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Pub Date: |
2001-09-00 |
Pub Type(s): |
Collected Works - Proceedings; Reports - Research |
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Descriptors:
Adult Education; Apprenticeships; Computer Assisted Manufacturing; Education Work Relationship; Educational History; Educational Research; Foreign Countries; Higher Education; Human Resources; Individual Development; Industrial Training; Information Technology; Inplant Programs; Job Training; Labor Force Development; Labor Market; Lifelong Learning; Nontraditional Occupations; Occupational Mobility; Postsecondary Education; Secondary Education; Sex Differences; Social Capital; Telecommunications; Vocational Education; Work Environment; Work Experience Programs
Abstract:
These proceedings are comprised of 23 presentations on research in European vocational education and human resource development. Papers include "Developing Information and Communication Technology Capability in Higher Education in the United Kingdom (UK)" (Nick Boreham); "Methodological Issues in the Study of Organizational Learning, with Reference to the Framework V Project ORGLEARN--Organizational Learning in the Chemical Industry and Its Implications for Vocational Education and Training (VET)" (Nick Boreham); "Forms and Implications of Work Related Identity Transformation: Preliminary Findings of "FAME" Project Investigation in the French Case" (M'hamed Dif); "Promoting Social Capital in a 'Risk Society': A New Approach to Emancipatory Learning or a New Moral Authoritarianism?" (Kathryn Ecclestone, John Field); "The Value of a Three-Year Upper Secondary Vocational Education in the Labor Market" (Erika Ekstrom, Asa Murray); "Taking Control of Their Lives? Agency in Young Adult Transitions in England and the New Germany" (Karen Evans); "Tacit Skills and Work Inequalities: A UK Perspective on Tacit Forms of Key Competences and Issues for Future Research" (Karen Evans); "Does Training Have Any History? The Enduring Influence of Behaviorism in Britain, 1940-1966" (John Field); "Training Policies Valuation in European Enterprises by Studying the Valuation Practices/Comprendre les Politiques de Formation d'Entreprises Europeennes par l'Etude de Leurs Pratiques d'Evaluation" (Gerard Figari et al.); "Work Process Knowledge in the Context of Socio-Technical Innovation" (Martin Fischer); "'I Couldn't Wait for the Day': Young Workers' Reflections on Education During the Transition to Work in the 1960s" (John Goodwin, Henrietta O'Connor); "Typology of Work Experience: Analysis of the Workplace Training Process in Quebec" (Marcelle Hardy, Louise Menard); "Apprenticeship in France, Ireland, the Netherlands, and Scotland: Comparisons and Trends" (Jannes Hartkamp); "Gender and Qualification: Are Gender Differences Ignored?" (Anke Kampmeier); "From Normatively Constructed Identity to New Identities in the Contexts of 'Double' Transition Processes. The Case of Estonia" (Krista Loogma et al.); "The Consideration of Relevant Features for the Processes of Identity Formation in Current VET Policies" (Fernando Marhuenda); "The Hidden Labor Market of the Academic" (Anne Rouhelo); "Developing a Model of Factors Influencing Work-Related Learning: Findings from Two Research Projects" (Sally Sambrook); "Transition from Higher Vocational Education to Working Life: Different Pathways to Working Life" (Marja-Leena Stenstrom); "WEPP--The Work Environment Pedagogy Project: Individuals' Discovering, Interpreting, and Changed Perception of Work and Learning Environments" (Arvid Treekrem); "Continuing Vocational Training in Belgium: An Overview" (Els Vanhoven, Dirk Buyens); "Training Incidence and Job Mobility in Switzerland" (Stefan Wolter); and "The Role of Human Resource Development in Creating Opportunities for Lifelong Learning: An Empirical Study in Belgian Organizations" (Karen Wouters et al.). (YLB)
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Full Text (5943K)
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Pub Date: |
1999-00-00 |
Pub Type(s): |
Reports - Research; Tests/Questionnaires |
Peer Reviewed: |
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Descriptors:
Computer Assisted Manufacturing; Employment Patterns; Job Skills; Labor Force; Modernization; Skilled Workers; Technological Advancement; Technology Transfer
Abstract:
A study addressed the effects of technological change using a new, rich source of firm-level data on technology usage and labor force composition. The empirical investigation is based on a survey of Long Island manufacturers' usage of computer-integrated manufacturing systems (CIMS) or advanced manufacturing technologies (AMTs). The study also explored whether changes in human resource management policies that enhance employee empowerment arise in the aftermath of technological change. Some of the key findings of the study are the following: (1) technological change is associated with downsizing and a shift in labor composition in favor of workers with higher levels of education; (2) the probability of technology adoption is uncorrelated with the age of the firm but is positively associated with firm size, research and development intensity, and previous technology adoptions; (3) recomposition in favor of more highly educated workers appears to be most strongly associated with integrated AMTs; (4) new technologies lead to greater empowerment for workers, where empowerment is defined as training of existing personnel, changing job responsibilities, creating new jobs and career opportunities, and increasing the extent of employee control; and (5) two major obstacles to additional investment in new technology include difficulties in quantifying the benefits from technological investments and the high cost of customizing software to fit company needs. The survey questionnaire is appended. (Contains 16 tables, 139 references, an author index, and a subject index.) (KC)
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Pub Date: |
1999-04-00 |
Pub Type(s): |
Guides - Classroom - Teacher |
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Descriptors:
Competence; Computer Assisted Design; Computer Assisted Manufacturing; Drafting; High Schools; Job Skills; Machinists; Manufacturing; Mechanical Design Technicians; Mechanics (Process); Occupational Information; Production Technicians; Profiles; Quality Control; Tech Prep; Technical Occupations; Technology Education; Two Year Colleges
Abstract:
This tech prep competency profile covers these occupations: manufacturing technician, computer-assisted design and drafting (CADD) technician, quality technician, and mechanical technician. Section 1 provides occupation definitions. Section 2 lists development committee members. Section 3 provides the leveling codes---abbreviations for grade level (by the end of grade 12, by the end of associate degree), academic codes (communications, math, or science related), and depth (introduce, reinforce, proficient). Section 4, the table of contents, also indicates whether the entire or partial unit is required for each of the occupations. Section 5 provides the competencies categorized into 45 units. Each unit consists of essential or local competencies divided into builders. Competencies and builders are listed in columns and followed by the codes that indicate depth and related academic area for each grade level. Unit topics are as follows: employability skills; professionalism; teamwork; professional practices; workplace safety; project management; problem analysis; general administrative functions; economic and business principles; computer literacy; quality assurance; technical recording and reporting; drafting technology; visualization and design for function; CADD fundamentals; intermediate CADD; advanced CADD; basic electricity; electronics troubleshooting and repair; programmable logic controllers; industrial electricity; electrical test and measurement equipment; equipment installation; equipment maintenance; industrial engineering basics; industrial manufacturing technology; basic materials science; mechanical power transmission; fundamentals of machine anatomy; electromechanical technology; hydraulics and pneumatics; computerized numerical control; precision machining; metal stamping dies; press technology; sheet metal fabrication; welding basics; production methods and costs; engineering mechanics; advanced engineering mechanics; computer programming; computer-based descriptive geometry; design of machines and machine elements; quality; and production planning and control. (YLB)
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Full Text (2904K)
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N/A |
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Pub Date: |
1998-00-00 |
Pub Type(s): |
Guides - Classroom - Learner; Guides - Classroom - Teacher |
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Descriptors:
Behavioral Objectives; Competence; Competency Based Education; Computer Assisted Design; Computer Assisted Manufacturing; Consortia; Curriculum Design; Curriculum Guides; Employment Qualifications; Entry Workers; Equipment Utilization; Job Skills; Learning Activities; Learning Modules; Machine Tool Operators; Machine Tools; Manufacturing Industry; Numerical Control; Postsecondary Education; Production Technicians; Technical Education; Vocational Education
Abstract:
This package consists of a course syllabi, an instructor's handbook, and a student laboratory manual for a 2-year vocational training program to prepare students for entry-level employment as mold makers. The program was developed through a modification of the DACUM (Developing a Curriculum) technique. The course syllabi volume begins with the MASTER (Machine Tool Advanced Skills Technology Educational Resources) Program Consortium competency profile with 10 duties (and supporting technical workplace competencies): practice safety; apply mathematical concepts; interpret engineering drawings and control documents; recognize different manufacturing materials and processes; measure/inspect; perform conventional machining; perform advanced machining; program using CAM (computer-aided manufacturing) system; use computers; and build/repair/modify molds. The first volume contains the justification, documentation, and course syllabi for the courses. Each syllabus contains the following: course description; prerequisites; course objectives; required course materials; methods of instruction; lecture outline; lab outline; Secretary's Commission on Achieving Necessary Skills competencies taught; and appropriate reference materials. The two-volume instructor's handbook consists of technical training modules that include some or all of the following: time required; duty; task; objective(s); instructional materials list; references; student preparation; introduction; presentation outline; practical application; evaluation; summary; and attachments, including handouts, laboratory worksheets, and self-assessment with answer key. The handbook is arranged by duty grouping, with technical modules developed for each task box on the competency profile. The student laboratory manual contains a DACUM chart and learning modules for duties A-J. Each module in the student manual includes some or all of the following: objectives, outline, laboratory exercises, laboratory aids, and handouts. (MN)
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Full Text (24056K)
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Pub Date: |
1998-00-00 |
Pub Type(s): |
Guides - Classroom - Learner; Guides - Classroom - Teacher |
Peer Reviewed: |
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Descriptors:
Behavioral Objectives; Competence; Competency Based Education; Computer Assisted Design; Computer Assisted Manufacturing; Computer Science; Consortia; Curriculum Design; Curriculum Guides; Employment Qualifications; Equipment Maintenance; Equipment Utilization; Job Skills; Learning Activities; Learning Modules; Machine Tool Operators; Machine Tools; Manufacturing Industry; Numerical Control; Postsecondary Education; Production Technicians; Robotics; Technical Education; Vocational Education
Abstract:
This package consists of course syllabi, an instructor's handbook, and a student laboratory manual for a 2-year vocational training program to prepare students for entry-level employment as manufacturing technicians. The program was developed through a modification of the DACUM (Developing a Curriculum) technique. The course syllabi volume begins with the MASTER (Machine Tool Advanced Skills Technology Educational Resources) Program Consortium competency profile with 12 duties (and supporting technical workplace competencies): practice safety; apply mathematical concepts; interpret engineering drawings and control documents; recognize different manufacturing materials and processes; measure/inspect; perform conventional machining; perform advanced machining; program using CAM (computer-aided manufacturing) system; use computers; participate in total quality and SPC (statistical process control) activities; maintain electrical devices; and maintain hydraulic/pneumatic devices. The first volume contains the justification, documentation, and course syllabi for the courses. Each syllabus contains the following: course description; prerequisites; course objectives; required course materials; methods of instruction; lecture outline; lab outline; Secretary's Commission on Achieving Necessary Skills competencies taught; and appropriate reference materials. The two-volume instructor's handbook consists of technical training modules that include some or all of the following: time required; duty; task; objective(s); instructional materials list; references; student preparation; introduction; presentation outline; practical application; evaluation; summary; and attachments, including handouts, laboratory worksheets, and self-assessment with answer key. The handbook is arranged by duty grouping, with technical modules developed for each task box on the competency profile. The student laboratory manual contains a DACUM chart and learning modules for duties A-L. Each module in the student manual includes some or all of the following: objectives, outline, laboratory exercises, laboratory aids, and handouts. (MN)
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