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Descriptors:
Awards; Community Colleges; Certification; Allied Health Occupations; Fire Protection; Police; Maintenance; Welding; Business Administration; Information Technology; Building Trades; Employment Qualifications; Employment Opportunities

Abstract:
Certificates are nondegree awards for completing an educational program of study after high school. Typically, students finish these programs to prepare for a specific occupation. And they do so in a relatively short period of time: Most certificates take less than a year to complete, and almost all are designed to take less than 2 years. Among the questions about certificates that one will need to have answered are the following: (1) What occupations can certificates prepare me for?; (2) What are some benefits and drawbacks to getting a certificate?; and (3) How can I find a program that's right for me? This article answers these and other questions about certificates and certificate programs. The first section of the article describes certificates and some of the occupations that require them. The second section explains some potential benefits and drawbacks to these educational awards. The third section offers advice on evaluating certificate programs. The final section provides additional sources of information. (Contains 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Construction Industry; Masonry; Apprenticeships; Course Descriptions; Trade and Industrial Education; Postsecondary Education; Technical Institutes; Building Trades; Competency Based Education; Construction Materials; Construction (Process); Equipment Utilization; Foreign Countries; Job Skills; Occupational Safety and Health; Skilled Occupations; Vocational Education; Certification; Supervision

Abstract:
The graduate of the Bricklayer apprenticeship training is a journeyperson who will be able to: (1) responsibly do all work tasks expected of a journeyperson; (2) supervise, train and coach apprentices; (3) produce a better quality product than the minimum acceptable by industry standard; (4) use and maintain tools and equipment to the standards of competency and safety required in the trade; (5) understand and apply the principles of sound and safe construction; (6) know the characteristics and proper use of masonry materials; (7) interpret plans and specifications, do layout work and calculate material quantities; (8) lay, install and repair masonry units of all materials including all types of stone; (9) relate to the work of other tradesperson in the construction industry; and (10) perform assigned tasks in accordance with quality and production standards required by industry. Advanced Education and Technology has prepared this course outline in partnership with the Bricklayer Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Technical Training; (2) Second Period Technical Training; and (3) Third Period Technical Training. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Electronic Learning; Wages; Human Capital; Wastes; Employment Level; Job Satisfaction; Musicians; Vocational Education; Foreign Countries; Apprenticeships; Job Skills; Numeracy; Higher Education; Adult Literacy; Employment Qualifications; Labor Market; Labor Force; Vocational Education Teachers; Innovation; Economic Climate; Productivity; Trainees; Social Capital; Family Work Relationship; Older Workers; Occupational Mobility; Student Attrition; School Holding Power; Adult Education; Mentors

Abstract:
"Research messages 2011" is a collection of summaries of research projects published by National Centre for Vocational Education Research (NCVER) in 2011. The publication also has an overview essay that captures the themes and highlights from the research for the year, including: (1) the initial education and training of young people and their pathways to employment; (2) apprenticeships and traineeships, with a particular focus on completions; (3) the ongoing education and training of the learner groups--namely older workers, people with a disability, low paid workers and the unemployed; (4) trends in the labour market, including labour mobility, skills mismatch and skills shortages; (5) the role of vocational education and training (VET) in innovation and workforce development; and (6) methodological and measurement issues. This paper presents the following summaries: (1) Highlights for 2011 (Georgina Atkinson); (2) As clear as mud: defining vocational education and training (Tom Karmel); (3) The attitudes of people with a disability to undertaking VET training (Lisa Nechvoglod and Tabatha Griffin); (4) Attrition in the trades (Tom Karmel, Patrick Lim and Josie Misko); (5) Building innovation capacity: the role of human capital formation in enterprises--a review of the literature (Andrew Smith, Jerry Courvisanos, Jacqueline Tuck and Steven McEachern); (6) Building the foundations: outcomes from the adult language, literacy and numeracy search conference (National Centre for Vocational Education Research); (7) The challenge of measurement: statistics for planning human resource development (Tom Karmel); (8) Differing skill requirements across countries and over time (Chris Ryan and Mathias Sinning); (9) Does changing your job leave you better off? A study of labour mobility in Australia, 2002 to 2008 (Ian Watson); (10) Does combining school and work affect school and post-school outcomes? (Alison Anlezark and Patrick Lim); (11) Education and training and the avoidance of financial disadvantage (Gary N. Marks); (12) Effect of the downturn on apprentices and trainees (Tom Karmel and Damian Oliver); (13) The effect of VET completion on the wages of young people (Nicolas Herault, Rezida Zakirova and Hielke Buddelmeyer); (14) Embedding learning from formal training into sustained behavioural change in the workplace (Cheryle Barker); (15) Enabling the effective take-up of e-learning by custodial officers (Malcolm Reason); (16) E-waste management in the VET environment (Virginia Waite); (17) Fostering enterprise: the innovation and skills nexus--research readings (Penelope Curtin, John Stanwick and Francesca Beddie); (18) From education to employment: how long does it take? (Darcy Fitzpatrick, Laurence Lester, Kostas Mavromaras, Sue Richardson and Yan Sun); (19) Getting tough on missing data: a boot camp for social science researchers (Sinan Gemici, Alice Bednarz and Patrick Lim); (20) How VET responds: a historical policy perspective (Robin Ryan); (21) The impact of wages and the likelihood of employment on the probability of completing an apprenticeship or traineeship (Tom Karmel and Peter Mlotkowski); (22) Individual-based completion rates for apprentices (Tom Karmel); (23) Initial training for VET teachers: a portrait within a larger canvas (Hugh Guthrie, Alicen McNaughton and Tracy Gamlin); (24) Juggling work, home and learning in low-paid occupations: a qualitative study (Barbara Pocock, Jude Elton, Deborah Green, Catherine McMahon and Suzanne Pritchard); (25) Lost talent? The occupational ambitions and attainments of young Australians (Joanna Sikora and Lawrence J. Saha); (26) Mapping adult literacy performance (Michelle Circelli, David D. Curtis and Kate Perkins); (27) The master artisan: a framework for master tradespeople in Australia (Karen O'Reilly-Briggs); (28) Measuring the quality of VET using the Student Outcomes Survey (Wang-Sheng Lee and Cain Polidano); (29) Measuring the socioeconomic status of Australian youth (Patrick Lim and Sinan Gemici); (30) The mobile worker: concepts, issues, implications (Richard Sweet); (31) Moving the fence posts: learning preferences of part-time agriculture students (Alan Woods); (32) Musing budding musos: the role of peer mentoring in learning to be a contemporary musician (Ross Stagg); (33) Older workers: research readings (Tabatha Griffin and Francesca Beddie); (34) Outcomes from combining work and tertiary study (Cain Polidano and Rezida Zakirova); (35) Outcomes of stakeholder consultations to identify the LSAY analytical program for 2011-13 (National Centre for Vocational Education Research); (36) Over-skilling and job satisfaction in the Australian labour force (Kostas Mavromaras, Seamus McGuinness, Sue Richardson, Peter Sloane and Zhang Wei); (37) Pathways: developing the skills of the Australian workforce (Hugh Guthrie, John Stanwick and Tom Karmel); (38) Plumbing, sustainability and training (Sian Halliday-Wynes and John Stanwick); (39) Pre-apprenticeship training activity (Paul Foley and Davinia Blomberg); (40) Pre-apprenticeships and their impact on apprenticeship completion and satisfaction (Tom Karmel and Damian Oliver); (41) Pre-vocational programs and their impact on traineeship completion and satisfaction (Damian Oliver and Tom Karmel); (42) Review of the Survey of Employer Use and Views of the VET System: outcomes from the discussion paper (National Centre for Vocational Education Research); (43) The role of VET in workforce development: a story of conflicting expectations (Tanya Bretherton); (44) The shifting demographics and lifelong learning (Tom Karmel); (45) Skill (mis-)matches and over-education of younger workers (Chris Ryan and Mathias Sinning); (46) Skill shortages in the trades during economic downturns (Damian Oliver); (47) Social capital and young people: do young people's networks improve their participation in education and training? (Ronnie Semo and Tom Karmel); (48) To gain, retain and retrain: the role of post-school education for people with a disability (Cain Polidano and Ha Vu); (49) Understanding and improving labour mobility: a scoping paper (John Buchanan, Susanna Baldwin and Sally Wright); (50) Understanding the psychological contract in apprenticeships and traineeships to improve retention (Erica Smith, Arlene Walker and Ros Brennan Kemmis); (51) Understanding the undertow: innovative responses to labour market disadvantage and VET (Tanya Bretherton); (52) VET and the diffusion and implementation of innovation in the mining, solar energy and computer games sectors (Robert Dalitz, Phillip Toner and Tim Turpin); (53) The vocational equivalent to Year 12 (Patrick Lim and Tom Karmel); (54) Vocational qualifications, employment status and income: 2006 census analysis (Anne Daly); (55) Weighting the LSAY Programme of International Student Assessment cohorts (Patrick Lim); (56) What is a practical, effective and sustainable approach to leadership development at the Canberra Institute of Technology? (Coralie Daniels); (57) Which paths work for which young people? (Tom Karmel and Shu-Hui Liu); (58) Work, life and VET participation amongst lower-paid workers (Barbara Pocock, Natalie Skinner, Catherine McMahon and Suzanne Pritchard); and (59) Year 12 completion and youth transitions (Chris Ryan). [For the previous edition, "Research Messages 2010," see ED517177.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Knowledge Management; Management Systems; Needs Assessment; Industry; Labor Market; Foreign Countries; Vocational Education; Competence; Education Work Relationship; Employment Qualifications; Job Skills; Questionnaires; Likert Scales

Abstract:
A competence management system (CMS) was devised to assist the registration of competencies in the textile and clothing sector, starting in the four EU countries of Portugal, Slovenia, the UK and Denmark, further leading to the European network. This paper presents the design and development framework assisting international multicultural environments at the system, organisational and individual levels. Education and training providers are facing demands of the industry and labour markets internationally. The CMS is assisting the transparency, recognition, mobility and partnership between education and training providers, the industry and stakeholders at the international level. For individual users, CMS has proven to be very effective in providing the overall status of competence profile and professional development needs. At the organisational level of employers, the identified functions include the improved overall knowledge management, and a more efficient competence needs assessment and transparent exchange within the larger environment and labour market. As regards the system level, the competence framework at the national level, and the transparency and recognition at the international level, had proven to be efficient at application in the labour market. (Contains 5 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Video Technology; Distance Education; Program Effectiveness; Study Centers; Instructional Materials; Instructional Effectiveness; Adoption (Ideas); Developing Nations; Adult Education; Educational Policy; Educational Development; Vocational Education; Instructional Design; Program Descriptions; Student Surveys; Student Attitudes; Participant Satisfaction; Instructional Material Evaluation; Masonry; Building Trades; Correctional Education; Statistical Analysis; Questionnaires; Multimedia Instruction

Abstract:
As video-based instructional materials become available to distance learners to learn practical skills at a distance, it is important to assess the instructional effectiveness of these materials and to understand how students respond to them. This paper is the second part of a larger exploratory study that assessed the instructional effectiveness of video-based instructional materials for teaching distance learners practical skills in block-laying and concreting and how learners respond to these instructional materials. Specifically, this paper aims to assess learners' acceptance and satisfaction with the materials. It also aims to determine whether levels of learner satisfaction and acceptance differ according to study centres. Data were collected from 71 respondents at three study centres using a self-completion questionnaire comprising 17 Likert-type items. The data were analyzed using descriptive statistics, ANOVA, and Scheffe's post hoc test at a 0.05 level of significance. Learners appeared positive about their learning experiences with the use of video-based instructional materials to learn practical skills at a distance as they rated highly all the items assessing their acceptance and satisfaction. Results of item-by-item ANOVA regarding learner acceptance indicated that the respondents, categorized according to study centres, exhibited similar levels of acceptance for nine of the ten items. For learner satisfaction, there were no statistically significant differences for six of the seven items. Thus, learners of different study centres exhibited about the same level of acceptance and satisfaction. (Contains 4 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Higher Education; Instructional Design; Job Skills; Competence; Employment Opportunities; Corporations; College Curriculum; Education Work Relationship; College Graduates; Educational Technology; Comparative Analysis; College Instruction; Job Analysis; Employment Qualifications; Occupational Clusters; Professional Occupations; Multimedia Materials; Program Effectiveness

Abstract:
In an effort to document necessary multimedia production competencies of Instructional Design and Technology graduates, a recent analysis of over 7 months' worth of Instructional Design and Technology job advertisements (n = 615) were conducted. Specific job skills from these postings were categorized and analyzed. The data set includes three job settings (corporate, higher education, and combination). We describe pertinent results, as well as compare and contrast these results with earlier studies. Differences between corporate and higher education job postings also are examined. Implications on revising courses and related curricula that teach multimedia production skills also are explored. (Contains 1 figure and 14 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Competence; Instructional Design; Human Capital; Professional Services; Promotion (Occupational); Job Skills; Expertise; Literature Reviews; Program Administration; Standards; Delphi Technique; Measures (Individuals)

Abstract:
There are well-documented competency standards for instructional/training designers and for project managers. However, there is little research about what skills and abilities employers expect from those seeking to become instructional/training design project managers, particularly within specific industry sectors. Focusing on the US professional services sector, the sector in which firms have a global impact and in which human capital is the largest asset, this article addresses the "must have" skills/competencies, characteristics and organizational conditions associated with career advancement from instructional designer to instructional design project manager by means of an expert study that is grounded in an in-depth literature review. In addition to enhancing knowledge of instructional designers" competency development for career advancement in the professional services sector, this study also offers some concrete recommendations and implications for research and practice. (Contains 8 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Lifelong Learning; Educational Change; Foreign Countries; Evaluation Methods; Change Strategies; Outcomes of Education; Employment Qualifications; Job Skills; Competence; Knowledge Level; Adult Learning; Vocational Education

Abstract:
Qualifications frameworks are political instruments that are supposed to facilitate the assessment of learning outcomes. They are hoped to be drivers for change since they are meant to provide the impetus for a number of fundamental reforms required in education and training systems. These considerations frame the design and implementation of coherent reforms, strategies and instruments. Thus, there are conceptual, political and procedural issues which are equally worthy of attention. Focusing on the European area, this paper addresses the question of whether the development of qualifications frameworks yields the anticipated benefits of the "shift to learning outcomes". The aim of the contribution is to review previous experience with learning outcomes and its links with qualifications frameworks as well as to analyse the current trends and challenges within the European countries. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Vocational Education; Employment Opportunities; Employment Potential; Employment Qualifications; Educational Attainment; Certification; Education Work Relationship; Developmental Studies Programs; Job Skills; Job Training; Training Methods; Skill Development; Program Descriptions; Institutional Characteristics; Educational Opportunities; Transitional Programs

Abstract:
In an American economy where the advancement of technology and globalization means that a high school diploma alone is no longer able to provide family-sustaining earnings to many, certificates represent one piece of a multi-pronged solution on the road to a workforce with 60 percent postsecondary attainment. Though certificates currently aren't counted in many measures of postsecondary attainment, often they provide the outcomes that degree-seeking students are looking for: gainful employment. Certificates can also serve as the first rung on the ladder to a college degree or as training for workers with degrees engaged in the process of lifelong learning and career advancement. The rapid growth of certificates over the past 30 years is a promising signal that students and institutions are recognizing the value of certificates at an increasing rate. Today, policymakers do have a role: to ensure that all parties involved know, to the greatest extent possible, that the value of the programs they are funding are transparent for all to see. Certificate programs are successful if they promote either: (1) gainful employment and long-term job and income security or (2) the pursuit of a higher-level credential, typically a college degree. If they are successful in these two areas, certificate programs will ensure that students considering them will be able to make informed choices about what to study and where to study it, with reasonable expectations about their prospects after graduation. (Contains 5 figures and 14 footnotes.) [For the full report, "Certificates: Gateway to Gainful Employment and College Degrees," see ED532679.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Business Administration; Program Content; Educational Policy; Educational Needs; Job Skills; Computer System Design; Information Technology; Vocational Education; Competence; Standards; Interdisciplinary Approach; Models; Competency Based Education

Abstract:
Enterprise architecture (EA) implementation refers to a set of activities ultimately aiming to align business objectives with information technology infrastructure in an organization. EA implementation is a multidisciplinary, complicated and endless process, hence, calls for adequate education and training programs that will build highly skilled personnel (called enterprise architects) with diverse competencies. This development of domain-specific competencies is also supported by European policies on education and vocational training. To this end, the authors present training uses of the Enterprise Architecture Competence Framework (EA-CF). EA-CF is a proposed conceptual model that describes EA competencies in compliance to the European e-Competence Framework (e-CF). The authors argue that EA stakeholders can consult the framework regarding competencies they want to underpin and thus identify the corresponding skills, knowledge and attitudes that result as learning outcomes in EA courses and training programs. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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