T. Deissinger and S. Hellwig
Education + Training, vol.47, 2005, p.312 - 324
Despite strong cultural roots and a national reputation for maintaining its practices rather than changing them, reform of Germany's traditional dual apprenticeship system is now on the political agenda. Indeed it seems inevitable following the partial failure of traditional mechanisms operating within the existing system.
M. Lindell and M.-L. Stenström
Journal of Workplace Learning, vol.17, 2005, p.194-211
Study considered the recent reforms of higher vocational education in Sweden and Finland. The Swedish reform has focused on creating a demand-led system with decentralised planning and design of programmes to fit the needs of local labour markets. On the other hand the Finnish polytechnics have retained a strong institutional framework, focusing more on research and development.
R. Patton and others (editors)
Aldershot, Hants: Gower, 2005
From the moment the first corporate university (CU) was established and the term was coined, the central metaphor of "university" has proved a double-edged sword. The emphasis on "university" has been a driving force in moving companies beyond a restricted and siloed approach to training and towards a central vision for learning within the organisation. On the other hand, there have been failures and many corporate universities have struggled to bring a business rigour to learning or to align their development with the key business and financial drivers of the organization. This handbook draws on experience from around the world, to provide anyone responsible for strategy and learning with a picture of current best practice.
U. Evawoma-Enuku and M. Mgbor
Education + Training, vol.47, 2005, p. 325 - 336
Nigeria's centrally controlled Open Apprenticeship Scheme was launched 17 years ago by the National Directorate of Employment (NDE) to promote skill acquisition and youth employment. This report, based on workshop visits in one of 36 states, and on literature from the NDE office, finds that the same training methods as in traditional schemes are being used, that certification, funding, theory classes and resources are lacking, that educational background is low, and that apprentices are paid up to 6 months in arrears.
Industrial Relations Journal, vol.36, 2005, p.303-317
Article analyses the negotiations which took place in 2001 and 2003 between employers and unions regarding reform of the French system of continuing vocational training. Reforms to the system include: an increase in the levy employers pay into their industry training fund; 2) establishment of the individual employee's right to 20 hours training a year; 3) introduction of "re-skilling periods" for employees in danger of losing their jobs due to technological change; and 4) acceptance of the principle of co-investment in training by employers and employees.
R.W. Glover and C. Bilginsoy
Education + Training, vol.47, 2005, p.337 - 349
Construction apprenticeship schemes jointly sponsored by unions and employers out perform those sponsored solely by employers in terms of enrolment, retention and completion rates, and participation of women and ethnic minorities. The joint schemes have developed various innovations, including college credit for training and scholarship loans, aimed at improving retention and expanding apprenticeships.
B. Walther, J. Schweri and S.C. Wolter
Education and Training, vol.47, 2005, p. 251 - 269
The classical form of dual vocational training in Switzerland is on-the-job training combined with theoretical education in school. However, large firms have started to concentrate their apprenticeship training on one or a few sites and independent companies have been set up to train apprentices for other organisations. Outsourcing to training centres is a viable alternative to in-house apprenticeships for investment-intensive occupations where the development of a steady supply of highly qualified workers is required, but will not suit every company.
Educational Management, Administration and Leadership, vol.33, 2005, p.267-288
A modern consumer society promises to place the individual at the centre of a personally-specified consumptive universe in which all desires are met by an enormously flexible marketplace. The only role for the individual is to seek out the best experiences for their own self-realisation. This version of consumerism undermines democracy and civil society, and leads to the fragmentation of culture. In such a society, education would be a purely personal good, bought to enable success in self-realisation or to help in competition with others in the marketplace. Educational institutions would be indistinguishable from businesses, focussed on attracting sufficient affluent customers to generate a profit. Individuals with limited means would receive poorer support.
Educational Management, Administration and Leadership, vol.33, 2005, p.311-330
Article explores the tensions expressed by teachers working within collaborative decision-making structures in a US secondary school. Tensions emerged in areas that included: