177 THIRTEEN Training All the professional relationships examined in the previous two chapters have inherent within them an element of conflict based on the different professional ideologies of practitioners, both within and beyond the health professions. The reasons why communication is particularly poor in some instances are related directly to the way in which those in positions of authority, for example the general practitioner, perceive their role in society, and how they negotiate the power which is afforded that position. If a general practitioner
43 THREE Training investigators Introduction The previous chapter discussed the development of detective practice towards professionalisation. Aligned to the PIP process, modern investigators must qualify through a process of knowledge acquisition, training and workplace competence, in order to be able to investigate crimes of any seriousness or complexity. Today, investigators have a wealth of information at their fingertips in the form of Authorised Professional Practice (APP), National Centre for Applied Learning Technologies (NCALT) and the Police
183 NINE Teacher training Nelson Matias (IESE) The information concerning the training of teachers gathered in the context of this research was very limited. In fact, this information appears to be unavailable for most of the countries or regions involved in this study, which in itself is a relevant finding. In the case of countries or regions for which it was possible to obtain some information, that which was gathered cannot be considered sufficient, particularly in relation to pertinent subjects such as teacher training policies, programmes and
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The transition to more just and sustainable development requires radical change across a wide range of areas and particularly within the nexus between learning and work.
This book takes an expansive view of vocational education and training that goes beyond the narrow focus of much of the current literature and policy debate. Drawing on case studies across rural and urban settings in Uganda and South Africa, the book offers a new way of seeing this issue through an exploration of the multiple ways in which people learn to have better livelihoods. Crucially, it explores learning that takes place informally online, within farmers’ groups, and in public and private educational institutions.
Offering new insights and ways of thinking about this field, the book draws out clear implications for theory, policy and practice in Africa and beyond.
11 ONE a year of transition in post-compulsory education and training Alastair Thomson This chapter reviews some of the main developments that occurred during the year in the UK and highlights some of the connections and themes. It is, of course, a selective account. First, it focuses on the written and spoken words of legislators and their officials rather than the voices of learners and their teachers. Second, it focuses on the majority of the UK’s population, who are adults rather than children. Third, it concentrates not on the education and training
A thorough introduction to IPE in health and social care for students. This second edition includes updates to research and policy contexts and provides an essential set of IPE ‘do’s and don’ts’.
187 SEVEN Families move into work: skills, training and tax credits I like the job. It’s just a cleaning job. I’ve got a lovely day ward. It’s so clean and nice and everybody is nice. But personally I think I’m capable of doing more. I feel a bit frustrated and they can tell that because I keep applying for jobs here and there. They’re saying, ‘oh don’t worry, something’ll break through soon’. I think I’m capable of doing something better. I tried – I wanted to do an Access test – I always pass and get admission, but I don’t have the money to go. (Cynthia
37 THREE Social justice and post-school education and training for people with learning difficulties Introduction As we noted in Chapter 1, the Learning Society is a contested concept. The dominant version of the Learning Society tends to give most weight to human capital principles, underpinned by a utilitarian notion of social justice. The subtitle of the ESRC programme of which this research was part was ‘Knowledge and skills for employment’ and at the first meeting of the programme the obligatory industrialist commented that he could not understand why
93 SIX Intervention studies: training Practitioner training – themes A fairly disparate group of studies examines the impact of practitioner training on various outcome measures. Two studies explore the impact of training clinical staff on uptake of interpreting services (Blackford et al, 1997; Stolk et al, 1998). One study examines the impact of a communication training module on medical students’ communication skills (Farnill et al, 1997). One study measures the impact of a receptionist training package on uptake of breast screening (Atri et al, 1997
Learning and training are central topics in life course research as variations in educational participation, pathways and attainments form an important axis of social inequality. In contrast, housing scholarship often considers education to only be crucial to a specific set of residential processes, such as long-distance migration or neighbourhood dynamics around university campuses. While qualification variables are almost always used when modelling residential behaviour, these are typically treated as controls or are instead interpreted as proxy measures of
