First published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.

For the first time in the history of the EU, from 2002 to 2007 asylum seekers and refugees had been explicitly considered in an employment programme trough EQUAL. Despite the success of this programme, EQUAL as a participant-oriented programme was not restarted after 2007. This book analyzes the results achieved by EQUAL with respect to the EU Council Directive laying down minimum standards for the reception of asylum seekers as well as for the promotion of access to education and employment. Based on case studies in four European cities, the question of access to education and training programmes as well as to the labour market for refugees and asylum seekers is examined. The legal, political, structural and individual conditions for the success of such measures are also highlighted.

Asia has undergone rapid transformation over the past several decades as many countries have embraced new technologies and the processes of globalisation. Over this period the inflow of foreign capital into the region, the level of trade amongst these countries, and trade with other parts of the world has increased substantially. The ensuing economic growth has led to some significant changes in labour markets and the demand for skilled employees and their deployment within organisations. Focusing on a number of developed and developing Asian economies, this book explores the dynamics of workforce development and skill formation, and considers questions of both skills shortages and skills gaps. The book assesses the current state of training in the selected Asian economies, the weaknesses and strengths of their various training approaches, and what the present state of training means for the future economic development of these economies.

1) This is a comprehensive handbook on social work field education in the Global South. 2) It contains case studies from various countries of global south such as India, Bangladesh, Pakistan, Nepal, Sri Lanka, Vietnam, Thailand, Malaysia, Kenya, Nigeria, South Africa, Botswana, Chile, and Barbados 3) This handbook will be of interest to departments of Social Work, social service, development studies, social anthropology, sociology, education, South Asian studies, and Global South studies across the world.

Everything you need to know to become a first class business trainer, from working out how people learn, to finding out if you can be a trainer, through to showing you the tools and models that will allow you to be a successful educator and teacher. The Financial Times Guide to Business Training shows you how to develop, design and deliver outstanding business training. Written by two of the UK's leading business trainers and based on extensive research into what the best trainers say and do, this book: * Is a single reference for anyone involved in business training whether you are newly qualified or experienced, a freelance trainer or already embedded in learning and development departments * Provides a comprehensive resource of ideas, tools and approaches * Will help you improve the quality of all aspects of your training needs, including analysis, planning and delivery * Reveals the secrets of outstanding business training so that you can improve your reputation and results * Answers commonly asked questions * Offers support on your training journey via www.ftguidetobusinesstraining.com

What is the economic justification of advertising? Is it a vital energizing force in industry, or does it represent a serious waste of money and effort? The great increase in the volume of publicity in modern times is causing people to wonder what its final outcome will be, and whether it is a development to be welcomed or regarded with suspicion. First published in 1934.

In recent years the German economy has grown sluggishly and created few new jobs. These developments have led observers to question the future viability of a model that in the past seemed able to combine economic growth, competitiveness in export markets, and low social inequality. This volume brings together empirical and comparative research from across the social sciences to examine whether or not Germany's system of skill provision is still capable of meeting the economic and social challenges now facing all the advanced capitalist economies. At issue is the question of whether or not the celebrated German training system, an essential element of the high-skill, high-wage equilibrium, can continue to provide the skills necessary for German companies to hold their economic niche in a world characterized by increasing trade and financial interdependence. Combining an examination of the competitiveness of the German training system with an analysis of the robustness of the political institutions that support it, this volume seeks to understand the extent to which the German system for imparting craft skills can adjust to changes in the organization of production in the advanced industrial states.

This book examines agentic approaches by which teacher educators navigate a highly regulated environment. It investigates how teacher educators are responding to such regulation by employing approaches such as exploratory and case study research designs. This book analyzes qualitative and quantitative data to understand the diverse, innovative and critical perspectives of teacher educators who are guided by state and federal level initiatives to enhance the quality Initial Teacher Education (ITE) programs. Prominent educational theoretical perspectives are also used in this book to inform data analysis and to illuminate the empirically based findings. This book showcases research-informed insights for the global education community from leading researchers from across a number of teacher education institutions, locally and otherwise. By adopting an 'activist' approach, this book positions teacher educators' research and contribution to the field as agentive and pro-active.

Reading and Writing in the Global Workplace: Gender, Literacy, and Outsourcing in Ghana by Beatrice Quarshie Smith explores the conditions that underlie the outsourcing of US data-processing work in Ghana. Here Beatrice Quarshie Smith describes the convergence and interplay of at least four different socio-economic forces: (1) the digital and satellite technology enabling virtual environments for global outsourced data-processing; (2) the historical development of Ghana as a politically-stable Anglophone society with a relatively strong tradition of public education; (3) the neoliberal economic restructuring policies advanced by the World Bank and the International Monetary Fund; and (4) the ready availability of women seeking to enter the formal wage economy either to seek independence from their roles within traditional families, or in order to support their families. The author's comparative study of two distinctly different workplaces reveals significant insights about problems of organizational hierarchy and management-employee relations in the cross-cultural environments of out-sourced business and IT process work. Through extensive interviews, the book sheds light on the educational backgrounds, day-to-day struggles, fears, and aspirations of the workers. Quarshie Smith develops this multi-faceted analysis with keen insights into the representational limitations and ethical responsibilities of the researcher. This pioneering study about outsourced data-processing work in West Africa opens up a new area for research and offers a fresh perspective from which to consider outsourcing in other regions of the globe.

Opened in 1873, in buildings constructed by Charles II to house retired sailors, the Royal Naval College was founded with the aim of providing officers with 'the highest possible scientific instruction in all branches of study bearing upon their profession'. For more than 125 years it taught officers ranging in rank from Sub Lieutenants to Vice Admiral, providing the technical instruction that equipped a corps of naval architects to build some of the most advanced warships in the world and in later years, trained the Royal Navy's nuclear engineers. Despite the College's undoubted contribution, towards both the education of Royal Navy personnel, and technical research more broadly, this is the first book to address the history of the institution from its Victorian roots to its closure in the aftermath of the Cold War. Taking a chronological approach, the book traces the history of the College from its establishment in 1873, a period during which technical training for a steam-powered navy was increasingly vital. It then shows how, during the First World War, academic staff at the College made a vital contribution to the development of naval weapons systems, and its medical school initiated a vaccine production programme that later produced major improvements in the public health of the nation. During the Second World War, damaged by enemy action that set London's docklands ablaze, the College provided the first taste of naval life for more than 27,000 men and women called from civilian life to serve on shore and at sea. Later chapters conclude with an exploration of the College's post-war role, focusing particularly on the establishment in 1959 of the Department of Nuclear Science and Technology (DNST) which ran a nuclear reactor on site until the College was closed in 1998. Both as a history of the Royal Naval College itself, and as an exploration of the Navy's attitude toward research and education, this book provides a fascinating insight into what is arguably one of Britain's most significant educational establishments.

In 1999, the International Olympic Committee approved far-reaching reforms to the appointment and terms of its members, the selection of host cities for the Olympic and Winter Olympic Games, the events on the Olympic Program, and the reporting of decisions and financial information. The reforms were initiated in response to the deep crises of legitimacy it faced because of the Salt Lake City doping scandal and ongoing accusations that it turned a blind eye to doping. This book assesses the implementation and effectiveness of those reforms ten years after. It draws upon the perspectives of Olympic scholars, Olympic athletes, and IOC members, including those who were directly involved in the reform process, and makes a number of recommendations about how the process of Olympic reform could be maintained and strengthened. As such, it provides an insightful and telling report card on the modern Olympic Movement in the first decade of the 21st century, and the presidency of Jacques Rogge. This book was originally published as a special issue of Sport in Society.

The Handbook of the Sociology of Medical Education provides a contemporary introduction to this classic area of sociology by examining the social origin and implications of the epistemological, organizational and demographic challenges facing medical education in the twenty-first century.

Beginning with reflections on the historical and theoretical foundations of the sociology of medical education, the collection then focuses on current issues affecting medical students, the profession and the faculty, before exploring medical education in different national contexts.

Leading sociologists analyze: the intersection of medical education and social structures such as gender, ethnicity and disability; the effect of changes in medical practice, such as the emergence of evidence-based medicine, on medical education; and the ongoing debates surrounding the form and content of medical curricula. By examining applied problems within a framework which draws from social theorists such as Pierre Bourdieu, this new collection suggests future directions for the sociological study of medical education and for medical education itself.

Technology plays a significant role in doctoral leadership studies providing a channel for teaching, learning, research, and administrative processes. Advancing Doctoral Leadership Education Through Technology addresses the growing need for universities to explore, revise, and develop the content and delivery of doctoral leadership education. A growing number of programs and the more recent inclusion of leadership courses within varied postgraduate disciplines illustrates the rising interest in doctoral leadership education. Advances in technology provide a vehicle to deliver content and information to a wide array of learners, therefore it is time to ask questions about the benefits, challenges and needed solutions to prepare for the future design and delivery of leadership education. This book offers valuable information for faculty and administrators responsible for developing and delivering doctoral studies through technology in order to provide access, convenience, enriched learning, and to create new pathways to achieve a doctorate. Professors working in a classroom-based, or primarily in virtual environments, or in a hybrid of both could also benefit from reading this book. Doctoral students engaged in completing their dissertations and research projects will also find a wealth of information related to higher education teaching, learning, and technology. Contributors include: S. Allen, E.E. Bennett, S.J. Blackmon, S. Brierton, C.J. Brown, J. Bruce, W. Cain, L. Dinauer, K. Einola, M. Gorman, D. Henriksen, L. Hyatt, E. Jean-Francois, S. Kahai, J. Martin, J. Moss Breen, S. Robinson, D. Volkert, B.E. Winston, P. Zettinig

In this collected edition, globalization and its consequences on vocational education systems are described and, at the same time, combined with the question of whether new phenomena of inclusion but also of exclusion are produced. Inclusion and exclusion are differentiations that predominate in all kinds of (vocational education) systems, regardless of their national background. These terms base on the requirements of the system itself but also on shortages, particularly when supply and demand are dehiscing. Vocational education developed out of the requirement to integrate large parts of society into a broader or more extended education and, consequently, into an economic and social process. Besides the so-called "social question", gender-, status- and generation-specific characteristics and also the participation in higher education are under discussion. Depending on each country - this volume features contributions of Australia, Canada, China, Germany, Denmark, France, Finland, Japan, Norway, Sweden, Switzerland, and the USA - this debate generates a different development which is described by the authors in their different research areas. Collectively, a multifaceted overall picture arises which illustrates the importance of inclusion and exclusion.

This volume considers, rethinks and reorganizes how support for learning across working life can be best conceptualized, organized and enacted. It considers educational and learning support processes that include approaches that fit well within working lives and workplaces, and support work and learning as a co-occurrence. These are the key focuses for individual and collective contributions to this edited volume, which provide discussions about what constitutes learning across working lives and how this differs from lifelong learning and lifelong education. Accounts of learning across the working lives of social workers, doctors working in hospitals and in general practice, teaching, aviation, nursing, mining, aged care and more. These accounts advance a range of ways in which workers' learning across working lives is being supported and how this support is also linked to other changes, such as to the occupational practice in which they engage.

Continuing Professional Development (CPD) is the means by which the professions across the world ensure that their knowledge and skills remain up to date and relevant to changing needs and environments. CPD significantly contributes to the quality and reputation of the professions and therefore to the quality of national and international social life and economic well being.

Starting with a discussion on what CPD is, the author analyzes how professional bodies govern CPD, what support they provide to individual professionals and how they measure or evaluate what individuals do under the provenance of CPD. Continuing Professional Development explains why, up to now, CPD has been a relatively neglected subject in spite of it being carried out by millions. It argues whether a variety of perspectives or visions of CPD has held back wider public appreciation of it and if greater co-ordination by professional bodies, or the introduction of new players to the field, will change this in the future.

Providing the first comprehensive study of the subject, this innovative book will be required reading for CPD professionals and researchers and is a fascinating read for all professionals, especially those involved with human resource development and management / leadership development.

One of the critical issues facing both the Chinese government and businesses operating in China is the lack of trained managers. This book, with contributions by internationally-known scholars from a wide range of countries, examines the Chinese response to the challenges of management training and development. It considers the development of business schools in the PRC and the impact of foreign partnerships on their operation. It summarizes the current trends in management training and development and outlines the likely course of future developments. Overall, this book is a comprehensive account of management training and development in China, and is an important resource in an area that has hitherto seen little substantive research.

For the free movement of labour across the European Union, establishing transparency and comparability of qualifications across member states is vital.

This book examines how qualifications, knowledge, skills and competences are understood in different national contexts and trans-nationally and reveals a complex picture of differences and similarities both within and between countries. Against the background of EU policy initiatives, and in particular the European Qualifications Framework, an important focus is on the prospects and difficulties of establishing cross-national recognition of qualifications.

Drawing on case studies of particular sectors and occupations in England, France, Germany and the Netherlands, this insightful book, written by leading academics in the field, will be a vital resource for students and researchers involved with vocational education and training, continuing professional development, human resource management and European Union policy.

For the free movement of labour across the European Union, establishing transparency and comparability of qualifications across member states is vital.

This book examines how qualifications, knowledge, skills and competences are understood in different national contexts and trans-nationally and reveals a complex picture of differences and similarities both within and between countries. Against the background of EU policy initiatives, and in particular the European Qualifications Framework, an important focus is on the prospects and difficulties of establishing cross-national recognition of qualifications.

Drawing on case studies of particular sectors and occupations in England, France, Germany and the Netherlands, this insightful book, written by leading academics in the field, will be a vital resource for students and researchers involved with vocational education and training, continuing professional development, human resource management and European Union policy.

A robust infrastructure for education and training is vital for the development of an emerging social work education in developing countries. This book fills a gap in the existing literature by providing analysis of international practice methods which can be used by developing countries to develop their own professional and educational infrastructures. The authors' experience of over eight years in Vietnam in enhancing social work education has yielded important information about the contexts, approaches, and lessons learned when disseminating educational systems and content in non-Western countries. Covering improvements to faculty expertise, university leadership, curriculum, and the use of technology with careful attention to cultural contexts, the chapters describe a model of knowledge transfer which can be generalized to other countries and other fields with emerging professions. International Development of Social Work Education should be considered required reading for all social work academics, students and professionals as well as those working in social and community development.

Fundamentals of Workplace Learning is a comprehensive guide to how people learn in the workplace, and the issues and challenges involved. Examining the essential aspects of workplace learning and unravelling the various influences which affect the success of work-based learners, Knud Illeris presents a holistic model to explain how diverse individuals can be encouraged and invited to learn at work. Approaching workplace learning from the perspective of learners as human beings, with complex social and psychological needs, as opposed to resources to be managed, this book examines in detail the key issues surrounding workplace learning, including: * The workplace environment as a learning space * Workplace learning as competence development * A multitude of different kinds of workplace learning arrangements * Job-transcending learning initiatives * The interaction between formal and informal learning environments * The challenges presented by specific groups: early school leavers, elderly workers and the new young generation. Presenting conclusions on workplace learning and possibilities for the future this book focuses on a way forward while detailing the fundamentals of successful workplace learning. It will appeal to everyone involved in understanding and improving learning in the workplace including educationalists, business students, managers, personnel and educational leaders.

There is continual concern about the ability of governments to perform the duties and responsibilities that their citizens have come to expect from them. Many citizens view government as inept, arthritic, and dedicated to the preservation of the bureaucratic status quo. As we close the twentieth century, the challenge for democratic governments is to become adaptive, flexible, innovative, and creative. In short, they need to become learning organizations. This book explores what it will take for governments to break out of their traditional ways of approaching problems and leam new approaches to finding solutions.Can Governments Learn? examines organizational learning in the public sector. It seeks to understand what role policy and program evaluation information can play in helping governments to learn. Among the democratic societies that are studied are Belgium, Canada, the Netherlands, Sweden, and the United States. Their governmental systems have produced and learned from evaluation information in quite different ways. Significantly, the studies documented here show that the concept of organizational learning has vitality and applicability cross-nationally.Can Governments Learn ? evaluates preconditions for governmental learning as well as the institutional and human resource factors that contribute to the process. This is the third volume in the comparative policy analysis series. It is essential for policymakers, government officials, and scholars interested in improving the performance of governments.

Police Education and Training in a Global Society provides an international survey of police officer education. Editors Peter C. Kratcoski and Dilip K. Das bring together police educators from every continent to explore the similarities and differences in preparing the police to meet their goals and accomplish their missions around the world. Represented are perspectives on training new recruits, in-service training, and advanced training. Several chapters focus on the specialized training such as that required to combat terrorism. Throughout, the need to concentrate on the development of technical skills and human relations is emphasized. The right combination of formal education and technical training is required if the police of the 21st century are to be effective. Police Education and Training in a Global Society is an ideal reference for police training professionals and those pursuing criminal justice and police training.

Taking an international and comparative perspective, this book focuses on the relationship between industrial training and technological change in three major global economies - the UK, USA and Japan. The contributors, an international group of leading researchers, look at the origins and development of training in these countries, and analyse the benefits resulting from the interaction of a skilled workforce and technological change. This analysis of training in major industrial nations reveals the full complexity of the relationship between labour and technological change. It shows the value of an approach which is both historical and comparative, and highlights the importance of education and training as a necessary basis for successful innovation.