Academic literature on the topic 'Employer’s formal education'
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Journal articles on the topic "Employer’s formal education"
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Lai, Yingtong, and Eric Fong. "Work-Related Aggression in Home-Based Working Environment: Experiences of Migrant Domestic Workers in Hong Kong." American Behavioral Scientist 64, no. 6 (March 14, 2020): 722–39. http://dx.doi.org/10.1177/0002764220910227.
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Previous studies on workplace aggression and violence have limited their scope to the conventional formal workplace environment. Few have explored the possibility that an increasing number of people, especially females, who work in more informal settings may also face work-related aggression. Our research on a random sample of 2,017 migrant domestic female workers from the Philippines and Indonesia who work in Hong Kong focuses on a nonconventional workplace, the employer’s home, and examines how conditions specific to the home-based working environment are related to workers’ experiences of abuse. Findings suggest that both the working conditions (e.g., types of people served) and the workplace environment (e.g., the size of the home) are related to experiences of abusive behavior performed by employers in the domestic work setting. The findings extend our understanding of the concept of workplace and highlight new factors contributing to aggression and violence against workers when boundaries between work and home are blurred.
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Smulskienė, Žydronė, and Vincentas Lamanauskas. "INFORMAL ADULT EDUCATION IN KEDAINIAI REGION: EXPLICIT LINKS BETWEEN CAREER AND EDUCATION, CAREER CHANGES." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 1, no. 1 (March 5, 2009): 9–28. http://dx.doi.org/10.48127/spvk-epmq/09.1.09.
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Due to rapid changes in the dynamics of trade market needs, learning and career as life-long pro-cesses have become the burning issues of modern society. Knowledge and skills acquired in comprehensive school, college or university cannot guarantee a strong position in the trade market. An important point is the latest information on the situation in different regions of Lithuania. In October - December 2008, a qualitative research was carried out. 29 respondents participated in the survey based on the structural interview providing a possibility of establishing the main conditions for informal adult education including available information, motivation for learning, evaluation in terms of usefulness and an aspect of career changes. Theoretical analysis puts emphasis on the links between informal adult education and career oppor-tunities. Informal education positively determines a further successful development of a personal career. Learning greatly expands the field of individual opportunities and choices and creates preconditions for making a decision on the development of a personal career. The carried out assessment of the situation on informal education in Kedainiai region disclosed that: • all establishments of informal education in Kedainiai region offer a possibility of and create the re-quired conditions for taking part in the process of life-long learning; • a local database of adult education services (training courses, seminars etc.) and organized pro-grammes provided by different institutions has been established; • the problem of financial support (lack and inadequacy of resources necessary to accomplish the mission established by the institutions of informal education) has been noticed. Obvious positive career changes of the learners who attended the institutions of adult informal educa-tion in Kedainiai region have been established. The majority of the surveyed participants found personal career changes successful and effective. An assessment of positions (opinions and evaluations) taken by the learners reveals that along the factors having impact on motivation such as aspirations, quality-based orien-tation and intentions of learning, other factors increasing students’ motivation for learning exist: • wish for conforming to constantly changing situation; • intention to remain competitive in the labour market; • wish for having means of support; • doubtful future possibilities. An analysis of employer’s positions (opinions and evaluations) indicates a positive attitude towards in-formal employees’ education. In seems to be clear that the prestige of informal adult education is increasing and the importance of understanding this phenomenon is gaining more weight in society. An assessment of the executives (opinions and evaluations) of the organizations arranging the sessions of informal teaching discloses that informal learning helps with increasing personal and professional compe-tencies, offers the possibility of self-realization, assists in retaining work places, determines the rise of new professional competencies and ensures successful changes in personal careers. Key words: career changes, informal adult education, teaching, learning.
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Mansour, Essam A. H. "Information needs of local domestic workers in the Arab Republic of Egypt." Electronic Library 33, no. 4 (August 3, 2015): 643–67. http://dx.doi.org/10.1108/el-01-2014-0012.
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Purpose – The purpose of this study is to provide first-hand information regarding domestic labour/labourers in Egypt. The researcher tries to investigate the information rights and needs of these vulnerable and marginalized groups in Egypt in terms of its thoughts, perceptions, attitudes, motivations, techniques, preferences, ways, tools and problems encountered towards using of and accessing information. The study, therefore, attempts to look at, as possible, the many different characteristics of local domestic workers in Egypt and affecting their use of and access to information. Design/methodology/approach – Methodology used here was an adaptive form of snowball sampling of a heterogeneous demographic group of participants in the local domestic work in Egypt, used to select focus groups to explore a range of relevant issues. Findings – Demographically, this study showed that local domestic labour in Egypt, to a great extent, is occupied and performed by women and children, and the average age of the total interviewed participants was around 31 years. Over half of participants were uneducated, followed by nearly a quarter of them were with no formal education and just a small number had some primary education. This study concluded that a large number of participants were described as illiterate and nonskilled labourers. Participants’ income proved that it was one of barriers to use of and access to information where a large number of participants were labelled as low-income workers. The information-seeking behaviour (ISB) profile of participants indicated a preference for verbal over written, informal over formal and undocumented over documented information channels and sources to solve problems relating to everyday existence using some helping tools and devices especially cell phones. The most popular information sources mentioned and followed by participants were verbal information with friends, peers and colleagues in neighbouring households either via telephones, especially cell phones, or face-to-face meeting. TV and Radio, newspapers and magazines were, respectively, the most famous formal sources participants use. Information related to work, family affairs, security and health issues was most commonly desired and wanted by participants. Participants mentioned that their priorities of accessing information were to help in work-related activities such as cooking cleaning and decorating, to know new kitchen recipes, to assist in the education of the employer’s children. Others added that they were also seeking for information for getting promoted and having some fun especially through audiovisual sources like TV and Radio. They were not commonly using libraries due to the fact that most of them were uneducated, and the education of the some others was limited. However, this study showed that there was a little and accidental use for some libraries like public and children libraries and a small number of them was using the employer’s home library. In terms of using technologies related to the use of information like the Internet, the study found such access was an issue, as a very small number of participants were using it mainly for personal information. Regarding challenges, concerns and problems faced by local domestic workers in Egypt during using of and accessing information, the study found that the most important challenges participants faced in this study were the illiteracy and lack of awareness about the basic rights and perception of information rights and needs. Other challenges like the time, psychological burdens, the social image being domestic worker, lack of accessible information channels, lack of training and skills and also lack of money needed to access information were also an issue. Research limitations/implications – This study comes to respond strongly to the great global concern on the neglected and marginalized sector of work/workers in Egypt. It provides information on invisible forms of domestic labour/labourers, and indicates how their rights, especially towards accessing information, are violated. Any findings of this study may generate interest and create awareness on the needs and conditions of domestic labour/labourers among marginalized labour advocates, policymakers and the civil society. Originality/value – The literature on this topic is scarce and, therefore, this paper gives important and significant insight into how to assist local domestic workers in Egypt with information needs.
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Kaufmann, Katrin. "Non-Formal Education in International Comparison: Patterns of Participation and Investment in Selected European Countries." International Journal for Research in Vocational Education and Training 2, no. 4 (December 27, 2015): 239–67. http://dx.doi.org/10.13152/ijrvet.2.4.1.
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This investigation focuses on participation and related investment patterns in job related non-formal education (NFE) in selected European countries. Broadening previous research formats of NFE are distinguished by investment including financial and time investments by employers, employees and public authorities. By this, company-sponsored and individual-financed NFE are distinguished sharply and cases with shared investment between employers and employees (co-financed NFE) and between employers, employees and public funding (co-financed pooled NFE) are accounted for, additionally. For explaining participation in NFE supply and demand models are referred to. Hypotheses on cross-country differences for investment in NFE refer to the Varieties-of-Capitalism approach and countries are selected representing different varieties of capitalism (Norway, Sweden, Germany, Lithuania, Latvia, Spain, France, UK). Analyses are based on data of the Adult Education Survey (AES) 2011/12.
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Doman, Sanet, and Gerhard Nienaber. "Tax Education: Current Views And Preferences Of South African Employers." International Business & Economics Research Journal (IBER) 11, no. 8 (August 1, 2012): 951. http://dx.doi.org/10.19030/iber.v11i8.7172.
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Various reasons caused the demand for tax practitioners to increase, creating a need for specialised tax education and training. Since the tax profession is not currently regulated in South Africa, educators receive little input from employers on their expectations regarding formal tax qualifications. This causes uncertainty as to whether or not employers are satisfied with tax education in South Africa. This article reports on the current and preferred composition of tax departments, considering South African employees qualifications. The article also highlights employers current views and preferences regarding theoretical knowledge and practical skills included in these qualifications. Any agreements between the employees current views and preferences are indicated. Data was gathered by using questionnaires and the population on which it was tested comprised partners of the tax departments of certain financial consulting firms. The results show that there is not a fundamental difference between the current and preferred composition of tax departments. There is also evidence that employers preferences regarding theoretical knowledge and practical skills differ from their current views. It is therefore recommended that tax education in South Africa is regulated to ensure that employers can provide input on the curricula included in tax qualifications.
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PREWYSZ-KWINTO, Piotr, and Grażyna VOSS. "KURSY I SZKOLENIA JAKO ELEMENT KSZTAŁCENIA POZAFORMALNEGO WEDŁUG OCENY PRACODAWCÓW Z WOJEWÓDZTW POMORSKIEGO I KUJAWSKO-POMORSKIEGO." Folia Pomeranae Universitatis Technologiae Stetinensis Oeconomica 327, no. 83 (December 1, 2016): 233–40. http://dx.doi.org/10.21005/oe.2016.83.2.23.
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Williams, Colin C., and Ioana Alexandra Horodnic. "Explaining and tackling envelope wages in the Baltic Sea region." Baltic Journal of Management 10, no. 3 (July 6, 2015): 295–312. http://dx.doi.org/10.1108/bjm-10-2014-0153.
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Purpose – The purpose of this paper is to advance a new way of explaining and tackling the illegitimate wage practice where employers pay their employees an undeclared (envelope) wage in addition to their formal salary. Drawing upon institutional theory, it is here proposed that envelope wages result from the lack of alignment of a society’s formal institutions (i.e. the codified laws and regulations) with its informal institutions (i.e. the socially shared unwritten understandings which reflect citizens’ norms, values and beliefs). Design/methodology/approach – To evaluate this, data are reported from a 2013 Eurobarometer survey involving 1,738 face-to-face interviews with formal employees in four Baltic countries, namely, Estonia, Latvia, Lithuania and Poland. Findings – The finding is that the greater is the asymmetry between the formal and informal institutions (i.e. the level of disagreement of citizens with the codified laws and regulations of formal institutions), the higher is the propensity to pay envelope wages. This is the case at both the individual- and country levels. Practical implications – To reduce the prevalence of envelope wages, the resultant argument is that the values of employers and employees need to be aligned with the formal institutions. This requires alterations not only in the informal institutions, using measures such as tax education, awareness raising campaigns and normative appeals, but also changes in formal institutions so as to improve trust in government by fostering greater procedural justice, procedural fairness and redistributive justice. Originality/value – This is the first paper to apply institutional theory to explaining and tackling envelope wages in the Baltic Sea region.
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Tibajev, Andrey, and Carina Hellgren. "The Effects of Recognition of Foreign Education for Newly Arrived Immigrants." European Sociological Review 35, no. 4 (March 18, 2019): 506–21. http://dx.doi.org/10.1093/esr/jcz011.
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Abstract We analyze the effects of formal recognition of foreign higher education on employment probabilities and earnings for newly arrived immigrants in Sweden. Prior research has found that immigrants have lower returns on education if it was acquired in the country of origin than if it was acquired in the host country. One reason for this is that foreign credentials work poorly as productivity signals and risk-averse employers avoid employees with credentials they do not fully understand. A formal recognition statement can help overcome this problem by providing credible information about the foreign education, thus reducing uncertainty. Data consists of immigrants who, within the first ten years of residence in Sweden, had their foreign degree formally recognized during 2007–2011. Using fixed effects regressions, we estimate the treatment effect of official recognition to be 4.4 percentage points higher probability of being employed, and 13.9 log points higher wage for those with employment. We also find considerable treatment effect heterogeneity across subcategories of immigrants from different regions of origin, with different reasons for immigration and who obtained recognition during different economic conditions. Our conclusions are that the mechanism of employer uncertainty is real, and that recognition does reduce it. But as the signal of foreign education becomes better, other mechanisms such as human capital transferability problems and quality differences, and the ability to use foreign human capital, become more salient, leading to heterogeneous effects.
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Van Praag, Mirjam, Arjen van Witteloostuijn, and Justin van der Sluis. "The higher returns to formal education for entrepreneurs versus employees." Small Business Economics 40, no. 2 (August 14, 2012): 375–96. http://dx.doi.org/10.1007/s11187-012-9443-y.
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Pikturnaitė, Ilvija, Judita Jonuševičienė, and Robertas Kavolius. "Adult non-formal learning motives and future needs: Klaipėda city's case." Management Theory and Studies for Rural Business and Infrastructure Development 39, no. 1 (March 21, 2017): 69–85. http://dx.doi.org/10.15544/mts.2017.06.
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The lack of learning motivation is often presented as one of the reasons that interfere adults to learn. Therefore the purpose of research is to reveal Klaipėda city residents’, employers’ and other social partners’ motives and future needs of participation in non-formal education. The questionnaire survey of Klaipėda city residents, employers and other social partners was implemen-ted by using pre-made standardized questionnaires, which were composed with consideration of the Lithuanian Republic Non-formal Adult Education Law. Klaipėda city residents link non-formal learning more closely to gratification of individual interests. Employers and social partners expressed positive attitude towards learning.
Dissertations / Theses on the topic "Employer’s formal education"
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Kreitzer, Donald J. "A study of the current practice of private sector distance education receive-site coordinators in administering university formal and non-formal distance education programs." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1164923.
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The purpose of this study was to define the private sector's receive-site coordinator's role and current practice associated with the day-to-day management of a distance receive site by describing what private sector receive-site coordinators do in practice. Descriptive data were collected in six areas: demographics, private sector receive-site coordinators' reporting relationships, distance education equipment and usage, tuition support for students at receive-site locations, private sector receive-site coordinators' knowledge of distance education, and the private sector receive-site coordinators' current practice.Many organizations in business and industry in the private sector invest in distance education systems and programs as a means of providing educational opportunities for their employees. These organizations assign the duties of managing their receive-site location to an employee in their organization. The polices and procedures of organizations receiving distance education programs, the job level of the person assigned the receive-site coordinator responsibilities, the knowledge level of the receive-site coordinator, and the practices of the receive-site coordinator are variables that influence employee participation in distance education programs. Additionally, those variables impact distance education university administrators in administering and marketing the university's distance education programs to organizations. Yet, there is very little literature that speaks to the distance education receive-site coordinators' role or the knowledge and skills required to manage a distance education receive-site location.By conducting this research, the private sector receive-site coordinators' practice was described. It was concluded that private sector receive-site coordinators are a non-homogenous group of mostly training and development professionals with undergraduate degrees and have the responsibility of managing the day-to-day activities of receive-sites by incorporating the duties of a private sector receive-site coordinator with their otherday-to-day work activities. The private sector receive-site coordinators' job responsibilities span a variety of tasks that include marketing programs, helping students overcome problems, assisting with course logistics, and installing, operating, and in some cases, maintaining distance education equipment. It was also concluded that university administrators viewed the role of the private sector receive-site coordinator as a key element of the distance education system.Department of Educational Leadership
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Sandqvist, Sandra, and Emmelie Bengtsson. "Behandling och bemötande av barn och ungdomar diagnostiserade med ADHD : Med placering på HVB-hem." Thesis, Linnéuniversitetet, Institutionen för socialt arbete (SA), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-104613.
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Title: Behaviour towards and treatment of children and adolescents diagnosed with ADHD: In residential care. This bachelor thesis studies the tension between an institution focused on a form of residential care of children and adolescents, which is called HVB- home and the opportunity to individualize the treatment and behaviour towards the child or adolescent. The study has especially targeted children and adolescents with Attention Deficit/Hyperactivity Disorder (ADHD) living in HVB- homes in Sweden. The thesis has a qualitative study design and uses semi structured interviews. Six employees from HVB- homes working directly with the children answered questions and spoke freely to the authors of the study. Five themes were used to analyse the results. The authors explain the results with Michel Foucault power theories and Erving Goffman's "On the Characteristics of Total Institutions". It was found that the education level of the employees affected the care, treatment and behaviour towards children with ADHD. A majority of the interviewees lack a college degree. Employees with lower formal education expressed those colleagues with informal competence were prone to easier fit in the HVB- home environment. Most of the interviewees expressed frustration over Swedish laws, guidelines and rules which only allow treatment of socially unacceptable behaviour and prohibit care and treatment of diagnoses like ADHD. The majority of the interviewees favoured what's best for the group instead of adapting treatment and behaviour towards the individual.
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Eggleston, Margaret A. "Participation and Non-Participation in Formal Adult Education: A Study of Deterrents for an Organizational Leadership Development Program." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/30173.
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Organizations are increasingly supporting employee's educational pursuits, especially when continuing education is used as a strategy to achieve organizational goals or groom future executives. Fulmer and Wagner (1999) found that best-practice organizations developed their own leaders and that senior executives were products of internal leadership development systems. This quantitative study was designed to better understand deterrents to participation in formal adult education from the perspective of mid- to upper-level professional, technical, executive, administrative, and managerial employees who participated in a quasi-governmental organization's leadership development program.
The program consisted of three phases. The first two took place within the confines of the organization over a one-year period, and completion rates were almost one-hundred percent. For phase three, the formal education component of the program where three years were allotted to achieve the objectives, the completion rates were much lower. As a result, fifty-nine percent of all participants failed to complete the program in its entirety.
Three questions were explored in the study: (a) despite efforts of the employer to address major deterrents (time, costs, family responsibilities, access, and employer support), to what extent do employees perceive any of these deterrents still exist, (b) what other deterrents do employees face as they approach or become active in the formal adult education segment (Phase III) of the leadership development program, and (c) what do employees perceive as enablers provided by the employer?
A slightly modified Deterrents to Participation Scale-General (DPS-G) augmented with three open-ended questions was used to collect data from eight hundred and thirty-three respondents. Sixty-seven percent had completed all three phases of the leadership development program. Multivariate analysis of variance and content analysis were the primary analytical methods used. Results revealed that typical deterrents to participation in formal adult education were not very problematic for the respondents in this study; however, findings here reinforce those in the literature regarding the critical need for organizational support.
The results have implications for the subject organization and may also apply to smaller organizations, global enterprise, and private industry, where leadership development programs with a formal education component exist or may be implemented.Ph. D.
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Parker, Karen 1960. "Nonprofit Corporate Colleges: a Description of Their Curricula, Faculty, and Students." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc332067/.
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The purposes of this study were (1) to describe and analyze the organization and content of nonprofit corporate curricula, (2) to describe and analyze the background and status of nonprofit corporate college faculty, and (3) to describe and analyze the demographics, educational background, and employment characteristics of students in nonprofit corporate colleges. Institutional demographics on student enrollment, number of graduates, admission policy, tuition cost, types of financial aid programs, student housing, and schedule of classes were gathered as well. Data were collected from survey instruments returned by 12 nonprofit corporate college administrators. The data were treated to produce frequencies and percentages. The study revealed that the majority of nonprofit corporate colleges are specialized institutions which primarily offer graduate degree programs. Faculty are most likely full-time, non-tenured employees. White males between the ages of 25 and 40 constitute an overwhelming majority of the student population. Two major findings unrelated to the purposes of the study were revealed during this investigation. They are (1) the term corporate college and the definition are sometimes misunderstood and (2) three corporate colleges identified last year have ceased operating as post-secondary degree-granting institutions.
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Klingel-Dowd, Susan. "Trainees' perceptions of personal learning experiences and training program characteristics that helped them to learn : an exploratory study." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1063424.
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Many U.S. corporations have begun investing in the education and training of their personnel in order to implement and maintain the changes necessary to remain competitive in a global market place. Employees have been required to learn and utilize new and/or different competencies.The purpose of this study was to identify formal training and informal learning experiences that were judged as valuable as the learners began the on-the-job utilization of their formal training and/or informal learning activities. Three adult education learning theories (andragogy, proficiency theory, and situated cognition) were examined to determine what formal and informal learning experiences of the respondents, were reflected or contradicted, by these theories.It was determined that interviews with employees to ascertain their perceptions might yield insights as to how they think they have learned new skills. Therefore, 15 employees with various job descriptions and who were employed by three separate and diverse organizations wereinterviewed. This diversity was necessary in order to achieve maximum variation sampling. All of the interviews for this study were audio tape recorded to ensure accurate data collection. The interviews were transcribed verbatim and reviewed item-by-item and line-by-line for emerging trends and important concepts.The findings suggested that the majority of workplace skills or competencies were learned and utilized through informal learning. Formal training was used to initiate, maintain, or validate the informal learning. Content learned during the formal training was more likely to be used if participants were given an opportunity to practice the skills or competencies during the training. Handouts or booklets were used after the training to replicate the skill or competency.The findings suggested that the theoretical description of needs assessment and of the evaluation process were not valid in the current workplace training setting. Respondents suggested improvements for both areas.This study has implications for trainers, training directors, and human resource personnel. Further study is recommended on needs assessment, evaluation, and informal learning within the workplace.Department of Educational Leadership
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Mialchi, Nadeje Martins da Rocha. "As políticas de educação de jovens e adultos no Brasil e suas formas institucionais e históricas no município de Paulínia-SP = as contradições e potencialidades do conceito de trabalho como princípio educativo emancipatório." [s.n.], 2010. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251365.
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Orientador: Cesar Aparecido NunesTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: A formação do trabalhador nas últimas décadas tem sido alvo de discussões e polêmicas, entre a sociedade civil e política, envolvendo a categoria trabalho. Isto porque neste período a crise estrutural do capital exigiu do campo produtivo um processo de reestruturação, que foi acrescido pelos avanços tecnológicos da automação e da informação. Suas conseqüências no campo social e educacional foram solicitações, cada vez maiores, ao desenvolvimento de capacidades intelectuais e multifuncionais promulgando um novo trabalhador ao mesmo tempo em que criou o desemprego estrutural, a intensificação e a precarização dos postos de trabalho restantes. Neste contexto encontram-se os alunos da EJA e esta, como política educacional denuncia que os desdobramentos da ação do Estado têm se dado por meio de políticas compensatórias. Historicamente sabemos que estas não garantem aos alunos a reinserção ao mundo do trabalho como produtores autônomos, tampouco o exercício de uma cidadania crítica e participativa, afirmam somente o compromisso com o capital, deixando assim, a mercê da manutenção de sua lógica os trabalhadores como dependentes da pobreza e da exclusão. A afirmação destas políticas tem ainda, como escopo ideológico, apontado para saídas conjunturais, que não comprometem a manutenção da expansão e do acúmulo da riqueza por poucos. O poder público, empresarial e alguns segmentos da sociedade civil se unem e desenvolvem teses que, no contexto da educação como mercadoria, torna a educação escolar um produto unilateral ao sucesso da qualificação técnica profissional. É na congruência destes fenômenos que surge como concepção pedagógica à EJA o termo empregabilidade. Esta pesquisa, como integrante deste contexto, objetiva em sua investigação as imbricações históricas e os desdobramentos atuais da política educacional para a EJA. Como hipótese credita a incapacidade da mesma em equacionar, como se propõe, as condições de homens e mulheres alunos da EJA, via educação escolar, impugnando à mesma o termo empregabilidade. Como contraponto defende como tese, que o papel social da EJA, como uma das instituições de atuação na formação do trabalhador, se encontra como processo transitório entre o fim da EJA, como política compensatória de um tempo perdido, e a constituição da Escola do Trabalho. Esta é o permanente exercício da conquista e desenvolvimento do domínio intelectual, manual, estético, ético, político, social e, sobretudo econômico do mundo produtivo pelos trabalhadores que se formam como produtores livremente associados, pela articulação entre a formação no trabalho e a educação escolar. Ambos como campos de conhecimento que ao interagir no âmbito da prática, creditam uma educação para a emancipação.
Abstract: The worker education in the last decades has been grounds for discussion and controversies among civil and politics society, involving the work category. This happens because in this period, the structural crisis in the capital required a reestructuration process in the productive field, which was followed by the technological advances of automation and information. Its consequences, in the educational and social field were requests that were bigger and bigger, to the development of intellectual and multifunctional skills, creating a new worker, at the same time that created the structural unemployment, the intensification and the deterioration of the job posts that remained. In this context, there are the EJA students and EJA, as its educational politics, denounces that the developments of the state actions have been happening through compensatory policies. Historically we know that these do not assure to the students neither the reinsertion in the work world as autonomous producers, nor the exercise of a critical and participative citizenship, but assure only the commitment with the capital, leaving, to the will of the maintenance of the logical of the workers as dependent on the exclusion of poverty. The establishment of these politics have also the ideological scope, pointed to conjunctural exits, that do not compromise the maintenance of the expansion and of the accrual of the wealth by only a few. The public power, businessmen and some segments of civil society get together and develop thesis that, in the context of education as a kind of good, make the school education a unilateral product to the success of professional technical qualification. It is in the congruency of these phenomena that the term employability arose as pedagogical conception to EJA. This survey, as part of this context, has as its investigation purpose, the historical implications and the current developments of the educational politics to EJA. As hypothesis, supposes that the inability of EJA to equate, as proposed, the conditions of women and men students of EJA, through school education, questioning the employability term usage by EJA. As a counterpoint, it defends, as a thesis, that the social role of EJA, as one of the institutions that act in the worker education, is found as a transitory process between the EJA end, as compensatory policy of a lost time, and the Work School constitution. This is the permanent exercise of the acquisition and development of the intellectual, manual, aesthetic, ethics, politics, social and, above all, economics domain in the productive world of the workers that are graduated as producers freely associated, by the articulation between the formation in the work and the school education. Both as fields of knowledge which, when interacting in the scope of the practice, believe in an education for emancipation.
Doutorado
Historia, Filosofia e Educação
Doutor em Educação
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Freire, Derneval Gondim. "A percep????o de gestores de universidades corporativas da cidade de S??o Paulo sobre a forma????o em controladoria como compet??ncia para o alinhamento do perfil dos gestores ??s estrat??gias das organiza????es." FECAP - Faculdade Escola de Com??rcio ??lvares Penteado, 2010. http://132.0.0.61:8080/tede/handle/tede/467.
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Previous issue date: 2010-09-02The professional development in the era of knowledge economy is responsible for making people rethink the department of development and training, so as to give room for the Corporate Universities (CU), which aims to offer continuous education. One of the most relevant functions of the CUs is to promote the alignment between companies strategies and their managers?? profiles. Therefore, the aim of this work was to identify and analyze the managers?? perceptions, who work in S??o Paulo city, concerning the importance of the controllership in the alignment between the companies strategies and their managers?? profiles. Firstly, it was used a bibliographic study, showing that there is a consensus about the importance of the CUs in the continuous formation of managers and other people from the companies staff. Secondly, it was realized a descriptive investigation of qualitative nature, based on an interview protocol, applied to managers and consultants who work in three CUs in S??o Paulo city. The collected information was analyzed by means of content analysis. The obtained results confirmed what was found in the literature: it demonstrates that the CUs can contribute with the improvement of managers abilities concerning the knowledge in controllership, so as to diminish the gap between university courses offered by universities. So, this work contributes with a sugestion by the main office??s managers in controllership.
O desenvolvimento profissional, na era da economia do conhecimento, faz as organiza????es repensarem o departamento de treinamento e desenvolvimento, que pode ceder espa??o para as universidades corporativas (UCs), voltadas para a educa????o continuada. Uma fun????o relevante das UCs ?? promover o alinhamento entre as estrat??gias das organiza????es e o perfil de seus gestores. Assim,o objetivo desta pesquisa foi identificar e analisar a percep????o dos gestores que atuam nas universidades corporativas na cidade de S??o Paulo, sobre o papel da controladoria no alinhamento entre as compet??ncias dos gestores e as estrat??gias das organiza????es. Utilizou-se, no primeiro momento, um estudo bibliogr??fico, indicando que h?? um consenso sobre a import??ncia das UCs na forma????o continuada dos gestores e demais colaboradores das organiza????es. No segundo momento da pesquisa, realizou-se uma investiga????o descritiva de natureza qualitativa, apoiada em um roteiro de entrevista aplicado a gestores que atuam em tr??s universidades corporativas na cidade de S??o Paulo. As informa????es levantadas foram analisadas por meio de an??lise de conte??do. Os resultados obtidos confirmaram os achados na revis??o da literatura, demonstrando a percep????o dos sujeitos entrevistados de que as universidades corporativas podem contribuir para o aprimoramento das compet??ncias dos gestores quanto aos conhecimentos de controladoria, diminuindo a lacuna existente entre os cursos superiores ofertados pelas IES. Por fim, este trabalho vem contribuir com uma sugest??o de matriz de compet??ncias dos gestores em controladoria.
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Laine, Maxine. "An exploratory study of professional managers' informal and formal learning in the job or career change process /." 2007. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=510509&T=F.
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Úlovec, Martin. "Uplatnitelnost absolventů škol ve společnosti vědění." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-336224.
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The thesis concentrates on unintended consequences of putting emphasis on education in the current society and their impacts on labour market success of school graduates as well as on fulfilment of employers needs from the perspective of occupying job positions in accordance with the demographic aging of the population. The thesis is trying to answer the question, if education has an adequate influence on the social mobility as it was in the recent past. The author is also trying to suggest possible solutions of the situation occurred on the labour market from the viewpoint of the qualified labour shortage with lower educational level, especially in the secondary sector. Possibilities are seen in the consistent assertion of the LLL conception, increasing the relevance of the education content and adapting to the changing requirements of qualifications through of cooperation between schools and employers. Last but not least the thesis also draws attention to the need of relevant information about the labour market development and chances of graduates to find a job in the chosen field.
Books on the topic "Employer’s formal education"
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M, Hawthorne Elizabeth, ERIC Clearinghouse on Higher Education., and George Washington University, eds. Formal recognition of employer-sponsored instruction: Conflict and collegiality in postsecondary education. College Station, Tex: Association for the Study of Higher Education, 1987.
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Akmalova, Al'fiya, and Vladimir Kapicyn. Conceptual foundations of the modern social state and social law. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/949358.
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The textbook considers the main approaches to the formation of the conceptual foundations of the social state, which in modern conditions ensure the consolidation of the model of the modern state, focused on the consistent development and implementation of social projects, and effective social policy. Special attention is paid to the consideration of socio-anthropological and value-normative approaches that provide a more complete study of the features of the formation of the social character of the state, along with formal and legal ones. Special attention is paid to the formation of competencies necessary for the activities of employees of social institutions, state and municipal employees, volunteers and other participants of public associations.
Meets the requirements of the Federal state educational standards of higher education of the latest generation.
It is intended for undergraduates studying in the field of training 39.04.02 Social work". It can be used for training in such areas of training as "State and municipal administration", "Management", "Law", "Sociology", "Political science", etc. It will also be useful for graduate students, teachers and practitioners, as well as anyone interested in the problems of the social state and social legislation.
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Kemper, Homer. College? Should you go? Maybe not!: Other ways to save time and money. Richmond, Va: Institute for Independent Study, 1986.
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Mātčharat, Thawan. Ngān, chīwit, læ khwāmkhit Dō̜rō̜. Rung Kǣodāng: Phēt hǣng Krasūang Sưksāthikān. Kō̜thō̜mō̜. [i.e. Krung Thēp Mahā Nakhō̜n]: Samnakphim Mitimai Bō̜risat Thanaban Čhatčhamnāi, 1995.
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Keller, Helmut. Informelle Lernnetzwerke in Organisationen: Theoretische Zugänge und didaktische Implikationen für die betriebliche Weiterbildung. Frankfurt am Main: Lang, 2008.
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Vlasyenko, Nikolay, Artem Tsirin, YEkatyerina Spyektor, Natalya Povetkina, Zarina Bedoeva, Yuliya Belyaeva, Maksim Zaloilo, Elena Rafalyuk, and E. Sidorova. Dictionary on the Subject of Anti-Corruption. ru: INFRA-M Academic Publishing LLC., 2016. http://dx.doi.org/10.12737/18663.
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Currently, the problem of combating corruption is in the center of attention of Russian society and the state. The legal and organizational framework for combating corruption has been formed. Anti-corruption legislation is constantly being improved, becoming more holistic and systematic, so further classification of its concepts is required.
The Glossary contains more than 500 terms of Russian and foreign language origin, which are basic in the practice of combating corruption and are used in criminal, administrative and financial law of Russia; it guides the reader in a complex system of modern legal categories related to anti-corruption topics; uses the tools of international agreements ratified by the Russian Federation; it will help clarify the conceptual apparatus of normative legal acts and eliminate contradictions in existing documents.
The publication is intended to be used in the educational process in the framework of scientific and educational support for combating corruption.
For employees of scientific institutions and government agencies, teachers, students, postgraduates of higher educational institutions and practicing lawyers.
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1942-, Wagner Richard J., and Weigand Robert J, eds. Do it-- and understand!: The bottom line on corporate experiential learning. Dubuque, Iowa: Kendall/Hunt Pub. Co., 1995.
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Adu Boahen, Emmanuel, and Kwadwo Opoku. Gender wage gaps in Ghana: A comparison across different selection models. 10th ed. UNU-WIDER, 2021. http://dx.doi.org/10.35188/unu-wider/2021/944-0.
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The wage of an individual is observed only when he/she is employed. However, getting employment requires two decisions. First, an individual has to decide to participate in the labour market, and second, an employer must decide to hire that individual. Since female labour market participation often differs from that of men, and employers’ decisions to hire may also be influenced by gender, it is appropriate to account for this double selection process. This study uses the latest household survey in Ghana to estimate gender wage gaps by correcting for this double selection process. We find that the average total gender wage gap is positive and significant irrespective of the sample selection correction method used. Our results indicate that women on average receive lower wages than men. Irrespective of the type of selection method used, our findings suggest that almost all the wage gap is a result of differences in returns, with only a small part coming from differences in observables. We find that the gender wage gap is smaller among formal wage employees and the gap decreases as education level increases. Although our findings indicate a similar trend in the wage gap across all specifications, the magnitude of the gap is sensitive to the choice of the model. This points to the need to be cautious about the choice of sample selection correction used to analyse gender wage gaps.
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Hawthorne, Elizabeth M., and Nancy S. Nash. Formal Recognition of Employer-Sponsered Instruction: Conflict and Collegiality in Postsecondary Education, No 3 (Ashe Eric Higher Education Reports). Study of Higher Education, 1987.
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Ravid, Gad. Self-directed learning as a future training mode in organizations. 1985.
Find full textBook chapters on the topic "Employer’s formal education"
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Farmer, Lesley S. J. "Technology Aspects of Information Literacy in the Workplace." In Handbook of Research on Technologies for Improving the 21st Century Workforce, 122–40. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2181-7.ch009.
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Workplaces need information literate employees in order to manage the increasing quantity and complexity of information that impacts their organizations, yet they provide uneven information literacy education. Information and technology literacy are also imperative for the organization as a whole. Decision makers should systematically identify key information and technology literacy processes within the organization, and assess the learning gaps of their employees. Employers should allocate human and material resources to facilitate a variety of formal and informal learning venues, incorporating technology. Such education should also reflect andragogical principles and authentic collaborative learning activities, which can be facilitated by technology-based collaborative tools.
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Rickman, Wendy, and Cheryl Wiedmaier. "A History of Distance Education." In Cases on Building Quality Distance Delivery Programs, 1–12. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-111-9.ch001.
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Flash-forward to today’s world of instant-access in a technology driven society, where distance education has grown in viability and become a business. Whether provided via a traditional, land-based university or college to earn a formal degree, to complete professional development, or to seek additional certification, or by a for-profit organization or corporation to train their employees and advance their workers’ skills, people can access a well-developed range of educational services through distance education to better their lives and livelihoods regardless of the physical separation between themselves and the sponsoring institution. The main difference between distance education’s beginnings and today’s educational services is the medium used to conduct learning. The postal services may still be used as a secondary mode of communication and print is still a constant technologic tool, but the expanding success of distance education can be attributed to providing education that 1) spans great distances between citizens and educational institutions, both geographically and socio-economically; 2) quenches the thirst for education; and 3) utilizes the rapid advancement of technology (Casey, 2008).
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Bashar, Sa'adu Isa, and Zayyanu Sambo. "Managing the Chaos and Complexities of Informal Organizations for the Effectiveness of Schools as Formal Organizations." In Advances in Educational Marketing, Administration, and Leadership, 112–21. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0460-3.ch007.
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Informal organizations in education are those groups or unions that are spontaneously formed within the educational institutions by the members of staff, students and tradesmen for the realization of their identified goals. Those groups, in spite of their advantages, are chaotic and complex in nature as they are bound to bringing about frustration to the top or line mangers of the schools, encourage negativism, generate inter-personal and group rivalries, resist changes, cause harassment to certain employees, promote rumor mongering and promote dissatisfaction among employees. All of these deter the smooth operation and management of schools which if care is not properly taken may result to institutional entropy. The chapter puts forward some future trends for managing complexity of informal organizations by contending that, educational managers should employ approaches of cooptation, divide and rule, control of information, control of reward, displacement and control of meeting for the management of those groups.
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Lyon, David, Lynette Steele, and Cath Fraser. "Smaller by Design." In Open Learning and Formal Credentialing in Higher Education, 98–120. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8856-8.ch006.
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Much of today's higher education landscape, particularly for vocational training providers, is market driven and highly reflexive to consumer needs. Industry and employers who require specific professional credentials have a strong influence on programme design and curriculum development. In this chapter, we will explore New Zealand's first and only qualification for offshore and onshore professionals working with future immigrants. This qualification draws on features of open learning courses, and illustrates a pathway for education delivery that moves beyond traditional models into a 21st Century modality. The student demographic comprises a large number of mature learners, who have enrolled to gain formal credentials in their field, are moving to a new career, or may be seeking additional expertise to complement a suite of skills to offer their organisation, or as self-employed contractors/consultants. This population is a good example of lifelong learning applied to personal and professional lifestyle choices.
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Onstenk, Jeroen. "Work-Based Learning (WBL) in Higher Education and Lifelong Learning in the Netherlands." In Global Perspectives on Work-Based Learning Initiatives, 191–217. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6977-0.ch008.
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In this chapter, developments and issues in the Netherlands with regard to work-based learning (WBL) and its relevance for higher professional education (HPE) and lifelong learning (LLL) are discussed. While traditionally in LLL the emphasis was on formal and non-formal learning in organized settings (adult education), nowadays there is growing awareness of the importance of informal LLL in the workplace. Different and more intensive patterns of interaction between companies and HPE are being developed to improve the connection between learning in education and in the workplace. There are steps towards an effective pedagogy of WBL as employers and HPE strive for high-quality outcomes. As a final point, the authors discuss the recent developments with regard to accreditation of prior learning as a way to raise the qualification levels of the working population.
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Pullman, Nick, and Kevin Streff. "Creating a Security Education, Training, and Awareness Program." In Handbook of Research on Social and Organizational Liabilities in Information Security, 325–45. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-132-2.ch020.
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Security training and awareness is often overlooked or not given sufficient focus in many organizations despite being a critical component of a layered defense. Organizations often purchase expensive hardware and software to help secure their organization, but fail to allocate resources to train employees who will install and configure the product. Similarly, organizations will devote many hours developing polices and procedures to protect sensitive information, but fail to allocate the appropriate resources to ensure awareness of those policies and procedures. This chapter discusses how to design, create, and implement a formal security education, training, and awareness (SETA) program as a component of a layered defense strategy.
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Vaccaro, Annemarie, Brooke D'Aloisio, Tiffany Hoyt, Athina Chartelain, Sarah D. Croft, and Brian Stevens. "Developing Social Justice and Inclusion Competencies Through Semi-Structured Reflection Papers." In Cultural Awareness and Competency Development in Higher Education, 75–91. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2145-7.ch005.
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As higher education institutions strive to foster cultural inclusion, it is imperative that university employees develop relevant competencies. This chapter offers insight into one “best practice” for fostering social justice and inclusion competencies (ACPA/NASPA, 2015). A professor and former students discuss the benefits of using self-reflection papers for competency development. The chapter begins with an overview of social justice and inclusion competencies for higher education and student affairs professionals. That section is followed by a description of graduate-level courses and reflection paper assignments aimed at developing social justice and inclusion competencies. The majority of the chapter focuses on the educational process (e.g., meaning-making, critical reflection) and products (e.g., awareness, knowledge, skills, action) of semi-structured reflection papers. Recommendations for future practice and research are included.
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Vaccaro, Annemarie, Brooke D'Aloisio, Tiffany Hoyt, Athina Chartelain, Sarah D. Croft, and Brian Stevens. "Developing Social Justice and Inclusion Competencies Through Semi-Structured Reflection Papers." In Research Anthology on Instilling Social Justice in the Classroom, 1158–74. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7706-6.ch066.
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As higher education institutions strive to foster cultural inclusion, it is imperative that university employees develop relevant competencies. This chapter offers insight into one “best practice” for fostering social justice and inclusion competencies (ACPA/NASPA, 2015). A professor and former students discuss the benefits of using self-reflection papers for competency development. The chapter begins with an overview of social justice and inclusion competencies for higher education and student affairs professionals. That section is followed by a description of graduate-level courses and reflection paper assignments aimed at developing social justice and inclusion competencies. The majority of the chapter focuses on the educational process (e.g., meaning-making, critical reflection) and products (e.g., awareness, knowledge, skills, action) of semi-structured reflection papers. Recommendations for future practice and research are included.
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Muncy, Robyn. "Childhood in the West, Education in the East, 1886–1908." In Relentless Reformer. Princeton University Press, 2014. http://dx.doi.org/10.23943/princeton/9780691122731.003.0002.
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This chapter details Josephine Roche's childhood years. Josephine Aspinwall Roche was born on December 2, 1886, in the small town of Neligh, Nebraska. Rooted in the boundary between East and West, Neligh was the perfect birthplace for a woman who would be formed equally by those two distinct regions and who would over the course of her life constantly cross boundaries, not only between East and West but also between women and men, social scientists and union organizers, workers and employers. In retrospect, her birth on a boundary seemed to mark Josephine Roche for life So did the high hopes of her parents, John J. Roche and Ella Aspinwall Roche, who migrated to Neligh after early careers in education.
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Burrell, Darrell Norman. "An Exploration of the Critical Need for Formal Training in Leadership for Cybersecurity and Technology Management Professionals." In Human Performance Technology, 1420–32. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8356-1.ch069.
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For many cybersecurity professionals it is often their technical skills, certifications, and technical academic education that gets them hired and even promoted from a line employee to a management role in technical departments and technical organizations. Being in management roles requires the development of new leadership soft skills that include personality traits, attitudes, habits, and behaviors you display when working with leading, coaching, empowering and developing others. While good soft skills are also important for employees, they are critical for managers - and for those who want to be managers. This article explores that nature of those skills and approaches to help organizations develop leaders in these areas.
Conference papers on the topic "Employer’s formal education"
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Cote´, Mark A. "An Industry-Centered Capstone Experience for an Engineering Technology Program." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-41972.
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Industry-centered education has been an integral part of the educational program at Maine Maritime Academy (MMA) since the founding of the college in 1941. This has included extensive use of cooperative education as part of all MMA academic programs. Employers, graduates, and potential students describe MMA’s “hands-on” focus, reflected in these cooperative education experiences, to be one of the main advantages of an MMA education. The MMA Engineering Department decided to build on this strength as a core component of a new Power Engineering Technology (PET) Capstone experience. The Capstone experience was developed in 2003 as a two-course, nine credit hour sequence that included both individual and team projects. The courses build on previous course material, the student’s cooperative education experience, and include specific new material on project management and teamwork skills. The courses conclude with a major project where teams of students are paired with a local industrial facility. At this facility, the students work with an inhouse mentor and, using project management techniques, with faculty oversight, complete a study of a topic of interest for that facility. The teams then prepare formal written reports and presentations documenting their results. The Capstone experience has become a key feature of the PET program and continues to evolve and improve, receiving positive feedback from graduates and industry participants. This feedback, combined with other improvement efforts, is used to strengthen and improve the Capstone experience and the PET program.
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Jauregui, Kety, and Rafael Andreu. "E-Learning in a Financial Institution." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2595.
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This paper examines how information technology is used in training. It also analyzes the consequences when a particular financial institution based in Barcelona starts to use new technologies to deliver a training program aimed at providing basic knowledge of the business to new employees joining the branch network throughout Spain. From our study, we conclude that there is great potential in the use of new technologies in training. They are being used to exchange (deliver and receive) the course materials, including syllabus, tasks and theoretical content, and as a means of interaction between participants and teachers, and among participants. However, implementing such an online communication system is not very easy, for instance, developing virtual communities of formal and non-formal learning, obtaining adequate course coherence when combining face-to-face and virtual learning, creating virtual courses based on real cases, and having in-house employees as on-line tutors.
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Acton, Thomas, and William Golden. "Training: The Way to Retain Valuable IT Employees?" In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2434.
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The IT workforce of a company is an important strategic asset, an asset that needs to be managed. This paper details the results of a survey administered to 200 employees across 39 software companies in Ireland between July and August 2001, with a response rate of 102 (51 %). It presents a descriptive study, which assesses the impact that training practices have on employee retention. It also gathers data on the effects of training initiatives, the types of training in use, and the influence of training on knowledge retention. IT staff were chosen for this study as they embody the new “knowledge worker” operating in the information economy. The study finds that training helps in retaining knowledge within the organization, but may not help in retaining employees. The predominant method of training delivery is by instructor-led formal sessions, followed by self-training and workshops. Findings show that more modern methods such as web-based and computer-based training are not pervasive.
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McGovern, Terry. "Exploratory Study: Digital Badging." In InSITE 2020: Informing Science + IT Education Conferences: Online. Informing Science Institute, 2020. http://dx.doi.org/10.28945/4556.
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Aim/Purpose: To inform educational stakeholders about of the emerging digital educational badging technology, the industry, and how it applies to adult learning. Background: An overview of the developing badging system, concepts, key terminology, advantages, challenges, and examples of badge utilization. Methodology: Exploratory study. Contribution: Makes known how the current state of the badging system, its fit with adult learning theories, its features, its issues, and offers avenues for future research. Findings: Digital badges align well with adult learning theories. Badges can improve adult student access to higher education, aid in reducing credential fraud, increase granularity of academic records, and allow for more personalized learning. The challenges include a crowded badging platform market and concerns with the value proposition of badges by employers. Recommendations for Practitioners: Before an organization engages in a badging strategy for adult learners, it needs to understand the badging system to include the advantages and challenges of this rapidly growing practice. Recommendation for Researchers: Understand the badging system, how adult learning theories apply to digital badging, and the research needs associated with this developing credential. Impact on Society: Badging marks a shift in how we think about formal human development; from institution-centric and bounded to learner-centric and unbounded. Future Research: Most current research involves motivational impacts on K-12 learners. This article highlights the need for more research regarding impact of badges on adult learning is needed.
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Kiszl, Péter. "Multifunkciós könyvtár és pénzügyi edukáció." In Agria Média 2020 : „Az oktatás digitális átállása korunk pedagógiai forradalma”. Eszterházy Károly Egyetem Líceum Kiadó, 2021. http://dx.doi.org/10.17048/am.2020.284.
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Digitális, globális és multikulturális világunkban a könyvtár szerepe, funkciórendszere jelentősen kiszélesedett. A könyvtár- és információtudomány kutatási horizontja is egyre tágul, a felsőfokú könyvtárosképzés mindenkori szakmai trendeknek, felhasználói, munkaadói és munkavállalói igényeknek megfelelő alakítása folyamatos. A tanulmány bemutatja a multifunkciós könyvtár olyan modelljét, amelyben szerepet kap a pénzügyi kultúrát és a vállalkozásfejlesztést célzó edukáció is. Napjainkban ugyanis kiemelt jelentőségűek a kellő tájékozottsággal meghozott pénzügyi döntések. Különösen igaz ez hazánkra, ahol a felmérések és a tapasztalatok szerint a lakosság pénzügyi tudatossága fejlesztésre szorul. Kézenfekvő megoldásként jelentkezik Magyarország legnagyobb kulturális intézményrendszerének, a könyvtári hálózatnak a bevonása is a képzésbe. Sanghajtól Londonon át Chicagóig és Phoenixig már számos nemzetközi jó gyakorlattal lehet bizonyítani, hogy a könyvtári hálózat tagjai – kiemelten a nemzeti- és a közkönyvtárak – sikerrel kapcsolhatók be a társadalom pénzügyi műveltségének pallérozásába, ami a könyvtári hálózat társadalmi beágyazottságát és elismertségét erősíti, illetve az esélyegyenlőség támogatásán túl, az állampolgárok és a gazdasági szektor szereplői számára is innovatív megoldásokat hozhat, úgymint például a start-upok alapításának és működtetésének könyvtári-információs támogatása. A közlemény interdiszciplináris megalapozottsággal tárja fel a külföldi bevált gyakorlatokat a nem formális, könyvtári pénzügyi oktatási akciók hazai adaptálása érdekében, nemzetközi kontextusban tárgyalva és rendszerezve az alapvető elméleti (szakirodalmimódszertani) forrásokat és kijelölve a jövőbeli hazai kutatási-fejlesztési irányokat. ----- Multifunctional library and financial education --- - - The scope of the library’s roles and functions has expanded considerably in our digital, global, and multicultural world. The research horizon of library and information science is also constantly broadening; post-secondary librarian training is being continuously shaped to fit current professional trends and the needs of users, employees and employers. This paper introduces a model for the multifunctional library, in which education on financial literacy and business development is also present, since informed financial decisions are of particular importance nowadays. This is especially true in Hungary, where surveys and experience suggest that the population’s financial awareness needs improvement. An obvious solution is to involve in this education the biggest cultural institutional system of Hungary: the library network. There are many international examples of good practices from Shanghai to London, and from Chicago to Phoenix, which prove that members of the library network, especially national and public libraries, can be successfully involved in improving the financial literacy of society, which also increases the social embeddedness and reputation of the library network, and in addition to promoting equal opportunities, it can provide innovative solutions for citizens and for the operators of the economic sector, for instance library and information support for the founding and management of start-ups. This paper explores foreign good practices with an interdisciplinary approach in order to adapt non-formal financial educational library operations in Hungary. It also discusses and organizes the basic theoretical resources (literature and methodology) available in the international context to provide directions for future domestic research and development.
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Šiser, Anton. "EDUCATIONAL MODEL OF PRIVATE SECURITY SERVICE EMPLOYEES IN COUNTRIES OF THE FORMER EASTERN BLOC." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2453.
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Sharunova, Alyona, Ahmed Ead, Christopher Robson, Misha Afaq, and Pierre Mertiny. "Blended Learning by Gamification in a Second-Year Introductory Engineering Design Course." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-86879.
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With the rapid development of engineering and new demands of contemporary employers, post-secondary institutions have to adapt, improve and enhance engineering curricula to ensure that recent graduates possess appropriate levels of technical and professional skills and multilateral abilities for a successful start in industry. As industrial technologies, tools, and processes evolve, so must teaching methodologies and approaches, which significantly changes the structure of engineering courses. To ensure that students not only master technical knowledge but also develop their professional, interpersonal, cognitive and computer skills, engineering curricula have begun to shift from a classic instruction format to a blended learning format. Blended learning, the strategy of combining regular face-to-face instruction with online learning and/or other out-of-class-activities, is increasingly used in post-secondary education and disciplines and can take different forms depending on the course needs and desired learning outcomes. This paper reviews the recent implementation of blended learning in the form of gamification of a second-year introductory engineering design course using a commercial online learning platform. The reasoning, methodology, process and the results of student surveys before and after the online game are discussed along with suggested improvements.
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Atiqullah, Mir M. "Machine Design Project and Mechanics Education." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-12952.
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Traditional machine design is essentially applied mechanics and builds upon engineering mechanics topics: strength of materials, statics and dynamics. The current Mechanical Engineering Technology program includes a sequence of mechanics courses leading to the upper level course of Machine Design. Our program emphasizes strong background in computer aided modeling and drafting as well as manufacturing, a combination much appreciated by the employers in the region. Thus our senior class is well prepared for the capstone machine design course which requires not only an electronic design solution but also a prototype. A design group was assigned the design of a beam testing device which would load an instrumented beam in various ways and the results will be measured in terms of stress and deflection. Moreover the group was charged with the task of visualizing this device being used in the junior level strength of materials laboratory class. It would require the student team to conceive, design, model using CAD, analyze, prototype, test and finally develop a set of laboratory experiments. The project will not only train the design team with the design process and modern analysis and simulation tools, but also the mechanics education behind beam loading and resulting stress will be reinforced. Developing the Instructor’s User Manual was also an exercise in thoughtful insight into the mechanics of beams. The completed rig is being used in our Strength of Materials laboratory class which virtually eliminated the 15 feet beam that was used earlier. The test rig made it possible to simulate multiple loading conditions and tested within one lab session which was impossible using the large beams. The design team took special interest and pride in completing this ‘practical’ project. This paper describes the design course, the prerequisite structure, the design project format and expectations, the design and engineering specifications and summary features of the test rig. Limited usability survey data demonstrates the ease and versatility of the new rig compared to the large beam testing setup.
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Evans, Nina. "The Need for an Analysis Body of Knowledge (ABOK) - Will the Real Analyst Please Stand Up?" In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2781.
Full textAbstract:
An in-depth study of the business-IT interface produced numerous reasons why Information Technology (IT) solutions often do not meet the expectations of the business client. Major contributors towards the expectation gap are: Insufficient analysis of the business problem, bad user requirement specifications and documentation, ineffective communication and interpersonal relationship problems. All of these are the responsibility of the business- and/or systems analyst, who acts as a bridge between the IT function and the rest of the business. There is confusion about the title, role and required knowledge and skills of analysts. A formal ‘Body of Knowledge’ (BOK) can address the confusion in the ICT industry and guide higher education institutions to effectively prepare such employees for the industry. This article discusses the results of the initial phase of a joint research project by the Tshwane University of Technology and the Special Interest Group for Analysis in South Africa towards creating such an Analysis Body of Knowledge (ABOK). In this phase the need for a BOK was determined and the world of analysis in South Africa investigated to draw up a preliminary analysis profile. The plans for follow-up research to develop a comprehensive ABOK are also discussed.
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Chicharo, Joe Fernando, Kylie Austin, Julia Coyle, and Amy Thompson. "Learning Outside the Classroom: A Distinctive Approach to Co-Curricular Recognition in the Australian context." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11062.
Full textAbstract:
Co-curricular engagement is an essential a part of the student experience in Australian higher education institutions. Whilst there is wide acknowledgement of the benefits of students participating in co-curricular activities, formally recognising students for the knowledge, skills and experiences that they have gained through co-curricular learning has only recently emerged in the Australian context. This practice paper will describe one Australian university’s approach in developing and implementing a co-curricular recognition framework. UOWx sits at the core of University of Wollongong’s (UOW) student experience, providing holistic and transformational personal development of students. The distinctive features of UOW’s approach include developing a whole of institution approach; embedding the student voice into continuous improvement cycles; and developing an active strategy to embed UOWx with employers and community organisations. This approach has transformed student co-curricular learning at UOW, by increasing the breadth of student engagement and deepening student understanding of the knowledge, skills and experiences students have gained through their co-curricular engagement. Keywords: Co-curricular framework; designing co-curricular recognition; reflection.