Misconceptions about competency-based assessment in National Vocational Qualifications include the following: they focus only on workplace performance; they are appropriate only at vocational-technical, not higher/professional levels; they are concerned only with practical skills; and they do not encourage further development. Case study of…

A qualitative study investigated the perspectives of six third-level cooperative education students of the student socialization process (getting into the organization, breaking in, settling in). Results indicate that cooperative education allows students to acquire essential practical skills through exposure to the real world. (Contains 76…

Australia's national training packages may result in poorer student learning outcomes and may threaten credit transfer between vocational education and training and higher education. The national training packages are not good models for other countries and the policy needs to be reviewed. (Contains 26 references.) (JOW)

Looks at education and training at a variety of international corporations and universities. Includes articles on apprenticeships, college placement programs, Internet recruitment, training for dropouts, teacher placement programs, university partnerships, self-directed learning, management training, leadership development, and computer-based…

Uses the example of a diploma in religious education course to explore what constitutes action learning. Concludes that, since students do not set their own agenda for growth and change and do not work on genuine problems resulting in real-world action, it is not action learning. However, experiential opportunities to challenge existing belief…

A phenomenological study of 56 manufacturing workers revealed 7 different conceptions of "common sense" in workplace experiences: gut feeling, innate ability, knowing how, learning, using others purposefully, demonstrable cognitive ability, and personal attributes. These varied conceptions should be taken into account in workplace learning. (SK)

A survey of 306 undergraduate and graduate students, focus groups, and lecturers' reports evaluated a Web-enabled distributed learning system. The system was popular with students, flexible, self-paced, and empowering; technical support difficulties generated frustration. There was less interaction than desired and a lack of instant feedback and…

Longitudinal survey data from 1,258 Australian young people indicated that 44% were employed in occupations not requiring formal qualifications; those with degrees/diplomas and higher literacy and numeracy; more women were employed in occupations requiring diplomas; and fewer rural students achieved degrees. A model of factors influencing…

A study of participants in Britain's Young Enterprise program (practical business experience for ages 15-19) showed that it can enhance learning about business and be effectively integrated into the Advanced Vocational Certificate of Education. It offers a holistic approach to vocational programs in business. (Contains 24 references.) (SK)

Describes a workshop to prepare business administration students for working in project groups, including orientation, reflection on experiences with groups, and a case study. Contains 19 references, the case study, and a handout of recommendations for improving group process. (SK)

In organizational knowledge cycles there is continuous flow of information between sensemaking, knowledge creation, and decision making. The outcome of information use in one provides the context and resources for use in another. The example of the World Health Organization's smallpox eradication program illustrates a continuous cycle of…

The knowledge supply model depicts the dynamics of change and patterns of knowledge supply and demand in economic sectors. Its elements are knowledge characteristics, organizational specificity of knowlwege, value of knowledge, and level of suppliers' knowledge. Learning organizations can use the model to tailor products and servers to knowledge…

Describes the rise of electronic learning, size of the market, and activities of provider organizations. Depicts the wide range of providers and alliances that are emerging and discusses the need for evaluation measures and quality benchmarks. Contains 32 references. (SK)

Proposes a framework for the design and development of higher education electronic learning systems that focuses less on technology delivery than on university context, teacher views of learning, course planning, and teaching strategies. (SK)

Electronic learning involves a holistic approach independent of courses, technologies, or infrastructures. The approach includes integrated learning paths that vary according to student, content, level of competence, and preferences. (SK)