Physical Education Departments. As a conclusion, it may be claimed that the temporary and daily solutions in teacher training departments and therefore the application and management style of Pedagogical Formation Education influence the viewpoints of the coaching education and sports management department students, who are receiving Pedagogical Formation for this purpose, about the teacher training programs and physical education teaching department in a negative manner. ÖzetBu araştırmada pedagojik formasyon eğitimi almakta olan antrenörlük eğitimi ve spor yöneticiliği bölümü öğrencilerinin bu eğitimi alma nedenleri ile söz konusu uygulamanın beden eğitimi öğretmenliğine yansımalarının incelenmesi amaçlanmıştır. Araştırmanın çalışma grubunu, amaçlı örneklem yöntemi ile üç farklı üniversitede yürütülen pedagojik formasyon eğitimi alan, 8 antrenörlük eğitimi, 9 spor yöneticiliği bölümünde okuyan toplam 17 beden eğitimi spor yüksekokulu öğrencisi oluşturmaktadır. Araştırmada, algıların ve olayların gerçekçi ve bütüncül bir biçimde ortaya konulması hedeflendiği için, nitel araştırma yöntemlerinden, görüşme (röportaj) tekniği ve verilerin toplanmasında yarı yapılandırılmış görüşme formu kullanılmıştır. Araştırma verilerine ilişkin analiz sonuçları incelendiğinde, bulguların iki ana temadan oluştuğu görülmüştür. Birinci ana tema olan “Pedagojik Formasyon Eğitimi”nin altı alt temadan, ikinci ana tema olan “Beden Eğitimi Öğretmenliği”nin ise dört alt temadan oluştuğu belirlenmiştir. Araştırma bulgularında katılımcıların pedagojik formasyon eğitimini; öncelikle devlette istihdam olanağı olarak gördüklerini, pedagojik formasyon eğitimin içeriği, süresi, staj uygulamaları ve beden eğitimi alanına özgü bilgilerin yetersiz biçimde verildiğini ifade etmişlerdir. Beden eğitimi öğretmeni olmanın hayallerindeki meslek olduğunu, bunun için yeterli bilgi ve donanıma sahip olduklarını, pedagojik formasyonun ise eksik kaldığı için alınması gereken bir belge olduğunu belirtmişlerdir. Katılımcılar formasyon eğitimi sertifika programlarının öğretmenlik bölümü dışındaki öğrencilere verilmesinin aslında adil olmadığını, bu durumun beden eğitimi öğretmenliği bölümünde okuyanlar için bir dezavantaj yaratacağını ifade etmişlerdir. Sonuç olarak, öğretmen yetiştirmede meydana gelen geçici ve günlük çözümlerin, dolayısıyla pedagojik formasyon eğitiminin, uygulama ve yönetim biçiminin beden eğitimi öğretmeni olmak isteyen ve bu amaçla pedagojik formasyon eğitimi alan antrenörlük eğitimi ve spor yöneticiliği bölümleri öğrencilerinin öğretmen yetiştirme ve beden eğitimi öğretmenliğine ilişkin bakış açılarını olumsuz olarak etkilediği söylenebilir.
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Zikhali, Zafezeka Mbali, Paramu L. Mafongoya, Maxwell Mudhara, and Obert Jiri. "Climate Change Mainstreaming in Extension Agents Training Curricula: A Case of Mopani and Vhembe District, Limpopo Province, South Africa." Journal of Asian and African Studies 55, no. 1 (July 2, 2019): 44–57. http://dx.doi.org/10.1177/0021909619857098.
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This study assessed the provision of informal training offered by the Limpopo Department of Agriculture, South Africa, to agricultural extension officers (AEOs). The study used surveyed 90 public extension officers purposively sampled. There were statistically significant differences in extension officers’ exposure to climate change between their education levels and in the provision of climate change training between extension officers’ work experience ( P⩽0.05). The study concluded that the majority of AEOs have not been fully exposed to climate information prior to their employment. This suggests that the information gap in Agricultural Extension and Advisory Services (AEAS) stems from the slow mainstreaming and integration of climate change information.
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Wu, Pei-Ying. "Important Employment Factors of MICE Talents in Taiwan." International Journal of Knowledge-Based Organizations 10, no. 2 (April 2020): 35–47. http://dx.doi.org/10.4018/ijkbo.2020040103.
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MICE—Meeting, Incentive, Convention, and Exhibition—is also called the MICE Industry. The development of the MICE industry not only affects its surrounding industries, but also Taiwan's universities have gradually set up departments related to the MICE industry, such as exhibition, conference, sightseeing, hospitality, leisure, hotel, hotel management, tourism service, tour guide, etc. to train talents. Therefore, the education and training of tourism and MICE professionals has become the focus of attention in the industry currently. This study analyzed the current situation of the MICE industry and the impact of Taiwan's MICE education on MICE talents based on the literature review, with the aim of integrating the current situation of Taiwan's MICE industry and clarifying the current situation of MICE education and talents in Taiwan.
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Steele, Colin. "The Higher Education Revolution in Australia – the Impact on Libraries." Alexandria: The Journal of National and International Library and Information Issues 1, no. 3 (December 1989): 1–11. http://dx.doi.org/10.1177/095574908900100301.
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Significant changes have taken place in Australian higher education since 1987, reflecting a new unified national system for higher education. The changes have included amalgamations of higher education bodies; the dissolution of the binary system; the development of educational profiles for institutions; the expansion of national research centres; the introduction of fees; and a growth in student numbers in higher education. Libraries are expected to play a key role in the unified national system of higher education, albeit with no significant increase in funding likely to meet the new demands. A major review of higher education libraries, recently announced by the Australian Department of Employment, Education and Training, will have a big impact. The concept of a distributed national collection, which arose out of the Australian Libraries Summit of 1988, is being actively discussed, particularly in the light of recent developments in the National Library of Australia's Collection Development Strategy.
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Idris, Abubakar, Umar Buba, Lukman Suleiman, and Adamu Ladan Adamu. "Relevance of Vocational Skill Acquisition Programmes for Employment in an Era of Dwindling Economy in Bauchi Metropolis." American Economic & Social Review 1, no. 1 (October 4, 2017): 45–49. http://dx.doi.org/10.46281/aesr.v1i1.147.
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The study was conducted to find out the relevance of vocational skill acquisition programmes for employment in an era of dwindling economy in Bauchi metropolis. Two research questions were formulated for the study. An 11 items questionnaire was developed and used to get responses from the trainees. A descriptive survey was employed for the study. The questionnaire was validated by two experts from Vocational and Technology Education Department. Mean statistical tool was used to analyze the data collected. The result of the study indicated that the most important objectives of vocational skill acquisition programmes were to enable youth to acquire vocational skills that would provide gainful employment as well as raise their standards of living. Also the trainees perceived the relevance of skill acquisition programmesas centers for imparting marketable skills that focus more on practical aspect than theory. It was recommended that training courses should be relevant to the need of the sectors and target group. Those training centers should serve as places for providing employment opportunities to the public since our economy is declining and government opportunities are less because of scarce resources.
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McGarvie, Neil. "A Preliminary Report on the Establishment of the Remote Area Teacher Education Program (RATEP) at Aboriginal and Torres Strait Islander Sites in North Queensland." Aboriginal Child at School 19, no. 1 (March 1991): 27–31. http://dx.doi.org/10.1017/s0310582200007318.
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The Queensland Department of Education has instigated, planned and supported, over a significant period of time, various programs to enable Aboriginal and Islander entrants to become trained and qualified teachers. Such programs have included for example:● teacher training which did not lead to a formal teacher qualification, such as the Aboriginal/Islander course provided at the then North Brisbane {Kedron Park) CAE;● the Associate Diploma of Education at Cairns College of TAFE, which led to employment as an Aboriginal/Islander Community Teacher;● the programs with enclave support, (such as those at Mt Gravatt CAE, Kelvin Grove CAE, James Cook University Aboriginal and Islander Teacher Education Program, AITEP), leading to a Diploma of Teaching or further awards, with full teacher registration.
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Nakata, Martin. "Some Thoughts on Literacy Issues in Indigenous Contexts." Australian Journal of Indigenous Education 31 (2003): 7–16. http://dx.doi.org/10.1017/s1326011100003641.
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ABSTRACTThis paper critically examines some elements of the nation’s policy on Indigenous education priorities (Department of Employment, Education and Training, 1989) and how they have framed our approaches to formal schooling issues over the past decade. I draw on some of the ‘cultural’ tensions in the policy position to illustrate the dilemma they produce at the level of practice. I then reflect on the implications of these tensions for literacy teaching as well as ways that they can be addressed. The conclusion brings these reflections back to a more theoretical level to consider how shifts at the level of theory might re-frame how we might best view the literacy issues and priorities in Indigenous contexts.
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Harkison, Tracy, and Alison McIntosh. "Hospitality training for prisoners." Hospitality Insights 3, no. 1 (June 21, 2019): 5–6. http://dx.doi.org/10.24135/hi.v3i1.52.
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Noting rising statistics relating to incarceration and reoffending, there has been increased attention given to analysing the delivery, effectiveness and challenges of hospitality training and employment programmes for rehabilitating prisoners. The stigma of having a criminal record and being unreliable and untrustworthy remains a significant barrier for prisoners in gaining employment. This stigma may be compounded by a prisoner’s lack of skills, education, social problems and poor (physical and mental) health. However, there are now an increasing number of prisons around the world offering qualifications in catering, or a hospitality social enterprise such as a jailhouse café; for example, the Verne café and The Clink restaurants in the U.K. Our research sought to fill a gap in understanding about how the public feel about such initiatives, which aim to give prisoners a second chance.
Using the case study of the very successful annual ‘Gate to Plate’ event in Wellington, our research gained various perspectives on the use of this prison event as a social model of rehabilitation through hospitality training. Specifically, we used thematic analysis [1] to analyse public information sources about the event. Sources included newspaper articles, trade magazines, social media, information taken from the New Zealand Department of Corrections website, independent reviews of the event, and a radio interview with one of the inmates.
Since 2012, local industry chefs and minimum-security prisoner-cooks from Rimutaka prison have teamed together to produce fine dining cuisine for the annual ‘Wellington on a Plate’ festival – a festival designed to showcase the region’s food and beverages. The inmates are usually experienced in cooking and working towards a cooking qualification. During the ‘Gate to Plate’ event as part of the Wellington festival, Rimutaka prison hosts 160 paying members of the public and more than 60 stakeholders over three nights. After clearing security and a briefing, guests experience a glimpse of ‘life inside’ and are served a three-course dinner in the Staff Training College followed by a question and answer session with the prisoner-cooks. The event is an innovative way to show the public the work happening to rehabilitate prisoners, and an opportunity to break down the negative stereotypes of offenders.
Our research revealed three common themes in the content of the public information sources we analysed. The themes were: ‘breaking the stereotypes’; ‘pride and passion to make a difference’; and ‘training for rehabilitation’. The first theme emerged from comments by chefs, journalists and other guests on their change in attitude toward a more positive perception of prisoners as a result of attending the event, suggesting that this type of initiative may enable transformation in terms of social identity. The second theme saw inmates commonly discussing their passion and desire to ‘make a difference’ for themselves; a fresh start. Thus, the passion of volunteering in such an event can provide a sense of new meaning for a new future. The third theme related to common positive reports of the importance of in-prison training and qualifications for rehabilitation.
While this paper makes no claim about the effectiveness of the ‘Gate to Plate’ event as a reforming rehabilitation practice for prisoners, there is mounting evidence worldwide to suggest that in-prison training and post-release employment programmes can successfully assist prisoners to remain custody free post-release (e.g. [2]). As such, we encourage further research to examine how hospitality training and employment may provide a positive opportunity to change lives through enabling a second chance.
This research was presented at the CHME (Council of Hospitality Management Education) conference in May 2019 at the University of Greenwich in England.
Corresponding author
Tracy Harkison can be contacted at: tracy.harkison@aut.ac.nz
References
(1) Braun, V.; Clarke, V. Using Thematic Analysis in Psychology. Qualitative Research in Psychology 2006, 3 (2), 77–101. https://doi.org/10.1191/1478088706qp063oa
(2) Cale, J.; Day, A.; Casey, S.; Bright, D.; Wodak, J.; Giles, M.; Baldry, E. Australian Prison Vocational Education and Training and Returns to Custody among Male and Female Ex-prisoners: A Cross-jurisdictional Study. Australian & New Zealand Journal of Criminology 2019, 52 (10), 129–147. https://doi.org/10.1177/0004865818779418
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White, Graeme L., Paul A. Jones, Alex Hons, Ron Edgar, Mark Suchting, and Chris Burdett. "The New Teaching and Public Access Observatory at the University of Western Sydney, Nepean." Publications of the Astronomical Society of Australia 11, no. 2 (August 1994): 188–90. http://dx.doi.org/10.1017/s1323358000019871.
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AbstractA grant from the Department of Employment, Education and Training and matching funding from the University of Western Sydney, Nepean, has allowed the construction of a teaching and public access observatory on the University’s Werrington North campus. The observatory consists of a lecture theatre for about 50 students, an office for administration and project/souvenir sales, and an enclosed office for research activities. The 6·5 m dome will house a fork-mounted 0·6 m (24 inch) Ritchey-Chrétien telescope working at f/10. There will also be two outside observation areas for tripod-mounted telescopes. The expected completion date for the entire project is mid-1994.
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Inglis, Alistair, Murray Cropley, and Richard Trembath. "Ozjac: Australia's National Course Information Database." Australian Journal of Career Development 5, no. 1 (April 1996): 15–18. http://dx.doi.org/10.1177/103841629600500104.
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The results of an investigation commissioned by the Department of Employment, Education and Training (DEET) for the development of an implementation strategy for Australia's new national course information system — OZJAC — are reported. The rationale for the establishment of a national course information database is explained; the major user needs that were identified for such a database are given; the type of organisational structure that was judged likely to provide the most effective support for such a system is discussed; and the implementation strategy that was recommended for the establishment of the new database is described. Finally an update on the developments since the presentation of the report is provided.
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Simpson, Mike, Nick Taylor, and Joanne Padmore. "Marketing in supported employment enterprises – Part 1: case studies." Journal of Small Business and Enterprise Development 8, no. 3 (September 1, 2001): 233–44. http://dx.doi.org/10.1108/eum0000000006823.
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Supported employment enterprises (SEEs) are commercial enterprises that provide meaningful, gainful employment, training and development opportunities for people with a disability. Hence, SEEs are run specifically to provide employment. SEEs, with the exception of Remploy, represent a unique sector of SMEs owned and run by local authorities and charities. The Supported Employment Procurement and Consultancy Service (SEPACS) provides SEEs with per capita funding for disabled employees, capital grants for premises and equipment, grants for marketing research, business advice and performance monitoring. SEPACS is part of the Department for Education and Employment (DfEE). This paper presents some case studies of SEEs in the Yorkshire area. The work explains the complex dificulties facing these organisations and illustrates the different approaches used to cope with these situations. Many SEEs are under threat of closure or radical change in their function as employers of disabled people. This work investigates these issues through selected illustrative case studies. The general weakness of marketing strategies and plans in these organisations is highlighted and related to the impact of SEPACS and local authority policies and practices. This work establishes the important role that marketing strategies and plans could have in ensuring the future survival and growth of these companies.
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Borisova, N. V., D. D. Bychkova, A. V. Panteleimonova, and M. A. Belova. "Information educational environment in the informatics teacher training system." Informatics and education, no. 7 (November 4, 2020): 55–63. http://dx.doi.org/10.32517/0234-0453-2020-35-7-55-63.
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Modern society changes daily under the influence of various factors. This inevitable process of development entails changes in all spheres of human activity, including education, which is the most important today, since it provides competitive specialists for the labor market and employment. In modern realities, a specialist must have not only fundamental knowledge, but also the skills and skills to apply them, as well as a wide range of additional qualities necessary for him in his professional activity, such as: the ability to self-development and self-education, the ability to master new information technologies, communication skills, be included in the process of mastering new trends in the field of their professional interests, and a number of others. A teacher is a specialist in the field of education who teaches and educates the younger generation. They must have all the above qualities, knowledge, skills and abilities in at least five subject areas (subject, methodology, pedagogy, psychology, information technology) and successfully combine all these to solve their professional tasks. The system of training a future teacher is quite a complex process due to its multitasking, but today an important aspect in this system is the information educational environment. The article describes the method of training a computer science teacher using this environment. The developed method was tested at the Department of Computational Mathematics and Methods of Teaching Informatics of Moscow Region State University and consists in creating special conditions that allow for joint information activities and interaction using various distributed information resources.
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Kasyanova, Tatiana, and Lyudmila Voronina. "Employment and elderly citizens’ readiness for training in the context of digitalization: state, problems, prospects." Socium i vlast 6 (2020): 7–16. http://dx.doi.org/10.22394/1996-0522-2020-6-07-16.
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Introduction. In the structure of the population of Russia, the proportion of older people is increasing, but the duration of the economically active working life of this age category is less than in some European countries. Many elderly Russians having an active life position want and can work. Most of them have a high level of professional education and qualifications, experience, and yet many are not in demand on the labor market, because they do not have enough digital skills. The purpose of this article is to study the situation with employing elderly citizens, identify factors that determine successful mastering information and digital technologies on the bases of the results of retraining and advanced training. Methods. The authors of the article analyze the regulatory legal acts of the Russian Federation and the Russian Federation’s constituent entities (national programs and projects), study the content of the government bodies’ websites, including public employment departments, educational organizations, statistical data are used to assess the state of senior citizens’ employment and education, the authors carry out an empirical study with a survey. Scientific novelty of the study. The authors identify factors that affect the elderly citizens’ employment in industries where digital technologies are actively introduced; point out the factors that positively impact successful elderly citizens’ education. It has been proved that in order to obtain a positive learning outcome, not only the legal and organizational conditions created by the state are required, but also the presence of an educational strategy among the elderly people themselves, an element of which is the development of information and digital technologies. The results of the study make it possible to realize the main problems that hinder employment and training, as well as to predict some trends regarding the position of older people in the new realities of the digital economy.
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Bartlett, Irene, and Diana Tolmie. "What are you doing the rest of your life? A profile of Jazz/Contemporary Voice graduates." International Journal of Music Education 36, no. 2 (August 17, 2017): 197–216. http://dx.doi.org/10.1177/0255761417714606.
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Over the past two decades the topic of graduate outcomes has increasingly informed the discourse on the changing nature of universities. For conservatoires and university music departments the global shift in audience demand away from western classical music and jazz styles (traditionally the cornerstone tertiary music programs) to contemporary commercial music (CCM) has added an extra dimension to the graduate outcomes discussion with respect to vocation preparation and musicians’ portfolio careers. Few studies have tracked the career paths of music graduates across time with none focused on jazz/contemporary singers. This report discusses the findings from a snapshot study of Jazz/Contemporary Voice graduates (2001 to 2012) of one Australian conservatoire. The purpose of this research was to better describe this population of graduates in terms of employment outcomes, the dynamics of their employment activities, employment-seeking strategies and the relevance of university coursework to their employability. Their responses have implications for tertiary music training programs.
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Sepulveda-Miranda, P., and M. A. Moreno Torres. "Law and Policy Training for the Identification of SLD in Hispanic Children." Archives of Clinical Neuropsychology 34, no. 7 (August 30, 2019): 1305. http://dx.doi.org/10.1093/arclin/acz029.72.
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Abstract Objective The purpose of this poster is to present the results of a survey about perceived and real knowledge of federal regulations and policies required to evaluate, and provide services for, Hispanic children with Special Learning Disability (SLD). This work illustrates the relevance of getting education and training in law, policy, and ethics, for neuropsychologists evaluating and treating Hispanic children from diverse cultural backgrounds. Method The participants were 38 psychologists providing services to Hispanic children in Puerto Rico. The data were collected via an online survey distributed through professional email lists. The survey explored the professional's perception of their knowledge of federal laws and regulations and their educational needs in law training regarding special education regulations. The answers were analyzed using descriptive statistics as measures of central tendency (e.g. frequencies and means). Outcomes Around 52% of the responders indicated employment by the Department of Education to determine children’s eligibility for special education services. Thirty-seven percent mentioned not having knowledge of Individuals with Disabilities Education Act’s (IDEA) requirements when conducting evaluations. Around 20% were unsure of the extension of the law pertaining to the regulation of the definition, scope, and evaluation processes for diagnosis and eligibility of special education services for children with SLD. Finally, 79% of the surveyed professionals agreed that they need to be trained in law and policy to improve their practice. Discussion Hispanic children with special education needs are victims of disproportionate and inadequate access to services, while being vulnerable to other related inequities. To achieve cultural and social justice in neuropsychological practices, it is important to discuss the need of underlying educational training in law, policy, and ethics- areas that strictly regulate and determine the access to available resources for these minorities.
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Mikhailova, Tatiana Aleksandrovna, and Yana Surenovna Gabrielyan. "Formation of readiness for employment among university students." Педагогика и просвещение, no. 4 (April 2020): 86–95. http://dx.doi.org/10.7256/2454-0676.2020.4.34329.
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This article is dedicated to one of the relevant problems of modern society – employment of the graduates of higher educational institutions and reduction of unemployment rate among youth. The object of this research is the readiness for employment. The subject of this research is the process of formation of readiness for employment among university students. The author determines and describes the key factors of unemployment among university graduates. The article reveals the concept of “readiness for employment among students”, lists the components of readiness that affect the independent solution of practical tasks in job search and employment. Special attention is given to the theoretical aspects of the formation of readiness for employment. The importance of arrangement of special conditions in the university aimed at the formation of students’ readiness for employment in the process of receiving professional education as inseparable part of professional training of a specialist is demonstrated. The novelty of this research consists in description of essence of the concept of “formation of readiness for employment among students”, identification of reasons of unemployment of the graduates, substantiation of the conditions of formation of readiness for employment. The conclusion is made on the need for implementation of elective course “The Art of Employment” for senior students, which would contain the algorithm for arrangement of stages with regards to formation of students ' readiness for employment. The determined correlation between the implementation of this course and the formation of competent and competitive graduates who can independently solve practical tasks in terms of job search and employment, was proven by the conducted experimental work. This article is of interest to executives, pedagogues and staff members of human resource department in higher educational institutions, personnel of employment centers, and representatives of nonprofit organizations.
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Kenningham, MD, Katherine, Kathryn Koelemay, MD, MPH, and Mary A. King, MD, MPH. "Pediatric disaster triage education and skills assessment: A coalition approach." Journal of Emergency Management 12, no. 2 (March 1, 2014): 141. http://dx.doi.org/10.5055/jem.2014.0168.
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Objective: This study aims to 1) demonstrate one method of pediatric disaster preparedness education using a regional disaster coalition organized workshop and 2) evaluate factors reflecting the greatest shortfall in pediatric mass casualty incident (MCI) triage skills in a varied population of medical providers in King County,WA.Design: Educational intervention and cross-sectional survey.Setting: Pediatric disaster preparedness conference created de novo and offered by the King County Healthcare Coalition, with didactic sessions and workshops including a scored mock pediatric MCI triage. Participants: Ninety-eight providers from throughout the King County, WA, region selected by their own institutions following invitation to participate, with 88 completing exit surveys.Interventions: Didactic lectures regarding pediatric MCI triage followed by scored exercises.Main outcome measures: Mock triage scores were analyzed and compared according to participant characteristics and workplace environment.Results: A half-day regional pediatric disaster preparedness educational conference convened in September 2011 by the King County Healthcare Coalition in partnership with regional pediatric experts was so effective and well-received that it has been rescheduled yearly (2012 and 2013) and has expanded to three Washington State venues sponsored by the Washington State Department of Health. Emergency department (ED) or intensive care unit (ICU) employment and regular exposure to pediatric patients best predicted higher mock pediatric MCI triage scores (ED/ICU 80 percent vs non-ED/ICU 73 percent, p = 0.026; regular pediatric exposure 80 percent vs less exposure 77 percent, p = 0.038, respectively). Pediatric Advanced Life Support training was not found to be associated with improved triage performance, and mock patients whose injuries were not immediately life threatening tended to be over-triaged (observed trend).Conclusions: A regional coalition can effectively organize member hospitals and provide education for focused populations using specialty experts such as pediatricians. Providers working in higher acuity environments and those with regular pediatric patient exposure perform better mock pediatric MCI triage than their counterparts after just-in-time training. Pediatric MCI patients with less than life-threatening injuries tended to be over-triaged.
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Harrigan, Neil, Marion Taubman, and Youth Bureau. "Seeing is Believing." Australian Journal of Career Development 2, no. 2 (June 1993): 38–41. http://dx.doi.org/10.1177/103841629300200211.
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Veritable libraries of career information appear on shelves each year. Well-intentioned influencers, particularly parents and teachers, make use of this material as do career information seekers themselves. Decisions are made on the content, yet the industry of Career Information still remains highly deregulated. Any person/organisation with any motive can produce quite influential career information. The Department of Employment Education and Training (DEET) is one of the largest agencies responsible for provision of career information. It is the major Australian provider of national and local occupational information data and products with an overall expenditure of approximately $15 million per annum (DEET, 1991). It was afforded an opportunity during the deliberations of an Australian Education Council Working Party on Career Education (McCowan, 1992) to take the first step in the development of standards for career information. This article explores these issues, as well as presenting a checklist of standards for career information providers.
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Price, Gregory N. "The Kerner Commission Report: Did It Incentivize or Cause an Increase in the Production and Hiring of Black PhD Economists in Academia?" Review of Black Political Economy 46, no. 4 (June 27, 2019): 349–61. http://dx.doi.org/10.1177/0034644619857729.
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Approximately 50 years ago, the Kerner Commission Report cited pervasive racial discrimination in training, education, and employment as a contributor to Black–White inequality and stratification in the United States. This article considers if the Kerner Commission Report incentivized and possibly caused an increase in the production and hiring of Black PhD economists in academia. With longitudinal data on counts of economic doctorates earned by Black Americans employed in economics departments between 1957 and 2018, we estimate the parameters of count data specifications that accounts for the 1968 Kerner Commission Report dichotomously. Parameter estimates from mixed and fixed effect Poisson, negative binomial, and Poisson quantile specifications suggest that while the Kerner Commission Report generally had a positive effect on the number of Black American economics doctorates employed as faculty, it had no effect on the hiring of Black economists at the typical research institution and PhD-granting economics department. Our results suggest that similar to the Kerner Commission Report characterization of the United States being two separate racially stratified societies, approximately 50 years later research institutions and PhD-granting economics departments in the United States are similarly racially stratified.
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Setijatiningrum, Erna. "Program terpadu penanggulangan kemiskinan di Kota Surabaya." Masyarakat, Kebudayaan dan Politik 30, no. 1 (March 31, 2017): 13. http://dx.doi.org/10.20473/mkp.v30i12017.13-19.
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Surabaya is one of metropolitan city in Surabaya, yet still has a high poverty rates. This research aims to design an integrated program in reducing poverty in Surabaya. The high poverty rates lead to several complex problems such as unemployment, education, health, crime and social problem. Actually, a lot of poverty alleviation programs have been implemented by the municipal government of Surabaya. However, the program is still less effective because: 1) there is lack of coordination among agencies in running the program and 2) the program does not reflect the needs of the poor to a decent life in urban areas. This research employs qualitative method carried out in several governmental bodies relating to the issue of poverty alleviation. The result of this study indicates that there are eight priority needs of the poor, namely (1) education, (2) health, (3) housing, (4) nine basic needs, (5) clean water, (6) ease of administration, (7) training expertise, and (8) employment. From the eight priority needs of the poor, we found design of integrated program of poverty reduction which requires good coordination among relevant agencies. There are eight institutions which government agency should coordinate in the integrated program, namely (1) the Department of Education, (2) Social Service, (3) Departement of Health, (4) the Ministry of Community Empowerment, (5) Department of housing, planning, and urban development (6) Water Supply Company, (7) Department of Civil and Population, (8) the Ministry of Labour.
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Firmadani, Fifit, and Wiwik Wijayanti. "STRATEGI PENGEMBANGAN PEGAWAI DI DINAS PENDIDIKAN KABUPATEN BANTUL DAN DINAS PENDIDIKAN KABUPATEN SLEMAN." Jurnal Akuntabilitas Manajemen Pendidikan 4, no. 2 (September 22, 2016): 194. http://dx.doi.org/10.21831/amp.v4i2.10814.
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Penelitian ini bertujuan untuk mendeskripsikan proses need assessment dalam pengembangan pegawai dan strategi pengembangan pegawai yang dilakukan di Dinas Pendidikan Kabupaten Bantul dan Dinas Pendidikan, Pemuda, dan Olahraga Kabupaten Sleman. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian fenomenologi. Informan utama dalam penelitian ini adalah kepala dinas, kepala sub bagian kepegawaian, dan staf. Teknik pengumpulan data menggunakan teknik wawancara dan analisis dokumentasi. Teknik analisis data menggunakan model interaktif Miles & Huberman, yang meliputi pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan.Hasil penelitian menunjukkan bahwa pengembangan pegawai baik di Dinas Pendidikan Kabupaten Bantul dan Dinas Pendidikan Pemuda, dan Olahraga Kabupaten Sleman tidak terlepas dari peran Badan Kepegawaian Daerah (BKD): (1) proses need assessment dilakukan secara top down dan bottom up, dengan menggunakan tiga analisis yaitu analisis organisasi, analisis tugas, dan analisis individu dan (2) strategi pengembangan pegawai yang dilakukan baik di Dinas Pendidikan Kabupaten Bantul dan Dinas Pendidikan Pemuda, dan Olahraga Kabupaten Sleman meliputi pendidikan dan pelatihan yang dapat berupa bimbingan teknis, workshop, tugas belajar, dan izin belajar; promosi atau kenaikan pangkat; mutasi atau perpindahan jabatan; dan pembinaan. Kata kunci: need assessment, strategi pengembangan pegawai THE EMPLOYEE DEVELOPMENT STRATEGY OF EDUCATION DEPARTMENT OF BANTUL DISTRICT AND EDUCATION DEPARTMENT OF SLEMAN DISTRICT Abstract This study aims to know the process of need assessment in the employee development and the employee development strategy which was applied in Education Department of Bantul District and Education, Youth, and Sport Department of Sleman District. The study carried out through a qualitative phenomenological approach. The key informants of this study were the head of department, the head of the sub-section of personnel, and the staff. The techniques of data collecting were in-depth interview and document review. The data analysis technique applied was related to Miles & Huberman interactive model whose major phases were data collection, data reduction, data display, and conclusion.The results show that the employee development in Education Department of Bantul District and Education, Youth and Sport Department of Sleman District was influenced by Local Employment Agency (BKD): (1) need assessment process is done through top down and bottom up by applying three kinds of analysis, namely organisation analysis, tasks analysis, and individual analysis and (2) employee development strategy done in both Education Office of Bantul District and Education, Youth, and Sport Department of Sleman District includes education and training such as technique guidance (bimtek), workshop, study assignment, study permission, job promotion, job assignment, job transfer, and choaching. Keywords: need assessment, employee development strategy
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Ansari, S. M. Razaullah. "Modern Astronomy in Indo – Persian Sources." Highlights of Astronomy 11, no. 2 (1998): 730–31. http://dx.doi.org/10.1017/s153929960001861x.
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The Period from 1858 to 1947 is known as the British Period of Indian History. After the fall of Mughal empire, when the first war of independence against British colonisers failed in 1857, and the East India Company’s Government was transferred to the British Crown in 1858. However only in 1910, a Department of Education was established by the (British) Govt, of India and in the following decades modern universities were established in various important Indian towns, wherein Western / European type education and training with English as medium of instruction were imparted. However more than a century before, Indian scholar’s came into contact with the scholars – administrators of East India Company, either through employment or social interaction. Thereby, Indians became acquainted with the scientific (also technological) advances in Europe. A few of them visited England and other European countries, Portugal, Prance etc. already in the last quarter of 18th century, in order to experience and to learn firsthand the European sciences.
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Andiema, Nelly, and Echaune Manasi. "Female Students Participation in Technical Vocational Education and Training in West Pokot County, Kenya." East African Journal of Education Studies 3, no. 1 (April 7, 2021): 61–69. http://dx.doi.org/10.37284/eajes.3.1.314.
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Quality and affordable technical vocational education and training are one of the United Nations Sustainable Development agenda items for ensuring equal access to education for all women and men by the year 2030. This means that all women in the country need to have relevant skills for employment, job creation and entrepreneurship. Data from West Pokot County, Kenya department of technical and vocational education show the number of female students being admitted in vocational training centres for the past five years has remained low. Whereas the government of Kenya has viewed TVET as a critical element of attaining Sustainable Development Goal and Kenya’s Vision 2030 goals, the number of female students graduating from vocational training and being absorbed in the job market remains low. This study looks at enrolment trends for female students in vocational training centres and further examines factors discouraging female students from joining vocational training institutions (VTCs). To collect data, interviews and documentary evidence were used. The respondents for the study involve managers of selected VTCs in West Pokot County. Analysis of data was done through qualitative and quantitative methods. The study found out that the distribution of students in all public VTCs in West Pokot County favoured the male gender over female students. For women enrolled in various programmes, only 45.0% fully completed their programme. It was found out that courses offered in VTCs tend to attract more male students compared to female ones. The distribution of the teaching workforce in VTCs was found to be male-dominated and therefore, female students did not have role models to look up to. The research also found out that majority of girls who were unable to proceed to secondary and tertiary education were not aware of the opportunities available in VTCs in the county. The paper concludes that social-cultural factors, lack of role models and poverty were some of the barriers affecting female students’ participation in vocational education and training. The paper suggests more work needs to be done by all stakeholders to ensure that courses offered in VTCs are attractive to female students, remove social, cultural and physical barriers which prevent female students from enrolling and completing vocational training in West Pokot County, Kenya.
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Murphy, J., and D. Ingram. "Integrating Informatics into the Undergraduate Curriculum: A Report on a Pilot Project." Yearbook of Medical Informatics 05, no. 01 (August 1996): 116–21. http://dx.doi.org/10.1055/s-0038-1638053.
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AbstractPrevious case reports in this series on Education and Training have looked at specialist courses for postgraduate students seeking an in-depth know ledge of informatics and a career in the field. By contrast, this review describes a project designed to pilot a series of learning opportunities for undergraduate medical students. Although some UK medical colleges have opted to introduce informatics into the curriculum as a discipline in its own right, the Informatics Department at St Bartholomew’s Hospital Medical College chose a different approach. When a new curriculum was introduced at St Bartholomew’s and at The London Hospital Medical College, the Head of the Informatics Department saw this as an ideal opportunity to explore ways of integrating informatics into the curriculum. The initiatives described in this paper were made possible as a result of an award from the UK government Department of Employment. Money from an Enterprise in Higher Education grant funded a range of programmes, one of which was designed to introduce students to selected aspects of informatics and to demonstrate what is feasible in the undergraduate curriculum. The work carried out over a period of three and a half years was intended to provide the basis for the next phase of curriculum development. However, in the wake of the restructuring which has taken place in London medical colleges, the Informatics Department at what was St Bartholomew’s has relocated to University College London Medical School, and is now called The Centre for Health Informatics and Multi professional Education (CHIME). University College is designing a new medical curriculum and CHIME is drawing on the experience gained through the Enterprise Project to find the best way to integrate informatics into this curriculum.
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Wisidagama, Sharadha, and Martin Schmidt. "Redesigning the psychiatry induction." BJPsych Open 7, S1 (June 2021): S162. http://dx.doi.org/10.1192/bjo.2021.450.
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AimsTo analyse the current psychiatry induction programme with regards to national guidance, local requirements, trainee and trainer feedback and implement recommendations to streamline where possible.BackgroundJunior doctors in training rotate every 4 or 6 months depending on the grade/programme group. GP and FY trainees are often new to psychiatry therefore require a comprehensive induction.Our Trust has had a three day induction for new junior doctors comprised of 1 day Corporate Induction, 1 day Electronic Records Training and 1 day Local induction.During the 3 day induction programme there is often a service gap with covering out of hours and acute services. Trainees and trainers have expressed concern regarding the service gap.We therefore embarked on a review of the induction programme to investigate whether it could be improved in content and length of time to deliver.MethodReview the regulatory bodies requirements for junior doctor induction.Gain an understanding of the trainees and trainers perspective of the induction programme.Review the items in the induction programme according to the requirements of the regulatory bodies.Tailor the induction programme for junior doctors’ needs whilst complying with the regulatory bodies requirements.ResultThe General Medical Council (GMC), British Medical Association (BMA), Gold Guide, Health Education England (HEE) and National Health Service (NHS) employment have no specific statutory and mandatory training requirements for induction.The regulatory bodies have generic standards for junior doctor induction.Induction is the responsibility of the Trust.Trainee perspective: Electronic record system, Mental Health Act (MHA) and pharmacy training were agreed as needing review in terms of its content and length.Trainees also requested extra items to be included in the induction programme to support successful transition in to their work placements.The education department met with the Digital Team, MHA Team and Pharmacy Team to develop new and more relevant course content and add in the requested items.The new induction programme was launched in December 2019 and was reduced in length from 3 to 2 and a half days. Trainee satisfaction improved as evidence by trainee feedback.ConclusionThe review was helpful in establishing the requirements for a good induction and highlighting areas for improvement.The new induction was more focussed, shorter in duration and had improved trainee feedback.The Medical Education Department will assess the changes following the December 2019 induction and continue to review its induction programme.
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Merenkov, A. V., D. G. Sandler, and V. S. Shavrin. "The features of changes in orientations to employment among bachelor’s graduates." Education and science journal 21, no. 10 (January 2, 2020): 116–42. http://dx.doi.org/10.17853/1994-5639-2019-10-116-142.
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Introduction. Today, there is a whole range of problems related to youth employment. These problems are caused by social, economic, technological, migration reasons, rapid transformation of the labour market structure and all spheres of life of a modern man. The value-motivational attitudes of young people in solving the issue of their employment become different. The aim of the research is to identify the dynamics and qualitative changes in values, which determine the choice of the future workplace by university graduates, as well as the degree of compliance of the claims of young specialists with the requirements imposed by employers.Methodology and research methods. The methodology of the present research is based on the theory of determination of human activity, which reveals the relationship of socio-economic, sociocultural factors, needs, goals, value orientations, personality attitudes in determining the content of the desired job and place of employment. The main research method was a questionnaire survey of bachelor’s students in their final year of studies, who receive technical, economic, humanitarian and pedagogical education in universities of Ekaterinburg – a large Russian industrial and cultural centre. The survey was conducted in 2016 and 2018 according to a single method. At the first stage (2016) the quota sample was 1905 people, at the second stage (2018) – 2420 people. The opinions of the heads of enterprises and organisations of the Ural region on the quality of young specialists’ training, their desire and ability to actively participate in innovation processes were revealed through the method of in-depth interviews.Results and scientific novelty. The results of a comparative study showed the preservation of the graduates’ value orientations to high salaries and opportunities for rapid professional and career growth. At the same time, very significant changes in the direction and content of young people’s orientations to the forthcoming employment were revealed: perceptions of the importance of early search for the profession demanded in labour market and the work in the acquired specialty; values of social status of a specialist with higher education; self-realisation in activities corresponding to personal inclinations and potential. The share of students who do not have clear plans for employment by the time they graduate decreased by half, and the share of technical departments graduates without such plans decreased fourfold. The share of students seeking to raise their social status by receiving a higher education diploma doubled. The number of students focused on obtaining a specialty corresponding to their personal abilities decreased by a quarter. The variation was found in accordance with the specifics of the direction of training of bachelor’s degree students’ determination to continue further studies in master’s degree programmes and their value attitudes for work, including in related specialties. The representatives of enterprises, where students undergo practical training, began to actively help them in finding a job corresponding to their specialty. However, the heads of manufacturing sectors and management staff of various organisations note the inadequacy of ambitions of a large part of applicants for prestigious positions due to the low level of the formation of necessary universal, general professional and professional competencies. According to the employers, there are no noticeable positive changes in the level of readiness of young professionals to actively engage in self-education and continuous professional development, mastering technological innovations.Practical significance. Since the success of graduate employment is an important indicator of university efficiency, the results of the present research can be applied by education management specialists dealing with the issues of the quality of education, career guidance, employment of population and youth policy.
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Bulgakov, V. V. "Reforming the Departmental Higher Education Institutions: A Critical Analysis." Vysshee Obrazovanie v Rossii = Higher Education in Russia 28, no. 8-9 (September 20, 2019): 100–109. http://dx.doi.org/10.31992/0869-3617-2019-28-8-9-100-109.
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The results of the reform of Russian higher education widely discussed among the pedagogical and expert community are characterized by the ambiguity and inconsistency of assessments. Special attention should be given to the need and results of the reforming in relation to the departmental universities of the power block which ensure the implementation of the country’s security functions. The features of the organization of the educational process in the departmental higher educational institutions of the power block are presented on the example of educational organizations of the EMERCOM of Russia system, starting from the entrance examinations stage and ending with the employment of graduates. The article considers the main directions of reforming the Russian higher education institutions and presents a critical analysis of their implementation in relation to departmental educational organizations of higher education of the power bloc. The peculiarities of the activities of departmental educational organizations of the power block, the tasks to be solved and the functions performed related to the training of specialists in the field of ensuring the security of a country require a balanced approach from the government education authorities when implementing measures aimed at the maximum integration of the higher education system into the global education system.
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Marsh, Clive. "Theology’s part-time future: A fresh initiative in theological education and religious literacy?" Theology 121, no. 3 (April 16, 2018): 171–79. http://dx.doi.org/10.1177/0040571x17749123.
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Recent drops in the number of full-time theology and religious studies students in the UK raise concerns for all universities with departments of theology and religion. Without denying the importance of efforts to increase those full-time numbers, this article argues that greater attention be paid to possibilities of expanding part-time theological education, and not only in the context of formal ministerial training. At a time when greater religious literacy is needed, and buoyed by evidence of what older learners want from their studies – personal growth rather than just better employment prospects – expansion of part-time study opportunities may prove an additional, and important, initiative required by theology and religion departments. In this way, they would not only improve their own financial positions but they would also make an even greater contribution to their local communities and to individual and social well-being. A commitment would be needed, however, from universities themselves to recognize this important ‘public good’.