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The theme of the fifth annual international JVET conference was ‘researching policy and practice in vocational education and training’. The papers are: Teachers of vocational specialisms in further education: their perceptions of NVQs as preparation for employment / Bill Bailey, Shirley Larkin and Jocelyn Robson; Biography, values and identity: becoming a lecturer in further education / Anne-Marie Bathmaker, James Avis and Alex Kendall; Assessment in VET in Australia: does research matter? / Robin Booth; Assessment and learning in vocational education and training: a missing link / David Boud; From franchise network to consortium: the evolution and operation of a new kind of further and higher education partnership / Freda Bridge, Roy Fisher and Keith Webb; Thoughtful and strategic practitioner research in Australian VET / Mike Brown and David Hodges; World visions and projects of secondary level skilled workers / Suzana Burnier; Teacher training for VET: a German-Scottish comparison / Roy Canning and Thomas Deissinger; An industry-led VET system: where to from here? / Clive Chappell; Changing pedagogies of the new vocationalism / Clive Chappell and Nicky Solomon; Bridging the digital divide / Hatice Choli; Venture creation: a unique learnership model for sustainable self employment in Southern Africa / Terry Davies; Will Cinderella get to the ball? barriers and opportunities for modern languages in Scottish further education / Hannah Doughty; Placement and adding value to the academic performance of undergraduates: reconfiguring the architecture: an empirical investigation / John Duignan; The values base for individuals’ responses to professional ethical dilemmas / Nigel Duncan; Moving the Skills for Life agenda forward: a HEI perspective on current PCET teacher training initiatives within basic skills / Linda Eastwood and Alison Gorf; Learning chances: using company work biographies to analyse individual and collective learning expectations in times of rapid change / Rob Evans; Expansive learning environments: integrating personal and organisational development / Alison Fuller and Lorna Unwin; Vocational education in the context of globalization and technological change in Kerala, India / Chinnappan Gasper; How can a national program of VET research produce information that is timely, relevant and useful to policy makers? / Jennifer Gibb; Getting off the ground? Can Modern Apprenticeships provide a coherent progression route into amenity horticulture? / Carmel Gibbons; The UK workforce in the 21st century: how can the Skills for Business network help employers fulfil future skill demands? / Lesley Giles and Carol Stanfield; Skills, standards and specifications: trainee teachers learn to teach adult basic skills / Karen Gomoluch; Bridging academic and vocational education: the Swiss berufsmatura (maturite professionnelle) as a reform project / Philipp Gonon; Current theories of workplace learning: a critical assessment / Paul Hager; Career decision making and new deal clients: whose choice is it? / Dave Hall and Ava Lefton; Re-engaging 14-16 year olds at school through work-related learning / David Hall; Co-producing knowledge: negotiating the political / Kerry Harman … [et al.]; Seductive texts: communities of practice ‘at work’ / Kerry Harman; Effective learning environments: perspectives of apprentices and trainees in the automotive and hospitality industries in Australia / Roger Harris and Michele Simons.

The collected volumes of conference papers may be found at TD/TNC 76.451 and TD/TNC 76.452; selected individual papers are indexed from TD/TNC 76.453 to TD/TNC 76.480. Show less

This handbook provides a learner-centred approach for those who work with students with mental health difficulties. Tracking the journey from mental health services into learning opportunities, it explores: how mental health difficulties can affect people in their learning and barriers to learning; how learning providers can assist access and support learning; what people with mental health difficulties gain from accessing learning. Interspersed with learners voices and case studies, this publication offers the opportunity to reflect not only on how organisations support learning from a learners perspective, but also on how this support can promote good mental health in the learners and their tutors and managers.

Published abstract reprinted by permission of the copyright holder. Show less

In August 2000 the [South African] Department of Correctional Services held the first national symposium to translate its vision - which is to render services that contribute to community protection and the rehabilitation of offenders - into a meaningful partnership with the South African community. Correctional services in many countries face the challenge of balancing resources with the need to provide effective rehabilitation. Education is widely acknowledge as a key component of this rehabilitation. In the light of such developments, it is appropriate to ask what is known about the role of education in the rehabilitation of offenders. The purpose of this article is to determine the impact of education as a catalyst for behavioural change in enhancing rehabilitation efforts and preventing future criminal activity. The article will benefit educators in that they will know how and where they could become involved. This article will also add knowledge and an understanding of the impact of correctional education on crime and crime prevention.

Published abstract reprinted by permission of the copyright owner. Show less

‘Journal of educational technology & society’ is a periodical that aims to discuss issues affecting the developers of educational systems and educators who implement and manage such systems. Educators aim to use technology to enhance individual learning as well as to achieve widespread education and expect the technology to blend with their individual approach to instruction. However, most educators are not fully aware of the benefits that may be obtained by proactively harnessing the available technologies. Educational system developers and artificial intelligence researchers are sometimes unaware of the needs and requirements of typical teachers, with a possible exception of those in the computer science domain. In transferring the notion of a ‘user’ to the ‘student’, the educator’s role as the ‘implementer/manager/user’ of the technology has been forgotten. The journal helps them better understand each other’s role in the overall process of education and how they may support each other.

Articles contained in this issue are: Developing a knowledge capture system based on sharable and self documenting learning objects / Michael Berhaart (indexed at TD/TNC 74.445); Methods of designing computer technologies helping to develop symbolic information processing skills, creativity, and broad mental outlook / Vladimir A. Fomichov; Globetrotter: words with their travel bags / G. Turrini, A. Paccosi and L. Cignoni; A new paradigm for constructing children-oriented websites of art museums / O. S. Formichova and V. A. Formichov; Hilbert & Patric: hybrid intelligent agent technology for teaching context-independent reasoning / P. Bello and S. Bringsjord; A WWW information seeking process model / S. Loeber and A. Cristea; Using computer-based virtual tours to assist persons with disabilities / C. Germann, J. K. Broida and J. M. Broida; Using web services for personalised web-based learning / K. Kabassi and M. Virvou; Building academic skills and information competency through learning communities / L. Dodge (indexed at TD/TNC 74.446). Show less

‘Journal of educational technology & society’ is a periodical that aims to discuss issues affecting the developers of educational systems and educators who implement and manage such systems. Educators aim to use technology to enhance individual learning as well as to achieve widespread education and expect the technology to blend with their individual approach to instruction. However, most educators are not fully aware of the benefits that may be obtained by proactively harnessing the available technologies. Educational system developers and artificial intelligence researchers are sometimes unaware of the needs and requirements of typical teachers, with a possible exception of those in the computer science domain. In transferring the notion of a ‘user’ to the ‘student’, the educator’s role as the ‘implementer/manager/user’ of the technology has been forgotten. The journal helps them better understand each other’s role in the overall process of education and how they may support each other. Articles contained in this issue are: Ebook readers in higher education / Ruth Wilson; XML-based adaptation framework for psychological-driven e-learning systems / Hildegard Rumetshofer, Wolfram Woess; InterMediActor: an environment for instructional content design based on competences / F. J. Valverde-Albacete … [et al.]; A framework for the management of digital educational contents conjugating instructional and technical issues / Felix Buendia-Garcia, Paloma Diaz-Perez; Dynamic learning modeler / Yacine Atif, Rachid Benlarmi, Jawad Berri; Designing training in manufacturing organizations using the genre-based method / Anne Honkaranta and Pasi Tyrvainen (indexed at TD/TNC 76.240); A personalisable electronic book for video-based sign language education / James Ohene-Djan … [et al.]; Dynamic composition of math lessons / Melanie Kellar … [et al.]; A usability study for promoting econtent in higher education / Norshuhada Shiratuddin and Shahizan Hassan, Monica Landoni; Guidelines for the development of computer-based instruction modules for science and engineering / Jessica R. Lux and Barry D. Davidson; Experiences with learning management systems in 113 European institutions / Morten Flate Paulsen; A use-case based model for learning resources in educational mediators / Juan Quemada, Bernd Simon. Show less

The adult education sector in Australia has undergone significant changes in recent years including a shift towards the marketisation of education and the delivery of highly prescriptive vocational education and training (VET). This article reports on research that explored the ways in which educators in the adult sector understand their work and identify as professionals in this changed context. The findings of the study suggest that educators who have work histories as ‘teachers’ strongly resist the ways in which current discourses of VET position them as ‘trainers’. Data from interviews with educators and observations of them at work are analysed to highlight the ways in which they understand teaching and training as binary opposites. I examine the consequences of teachers investing in a rigid and uncompromising teaching/training binary and argue that it is counterproductive to their forging new identities in a changed education context.

Published abstract reprinted by permission of the copyright owner. Show less

The 'Professional Practices in Adult Education and Lifelong Learning' series examines questions and matters relating to the field of adult education and lifelong learning.

Experiential learning has an important role to play across all educational sectors. This book examines five perspectives of experiential learning, providing elementary explanations and critically examining theories surrounding experiential learning. The author also explores various pedagogical strategies and the role of the educator within the practice of experiential learning. Chapters in this book include: Why a book about experiential learning?: introduction and background; What is the theoretical base?: different conceptions of experiential learning; How and what do people learn from experience?; Critiques and debates; So what?: roles for adult educators; Now what?: approaches for educational practice; and What's next?: further research about experiential learning. Show less

Most developing countries have embarked upon the implementation of new models in the teaching and learning arenas, and South Africa is no exception. Because the economic empowerment of a nation depends on the success of its educational strategies, the introduction and development of outcomes-based education (OBE) at all levels of education in South Africa’s new democracy have become a national priority. In this context, the Technikon Witwatersand is priveleged to have the opportunity to become a service provider for a teacher development program in the OBE format. It caters for 342 intermediate and senior phase school teachers in Guateng Province by means of the Mathematics, Science and Technology Educators’ Revival (MASTER) program. This developmental program in the fields of mathematics, science, technology and engineering education provides the teachers with an Advanced Certificate in Education (ACE) with 120 credits. This article outlines how prior learning experience helped to smooth the transition from traditional to OBE practice.

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This article is based on a study into how women working in international education choose to live and negotiate their identities. It is based on interviews with 13 women from North America, Asia and Africa who have worked in international adult education for at least five years. These women were asked about their perceptions of themselves, their work, and their lifestyle. The results of the study reveal the complex manner in which these women construct their identities as they move between cultures, and challenges the outmoded belief that international adult educators are there only to change people; rather, these practitioners both affect and are affected by their experiences. The study shows how they use the concept of the ‘third space’ to create a place that allows for contradictions, change, and multiple identities. Show less

The theme of the fifth annual international JVET conference was ‘researching policy and practice in vocational education and training’. The papers are: Industry differences in an industry-led system: some results from a survey of TAFE teachers and learners / Geof Hawke; Exploring the possibilities for expansive learning in a work-simulation activity / Geoff Hayward and Suzanne Greenwald; Flexible learning in prison education / Angela Herbert; Competition, competence and conservation: a case study of strategic learning in the petrochemical industry / David Hodges; Epic and tragic tales: a case study of the management of change in a further education college / Michael Humphreys and Terry Hyland; Examining contemporary HRD: practitioners’ perspectives / Robyn Johnston; Capturing communities of judgment / Anne Jones; Foundation degrees / Urmi Joshi; Towards a conceptual scheme of motivation in work-based training centres / Rudolf Kern and Rainer Loidl-Keil; The industrial journeyman programme: the internationalisation of high skill VET in engineering between France and the United Kingdom / Hedley Malloch and Tom Redman; Skills needs of small and medium-sized enterprises: problems and prospects in the informal sector employment creation in Nigeria / Aminu Mamman and Derek Eldridge; A second chance with a fresh start / Susie Matthews; Public subsidy of private on-the-job training: policy lessons from California’s Employment Training Panel / Richard W. Moore … [et al.]; Training for micro-enterprise development in Indonesia / Richard W. Moore; Critical reflections on the development of a Foundation Degree / Arthur Morgan, Norah Jones and Karen Fitzgibbon; Learning from the master? A comparison of ‘modern apprenticeships’ in Britain and New Zealand / Gemma Piercy and Nicky Murray; Confidence and learning in post-compulsory vocational teacher education / Marie Norman and Terry Hyland; Two countries one system of vocational education? A comparison of the apprenticeship reform in the commercial sector in Switzerland and Germany / Matthias Pilz; Employability and workforce development: a policy and practice dilemma for higher education / Simon Roodhouse; Policy, practice and the construction of paraprofessional education and training in Victoria, Australia 1957-1966 / Peter Rushbrook; Towards an archaeology of skill: psychotechnics and labour in the early twentieth century / Peter Sanderson; Development of curricula for vocational training in electronics engineering at Technikum Wien / Fritz Schmoellebeck and Christian Kollmitzer; Who is guiding the learners’ journey?: the implications of using para-professional staff in vocational delivery & assessment / Gill Scott; Policy silos and red ochre men: an examination of a decade of adult literacy policy and program development in Australia / Jean Searle; Employment challenges for the over 50s in Europe / Jan Shepherd; A comparison of knowledge evaluation in assignments in two undergraduate courses: a BA in vocational education and a BA in social sciences / Rebecca Soden and Bob Pithers; The extent, nature and consequences of selection at the age of 16 in the English education system / Geoff Stanton; Differentiations of knowledge / John Stevenson; Towards constructive practice: lecturers’ workloads as a vehicle for continuing professional development / Angela Steward; Those who can, teach: deconstructing the teachers’ personal presence and impact in the classroom / Paul Street; A possible relationship between good clinical teachers and creativity in graduate medical education? / Martin Talbot; The enabling relationship: a study of the place of learner-centred mentoring in British graduate medical education: work in progress / Martin Talbot; The role of the personal tutor: differing perceptions of staff and students / Christine M. Taylor; Reconceptualising curriculum development for technical education programmes / J. P. Tegar and Anju Rawlley; Investigating occupational learning in the workplace through the use of video methodology / Harry Tolley … [ et al.]; Key skills, employability and apprenticeship / Sarah Vickerstaff.

The collected volumes of conference papers may be found at TD/TNC 76.451 and TD/TNC 76.452; selected individual papers are indexed from TD/TNC 76.453 to TD/TNC 76.480. Show less