Vocational Placements Research Articles

<i>Corrigendum to</i>: Building health workforce capacity in Northern Australia

The Menzies Ramaciotti Regional and Remote Health Sciences Training Centre (Menzies-Ramaciotti Centre) is located within the Menzies School of Health Research (Menzies) in Darwin, Northern Territory (NT). The Menzies-Ramaciotti Centre is contributing to the development of a local health workforce in the NT, including a strong biomedical workforce. The Centre facilitates health workforce career progression for regional and remote youth, with a focus on career development for Aboriginal and Torres Strait Islander (First Nations) youth. The Centre works in collaboration with a range of industry and education partners, who also have strong workforce development goals and a commitment to serving a vital community need to build pathways into work and study with First Nations peoples. Part of the Centre’s focus entails delivery of high-quality training in biomedical sciences, including theoretical and practical skill development in microbiology, laboratory techniques, immunology, public health, data science, allied health, and health research. The Centre uses a non-linear, strengths-based approach to training with a multiplicity of entry and exit points including high school work experience placements, traineeships, vocational placements, as well as undergraduate and postgraduate placements.

Building health workforce capacity in Northern Australia

The Menzies Ramaciotti Regional and Remote Health Sciences Training Centre (Menzies-Ramaciotti Centre) is located within the Menzies School of Health Research (Menzies) in Darwin, Northern Territory (NT). The Menzies-Ramaciotti Centre is contributing to the development of a local health workforce in the NT, including a strong biomedical workforce. The Centre facilitates health workforce career progression for regional and remote youth, with a focus on career development for Aboriginal and Torres Strait Islander (First Nations) youth. The Centre works in collaboration with a range of industry and education partners, who also have strong workforce development goals and a commitment to serving a vital community need to build pathways into work and study with First Nations peoples. Part of the Centre’s focus entails delivery of high-quality training in biomedical sciences, including theoretical and practical skill development in microbiology, laboratory techniques, immunology, public health, data science, allied health, and health research. The Centre uses a non-linear, strengths-based approach to training with a multiplicity of entry and exit points including high school work experience placements, traineeships, vocational placements, as well as undergraduate and postgraduate placements.

Research on motivational, creative, communicative and organizational components of future educators’ readiness to use innovative technologies

Introduction. The authors investigate the problem of future educators’ readiness to use innovative technologies in the preschool education system. The purpose of the article is to identify and describe the components of future educators’ readiness to use innovative technologies in the preschool education system, as well as to evaluate the development of motivational, creative, communicative and organizational components of perspective educators’ readiness to use innovative technologies in the preschool education system. Materials and Methods. The study followed the system-activity approach. Within the framework of the methodology of the system-activity approach, the following methods were used: analysis of regulatory legal documents and scholarly literature, systematization and generalization of research data, studying activities of the participants of the educational process and vocational placements, etc. Empirical data were collected using questionnaires developed by the authors and methods of psychological and educational research. Methods of mathematical statistics and visualization of obtained results were used for data processing. The research was conducted at the Northern (Arctic) Federal University named after M.V. Lomonosov in Arkhangelsk (the Russian Federation). The research sample consisted of 2nd, 3rd, 4th, and 5th year full-time and part-time undergraduate students (n = 212) pursuing degree programmes in “Preschool education and psychology”, and "Preschool and primary education" at the Higher School of Pedagogy, Psychology and Physical Education. Results. The authors clarified the concept of future educators’ readiness to use innovative technologies in the preschool education system, identified and described the leading components of their readiness to use innovative technologies. Data analysis allowed to propose methods of measuring motivational, creative, communicative and organizational components of future educators’ readiness to use innovative technologies in the preschool education system. Moreover, the authors evaluated the development of motivational, creative, communicative and organizational components of the future educators’ readiness to use innovative technologies in the preschool education system. As a part of the research, the need for purposeful formation of educators’ readiness to use innovative technologies has been proved. Conclusions. The article summarizes the conclusions about the need to develop motivational, creative, communicative and organizational components of future educators’ readiness to use innovative technologies in the preschool education system. Empirical data on the level of the studied components are summarized.

Reclaiming the educative power of vocational placements: Experiences from agriculture education practice in Uganda

AbstractAmidst the global pressure on education systems to harness youth employability and transition to the world of work, there is increased interest in vocational placements. It is evident that Uganda's tertiary education sector, like others in similar context, is struggling to optimise vocational placements for better students’ learning and labour market outcomes. This article explores the “educative” potential of vocational placements offered as a component of study programmes by a public tertiary agricultural training institution in Uganda. It draws on data generated from a qualitative case study that engaged 70 stakeholders namely students, graduates, lecturers, administrators and workplace supervisors. Undertaken between 2016 and 2019, the study reveals the complexities and prospects associated with the design and delivery of vocational placements in stressed education and labour market contexts. From a social constructivist perspective, we make contextual pedagogical propositions for unleashing the educative power of vocational placements in Uganda and similar contexts.

The CHANCE Program: A Pilot Occupational Therapy Vocational Program for Young Adults with Special Needs in Secondary Education

ABSTRACT The pilot Choose to Help Animals that Need Care Everyday (CHANCE) Program, is an occupational therapy based vocational program intended to diversify vocational placements for young adults with special needs within the educational environment. This population often experiences difficulties transitioning from school to work. Workplace job experiences are essential to the development of the vocational, social and work ethic skills to acquire and maintain a job after graduation. More often than not, school initiated workplace experiences are restricted in their scope and diversity, and are often unrelated to the students’ interests and abilities. The CHANCE Program was piloted to offer students with special needs another opportunity in which to explore vocational possibilities linked directly to student interest by learning and mastering specific job skills related to the care of animals. Young adults with special needs ages 18 to 21 who attended a special education public school were evaluated using a 4-point scale that recorded verbal prompts and physical assistance while completing eight job tasks. Students showed improvements ranging from 1 to 6 points from their initial evaluation within the school setting to their final evaluation completed within the community work site demonstrating a transition of learned skills.

Two Roads: Developing Routes to Professional Archaeological Practice

Targeted on-the-job training to meet specific skills shortages in UK archaeology (including in academia and the public and private sectors) has been underway for some eight years now in the form of salaried vocational learning placements. Since 2006, the Chartered Institute for Archaeologists (CIfA), which represents professional archaeologists in the UK, has developed and supported organisations in the sector to deliver a new model for structured workplace learning. Aspiring to build capacity, CIfA has also sought to effect a culture change within archaeology by embedding the principles of sustainable training into everyday practice. To this end, CIfA has both coordinated its own scheme of workplace learning and supported complementary programmes run by English Heritage and the Council for British Archaeology (CBA). Both CIfA’s Workplace Learning Bursaries scheme and the CBA’s Community Archaeology Bursaries Project have been funded by the Heritage Lottery Fund (HLF) through the Skills for the Future pro...

Mentoring undergraduate civil engineering students

On enrolment at university, undergraduate civil engineering students begin their journey towards a professional career. Associating with graduate engineers throughout their studies provides students with potential role models and assists them to accustomise progressively to the industry. While the procurement of guest practitioners to deliver workshops and lectures remains buoyant, opportunities for students to secure summer placements within the civil engineering sector has been problematic since the 2008 financial crisis. Graduate mentoring of student mentees can help to bridge the shortage of vocational placements. This paper discusses the results from a graduate mentoring initiative involving third-year (N = 345) civil and environmental engineering student mentees, 83 graduate mentors and 31 employers. The results show that the student mentees overwhelmingly support and validate the opportunities that this initiative has provided. On completion of their mentoring meetings, and on return to the fourth year of their studies, the majority of the students commit to making behavioural and attitudinal changes regarding their own continued professional development.

Two Roads: Developing Routes to Professional Archaeological Practice

Targeted on-the-job training to meet specific skills shortages in UK archaeology (including in academia and the public and private sectors) has been underway for some eight years now in the form of salaried vocational learning placements. Since 2006, the Chartered Institute for Archaeologists (CIfA), which represents professional archaeologists in the UK, has developed and supported organisations in the sector to deliver a new model for structured workplace learning. Aspiring to build capacity, CIfA has also sought to effect a culture change within archaeology by embedding the principles of sustainable training into everyday practice. To this end, CIfA has both coordinated its own scheme of workplace learning and supported complementary programmes run by English Heritage and the Council for British Archaeology (CBA). Both CIfA’s Workplace Learning Bursaries scheme and the CBA’s Community Archaeology Bursaries Project have been funded by the Heritage Lottery Fund (HLF) through the Skills for the Future programme. With completion in 2014, it is timely to consider the efficacy of these programmes in terms of capacity building and, moreover, to identify what lessons can be taken forward to ensure the sustainability of structured workplace learning in archaeology.

Vocational Training for Adolescent English Language Learners in Newcomer Programs: Opportunities or Isolation?

This article presents findings from a qualitative study of newly arrived immigrant students attending mainstream vocational courses through a high school newcomer program in the southern United States. As educators turn to vocational options for instructing linguistically diverse students, this project carefully considers how students experience participation in such programs. This project considers the questions: What were the stated goals for vocational placements of students in the newcomer program? How do the students participate in and describe experiences in vocational courses? How do the students interact with others in English and other languages in these settings? Researchers conducted qualitative observations, made frequency counts of student behaviors, and conducted interviews with students and program leaders. Although stated goals centered on involving students with monolingual English-speaking peers and teaching students job skills, data suggest that students' experiences were not always aligned with these goals. This project, in looking at how students in newcomer programs participate in vocational activities and interact with monolingual peers and teachers, sheds light on how such programs serve students and how programs can be better structured to meet students' academic and linguistic needs.

Employment and Vocational Skills Among Individuals with Autism Spectrum Disorder: Predictors, Impact, and Interventions

Much research has been devoted to early intervention for individuals with autism spectrum disorder (ASD), with a lesser emphasis on research examining the outcomes for, or support of, these individuals as they reach employment age. Historically, employment opportunities for individuals with ASD have been limited. The current literature review sought to investigate the existing predictors and impact of employment or vocational placements among persons with ASD. Interventions described in the literature to teach individuals with ASD employment or vocational skills were also assessed. A total of 26 studies were reviewed, and results indicate that there is limited extant research on employment and vocational skills among individuals with ASD. However, it was found that employment positively impacted on the quality of life, cognitive functioning, and well-being of participants with ASD. Predictors of employment were found to be a complex interplay of personal and external factors. All interventional studies reported improvements in the vocational skills targeted, although a limited range of skills have been taught across these studies. The implications of these findings for individuals with ASD and future research in this area are discussed.

Successful Postgraduate Placement Experiences: What is the Influence of Job and Supervisor Characteristics?

We know little about what determines an effective placement experience, yet vocational placements are an integral part of many professional degree programmes. The aim of this research was to examine the influence of job (task variety, task identity, task significance, feedback, and autonomy) and supervisor (relationship quality and mentoring) characteristics on placement outcomes. The findings were tested on samples from two professions for which placement were a compulsory part of their course. Sample 1 consisted of 266 undergraduate nurses, and sample 2 consisted of 176 postgraduate psychologists. The findings showed that job and supervisor characteristics explained unique variance in professional development and placement satisfaction. Of the five job characteristics examined, skill variety, feedback from the job, and task significance influenced placement outcomes. Mentoring emerged as the most important supervisor characteristic that was associated with professional development and placement satisfaction, and to a slightly less extent, supervisor–student relationship quality was also important. The research and practical implications of the findings were discussed.

Reaching out to schools: a vocational experience programme for school students

IntroductionTraditionally, the hospice has offered vocational placements to students over the age of 16 who are undergoing health and social care training at College or University. There had been many...

Horticultural Therapy Improves Vocational Skills, Self-esteem, and Environmental Awareness of Criminal Offenders in a Community Corrections Setting

At the Lamar County Adult Probation Program in Paris, Texas, a three-year study (Spring 2001-Fall 2003) involving 376 probationers was conducted to investigate the rehabilitative effects on probationers of a horticulture vocational training program. Data were collected on 189 adults who were randomly assigned to a horticulture group doing greenhouse plant production and vegetable gardening activities. The horticulture group was compared with 187 adults who were in a non-horticulture community service group doing trash clean-up and janitorial work. Within the horticulture group, significant improvement occurred in horticultural knowledge (KSU General and Specific Horticulture Exams), self-esteem (Rosenberg Self-Esteem Scale), and environmental awareness (Environmental Response Inventory). These changes did not occur within the non-horticulture community service group. Future research will examine recidivism rates and vocational placements of probationers from both groups.

Australian post-compulsory school students' learning in workplaces

This article discusses the findings of a research project which examined the participation in workplace learning of Australian school students in the post-compulsory years. The study was carried out in two States, New South Wales (NSW) and South Australia (SA), in the latter part of 2000. Primarily focusing upon work experience, formal vocational placements, and part-time work, the study compared and contrasted the workplace experiences of these students in school-arranged and non-school-arranged activities. The study found that part-time work was the setting in which students learned most and that work experience was the least effective means of workplace learning, although work experience was recognised as important for specific reasons. Conclusions are drawn about the implications of this study for those responsible for school curriculum for the post-compulsory years and for further areas of research.

Description and Evaluation of the ARIES Project. Achieving Rehabilitation, Individualized Education, and Employment Success for Adolescents with Emotional Disturbance

The ARIES ( Achieving Rehabilitation, Individualized Education, and Employment Success) Project for adolescents with emotional disturbance (ED) was operated jointly by staff from the University of Oregon and the Springfield, Oregon School District. Participants were referred to ARIES through the schools, vocational rehabilitation, and other community agencies (e.g., corrections, mental health). Each participant had a transition specialist who worked in conjunction with that individual to develop a service delivery plan and to then access necessary services. Self-determination, competitive vocational placements, and educational support were emphasized. The impact of ARIES and its services was positive on the participants, especially in regard to educational achievements. Qualitative evaluation of the project indicated that participants, educators, and social service staff viewed the ARIES model as effective in meeting the needs of the adolescents with ED.

Bilingualism and testing: A special case of bias. G. Valdes and R. Figueroa. Norwood, NJ: Ablex, 1994. Pp. 255.

Guadalupe Valdes and Richard Figueroa carefully and clearly craft an argument for why bilingualism and testing constitute a special case of bias that continues to have serious consequences for today's school-age minority population in the United States. This argument could not be more timely, given the drive in the United States for standards and a rising wave of state-mandated standardized testing programs for all students, including bilinguals. Perhaps a summary of this book should be on the desk of every educational leader and policymaker charged with the mandate of administering standardized tests to bilingual students and comparing their scores with those of monolingual groups for the purpose of special education and vocational placements.

Referral reasons for psychological services for adults with mental retardation

This study examined 391 adult referrals made to a mental health clinic serving individuals with mental retardation, in order to explore the relationship between referral source and referral reason. Each referral was categorized into 1 of 8 referral sources (e.g., vocational placements, day treatment programs) and into 1 or more of 10 behavior categories (e.g., depression, externalizing behavior problems). Externalizing behaviors were the most common overall referral reason. However, referral reason did vary as a function of referral source. Also, sex and mental retardation level were associated with referral reason. Implications for assessment practices and future research are considered.

A Follow-Up Study Of Special Education Graduates

This study investigated the vocational and community adjustment of 129 special education high school graduates. A questionnaire was administered via the telephone to verbal subjects, their parents, and adult service providers. All subjects had received a minimum of 3 years of self-contained (5 to 6 hours daily) special education on regular school campuses and some had received community-based instruction. The sample comprised graduates between the years 1983 and 1985; 64% were male. The employment picture was not optimistic for these individuals. When work-related placements such as day activity centers and sheltered vocational placements were counted as employment, 48% of women and 75% of men were employed. Only 33% of the sample were employed competitively; a majority of these subjects were severely learning disabled. Subjects who were mentally retarded were employed largely in subsidized work; 4 were employed competitively. Most subjects (70%) were living with their families, 15% were in group homes, 12% were living independently, and 3% lived in institutions. For the most part, respondents were mobile in the community.

A Consumer Survey of two Psychiatric Day Hospitals

The survey asked attenders at two day hospitals to rate how helpful they found different components of their therapeutic programme. One of the day hospitals was established for short‐term attendance, the other provided rehabilitation and support for long‐term attenders, who tended to be male and psychotic. The results revealed that the short‐term unit attenders rated talking to nurses as more helpful than any other activity, whilst long‐term users, in contrast, valued vocational placements and material resources. The survey was subsequently re‐administered in one unit and the results were shown to be statistically reliable. The findings are discussed with reference to how they have been used so far to improve the service in one of the day hospitals. It is concluded that the views of day attenders are an important factor in developing a quality community mental health service.

Medical decisions and prognostications of pediatricians for infants with meningomyelocele

To determine how pediatricians' prognostications and decisions about the treatment of infants with meningomyelocele are affected by varying degrees of hydrocephalus, we randomly selected a sample of pediatricians to receive written surveys. This questionnaire assessed the relationship between the decisions and the prognostications, and compared their accuracy with that of outcome studies. Each pediatrician completed a questionnaire for two of three possible cases, which were identically described as infants with meningomyelocele and complete paraplegia varying only in the degree of hydrocephalus at birth from none to moderate to severe. Recommendations for treatment and prognostications (the Prognostics Belief Scale of Impressions of adult functional capabilities and likely residential and vocational placements) were compared. Significantly fewer pediatricians would present information to parents in an encouraging light, and significantly fewer would treat their own child, if the case involved severe hydrocephalus in comparison with no hydrocephalus. Pediatricians' prognostications were the least optimistic for the infant with severe hydrocephalus and most optimistic for the infant without hydrocephalus, and they were considerably less optimistic than seems justified on the basis of follow-up studies. Last, physicians' less-than-optimistic prognoses were significantly related to their decisions concerning surgery for the infants with moderate and severe hydrocephalus. The major import of the findings is that pediatricians' prognoses reflect, in part, a misconception of the impact of hydrocephalus on children born with meningomyelocele and that these prognoses then have and impact on the pediatricians' decisions concerning treatment.