This joint World Bank-ILO study traces the experience of 19 countries in reforming their vocational education and training policies and summarizes the lessons learned, focusing on obstacles to implementing changes in response to changing labor markets and innovative approaches to overcoming these constraints. The four main messages emerging from the study are: that matching instrument to target group is vital; the role of governments as facilitators has often been overlooked; the assumed reluctance of private providers to enter the field is a myth; and lack of political will, not institutional capacity, is the main obstacle to comprehensive reform.

Developments in industry in recent years have made employee learning a critical factor in organizations' success. The ever-faster pace of technological development and the variety of tasks that business professionals must perform mean that on-the-job learning is a constant, too quick and vital to be left to training departments. And yet, management knows too little about how workers learn on the job and does not give sufficient time and effort to understanding this process. As learning is largely left to chance, it is amazing that it happens at all, and well enough to enable workers to be productive and not to destroy each other's work. This book explores the daily work lives and learning experiences of programmers and other professionals in the computer-software industry. The book focuses on the staff of one small software firm, allowing workers to tell their own stories, describing their work and their use of all the resources available to them in learning the complex systems they are required to develop and maintain. Based in qualitative sociological method, it is an ethnography of a business setting as well as a study of learning.

After describing the professional world in which programmers work, the book introduces the company to be discussed and the backgrounds of the participants in the study. Then, proceeding from the environment to the systems to be learned, the author schematizes all of the resources professionals use on the job--their experiences and thought processes, documentation, their colleagues, the computer, and the software system itself--as learning tools. All of this material is then related to academic models of learning style, which are mostly found not to be very relevant, as they are not grounded in the life experiences of workers. The author advocates that professionals' learning be modeled in context, that training be developed from experience rather than from theory, and that management strive to build a workplace and an organizational culture as conducive as possible to employees' continual learning.

The authors analyze the schism between accounting practitioners and academics, providing historical, philosophical, and political perspectives on this division. They support the efforts of the Accounting Education Change Commission in its call for sweeping changes in the scope and quality of accounting education. This schism originated before the turn of the century in the United States over concerns about the best preparation for professional accountants. Since that time, the nature of the schism has broadened considerably. Accounting has largely been taught in a structured framework, far removed from the dynamic and ill-structured situations resulting from environmental changes in which accounting is practiced. This gulf between accounting and practice reflects the schism today, which has become a division between individuals with different philosophical, economic, and political goals and attitudes. Nevertheless, the authors view the schism in a positive light--as a natural reflection of different ideas that lead to beneficial changes.

The authors begin with a philosophical perspective on the schism, as a division between opposing ideas, and deal with three areas of the accounting schism: education, practice, and standard-setting. The main focus is on education. The history of the schism is then delineated. Other views of the schism are considered next, including economic, political, and utilitarian. The function of the schism in the world of accounting is examined. Recent changes in the nature and complexity of the environment in which accounting is practiced are presented. This book is suitable for use in accounting theory and policy courses at the undergraduate and graduate levels and in accounting education seminars at the graduate level. In addition, the book should be of interest to accounting practitioners.

Based on the Autism Works Now! (R) Workplace Readiness Workshop, this interactive resource shows how to help students aged 14-17 develop the necessary transition skills for getting and keeping a meaningful job, with accompanying worksheets available to download. Structured around 2-hour weekly sessions over an eight month period, the program is ideal for teaching to groups of students with autism. It covers essential topics such as organization and time management, interview skills, appropriate workplace attire, and networking. It advises on how to arrange a field trip to local businesses so students can gain experience of being in the workplace. Worksheets and questionnaires help to track progress and discover what types of job will be appropriate based on an individual's skills and interests, and the book also includes a template for creating effective resumes.

This book covers the main issues on the study of competencies and talent management in modern and competitive organizations. The chapters show how organizations around the world are facing (global) talent management challenges and give the reader information on the latest research activity related to that. Innovative theories and strategies are reported in this book, which provides an interdisciplinary exchange of information, ideas and opinions about the workplace challenges.

The lack of effective leadership and disciplined workforce is a major contributor to the lack of economic development and progress in the Sub-Saharan African countries. The essays in this book take a fresh look at Sub-Saharan African problems of underdevelopment and argue the need for African countries to incorporate appropriate personality characteristics in the education and training of their labor force. The volume is aimed at providing international development scholars and agencies, Sub-Saharan African countries, and non-governmental organizations with an overview of the problems in Sub-Saharan Africa, and supplying some possible solutions.

"If you want to learn how to bring the best performances out of the people who surround you, then this straightforward guidebook on human resource development provides you with the tools you need to cause positive change.People new to the field as well as industry veterans will find practical information and guidance, including how to: facilitate dynamic adult learning experiences; help people develop confidence, vigor, and zeal to meet challenges; write the best performance criteria; establish an atmosphere where learning is always promoted.All supervisors must take responsibility in helping their employees meet expectations and become successful professionals. This also applies to ministers, rabbis, imams, and other leaders who encourage people to lead more productive and satisfying lives.Regardless of whether you are a human resource professional, it's imperative that you rise to the challenge and take the necessary steps to help others rise to their potential. Learn how to do it step by step with A Mini Course in Training Design. It provides guidance on how you can become a motivational force. Through human resource development tools, you can develop qualities such as expertise, empathy, and enthusiasm that will help you to develop training methods specialized to your purpose and to your people."

Due to the varied history of learning among disabled students, educators should ideally develop content tailored to each student's specific needs. However, in order to accomplish this, educators require easy-to-handle software and hardware for creating original content and aid for students with disabilities in their classes. Handmade Teaching Materials for Students With Disabilities provides emerging research exploring the theoretical and practical aspects of materials and technology made to help teachers in providing content and aid for students with disabilities and their applications within education. Featuring coverage on a broad range of topics such as assistive technologies, instructional practice, and teaching materials, this book is ideally designed for school teachers, pre-service teachers, academicians, researchers, and parents seeking current research on advancements in materials provided for teachers of disabled students.

This volume problematizes different facets of management education in India---pedagogy, curricula, and disciplinary and institutional practices---from the perspective of the Global South. The essays in this volume bring out the institutional challenges of crafting a relevant academic programme that converses with both national specificities and global realities. Coming from diverse academic specializations, the contributors traverse the interface of their respective disciplines with management education. In doing so, they engage with the ongoing global debate on management education. This volume fills a noticeable gap of serious, scholarly reflection on the state of management education. While there have been sporadic reflections and occasional critiques, a critical stocktaking of the institutional and disciplinary aspects of management education has been long wanting. This volume is of interest to scholars and practitioners of management education across the globe, and is likely to generate debate on its contemporary relevance and future trajectory.

This book describes, problematises and theorises professional practice research in a range of Australian settings to provide evidence of robust, wide-ranging and contemporary approaches to professional experience in initial teacher education. It presents the latest research and evidence from those currently involved in innovative programmes designed to provide alternatives to meet local challenges during professional experience in teacher education. As the professional experience process is framed quite differently across Australian teacher education programmes, these cross-institutional accounts of collaboration, innovation and success make a major contribution to the field, both nationally and internationally. The book was developed from a research workshop funded by an Australian Association for Research in Education grant and organised by the Teacher Education Research and Innovation Special Interest Group.

This book provides a framework for investigating faculty development in the Chinese higher education system, and proposes a faculty development model, which is subsequently applied to assess the conceptual, practical and strategic dimensions of Chinese faculty development. The proposed framework is primarily based on reconstructing the higher education system. The book focuses on conceptualizing and pursuing faculty development. The intended readership includes researchers with an interest in, or whose work involves, research on faculty development and comparative higher education; administrators and stakeholders in Chinese higher education management; and graduate students majoring or minoring in comparative higher education.

The third edition of FOCUS ON COLLEGE AND CAREER SUCCESS recognizes the varied experiences of today's students. Thoroughly researched, this resource covers the topics most important to success, incorporating professionalism, motivation, and self-discipline. It initiates a personal and informal conversation with readers, directly drawing them into discussions. Written by Steve and Constance Staley, two of the best-known names in the field of first-year student motivation, it increases the credibility of college success courses by providing tools that help students succeed. New for 2021: Empower your students to connect the dots between what they're learning now and their current or future careers with "How Transferable Are Your Skills?" - a new MindTap activity that challenges students to identify how their personal and academic experiences can help them become career-ready.

This unique book describes literacy programs that take place in contemporary workplaces and explores their consequences for the employees (especially the managers), the organizations, and society as a whole. Employing a critical sociological perspective, Boyle argues that literacy education in the workplace has as much to do with organizational legitimacy and managerial ideology as with illiterate workers. Her analysis reveals that such programs can be understood as having a range of consequences: Not only do they increase skills, these programs improve work attitudes and show employer beneficence. They also assimilate immigrants, assure retention and stability at the lowest organizational level, legitimize competitive strategy based on investment in human resources, privatize a neglected public good, and allow middle managers to maintain their position in the hierarchy, among other things. As a result, she suggests that employer-sponsored literacy programs have the effect of perpetuating the inequities experienced by those at the bottom of the organizational chart, despite the rhetoric of egalitarianism and opportunity that typically accompanies educational endeavors.

Through the example of workplace literacy programs, Boyle debunks the commonplace assumption that education is an unmitigated good and addresses fears of corporate co-optation. The phenomenon of employer-sponsored education is revealed to be complex and contradictory, with consequences that extend beyond the classroom walls. Economic inequities are exacerbated by such programs, and the social problems associated with illiteracy are not alleviated. By exploring the boundary-blurring that occurs when market organizations become involved with non market ideas and practices, when public and private sector responsibilities shift, and when the workplace becomes the new schoolhouse, Boyle illuminates the complexities involved at organizational, individual, and societal levels.

This book provides a comprehensive overview of empirical studies based on various approaches devoted to examining the interpersonal argumentative processes involved in different contexts. It also identifies context-dependent similarities and differences in the ways in which argumentative interactions are managed by individuals in a range of educational and professional settings. How can some forms of negotiation, change and debate result from engaging in interpersonal processes during argumentation? How do interpersonal dimensions affect the interdependencies between argumentative exchanges and construction of knowledge and skills? The book clarifies these open questions by providing a discussion of theoretical and empirical issues at the forefront of research, in order to provide a view of how interpersonal argumentation in educational and professional contexts is actually questioned and investigated. It offers readers an opportunity to discover the crucial importance of an in-depth understanding of the role and functions played by the interpersonal dynamics within argumentative interactions occurring in a wide range of educational and professional contexts.

This book provides a step-by-step journey to giving a successful academic conference presentation, taking readers through all of the potential steps along the way-from the initial idea and the abstract submission all the way up to the presentation itself. Drawing on the author's own experiences, the book highlights good and bad practices while explaining each introduced feature in a very accessible style. It provides tips on a wide range of issues such as writing up an abstract, choosing the right conference, negotiating group presentations, giving a poster presentation, what to include in a good presentation, conference proceedings and presenting at virtual or hybrid events. This book will be of particular interest to graduate students, early-career researchers and non-native speakers of English, as well as students and scholars who are interested in English for Academic Purposes, Applied Linguistics, Communication Studies and generally speaking, most of the Social Sciences. With that said, because of the book's theme, many of the principles included within will appeal to broad spectrum of academic disciplines.

All CEOs, managers, supervisors, training professionals, and educators must be able to effectively recruit, train, manage, and promote a culturally diverse work force. Unfortunately, few of them have been adequately trained to do so. Effective management of diversity is good business. It takes effective communication, conflict resolution, and the creation of an inclusive organizational culture to succeed. This comprehensive book helps administrators better understand the problems they face and how to deal with them by dispelling the myths and facing the realities of cultural diversity.

Drawing on numerous examples of successful diversity initiatives, the book gives the reader a balanced view of distinct diversity interventions. Cross-cultural training programs are critiqued, along with specific methods for assuring quality in-service training activities. Self-administered quizzes, surveys, and critical incidents are included to allow the reader to gain self-insight and self-improvement. African Americans, Hispanics, Native Americans, Asians, women, older workers, employees with disabilities, foreign workers, and majority cultural groups are discussed in great detail. Theories and laws, as well as behavioral, cognitive, and affective strategies are among the topics presented.

As a growing number of North American educators seek unique cultural and professional experiences by teaching abroad, they need a comprehensive resource that addresses the many questions educators face when pursuing such a path. This collection combines the personal experiences of teachers from varying backgrounds, placements, and teaching assignments, with practical resources such as listings of recruiting agencies, job fairs, country research tools, and salary guidelines.

Growing naturally from people's need to share their stories with those preparing to join the camaraderie of international teaching, this project resists the formalities of academic or purely informative reporting. There are many variables in overseas teaching--culture shock, housing and transportation, schools and classrooms, and securing resources in a foreign land--and important lessons can be learned from how others have dealt with them. The authentic immediacy of these personal narratives will provide answers to important questions, offer insights on a variety of global issues, and inspire and entertain the teacher-reader. Individual chapters discuss core curriculum and ESL instruction in a variety of contexts. Essays are written in a blend of narrative and expository writing styles, transporting the reader to exotic locations and giving a firsthand experience of the challenges and victories encountered by international teaching professionals.

Using two longitudinal survey projects as examples, the authors describe how to use organizational surveys to assesses employee attitudes and to develop and improve quality of work life programs.

Educators who work with students with disabilities have the unique challenge of providing comprehensive and quality educational experiences for students who have a wide range of abilities and levels of focus. Pedagogies and educational strategies can be applied across a student population, though they tend to have varied success. Developing adaptive teaching methods that provide quality experiences for students with varied disabilities are necessary to promote success for as many of these students as possible. Special Education Design and Development Tools for School Rehabilitation Professionals is a comprehensive research publication that examines special education practices and provides in-depth evaluations of pedagogical practices for improved educational experiences for students with disabilities. Highlighting a range of topics such as bilingual education, psychometrics, and physical education, this book is ideal for special education teachers, instructors, rehabilitation professionals, academicians, school administrators, instructional designers, curriculum developers, principals, educational software developers, researchers, and students.

Educators and those who prepare teachers are facing increased scrutiny on their practice that include pressures to demonstrate their effectiveness, meet the needs of changing demographics and students, and adapt to ever-changing learning environments. Thus, there is a need for innovative pedagogies and adoption of best practices to effectively serve the needs of digital learners. The Handbook of Research on Innovative Pedagogies and Best Practices in Teacher Education is an essential research book that takes an in-depth look at the methods by which educators are prepared to address shifting demographics and technologies in the classroom and provides strategies for focusing their curricula on diverse learning types. It takes a look at the use of innovative pedagogies and effective learning spaces in teacher education programs and the decisions behind them to enhance more inquiry learning, STEM initiatives, and prove more kinds of exploratory learning for students. Covering topics such as higher education, virtual reality, and inclusive education, this book is ideally designed for teachers, administrators, academicians, instructors, and researchers.

Emerging technologies have enhanced the learning capabilities and opportunities in modern school systems. To continue the effective development of such innovations, the intended users must be taken into account. End-User Considerations in Educational Technology Design is a pivotal reference source for the latest scholarly material on usability testing techniques and user-centered design methodologies in the development of technological tools for learning environments. Highlighting a range of pertinent topics such as multimedia learning, human-computer interaction, and online learning, this book is ideally designed for academics, researchers, school administrators, professionals, and practitioners interested in the design of optimized educational technologies.

A volume in Research in Careers Series Editors S. Gayle Baugh, University of West Florida and Sherry E. Sullivan, Bowling Green State University The first volume of the series, Maintaining Focus, Energy, and Options Over the Career, examines how individuals enact and keep their career vital over their work life. Awarding-winning, internationally renowned researchers, including Daniel Feldman, Jennifer Deal, Phyllis Tharenou, and Terry Beehr examine the dynamic nature of contemporary careers and how careers change as individuals change in response to such factors as aging, learning, experience or contextual changes. Volume 1 includes theoretical perspectives on maintaining personenvironment "fit" over the course of the career, the shifting constellation of developmental relationships over time and place, a new framework for examining midcareer renewal, a reconceptualization of the retirement transition, and potential gender differences in self-initiated international careers. Empirical studies in volume 1 examine provocative questions including: Is the traditional career really dead? Are there significant generational differences in learning and development? Can career plateauing be positive for the individual or the organization? The focus throughout this volume is on how careers unfold over time and how individuals remain productive and successful as they navigate career changes.

The third book in the Getenergy Guides series, The Evolution of Four Energy Nations considers how four very different countries have evolved as oil and gas-producing nations and how the interventions of government, industry and the education and training sector have addressed workforce and skills development challenges in each of these countries. This volume will explore - in each case - the historical growth of the industry, the dynamics of the industry today and the projected direction of travel for the industry in the future. Within this context, the volume will examine the nature of the skills and workforce demands that each country has experienced and will analyze the influence of policy initiatives (including those related to the establishment and running of national oil companies), the impact of industry activities, and the role of education and training providers. Each of these four extended case studies will reveal what we can learn from past and recent experiences. The case studies will also explore the extent to which the effectiveness of approaches to skills and workforce development within the oil and gas industry are contextual and what commonalities there are in terms of success factors. The Guide will conclude with a set of observations regarding best (and worst) practices that can inform future interventions in hydrocarbon-producing nations across the world.