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Artykuły w czasopismach na temat "Career education programs"
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Manno, Bruno V. "Backtalk: An opportunity framework for career pathway programs". Phi Delta Kappan 102, nr 5 (26.01.2021): 68. http://dx.doi.org/10.1177/0031721721992573.
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Traditional career development programs have focused on developing the skills students need to become qualified and competent in the career of their choice. But, as Bruno Manno explains, students need more than specific job skills to succeed in careers. They need the habits of mind that will enable them to set a goal and pursue it and the habits of association that will connect them to people who can help them succeed. By adopting an opportunity equation framework, career pathways can work with community partners to help students practice these habits in real workplaces.
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Aurangzeb, Wajeeha, Azhar Mehmood i Sumaira Khan. "Gendered Perceptions’ regarding Career Guidance Needs at Higher Education Level". International Journal of Innovation in Teaching and Learning (IJITL) 6, nr 2 (22.01.2021): 48–62. http://dx.doi.org/10.35993/ijitl.v6i2.810.
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Career guidance had been a strong variable for consideration in democratic societies at global level. Individual autonomy and choice making is imperative for indulging in better market economy. Career guidance programs, if introduced at university level are very helpful for students in overcoming hesitation in career choices and selecting desirable study paths. The study compared career guidance needs among students at higher education level in Pakistan with reference to gender. Mix method design was adopted to extract data from graduating students enrolled in Management Sciences through questionnaire and semi structured interviews (male=100, female=100). Findings illuminated that male students (μ=4.1) have a clear idea about career guidance through internship programs whereas female students (μ=3.1) differed in their views about it. Male students suggested that career planning strategies, if implemented in their course may help designing lifelong careers whereas female students’ focus was towards development of effective career skills only. It is suggested that career guidance is on the brink of coming a national reality at all of the educational levels, so it may be included as a vital part in curriculum. Furthermore, as female students in our society are given less projection so they may be provided with more chances of exposure towards their future careers.
Keywords: Perceptions, career guidance, career skills, career planning
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Alam, Gazi Mahabubul. "Do Urbanized Socioeconomic Background or Education Programs Support Engineers for Further Advancement?" International Journal of Educational Reform 30, nr 4 (10.03.2021): 344–60. http://dx.doi.org/10.1177/1056787921998338.
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Theoretically, education supports improving graduates’ socioeconomic outcomes and careers by injecting citizenship values and making sure they are employable. Evidence confirms that socioeconomic background influences the level of education achieved which in turn greatly shapes the careers of graduates. Relevant knowledges and competencies are the fundamental parameters for career advancement. Ideally, education delivers the knowledge and competencies needed, and engineering is no different in this respect. The role of engineering education is crucial and to remove its associations of being a white-collar job, engineering education programs were developed to help working-class people enter this profession and advance their socioeconomic prospects. While socioeconomic backgrounds of engineering graduates can to some extent guide their career advancement the role of education is the major factor. A number of studies have examined the influence of socioeconomic backgrounds of graduates on career advancement, but none so far have been done for engineering education; particularly in a former British colonial setting. With this in mind the paper is the first to tackle this subject. Multiple techniques were used to collect the data and the findings confirm that engineering education and career advancement are not saliently linked. Not only education, but urbanized socioeconomic backgrounds do greatly govern the career advancement of engineers. A well targeted policy intervention may help engineering education to play a larger and more desirable role.
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Lokan, Jan, Marianne Fleming i Bryan Tuck. "Career-Related Information". Australian Journal of Career Development 2, nr 1 (marzec 1993): 14–19. http://dx.doi.org/10.1177/103841629300200106.
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The provision of comprehensive, well-organised information on educational courses, jobs and career opportunities has been recognised as a key component of careers services in schools since the inception of such services. Recent position papers on desirable career education programs and training programs for careers teachers/coordinators in Australia have reinforced the important role of adequate information resources. Some of the recommendations of these papers are summarised and recent Australian research on adolescents' life concerns and the perceived value of a range of potential sources of career-related information is reviewed. Findings related to information seeking by over 5000 high school students in some new research are described and discussed.
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Kim, Kioh, Carmen Jones Harris i Long Pham. "How Character Education Impacts Teachers". International Journal of Multidisciplinary Perspectives in Higher Education 3, nr 1 (26.12.2018): xx. http://dx.doi.org/10.32674/jimphe.v3i1.632.
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In recent years, teacher retention rates have decreased and student behavioral concerns have increased. This article presents if teachers that who have favorable beliefs about the effectiveness of Character Education programs also have a greater satisfaction with their career. Based on the responses of 159 school teachers, a positive correlation was found between teachers who self-reported that Character Education programs are effective. These teachers also reported a higher level of satisfaction with their teaching career. Character education programs help students moderate their behavior, and boost teacher career satisfaction.
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Mokher, Christine G., James E. Rosenbaum, Alexis Gable, Caitlin Ahearn i Louis Jacobson. "Ready for what? Confusion around college and career readiness". Phi Delta Kappan 100, nr 4 (26.11.2018): 40–43. http://dx.doi.org/10.1177/0031721718815672.
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Florida’s College and Career Readiness Initiative (FCCRI) required schools to administer a community college placement test to 11th-grade students and enroll students who did not pass in a college readiness course. Christine Mokher, James Rosenbaum, Alexis Gable, Caitlin Ahearn, and Louis Jacobson surveyed teachers of the course and found that, from their perspective, the initiative overemphasized preparation for college degree programs and provided few options for lower-performing students. The use of the college placement test effectively conflated college and career readiness, leaving work-bound students unmotivated and discouraged. The authors recommend broadening the definition of readiness to include both college and careers and to raise the profile of certificate programs that could lead to well-paid careers without requiring a placement test.
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Ciarocco, Natalie J. "Traditional and New Approaches to Career Preparation Through Coursework". Teaching of Psychology 45, nr 1 (15.12.2017): 32–40. http://dx.doi.org/10.1177/0098628317744963.
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Traditional career preparation courses provide students with a variety of benefits. Students taking these courses report a better understanding of psychology-related careers, less indecision about their future careers, and are more knowledgeable about themselves in relation to careers. Yet only 37% of undergraduate psychology programs offer formal career preparation through the curriculum. Given the lack of experience and training faculty have on career preparation issues, they may be uncomfortable developing such courses. This article addresses considerations one should make when developing a career preparation course for undergraduate psychology majors as well as potential topics and assignments for the course. It also outlines how to place career preparation within the major using modules when career preparation courses are not available.
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Okolie, Ugochukwu Chinonso, Chinyere Augusta Nwajiuba, Michael Olayinka Binuomote, Christian Ehiobuche, Ntasiobi Chikezie Nwankwo Igu i Ogungboyega Suliyat Ajoke. "Career training with mentoring programs in higher education". Education + Training 62, nr 3 (23.03.2020): 214–34. http://dx.doi.org/10.1108/et-04-2019-0071.
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PurposeThis study explores how career training with mentoring (CTM) programs work in Nigerian higher education (HE) institutions to foster students' career development and employability of graduates. It also explores how Nigerian HE curriculum can be adequately used to facilitate CTM as well as possible constraints to effective implementation of CTM programs in Nigerian HE institutions.Design/methodology/approachThe study draws on interviews with well-qualified and experienced experts from six Nigerian public universities (each from the 6 geo-political zones of Nigeria), and 20 industries also within the same 6 geo-political zones of Nigeria that were selected for this study using a purposeful sampling technique. The study interviewed 33 experts comprising 21 senior academics at Nigerian universities and 12 industry executives to reveal substantial information about CTM programs in Nigerian HE institutions.FindingsDrawing on the three key themes that emerged during the thematic analysis and linked to social cognitive career theory, it is clear that participants are convinced that CTM can enhance clarity about students' career ambitions, career interests, personal development plans and employability. Findings show that there are some career-related programs or activities that Nigerian HE students are presented with, but the programs have not been effective as to offer graduates quality career guidance and employability skills that employers demand. Acknowledging these, participants recommend establishing CTM centres in all Nigerian HE institutions to provide students with the opportunity to receive quality career advice, coaching and mentoring services while schooling.Practical implicationsThe findings of this study shed light on varying resources required to cope with the demands of labour market in terms of supply of competent workforce that can contribute to Nigeria's economic growth and development. The findings are highly relevant for Nigeria and other developing countries' policy and research initiatives that aim to promote social inclusion and equity and improve better working conditions for all. The findings also have implications for career development and employability of HE graduates in developing world context.Originality/valueUnderstanding the role that CTM programs can play in facilitating career development and graduate employability can arguably be of importance within the developing world context. This study, therefore, provides significant suggestions on how to build sustained HEIs and labour market partnership to foster career development and employability of HE graduates through establishing CTM centres in every Nigerian HE institutions.
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Howley, Craig B. "Career Education for Able Students". Journal for the Education of the Gifted 12, nr 3 (kwiecień 1989): 205–17. http://dx.doi.org/10.1177/016235328901200304.
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This paper examines the assumptions of career education for intellectually and academically gifted students from the perspective of new research about the characteristics of these students. It suggests that changes in career education in gifted programs are warranted. Discussion relates four initiatives for change to the issues of careerism and intellectualism.
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Baiguzhin, Pavel Azifovich, Dariya Zakharovna Shibkova, Tatiana Vladimirovna Ryba, Alexey Dmitrievich Gerasev i Roman Idelevich Aizman. "Student-athletes’ dual career as a psychological and educational phenomenon". Science for Education Today 12, nr 3 (30.06.2022): 48–67. http://dx.doi.org/10.15293/2658-6762.2203.03.
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Introduction. The article analyzes psychological and educational aspects of dual career development for student-athletes. The purpose of the research is to summarize modern ideas about the phenomenon of a dual career pathway, to expand and deepen the knowledge of practitioners providing psychological and educational support for student-athletes. Materials and Methods. By adopting prospective and scientific approaches to studying dual career development of student-athletes, the authors analyzed 45 articles from 250 selected sources on the problem, published on the Web of Science search platform from 2017 to 2021. The keywords for the search engine included the following: ‘mental health’, ‘dual career’, ‘student’ and ‘sport’. In accordance with the research goal, the authors used the following theoretical methods: comparison, clarification and generalization. Results. The study clarifies the content of dual career as a psychological and educational phenomenon in children's and youth sports. The authors have analyzed Russian and international research evidence on supporting dual careers of student-athletes, investigated variants of the structure of dual career support programs, taking into account the socio-cultural component in the development of national scales for evaluating the effectiveness of student-athletes’ dual careers. Contradictions between conceptual approaches to arranging dual careers in the studies of Western European and Eastern European researchers have been revealed. The authors identified different levels of interrelated determinants (from the individual to the macro level) affecting student-athletes’ dual career development. Conclusions. Although the theory of dual career pathway is sufficiently developed in the international scholarly literature, there are significant differences between conceptual approaches to organizing a dual career in different countries. The main difference lies in the content of educational programs for student-athletes, especially their psychological and educational components. The orientation towards basic values (artistic and aesthetic education, respect for the opponent, ‘team spirit’ and others) is characteristic for Russia and Eastern countries, while the technocratic approach and the dominant role of commercialization in the training of student-athletes are emphasized in the USA and Western countries.
Rozprawy doktorskie na temat "Career education programs"
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Gogan, Bradley Eric. "Impact of Career and Technical Education Programs". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3884.
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Autism spectrum disorder rates are climbing in the United States. Because this population is growing, research is needed to understand how to assist these individuals in pursuit of postsecondary educational and employment opportunities. The purpose of this qualitative study, as reflected in the central research question, was to investigate how a career and technical education program impacted the preparedness of students diagnosed with autism spectrum disorder for educational and employment opportunities beyond high school. The conceptual framework was based on Bronfenbrenner's ecological perspective of human development, Zhao and Frank's ecological perspective of technology, and Song's research about distributed cognition. This study used a single case study design, and the case was a career and technical education program at a high school located in Southwestern state. Participants included one program administrator, three career and technical education teachers, and two special education teachers. Data were collected from multiple sources, including individual interviews with participants and program documents. Data analysis included line-by-line coding and category construction to determine themes and discrepancies. Key findings indicated that the CTE program prepared ASD students for postsecondary educational and employment opportunities, differentiated instruction to meet the individual needs of ASD students, technologies such as computers helped ASD students prepare for postsecondary educational and employment opportunities, helped ASD students learn technical skills, life skills, and job skills. As a society we need to recognize ASD students are impacting the paradigm associated with special needs students as they attend universities, work study programs, technical schools, and other opportunities which have evaded this population.
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Martin, Gary Richard. "Career Counseling Practices In Abet-Accredited Engineering Cooperative Education Programs". Scholarly Commons, 1986. https://scholarlycommons.pacific.edu/uop_etds/3321.
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Purpose. The purpose of this study was to describe and evaluate the career counseling practices in all schools of engineering in the United States with ABET-accredited engineering Cooperative Education programs. Procedure. A thirty-two item questionnaire was developed and sent out to all ABET-accredited Cooperative Education offices. All the engineering coordinators in each office filled out the questionnaire. Eighty-six percent of the schools responded to the surveys. Findings. (1) Most engineering Co-op coordinators have educational backgrounds in engineering and have taken at least one class in career counseling. (2) Co-op coordinators tend to have caseloads and other responsibilities which restrict the amount of career counseling they can offer. (3) Little correlation exists between the amount of time coordinators spend career counseling and the ability of students to obtain jobs. (4) There is a slight negative correlation between coordinators' caseloads and their placement rate. (5) There is a slight positive correlation between coordinators' caseloads and the amount of time their students receive in career counseling. (6) There is a slight positive correlation between coordinators' caseloads and the amount of time they believe students should receive in career counseling. (7) There is no correlation between the total amount of time students receive in career counseling and their ability to secure Co-op jobs. (8) There are very slight positive correlations between the amount of time students receive in seven of eighteen specified career counseling services and their ability to get a Co-op job. Conclusions. The average coordinator was found to have a career counseling training level of one class. Many slight correlations were found between the amount of career counseling which students receive and their ability to secure Co-op employment. It was also found that coordinators with average amounts of career counseling training tend to spend the most time in career counseling services. Recommendations. (1) Similar studies should be conducted with engineering Co-op programs which were not necessarily accredited by ABET, and non-engineering Co-op programs. (2) It would also be of interest to correlate time spent career counseling with other measures of "success" such as cost-effectiveness, and student satisfaction.
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Simmons, Precious. "Nursing Students Experiences of Career and Technical Education Health Science Programs". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6120.
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The state of education in the United States faces many challenges in preparing students for the workforce and postsecondary education. These challenges are heightened at the postsecondary level for schools of nursing. The current shortage of nurses will continue to rise if recruitment and retention strategies are not employed. The purpose of this qualitative hermeneutic phenomenological study was to understand and explore the experiences of former health science program students enrolled in nursing school. Research questions focused on the experience of career and technical education (CTE), motives and perceived benefits of CTE, nursing experience, career choice, and academic interests. The theoretical framework for this study was based on Lent, Brown, and Hackett's social cognitive career theory. Data were collected through semistructured face-to-face interviews with 6 associate and bachelor degree nursing students in South Carolina that completed CTE health science courses in high school. Data were manually coded and analyzed. The findings of the study indicated that CTE health science program experiences were positive and provided early college preparation and career opportunities. Furthermore, findings indicated that collaborative efforts between secondary, postsecondary, and nursing stakeholders are needed. This study has implications for positive social change by providing information to stakeholders in education about CTE, bridge programs, and secondary-postsecondary partnerships that may lead to a solution for the shortage of nurses.
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Martino, Lisa. "The Sustainability of Career and Technical Education Teacher Preparation Programs in Florida". Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6727.
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There is a historical trend of decline in available Career and Technical Education (CTE) Teacher Preparation programs and an increase in CTE course and program enrollments in Florida’s secondary school system. This contradiction in CTE teacher supply and demand raises an important question. What is going on? More specifically, what sustains the remaining programs in the face of this decline?
The purpose of this qualitative study is to explore sustainability factors from past and present CTE teacher preparation program educators and administrators to gain a better understanding of this issue. The participant selection for this study was identified from four active and one recently phased-out undergraduate CTE teacher preparation programs in five Florida universities. There were ten participants who were interviewed either face-to-face or virtually with a semi-structured protocol. Memo-taking, member checking, and peer review were added to the data.
Data analysis, guided by grounded theory and a constant comparative approach, discovered themes which contributed to the development of The CTE Teacher Preparation Program Sustainability Framework. The framework includes two domains: (a) Internal, and (b) External. The Internal Domain, Program Experience, includes: (a) Statewide Exposure; (b) Intracampus Alliance; (c) Innovative Changes; and (d) Program Ownership. The External Domain, Essential Conditions, includes: (a) Program Value; (b) Certification Alignment; and (c) Employment Policies. The implications of this study may extend the life cycle of current CTE teacher preparation programs.
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Dixon, Kathryn C. "Factors affecting the institutionalisation of career and vocational programs In Western Australian government secondary schools". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1479.
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The aim of this study is to investigate the institutionalisation of career and vocational programs in Western Australian government secondary schools. Five specific objectives form the basis of the study. First, the study aims to determine the meanings which teachers construct for Career Education programs in schools. Second, the study examines the direct effects of personal construction of meaning, individual assimilation and organisational assimilation on the institutionalisation of Career Education. Third, the study determines the relationships between the personal construction of meaning, individual assimilation, organisational assimilation and institutionalisation of Career Education. Fourth, the study investigates the effectiveness of a causal model based on prior theoretical assumptions and factors identified by the sample and the literature as being influential in the institutionalisation of Career Education, using the method of path analysis. Fifth, the study develops an instrument to measure the institutionalisation of Career Education in secondary schools.
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Smith, Sabrina E. "The Impact of Career and Technical Education Programs on At-Risk Secondary Students". ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1040.
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As the number of youth at risk for educational failure has increased, so has the debate over the appropriate nature of career and technical education (CTE) programs for such youth. The purpose of this study was to gain an understanding about the manner in which CTE programs within vocational schools affected secondary students at risk for educational failure. The educational theories of Pestalozzi, Dewey, and Rousseau served as the conceptual framework for this study by supporting the development of students' intellectual, social, and emotional growth through hands-on activities rather than traditional rote learning. Data for this case study were collected through interviews and observations from 9 purposefully selected students enrolled in vocational school CTE programs. Qualitative strategies of memoing and coding supported interpretative data analysis for this case study. The participants revealed that their CTE programs had a positive impact on their lives. Findings that emerged from this study centered on job security, hands-on learning, and personal growth. These findings provide important empirical evidence of the utility of CTE programs for at-risk students. This evidence contributes to positive social change by illuminating an alternative education setting that enables at-risk students to attain and maintain academic success. This evidence also holds promise for positive social change by guiding the efforts of education stakeholders in determining the appropriate educational placement for at-risk students, placements that will promote a sense of belonging rather than alienation.
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Ballantyne, Julie. "Effectiveness of Preservice Music Teacher Education Programs: Perceptions of Early-Career Music Teachers". Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16074/1/Julie_Ballantyne_Thesis.pdf.
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The quality of teaching occurring in schools is directly linked to the quality of preservice preparation that teachers receive (Darling-Hammond, 2000). This is particularly important in the area of music teacher education, given the unique challenges that classroom music teachers commonly face (Ballantyne, 2001). This thesis explores early-career music teachers' perceptions of the effectiveness of their preservice teacher education programs in Queensland. It also explores influences impacting upon early-career music teachers' perceptions of effectiveness and early-career music teachers' perceived needs in relation to their preservice preparation.
The study addresses the research questions through the use of questionnaires and semi-structured interviews. In Stage 1 of the research, questionnaires were completed by 76 secondary classroom music teachers in their first four years of teaching in Queensland, Australia. In Stage 2 of the research, 15 of these teachers were interviewed to explore findings from the questionnaire in depth.
Findings suggest that preservice teachers perceive a need for teacher education courses to be contextualised, integrated and allow for the continual development of knowledge and skills throughout their early years in schools. This research provides an empirical basis for reconceptualising music teacher education courses and raises important issues that music teacher educators need to address in order to ensure that graduates are adequately prepared for classroom music teaching.
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Ballantyne, Julie. "Effectiveness of Preservice Music Teacher Education Programs: Perceptions of Early-Career Music Teachers". Queensland University of Technology, 2005. http://eprints.qut.edu.au/16074/.
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The quality of teaching occurring in schools is directly linked to the quality of preservice preparation that teachers receive (Darling-Hammond, 2000). This is particularly important in the area of music teacher education, given the unique challenges that classroom music teachers commonly face (Ballantyne, 2001). This thesis explores early-career music teachers' perceptions of the effectiveness of their preservice teacher education programs in Queensland. It also explores influences impacting upon early-career music teachers' perceptions of effectiveness and early-career music teachers' perceived needs in relation to their preservice preparation. The study addresses the research questions through the use of questionnaires and semi-structured interviews. In Stage 1 of the research, questionnaires were completed by 76 secondary classroom music teachers in their first four years of teaching in Queensland, Australia. In Stage 2 of the research, 15 of these teachers were interviewed to explore findings from the questionnaire in depth. Findings suggest that preservice teachers perceive a need for teacher education courses to be contextualised, integrated and allow for the continual development of knowledge and skills throughout their early years in schools. This research provides an empirical basis for reconceptualising music teacher education courses and raises important issues that music teacher educators need to address in order to ensure that graduates are adequately prepared for classroom music teaching.
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Prideaux, Lee-Ann, i n/a. "A Longitudinal Evaluation of a Theoretically Derived Adolescent Career Education Intervention". Griffith University. School of Applied Psychology, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040701.093444.
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Theoretically derived career education programs are not well documented in the career development literature. This remains so, despite growing recognition of the negative effects of a schism between theory and practice. This thesis describes a research project that attempted to incorporate theory into practice. The two primary aims were to test and extend career development theory, and to evaluate a theoretically derived career education program. The participants were 296 Year 10 students (mean age = 14.5 years; 147 females & 149 males) attending a government high school in a low socio-economic area of a large Australian city. Career maturity, career decision-making self-efficacy, and career indecision were the key career development variables examined. Students' decision coping patterns were also investigated. There were three studies in all. The first gathered qualitative data from a stratified random sample (N = 30) of staff and parents at the school where the research took place. This study assessed the career decision-making development needs of the students. It also provided context specific information about the opportunity structure of these adolescents, including perceived barriers to making sound career-related decisions. Findings centred upon the belief that students lacked self confidence and were in need of training in life skills generally, and decision-making and goal setting skills in particular. The interviewees also painted a grim picture about students' complacency and sense of resignation to unemployment. The second study involved the cross-sectional examination of baseline survey data, which obtained measures of the career development variables under investigation as well as relevant demographic and contextual data including part-time work experience, school achievement level, and parents' education and employment status. A thorough review of the career development literature, combined with the qualitative data, and the findings of this cross-sectional study, served to guide the design of a career education intervention. Social cognitive career theory's choice model (Lent, Brown, & Hackett, 1994) was used as the framework for the career education intervention, which ran for six weeks with one 70 minute lesson per week. Relationships amongst the key variables established previously in the literature were reflected in the results of the cross-sectional study. Demographic and contextual variables were also found to impact upon students' level of career development and decision-making behaviour in anticipated ways. The third study was a longitudinal assessment of the intervention using the baseline survey and three more surveys administered during the same school year. The short and long term effects of the intervention were examined according to mode of delivery, and comparisons were made with controls. The researcher was the career development "expert" facilitator for the implementation of the intervention to 134 students between the first and second testing times. A wait-listed control group of 118 students undertook the intervention between the second and third testing times with regular classroom teachers facilitating it. The remaining students were enrolled in a generic school-based vocational course and were not given the intervention. There was a lapse of eight weeks between each of the first three testing times with the fourth test taken 12 weeks later. Despite its brief nature, the intervention was found to assist students' career development in a variety of ways. It led to gains in career maturity for females regardless of who taught them. However, males' career maturity was enhanced only if teachers facilitated the intervention. Levels of career indecision and maladaptive decision-making coping patterns were also reduced by the intervention with teacher facilitation. A matched sample of students who did the intervention exhibited significantly better outcomes than those doing the generic vocational course. The long term impact of the intervention was found to be generally beneficial, although some gains were not maintained 12 weeks later. Students' career decision-making self-efficacy and their resoluteness toward decision-making were not affected by the intervention. The research findings led to an appeal for the realignment of focus in career education. This has implications for career education curriculum development in Australia, which needs to shift from its ad hoc, information giving approach, to more comprehensive, long-term, and intensive programming. Career education that enhances the personal skills students need to meet the demands of the world of work in the twenty-first century is required. Career process skills are of paramount importance. Specialist training for career guidance officers is also recommended and more research incorporating theory and practice is advocated.
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Prideaux, Lee-Ann. "A Longitudinal Evaluation of a Theoretically Derived Adolescent Career Education Intervention". Thesis, Griffith University, 2003. http://hdl.handle.net/10072/366711.
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Theoretically derived career education programs are not well documented in the career development literature. This remains so, despite growing recognition of the negative effects of a schism between theory and practice. This thesis describes a research project that attempted to incorporate theory into practice. The two primary aims were to test and extend career development theory, and to evaluate a theoretically derived career education program. The participants were 296 Year 10 students (mean age = 14.5 years; 147 females & 149 males) attending a government high school in a low socio-economic area of a large Australian city. Career maturity, career decision-making self-efficacy, and career indecision were the key career development variables examined. Students' decision coping patterns were also investigated. There were three studies in all. The first gathered qualitative data from a stratified random sample (N = 30) of staff and parents at the school where the research took place. This study assessed the career decision-making development needs of the students. It also provided context specific information about the opportunity structure of these adolescents, including perceived barriers to making sound career-related decisions. Findings centred upon the belief that students lacked self confidence and were in need of training in life skills generally, and decision-making and goal setting skills in particular. The interviewees also painted a grim picture about students' complacency and sense of resignation to unemployment. The second study involved the cross-sectional examination of baseline survey data, which obtained measures of the career development variables under investigation as well as relevant demographic and contextual data including part-time work experience, school achievement level, and parents' education and employment status. A thorough review of the career development literature, combined with the qualitative data, and the findings of this cross-sectional study, served to guide the design of a career education intervention. Social cognitive career theory's choice model (Lent, Brown, & Hackett, 1994) was used as the framework for the career education intervention, which ran for six weeks with one 70 minute lesson per week. Relationships amongst the key variables established previously in the literature were reflected in the results of the cross-sectional study. Demographic and contextual variables were also found to impact upon students' level of career development and decision-making behaviour in anticipated ways. The third study was a longitudinal assessment of the intervention using the baseline survey and three more surveys administered during the same school year. The short and long term effects of the intervention were examined according to mode of delivery, and comparisons were made with controls. The researcher was the career development "expert" facilitator for the implementation of the intervention to 134 students between the first and second testing times. A wait-listed control group of 118 students undertook the intervention between the second and third testing times with regular classroom teachers facilitating it. The remaining students were enrolled in a generic school-based vocational course and were not given the intervention. There was a lapse of eight weeks between each of the first three testing times with the fourth test taken 12 weeks later. Despite its brief nature, the intervention was found to assist students' career development in a variety of ways. It led to gains in career maturity for females regardless of who taught them. However, males' career maturity was enhanced only if teachers facilitated the intervention. Levels of career indecision and maladaptive decision-making coping patterns were also reduced by the intervention with teacher facilitation. A matched sample of students who did the intervention exhibited significantly better outcomes than those doing the generic vocational course. The long term impact of the intervention was found to be generally beneficial, although some gains were not maintained 12 weeks later. Students' career decision-making self-efficacy and their resoluteness toward decision-making were not affected by the intervention. The research findings led to an appeal for the realignment of focus in career education. This has implications for career education curriculum development in Australia, which needs to shift from its ad hoc, information giving approach, to more comprehensive, long-term, and intensive programming. Career education that enhances the personal skills students need to meet the demands of the world of work in the twenty-first century is required. Career process skills are of paramount importance. Specialist training for career guidance officers is also recommended and more research incorporating theory and practice is advocated.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Applied Psychology (Business)
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Książki na temat "Career education programs"
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Patton, Wendy, i Mary McMahon. Career development programs: Preparation for lifelong career decision making. Melbourne: Australian Council for Educational Research, 2001.
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Schutt, Donald A. Comprehensive career development programs. Madison, Wis: Center on Education and Work, School of Education, University of Wisconsin-Madison, 1998.
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Miller, Lynn Sharon. Life centered career education. Reston, Va: Council for Exceptional Children, 1986.
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Miller, Lynn Sharon. Life centered career education. Reston, Va: Council for Exceptional Children, 1986.
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Brolin, Donn E. Life centered career education. Reston, Va: Council for Exceptional Children, 1992.
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Brolin, Donn E. Life centered career education. Reston, Va: Council for Exceptional Children, 1992.
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Ettinger, Judith M. Career development programs for elementary schools. Madison, Wis: Center on Education and Work, School of Education, University of Wisconsin-Madison, 1998.
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Ettinger, Judith M. Career development programs for high schools. Madison, Wis: Center on Education and Work, School of Education, University of Wisconsin-Madison, 1999.
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Ettinger, Judith M. Career development programs for elementary schools. Madison, Wis: Center on Education and Work, School of Education, University of Wisconsin-Madison, 1998.
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Ettinger, Judith M. Career development programs for middle schools. Madison, Wis: Center on Education and Work, School of Education, University of Wisconsin-Madison, 1998.
Znajdź pełny tekst źródłaCzęści książek na temat "Career education programs"
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Babajide, Bunmi, Hassan Al Yagoub i Matthew W. Ohland. "Exploring the Rotational Onboarding Programs for Early-Career Engineers in Practice". W Industry Integrated Engineering and Computing Education, 73–91. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-19139-9_6.
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Arnold, L., T. L. Willoughby, L. C. Epstein, B. Jones i G. Xu. "Models for Predicting Career Patterns of Graduates of Combined Baccalaureate-MD Degree (CD) Programs". W Advances in Medical Education, 538–41. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4886-3_163.
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Rehm, Martin, i Mindel van de Laar. "The Potential of Communities of Learning for Dual Career PhD Programs – A Case Study". W Transformative Perspectives and Processes in Higher Education, 155–77. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-09247-8_9.
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Rosenberg, Jan. "Development of Programs and a Career in Intercultural Education: The Assembly (1924–1929)". W Intercultural Education, Folklore, and the Pedagogical Thought of Rachel Davis DuBois, 63–75. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26222-8_5.
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Dickenson, Patricia. "Redesigning Teacher Education Programs to Meet the Needs of Today's Second Career Pre-Service Teachers". W Teacher Education, 508–28. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0164-0.ch025.
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Research suggests the fastest growing group in teacher training programs is second career teachers (Brooks & Hill, 2004). This chapter examines the profiles of second-career pre-service teachers in a blended online program in Silicon Valley, California. Participants' motivations and reasons for becoming an educator were examined from a sociocultural lens to understand how economic, social, and cultural factors might influence their decision to enter the teaching profession. In addition, formative, social, and personal experiences provide insight as to why this group selected a non-traditional teacher education program, and what prior skills and experiences they bring to the teaching profession.
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Craven, Denise E., i David Rivkin. "Using O*NET to Identify and Design Career Pathways". W Career Pathways, 299–322. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190907785.003.0017.
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Current, reliable occupational information is critical to the identification and design of pathways to and through careers. Data on more than 200 worker- and job-oriented descriptors in the Occupational Information Network (O*NET) database provide the foundation for career pathway construction by a variety of users. This chapter describes ways in which the O*NET database, products, and tools may be used on their own to identify and refine career pathways, as well as ways that workforce agencies, education systems, and federally sponsored programs have integrated the O*NET Content Model, database, and taxonomy in their career pathway systems, tools, and programs. The chapter concludes by describing planned efforts to enhance the value of the O*NET program for career pathway development.
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Eyster, Lauren. "Pathways to Success Through Career and Technical Education". W Career Pathways, 36–61. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190907785.003.0003.
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Career pathways has become a popular career and technical education strategy, especially among the nation’s community colleges. This chapter discusses how community colleges have built career pathways programs during the past two decades, with the support of the federal government and foundations, and the evidence on how well they work to improve educational and employment outcomes. Early evidence shows that community college career pathways help individuals succeed in completing an initial step in their education and the workforce. However, more needs to be known about what works for their students, how community colleges can scale their current efforts, and supporting advancement along a career pathway. Policymakers and community college leadership should consider how successful programs can be sustained and scaled and better support advancement to middle- to higher skill jobs.
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Zirkle, Chris, i Edward C. Fletcher Jr. "Utilization of Distance Education in Career and Technical Education (CTE) Teacher Education". W Handbook of Research on E-Learning Applications for Career and Technical Education, 1–13. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-739-3.ch001.
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Distance learning opportunities have rapidly burgeoned in educational environments across disciplines. The result of its growing use has been felt by the career and technical education (CTE) teacher education community. This chapter examines the literature and implications regarding the implementation of distance education in the delivery of CTE teacher preparation programs, along with the issues and challenges it brings. First, a brief historical account of distance education in institutes of higher education is provided. Secondly, a review of the research on distance education’s presence in (CTE) programs is discussed. Thirdly, future trends are articulated for CTE teacher educators, CTE teacher candidates, and CTE researchers.
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Webb, Marietta A. "Federal Funding for Career and Technical Education". W Handbook of Research on E-Learning Applications for Career and Technical Education, 214–24. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-739-3.ch017.
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Federal funding for Career Technical Education (CTE) programs is critical to the expansion and success of training a skilled workforce to meet the needs of labor markets. The Morrill Act of 1862 was the first federal law to provide support to build agricultural and mechanical colleges and universities. Federal support continued through the decades with Perkins IV being the current legislation with funding guidelines for CTE programs. Today’s educational systems are faced with the task of providing rigorous and relevant educational programs with the mission of developing productive citizens capable of competing in a global society. This mission cannot be accomplished without continued federal funding support.
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Pinto, Joana Carneiro. "(RE)CAREER SCALE: PILOT STUDY FOR THE VALIDATION OF A SCALE ABOUT CAREER POST-CAREER TRANSITIONS". W Advances in Education and Educational Trends Series, 26–37. inScience Press, 2021. http://dx.doi.org/10.36315/2021ead03.
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This article aims to validate the factorial structureof the (Re)CareerScale: Coping Styles, which evaluates how late adults think and feel about career changes, in particular the transition to a career post-career. A career post-career is a development phase that takes place after the formal retirement of a job/ continued work and requires the involvement in a set of developmental tasks related to one’s own, the environment, and the decision-making and planning (Pinto, in press). Thirty-sixitems were developed, considering the literature review of the main career development models. These items were administered to a total of 95 Portuguese late adults (31 (32.6%) men and 64 (67.4%) women; Mage=62.91; SDage=6.901), of which 47 are in an active professional situation and 48 already retired. The Exploratory Factor Analysis (EFA) indicated a three-dimensional career post-careermodel considering a set of developmental tasks related to Identity, Opportunity and Adaptation. The final version of 30 items has good psychometric properties, with Cronbach’ salphas ranging from .82 to .89. The descriptive study and the correlation between the three dimensions suggest that the scale has potential to be used in research and intervention programs to support the transition to a career post-career.
Streszczenia konferencji na temat "Career education programs"
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Park, HwaChoon, i JangHoe Ku. "THE EFFECTS OF LOCAL-SPECIALIZED CAREER EXPERIENCE PROGRAMS ON KOREAN STUDENTS’ CAREER MATURITY AND COMMUNITY AWARENESS". W International Conference on Education and New Developments 2020. inScience Press, 2020. http://dx.doi.org/10.36315/2020end099.
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Babajide, Bunmi, i Hassan Ali Al yagoub. "Exploring the Role of Employers’ Onboarding Programs in Preparing Early-Career Engineers". W 2019 IEEE Frontiers in Education Conference (FIE). IEEE, 2019. http://dx.doi.org/10.1109/fie43999.2019.9028654.
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Soliman, Ashraf M., i Hesham El Marsafawy. "EFFECTIVE ELECTIVES: FORMING A CAREER PATH FOR GRADUATES OF BUILT-ENVIRONMENT DESIGN PROGRAMS". W International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1799.
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Barrett, Bob. "CREATING GRADUATE STUDENT STRATEGIES FOR ACADEMIC AND CAREER DEVELOPMENT ENHANCEMENT FOR VIRTUAL MBA PROGRAMS". W International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1602.
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Adams, Andrea, i Anthony Mazza. "The Impact of COVID-19 Restrictions on Internship Processes". W 2nd Annual Faculty Senate Research Conference: Higher Education During Pandemics. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.135.1.
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Researchers in different disciplines worldwide have documented the direct impacts of the COVID-19 virus (COVID). Along with the direct effects, the impact of COVID restrictions has changed how students use traditional career readiness programs. Moreover, COVID restrictions act as a "career shock" for student job-seekers. Career shocks are extremely disruptive events that cause individuals to rethink career choices and reflect on their career plans. The global implementation of COVID restrictions has arguably created a "universal" career shock beyond the career shock theory's original foci. Expanding the career shock analysis to include universal disruptions requires a reevaluation of job-seeking methods and opportunities. As a part of rethinking job search methodology through a career shock theoretical lens, this paper focuses on how academic program professors and career center personnel collaborate to support job-seeking students. This research initiated an educational innovation due to the decline in internship availability impacting external interview placement. A non-placement pilot will assist students in completing traditional internship requirements while providing an in-class experiential learning opportunity. This Pilot Course was created as a direct response to the Federal Workforce Development Strategy announced in November 2020. It will use the success factors of adding a non-placement Work-Integrated-Learning (WIL) opportunity within the Practicum course and employ an androgogical, "Differentiated Instruction" design. The study concludes by discussing the future implications of practicum-based internships.
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Skerlos, Steven J., Kim F. Hayes, Julie B. Zimmerman i W. Ross Morrow. "Diffusion of Sustainable Systems Engineering Through Interdisciplinary Graduate and Undergraduate Education at the University of Michigan". W ASME 2003 International Mechanical Engineering Congress and Exposition. ASMEDC, 2003. http://dx.doi.org/10.1115/imece2003-42356.
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This paper provides specific examples of sustainability education programs within the engineering curriculum at The University of Michigan at Ann Arbor (UM). These programs exist at the undergraduate, Masters, and Ph.D. levels of education. At the undergraduate level, a basic literacy program has been initiated to give each graduating mechanical engineer from UM the understanding required to make design decisions less impacting on the environment. The program is designed as an educational thread consisting of three (3) course modules corresponding to each of three required courses in the Design and Manufacturing sequence in the mechanical engineering department. To compliment the thread, a new joint course between mechanical and environmental engineering in Environmentally Sustainable Engineering is under development to serve as the cornerstone undergraduate course in environmental education for the UM College of Engineering (CoE). At the Masters level, the ConsEnSus (Concentrations in Environmental Sustainability) Program is described. This program has been introduced to enhance general environmental literacy and to prepare students to integrate environmental principles into professional practice. Similarly, a joint Ph.D. program has also been developed between CoE and the School of Natural Resources and the Environment to prepare students for a career in research and education related to sustainable engineering. Both ConsEnSus and the Ph.D. program are supported by a course entitled Principles of Eco-Design and Manufacturing. This course, and the graduate and undergraduate programs it supports, is part of a college-wide effort to make Sustainable Systems Engineering a reality in practice by disseminating operational definitions of sustainability targeted to specific engineering disciplines.
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Sevilla, Paola. "Gender Differences in Postsecondary Vocational-Technical Education STEM Programs: A Test of Social Cognitive Career Theory". W 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1888274.
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Kosvyra, Alexandra, Dimitris Filos, Nicola Mountford, Tara Cusack, Minna Isomursu i Ioanna Chouvarda. "PhD courses and the intersectoral experience: a comprehensive survey". W Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12978.
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It has been found that most PhD graduates (>85%) do not achieve a long-term academic career and thus there is a growing need to re-imagine PhD education that incentivizes doctoral students to engage with research consumers, not only within their discipline, but also, across other disciplines and sectors to have real social impact for an improved society. The aim of this work is to identify intersectoral/interdisciplinary courses that are considered to broaden student career outside and inside academia. For this purpose, a survey was designed to identify modules which lead to the improvement of students' skills while an analysis of their attributes was also performed. Two target groups have been considered: (a) young researchers and (b) program directors each of which can provide different information regarding the courses of interest. 52 students and 11 directors from 5 European Universities, participated in the study. An absence of such courses in the standard PhD program was observed, while any intersectoral/interdisciplinary activities were conducted outside the PhD program, and organized by collaboration of academia and other organizations. The survey findings reveal the need to restructure the PhD programs.
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O'Lawrence, Henry. "The Worforce for the 21st Century". W InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3655.
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[This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology] Aim/Purpose: In today’s changing economy, economic growth depends on career and technical programs for skill training. Background: This study discusses the key area in promoting individual learning and skill training and discusses the importance of career education and training as a way of promoting economic growth. Methodology: This study uses a qualitative study approach to investigate and report on the status and influence of Workforce Education and Development and its economic importance. Contribution: This report contributes to the knowledge base common to all work settings that can solve many human performance problems in the workplace. Findings: This study also justifies and validates the ideas on the importance of workforce education and development in the 21st century as a way of developing economic growth and providing learning to make individuals competitive in the global economy. Recommendations for Practitioners: For practitioners, this study suggests that we must always have discussions of what leads to career success and understanding that there is not enough high-skill/high-wage employment to go around. Therefore, developing these skills requires a decision about a career or related group of jobs to prepare to compete for them; we have to provide training needed in order to be competitive in global economy. Recommendation for Researchers: Researchers have to develop strategies to promote career direction with willingness to evaluate the level of academic interest, level of career focus and readiness for life away from home (attitudes, skills and knowledge of self). Impact on Society: Institutions must regularly evaluate curriculum to reflect the rapid technological changes and the globalization of world markets that reflect their mission and develop students’ mindset to always think big and think outside the box in order to be competitive in the global market. Change is external, transition is internal. It is important that the change agent communicate both the reasons for change and the probable consequences that people will experience during the time of this change, which is transition – a change people go through when they become unemployed or face a major employment obstacle in their lives. Future Research: New research should focus on career assessment materials and related academic programs and career directions that will promote success.
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El Shawa, Sahba, Merna Alzurikat, Zaina Abu Sha’ar i Moh'd Sami Ashhab. "JSRI space design competitions: Education and outreach for emerging space countries". W Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.069.
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As countries around the world are racing towards realizing the common dream of humans creating long-term habitats in space, emerging space countries like Jordan, with no established space agency, are struggling to participate in the development of research and projects in the field. Additionally, due to the deteriorating economical situation in Jordan, students now seek professions with higher market demands and payment rates to ensure a safe career path. This led Jordanian students to overlook emerging fields of study like space. From here arises the need to conduct proper outreach to spread awareness on space research and its benefits, and to incorporate space studies in the Jordanian educational system in order to build a strong base of human resources in the field. Since Jordan is lacking in both educational and theoretical, as well as professional and practical sides, students mostly turn to completing their studies and gaining professional experience in the space field abroad. Therefore, before establishing Jordanian-targeted education programs and initiatives for space studies, there is the need for the establishment of local space institutes, projects, and programs which ensure that students will have access to training programs and practical experience as well as securing future job opportunities, thereby making space careers a viable option. In 2020, under the Moon Village Association's Participation of Emerging Space Countries program, a roadmap for Jordan’s contribution to lunar exploration and the Jordan Space Research Initiative (JSRI) were created. This 20-year roadmap focuses on establishing an analog R&D facility in Jordan’s Wadi Rum desert, aiming to support the emerging space field in Jordan, while contributing to its national priorities and sustainable development goals. Beginning with the outreach element to foster space education, JSRI launched two space design competitions in 2021 to engage students and professionals interested in the field. These competitions allowed the participants to learn about spacesuit and rover design, as well as develop their own prototypes in a hands-on educational exercise. By providing funding and expert support, JSRI ensured that a diverse group of Jordanians was able to participate, regardless of their backgrounds. This approach proved to be successful in enabling the participation of various segments of the Jordanian society, and has shown that people with a passion for space can thrive through educational initiatives such as these competitions. Building on this success, future partnerships and educational initiatives are being established, aiding in the formation of a space network in Jordan
Raporty organizacyjne na temat "Career education programs"
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Neumark, David, i Donna Rothstein. School-to-Career Programs and Transitions to Employment and Higher Education. Cambridge, MA: National Bureau of Economic Research, listopad 2003. http://dx.doi.org/10.3386/w10060.
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Moe, Allison. Education, Training and Career Pathway Opportunities for Buildings Energy Efficiency Programs Within the Corps Network. Office of Scientific and Technical Information (OSTI), październik 2022. http://dx.doi.org/10.2172/1894480.
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Cole, P. R. SET Careers Program: An interactive science, engineering, and technology career education exhibit. [A brief summary report]. Office of Scientific and Technical Information (OSTI), marzec 1993. http://dx.doi.org/10.2172/6439040.
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Cole, P. R. SET Careers Program: An interactive science, engineering, and technology career education exhibit. Annual progress report, September 1, 1992--October 31, 1993. Office of Scientific and Technical Information (OSTI), marzec 1993. http://dx.doi.org/10.2172/10150465.
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Chen, Xianglei, i Susan Rotermund. Entering the Skilled Technical Workforce After College. RTI Press, kwiecień 2020. http://dx.doi.org/10.3768/rtipress.2020.rb.0024.2004.
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This research brief uses nationally representative data from the 2012/17 Beginning Postsecondary Students Longitudinal Study (BPS:12/17) to examine post-college transitions of US undergraduates into the skilled technical workforce (STW), defined here as workers in a collection of occupations that require significant levels of science, technology, engineering, and mathematics (STEM) knowledge but not necessarily a bachelor’s degree for entry. Thus far, empirical research on the STW has been limited by a dearth of data; however, based on newly available data from BPS:12/17, the findings in this report indicate that STW employment provides workers with above-median salaries, more equitable wages, a variety of benefits, and clear career paths. STW jobs attract diverse populations, especially those from underrepresented groups (e.g., Hispanics, individuals from low-income backgrounds, and those whose parents do not have college education). US community colleges and sub-baccalaureate programs play a large role in developing the STW.
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Nassar, Sylvia C., i Aisha Al-Qimlass. Career Builders: Key Components for Effective Global Youth Career and Workforce Development. RTI Press, wrzesień 2017. http://dx.doi.org/10.3768/rtipress.2017.op.0045.1709.
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Global youth unemployment is a significant cause of poverty, resulting in the persistent marginalization of populations. Education and career counseling professionals and professionals in policy, research, and practice concur that the consequences of global youth unemployment are dire. But leaders in these domains have not yet come to an agreement on the best ways to face this global challenge. Our analysis of interdisciplinary literature on global youth unemployment is a first step in identifying and formalizing best practices for culturally appropriate career and workforce development worldwide. This research will support education and career counseling professionals in developing appropriate career and psychosocial support interventions, establishing empirical intervention efficacy and other program evaluation protocols, and creating a capacity-building infrastructure for knowledge-sharing across policy, research, and practitioner stakeholder groups. We also include a proposal for next steps to establish rigorous empirical support for these future initiatives.
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Greene, William. A Study of the Career Education Program at Mountain View Intermediate School, Beaverton School District #48, Beaverton, Oregon. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.2030.
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Anyachukwu, Canice Chukwudi, Confidence chinemerem Amarah, Blessing Chiagozikam Okoye, Anthony Ifeanyi, Martins Nweke i Ukachukwu Abaraogu. Effectiveness of back care education program among school children: a systematic review of randomized controlled trials. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, styczeń 2023. http://dx.doi.org/10.37766/inplasy2023.1.0044.
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Review question / Objective: i. What are the back care education programmes in different schools? ii. How effective has these back care education programmes been in treatment and prevention of future occurrence of back pain in children? iii. What are the factors that may affect the effectiveness of these back care education programmes? iv. What benefits can be derived from these back care education programmes in schools to the children, parents and society at large Information sources: i. PubMed ii. PEDro iii. Cochrane library iv. Google scholar v. HINARI.
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Hall, Sarah, Mark Vincent Aranas i Amber Parkes. Making Care Count: An Overview of the Women’s Economic Empowerment and Care Initiative. Oxfam, listopad 2020. http://dx.doi.org/10.21201/2020.6881.
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Across the globe, unpaid care and domestic work (UCDW) sustains communities and economies, provides essential care for children, sick and elderly people and those living with disabilities, and keeps households clean and families fed. Without unpaid care, the global economy as we know it would grind to a halt. Yet this work falls disproportionately on women and girls, limiting their opportunities to participate in decent paid employment, education, leisure and political life. Heavy and unequal UCDW traps women and girls in cycles of poverty and stops them from being part of solutions. To help address this, Oxfam, together with a number of partners, has been working in over 25 countries to deliver the Women’s Economic Empowerment and Care (WE-Care) programme since 2013. WE-Care aims to reignite progress on gender equality by addressing heavy and unequal UCDW. By recognizing, reducing and redistributing UCDW, WE-Care is promoting a just and inclusive society where women and girls have more choice at every stage of their lives, more opportunities to take part in economic, social and political activities, and where carers’ voices are heard in decision making about policies and budgets at all levels. This overview document aims to highlight the approaches taken and lessons learned on unpaid care that Oxfam has implemented in collaboration with partners in sub-Saharan Africa and Asia.
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Orning, Tanja. Professional identities in progress – developing personal artistic trajectories. Norges Musikkhøgskole, sierpień 2018. http://dx.doi.org/10.22501/nmh-ar.544616.
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We have seen drastic changes in the music profession during the last 20 years, and consequently an increase of new professional opportunities, roles and identities. We can see elements of a collective identity in classically trained musicians who from childhood have been introduced to centuries old, institutionalized traditions around the performers’ role and the work-concept. Respect for the composer and his work can lead to a fear of failure and a perfectionist value system that permeates the classical music. We have to question whether music education has become a ready-made prototype of certain trajectories, with a predictable outcome represented by more or less generic types of musicians who interchangeably are able play the same, limited canonized repertoire, in more or less the same way. Where is the resistance and obstacles, the detours and the unique and fearless individual choices? It is a paradox that within the traditional master-student model, the student is told how to think, play and relate to established truths, while a sustainable musical career is based upon questioning the very same things. A fundamental principle of an independent musical career is to develop a capacity for critical reflection and a healthy opposition towards uncontested truths. However, the unison demands for modernization of institutions and their role cannot be solved with a quick fix, we must look at who we are and who we have been to look at who we can become. Central here is the question of how the music students perceive their own identity and role. To make the leap from a traditional instrumentalist role to an artist /curator role requires commitment in an entirely different way. In this article, I will examine question of identity - how identity may be constituted through musical and educational experiences. The article will discuss why identity work is a key area in the development of a sustainable music career and it will investigate how we can approach this and suggest some possible ways in this work. We shall see how identity work can be about unfolding possible future selves (Marcus & Nurius, 1986), develop and evolve one’s own personal journey and narrative. Central is how identity develops linguistically by seeing other possibilities: "identity is formed out of the discourses - in the broadest sense - that are available to us ..." (Ruud, 2013). The question is: How can higher music education (HME) facilitate students in their identity work in the process of constructing their professional identities? I draw on my own experience as a classically educated musician in the discussion.