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"learning"

This study examined effects of high school students’ (n = 4050) participation in work-based learning programmes representing School-To- Work (STW) initiatives on their activities 1 year after graduation. Work based learning offered some advantage to participants compared to nonparticipants. Specifically, students who participated in the Career and Technology Education (CTE) programme had higher state-reported total and quarterly earnings, and self-reported higher hourly wage, and greater relevance of high school curriculum to their post-secondary education, training and employment than non-participants. CTE participants rated themselves better prepared in what to expect at the job and knowing technical information about the job than non-participants. Unexpectedly, interns had lower state-reported total earnings and number of quarters worked than non-interns. Interns rated themselves as equally prepared as non-interns in general work skills. Observations made during the evaluation suggested areas for improvement in the implementation and evaluation of STW activities, namely, the need for abstraction in STW programme development, implementation and evaluation, and the need for broader reach of students. © 2001 Journal of Vocational Education and Training All rights reserved.

Presents the findings of the second phase of a research study carried out in the summer of 1999 and commissioned by CAPPE/ACPEP, and The Churches' Council on Theological Education in Canada. Reports the results of a survey of students who completed a basic unit in Supervised Pastoral Education to identity the self-perceived effects of the unit on their pastoral functioning. Notes that the results of both the first and second phase of the research affirm the use of experiential learning and the success of basic SPE in increasing self-awareness.

The final year of medical education in Germany (practical year) is hardly systematized. In order to improve student learning during dermatology internship we introduced a portfolio to clarify which components are considered important within dermatology: 25 qualifications were divided into "general-basics", "dermatology-basics" and "special-dermatology" and were listed in a student's portfolio with a theory-, supervision- and clinical practice/hospitation part. The individual achievements were documented in the portfolio by the supervising residents. Since November 1999, 15 students participated at the portfolio-program. They absolved at the rate of 70% (in the mean) of listed activities. General basics were fully completed by all students, 75% of dermatology basics were absolved and 46% of special dermatology were absolved. There was a remarkable increase in achievement compared with a historical control group, especially concerning special aspects in dermatology. The students welcomed the portfolio because it provided a useful overview of learning opportunities and achievements. They strongly requested implementation of portfolio-based learning in other faculties.

We have carried out case based comparative studies in Japan, US and Korea with special reference to the medical education programme using standardized patients (SPs). The schools in US we have visited are still in the process further reforming interactive medical education. In Daegu, Korea, five medical schools have jointly started a working group for the betterment of medical education on a regular basis from the year 1999. The emphasis is on cooperative research on standardized patient training and its application. In Japan, the substantial activities for training and implementing SPs were later followed by several citizens who are active in training and providing SPs to medical schools and hospitals in need. In comparison to the established research oriented framework and flexible application of SPs in US and new & dynamic developmental discussions of SPs in Korea, the Japanese reality is a bit behind with less opportunity for research oriented trials.

Action research with international Masters in Business Administration students reported here builds on action research carried out at Anglia Polytechnic University to better enable international postgraduate students develop learning and research strategies and research methods to succeed in their study. The Reflection on learning Inventory (Meyer and Boulton-Lewis, 1997) and IELTS (International English Language Testing System) examination, which tests competence in reading, writing, listening and speaking skills, 1 identify student learning styles and language levels from which conclusions about teaching and learning needs are deduced. A programme of academic-oriented language support, including both the APU-originated CD-ROM Excel at Academic English and specific workshop sessions, has been developed. This programme is piloted with the 2000-2001 cohort, and accompanied by action research which includes focus group interviews and mid-year evaluation of the support and development programme. It has led to radical overhaul of elements of the course itself, with widespread implications for support and development for international postgraduates studying at APU.

We investigate the sources of supply of several core skills, using an innovative approach to skills measurement that involves adapting a job analysis methodology and applying it in a survey context. We then estimate the determinants of skills supply using a production function model. The main findings are: (i) prior education and work experience have generally positive but diminishing marginal impacts on skills, consistent with the earnings function literature; (ii) off-the-job training is productive of most types of skill, while on-the-job training is effective for the generation of problem-solving and team-working skills. Both types of training are transferable from previous employers; (iii) more education enhances the development of computing skills at work, but with respect to other core skills, less educated workers make up for their lower education through more work-based learning; (iv) there is a strong association between the presence of some new or flexible organization characteristics and both the level and growth of all types of skills. We argue overall that the contribution of work-based learning to skills development is more important than normally allowed for in the skills policy discourse.

learning journals are used to help advanced-level undergraduate students construct a personal understanding of Gaia Theory. In this context, students like the journal technique and consider it appropriate to the course. They also agree that writing journals contributes to promoting subject learning, introspection and self-awareness of their own learning processes. For the instructor, the journals provide detailed insight into the development of student learning and students' interactions with the other components of the curriculum. The journals highlight which instructional devices work, which have problems, who is affected and what learning strategies they adopt. They provide a better perspective on the extent of students' reading and reflection than is obtainable from more formal scripts. The chief problem in the use of learning journals is their bulk and the time required for assessment and analysis. The journal technique has also helped demonstrate how the Gaia Theory may provide an appropriate curriculum for the practice of constructive learning. The unorthodox ideas and contradictions of Gaia Theory successfully challenge students to think deeply, critically and self-consciously about their prior understanding of the world.

This article examines what Foundation level GNVQ students say about their learning experience drawing on findings from a case study of staff and students involved in GNVQ programmes at a further education college. The college has a Foundation Studies department, where all Foundation level GNVQ is taught, and the article reports on interviews with a small group of seven Foundation students. It is argued that the most important issue for them is the shift from being disaffected learners to becoming accepted as students within the college. In achieving this, relationships with teachers are crucial, and appear to be the most significant factor in helping these students move from being apparent failures within the education system, to starting out on a more successful path to learning. © 2001 Journal of Vocational Education and Training All rights reserved.

Reports on the evaluation of a programme which was designed to enable students to complete a traineeship or apprenticeship, and their senior certificate in accordance with a variety of combined school and work programmes, including the New Apprenticeship Scheme. A multimethod approach was adopted which includes interviews with students, vocational educators and employers regarding their perceptions of: competencies, learning outcomes and training acquired during the programme. The results of the interviews with the students illustrated some similar and different perceptions between teachers and students, and showed that students’ main reason for undertaking the vocational education programme were the opportunity to gain “hands on” experience, and a “headstart” to employment. Implications for further research included: an investigation into the perceived status barrier between vocational and general education, the development of work attitudes; and the implementation of a strategic business and marketing plan. © 2000, MCB UP Limited

Draws from a four-year longitudinal study of young people's experiences of learning in further education. The project, funded by the Further Education Development Agency, focused upon relationships between the personal careers of young people and the structured opportunities for education and training available to them. A single case study is used in order to illustrate the kinds of insight which the study afforded. The research revealed a stark contrast between the complexity and unpredictability of the young people's learning careers, and the more structured approaches in current policy and practice. © 2000, MCB UP Limited