The 'brain fag' syndrome, which was first reported from West Africa in 1960 among students, has been shown to occur very widely in African students in western educational systems south of the Sahara. This study investigated the distribution of its symptoms in a group of apprentices chosen by conveni
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The purpose of this article is to introduce the cross-disciplinary competency standards for work-related assessments, why they are needed and how they have been developed in New South Wales (NSW). Cross-disciplinary competency standards communicate the benchmarks for effective performance of work-related assessments. They outline what is expected of rehabilitation professionals, including the ability to apply and transfer competence across different conditions and workplace contexts. Outcomes in occupational rehabilitation are affected by the efficacy of the work-related assessments performed, which is dependent upon competent, clinical decision-making by rehabilitation professionals. However, in Australia, Work-related assessment practice is not governed by universally accepted competency standards or by any competency-based training/education and assessment system. To enhance professional practice, WorkCover NSW has developed cross-disciplinary competency standards for work-related a ssessments. The competencies provide (i) quality standards for professional workplace training and development, (ii) benchmarks for assessing the competence of rehabilitation professionals, (iii) a framework for evidence-based practice, (iv) benchmarks for measuring service quality and (v) "real world" learning outcomes and assessment criteria for professional education programs.
The purpose of this article is to introduce the cross-disciplinary competency standards for work-related assessments, why they are needed and how they have been developed in New South Wales (NSW). Cross-disciplinary competency standards communicate the benchmarks for effective performance of work-re
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Keywords:
learninghumanHumansOccupational diseasesinterpersonal communicationworkplaceQuality controlVocational educationAustraliareviewprofessional competenceprofessional standardCompetencejob performancebenchmarkingprofessional practicevocational rehabilitationeducation programoccupational therapyInterprofessional RelationsJob analysisRehabilitation, VocationalWork Capacity Evaluationevidence based medicineoutcomes research
This article examines the rise of the discourse on lifelong learning across Europe and the variety of national policy trends which its rhetoric occludes. The ubiquitous presence of this meta-discourse in education and training policy-in-theory is seen as a singular event, which can be ascribed to the impact of the variety of global forces on the education arena. It serves specific political functions in addition to signalling real changes in education and training systems. The duality of convergent rhetoric and divergent policy-in-practise is seen as a challenge to education policy analysis which requires multi-layered interpretation.
This article examines the rise of the discourse on lifelong learning across Europe and the variety of national policy trends which its rhetoric occludes. The ubiquitous presence of this meta-discourse in education and training policy-in-theory is seen as a singu
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Contextualises a number of concerns related to the usage of National and Scottish Vocational Qualifications by both employers and employees in Britain. It provides an analysis of the main factors that are likely to affect the ways in which the newly formed learning
Examines the use of micro-businesses for undergraduate placements on business and management courses. Such businesses are often not considered for placements by HEIs because graduates have tended to obtain employment in larger organisations. However, the graduate labour market is changing and micro-
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On a basis of research and literature review, Smith, in 2001, suggested a model for the development of preparedness of learners and their workplaces to support the flexible delivery of training in enterprises. Using the model as a framework, he then developed a detailed set of strategies that may be
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During the VT year the VDP and the trainer could choose to progressively check and complete each of the competencies listed and using the skills evaluation document make the appropriate record. Any areas of further training needs would be identified and a learning plan implemented. The whole process would be supervised by the VT advisor group who could be the resource for further training or support in conjunction with the VDP and trainer. This would be a self evaluation with external validation by the trainer and advisor group similar to the AEGD model in the USA.5, 6 This would be an assessment that was valid reliable and feasible as indentified by Freeman.8 The use of a skills evaluation procedure would be similar to a LEP which would support the validity of the process.10 A record of completion of each key skill (competency) could be made using the supplied paper work and presented periodically as a log of achievement to the VT Advisor group. Of course the whole process also relies on the fact that the trainers need to be competent themselves in using practice based assessment, and an appropriately resourced pilot programme will be needed to make this an effective tool in assessing the overall competency of new graduates in vocational training.
During the VT year the VDP and the trainer could choose to progressively check and complete each of the competencies listed and using the skills evaluation document make the appropriate record. Any areas of further training needs would be identified and a learning
An action research study using a series of staged focus groups with senior house officers (SHOs) and educational supervisors (ES) was used to identify the perceptions of the strengths and challenges in the SHO training programme and to indicate areas for improvement. The basic findings were not entirely surprising, with SHOs wanting more detailed feedback from educational supervisors and educational supervisors challenged (by time constraints and competing clinical and research responsibilities) in meeting the expectations of the SHOs. However the novel approach of using staged focus groups enhanced the educational supervisors' perception of the SHOs' view of their training and the SHOs' perception of the challenges faced by educational supervisors. Thus a culture of dialogue was created which supported change and innovation. This process was able to directly inform and influence the development of a new induction programme for SHOs and provide valuable insight into the use of the portfolio of learning and the provision of study opportunities. These findings may only be of local interest, however the method employed can be transferred to other contexts to support a grass roots approach to change. Indeed, since this study has been completed, the method has been replicated in a medical setting.
An action research study using a series of staged focus groups with senior house officers (SHOs) and educational supervisors (ES) was used to identify the perceptions of the strengths and challenges in the SHO training programme and to indicate areas for improvement. The basic findings were not enti
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