7,120 research outputs found
Structure and prerequisites of professional competence: the example of medical assistance and qualified dental employee
No full textIn a great number of empirical studies, the influence and significance of individual and contextual characteristics for successful learning has been demonstrated. Similarly, research on the emergence of vocational competencies has shown that the trainees' initial abilities, in particular cognitive resources and general qualifications such as mathematics, reading and the possession of suitable metacognitive strategies contribute substantially to the success of vocational education and training. There is, however, considerable variation in this regard between studies and fields of training. Even within these fields, findings as to the impact of cross-vocational qualifications and general cognitive dispositions are far from being consistent. Thus, it is the aim of the present paper to investigate the relationships between basic competencies as attained at the end of secondary schooling and specific vocational competencies acquired during the training of medical assistants and qualified dental employees, and to take supporting and impeding background factors appropriately into account. The results support the assumption of a substantial Influence of reading and mathematical abilities on the emergence of vocational competencies. This has consequences for the didactical arrangements which accompany the training in that variable inputs, processes and outcomes will have to be adequately considered
Economic competencies and situation-specific commercial competencies: Reflections on conceptualization and measurement
No full text From a societal perspective, vocational education and training must enable young adults to meet the challenges of the labour market in a globalized world, reduce the mismatch of supply and demand of qualifications (e.g. youth unemployment leading to disadvantages for individuals, society and national economies) and improve social cohesion. From an individual perspective, vocational education and training should develop young adults’ vocational competencies, support their individual personality development and their integration into the labour market and society, help secure their livelihood and enable them to lead self-determined lives as citizens. Therefore, the assessment of competencies obtained in vocational education and training programmes has emerged as a critical issue to develop workforces and the capacity for life-long learning and to foster civic participation as a responsible citizen. This article provides some insights into the modelling and measurement of competencies in vocational education and training, where occupational and cross-occupational competencies are necessary to cope with the requirements of workplaces, as a responsible citizen and in private life. In this article, cross-occupational economic competencies and occupation-specific commercial competencies in the area of business and administration are discussed. Both constructs are based on economic theories, concepts and central terms; nevertheless, the situation-specific context and requirements may vary substantially. Thus, different approaches to define and measure both constructs seem to be necessary. </jats:p
Lecture: Author Susan Orlean
No full textShaker Library and the Shaker Schools Foundation present Susan Orlean, SHHS grad and author of The Library Book, who will speak about her love of libraries and the impact of books on her life.
Susan Orlean grew up in Shaker Heights and graduated from Shaker Heights High School in 1973, where she was editor in chief of the school’s yearbook, The Gristmill. She graduated with honors from the University of Michigan in 1976. She has written for the Boston Phoenix, the Boston Globe and has been a staff writer at The New Yorker since 1992. She is the author of seven books, including Rin Tin Tin, Saturday Night, and The Orchid Thief, which was made into the Academy Award–winning film, Adaptation. She lives with her family and her animals in upstate New York
The Impact of International Large-Scale Assessments on Work-related Educational Monitoring and Policy-making in Germany
No full textGermany has relied on its well-established tradition of preparing the workforce through the so-called dual system of practical in-firm training (apprenticeships) and theoretical foundations conveyed by vocational schools. Believing in the high quality of academic school programmes that prepare a small elite for university studies, the German public remained convinced until well into the 1990s that there was little need for innovation and improvement in German education. Although there had been earlier signs of concern, this conviction remained unchanged until the publication of the outcomes of the International Association for the Evaluation of Educational Achievement (IEA) Third International Mathematics and Science Study (TIMSS) in 1996. The ‘TIMSS shock’, reinforced by later studies, has resulted in a host of changes in educational policy, perhaps best characterised by the late Hermann Lange as the ‘turn towards evidence-based educational policy making’. Hallmarks of this trend were the decision by all 16 federal states in Germany to participate regularly in international large-scale assessments (ILSAs), including interstate comparisons (taken in 1997); the decision to define standards of educational performance (corresponding to the federally recognised school leaving certificates); the initiation of academic study programmes intended to foster the development of the required advanced technical skills; and the founding and/or expansion of agencies for quality management (including systems of reports on the state of education, both at the federal and the state levels). In this article, the role of ILSAs (including both IEA and others) in these policy changes are described and examined from a critical perspective
Herausforderungen und Entwicklungsperspektiven der beruflichen Bildung unter veränderten Rahmenbedingungen
No full textIn Deutschland stellt eine berufliche Ausbildung immer noch eine attraktive Option im Anschluss an die allgemeine Schulbildung für junge Menschen dar. Insbesondere sichert das enge Verhältnis von Ausbildungs- und Beschäftigungssystem nach wie vor relativ friktionsfreie Übergänge in den Arbeitsmarkt. Die gut qualifizierten Fachkräfte stellen zudem einen wichtigen Beitrag für die ökonomische Leistungsfähigkeit dar. Trotz dieser positiven Aspekte werden aber auch fortwährende Problemlagen und neue Herausforderungen sichtbar. Persistierende Probleme sind vor allem eine ungenügende Integration bestimmter sozialer Gruppen und die damit unzureichende Erschließung von deren Ausbildungspotenzial, Herausforderungen beziehen sich auf die neue Konstellation zwischen beruflicher und akademischer Ausbildung bei nach wie vor geringer Durchlässigkeit zwischen beiden Bildungsbereichen sowie auf den Strukturwandel zur Wissens- und Dienstleistungsgesellschaft. Diese Entwicklungen stellen die bisherige Steuerung der beruflichen Ausbildung auf den Prüfstand. Der vorliegende Beitrag beleuchtet die Situation und stellt Perspektiven für die Berufsausbildung zur Diskussion
Zur Entwicklung des Schulberufssystems: eine Analyse im Kontext demografischer Veränderungen und arbeitsmarktbezogener Herausforderungen
No full textFaculty recital: Todd Seeber and Timothy Steele, February 26, 1995
No full textThis is the concert program of the Faculty recital: Todd Seeber and Timothy Steele performance on Sunday, February 26, 1995 at 8:00 p.m., at the Boston University Concert Hall, 855 Commonwealth Avenue, Boston, Massachusetts. Works performed were Toccata by Girolamo Frescobaldi, Drei Kleine Stücke, Op. 11 by Anton Webern, Sonata in A major for Double Bass and Piano by César Franck, and Divertimento No. 17 in D major, K. 334 by Wolfgang Amadeus Mozart. Digitization for Boston University Concert Programs was supported by the Boston University Humanities Library Endowed Fund
Digitalisierung in der beruflichen Ausbildung: Implikationen für Lehr-Lern- und Diagnostikprozesse
No full textDigitalisierung in der beruflichen Ausbildung: Implikationen für Lehr-Lern- und Diagnostikprozesse
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