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1. ADHD in Schools: Prevalence, Multi-Professional Involvements and School Training Needs in an LEA (EJ807741)
Author(s):
Wheeler, Linda; Pumfrey, Peter; Wakefield, Peter; Quill, Wendy
Source:
Emotional & Behavioural Difficulties, v13 n3 p163-177 Sep 2008
Pub Date:
2008-09-00
Pub Type(s):
Journal Articles; Reports - Research
Peer-Reviewed:
Yes
Descriptors: Special Schools; Student Needs; Incidence; Hyperactivity; Attention Deficit Disorders; Educational Practices; School Districts; Educational Change; Foreign Countries; Inclusive Schools; Gender Differences; Age Differences; Special Needs Students; Drug Therapy; Clinical Diagnosis; Staff Development; Educational Needs; Mainstreaming
Abstract: As part of research undertaken by the first author, a survey of schools was carried out in one local education authority (LEA) in order to gather information about pupils diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). All mainstream and special schools and pupil referral units were approached and a response rate of 94% was achieved. In 151 schools there were 413 pupils reported as being formally diagnosed with ADHD. The survey results include details of prevalence, the balance of gender, age and special educational need (SEN) Code of Practice levels, issues of diagnosis and medication, co-morbidity and school training needs. In addition, responses from two ADHD study days, one held during the survey data collection phase and the second following dissemination of the results, provided supplementary information regarding school training needs. Implications for inclusive educational practice are discussed with reference to: prevalence rates; multi-professional identification, assessment and management of the disorder; the need for and nature of the training schools require. (Contains 4 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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2. Matching Training Needs and Opportunities: The Case for Training Brokers in the Australian Agricultural Sector (EJ764368)
Kilpatrick, Sue; Fulton, Amabel; Johns, Susan
International Journal of Lifelong Education, v26 n2 p209-224 Mar 2007
2007-03-00
Descriptors: Natural Resources; Industry; Telephone Surveys; Reference Groups; Lifelong Learning; Vocational Education; Peer Mediation; Agriculture; Farm Management; Models; Case Studies; Educational Opportunities; Information Networks; Social Networks; Educational Needs
Abstract: Lifelong learning has been linked by policymakers to economic and social wellbeing. This paper introduces the concept of training brokerage as an efficient way of meeting the needs of learners, industry and education and training providers. It presents findings from a study of the features, processes and outcomes of training brokerage arrangements within the Australian agricultural and natural resource management sectors. The purpose of the study was to identify and promote effective brokerage arrangements and models. The study used multi-method, multi-site techniques, comprising a telephone survey, case studies of good broking practice and stakeholder participation through workshops and a reference group. Training brokers act as facilitators or intermediaries in identifying and matching training needs and opportunities. They have close links with industry, and extensive networks that include reputable training providers. Brokers work with others to identify training needs and engage participants, and to identify, negotiate and plan appropriate training. Evaluation and further training are a key part of the process. Effective broking activity is underpinned by a series of ten generic principles. Brokerage has implications for the agricultural sector in developed and developing countries, in terms of improving the match of training provision to training needs, communication, coordination and collaboration across regions and industries. It also has broader implications for facilitating participation in client-driven lifelong learning, particularly for disenfranchised learners. (Contains 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Training Older Workers for Technology-Based Employment (EJ821995)
Lee, Chin Chin; Czaja, Sara J.; Sharit, Joseph
Educational Gerontology, v35 n1 p15-31 Jan 2009
2009-01-00
Descriptors: Educational Needs; Focus Groups; Educational Gerontology; Occupational Surveys; Work Attitudes; Cohort Analysis; Participant Characteristics; Questionnaires; Barriers; Skill Analysis; Training Methods; Older Adults; Technological Literacy; Reentry Workers
Abstract: An increasingly aging workforce and advances in technology are changing work environments and structures. The continued employability of older adults, particularly those of lower socioeconomic status (SES), requires them to participate in training programs to ensure their competence in today's workplace. Focus groups with 37 unemployed adults (51-76 years old) were conducted to gather information about barriers and obstacles for returning to work, training needs and formats, work experiences, and perceptions of the characteristics of an ideal job. Overall, results indicated that participants experienced age discrimination and lack of technology skills. They also expressed a desire to receive additional training on technology and a preference for classroom training. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Employee Training Needs and Perceived Value of Training in the Pearl River Delta of China: A Human Capital Development Approach (EJ801440)
Au, Alan Kai Ming; Altman, Yochanan; Roussel, Josse
Journal of European Industrial Training, v32 n1 p19-31 2008
2008-00-00
Descriptors: Human Capital; Educational Needs; Measures (Individuals); Foreign Countries; Employment Level; Geographic Location; Job Training
Abstract: Purpose: This paper aims to explore Hong Kong firms' training needs in the Pearl River Delta, a booming region in the fast growing People Republic of China economy, by resorting to a human capital approach. Also, to identify the training policies selected by those firms in order to cater for those needs. Design/methodology/approach: A survey based mail questionnaire was sent to a large sample of Hong Kong firms (mostly SMEs) operating in the Pearl River Delta area. The questionnaire was designed in two parts: the first asked close-ended questions about firm characteristics, knowledge needs of staff and recruitment policies; the other enquired about preferences for study training programs. Results are analyzed employing an Anova and Conjoint Analysis within the context of a human capital framework. Findings: Finds that Hong Kong firms investing in PRD recruit their senior staff from Hong Kong, whereas junior and intermediate level staffs are hired from the Mainland. It also shows that intermediate and senior level staff benefit from most of the training investments, where unskilled are deprived of training altogether. Practical implications: Obtains a practical insight on human capital management policies by foreign investors in fast-growing emerging economies. Originality/value: Provides an innovative study of an under-researched area in the fastest growing region of the People Republic of China. (Contains 4 figures and 5 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Workforce Development: Community Colleges and One-Stop Centers Collaborate to Meet 21st Century Workforce Needs. Report to Congressional Requesters. GAO-08-547 (ED501277)
Scott, George A.
US Government Accountability Office
2008-05-00
Reports - Evaluative
N/A
Descriptors: Strategic Planning; Community Colleges; Program Effectiveness; Labor Force Development; School Surveys; Vocational Education; Relevance (Education); Career Education; College Role; Partnerships in Education; Shared Resources and Services; Politics of Education; Training Objectives; Education Work Relationship
Abstract: In the future, businesses will demand workers with higher-level skills and more education. Community colleges are key providers of career and technical training as well as traditional academic education. These colleges can also play important roles in the one-stop system created by the Workforce Investment Act (WIA), through which a variety of federally funded employment and training programs provide services. Given the importance of community colleges to workforce development, the Government Accountability Office (GAO) was asked to examine (1) how community colleges meet the workforce training needs of their communities; (2) what community colleges do to integrate with the nation's one-stop system; (3) the conditions or practices that enhance or impede these efforts; and (4) the actions the Departments of Labor and Education have taken to encourage linkages between community colleges and the workforce investment system, including one-stops. To address these objectives, GAO visited 20 community colleges, surveyed one-stop centers and their associated workforce investment boards, and talked to Labor and Education officials. The community colleges that GAO visited developed various approaches and programs for career and technical training to meet the needs of industry sectors, individual employers, and certain types of students and workers. Through a variety of outreach, relationship building, and data collection efforts, community colleges have come to understand the specific training needs of key industries in their regions and use this information to keep programs current or develop new programs to address these needs. Community college activities include providing contract or customized training to the employees of specific employers; working with small businesses; and targeting training and education programs to specific populations, such as disadvantaged adults, high-school students transitioning to college, and one-stop clients. Nationwide, GAO estimated that about 11 percent of one-stops are operated solely or jointly by a community college, while 34 percent have community college staff colocated at the center. Similarly, GAO estimated that, nationwide, 49 percent of local workforce investment boards have community college presidents represented on their boards. Some of the benefits of these arrangements include cost sharing and improved communication among participating programs. Officials at the colleges and one-stops that GAO visited reported also conducting other joint activities, such as strategic planning and data sharing. Community college and workforce officials cited state funding and leadership as factors that help integration between community colleges and the workforce system but identified WIA performance system measures and WIA funding issues as impediments. Under WIA, states and local workforce areas must meet performance levels in their Adult, Dislocated Worker, and Youth programs that can be difficult to obtain when serving some populations, such as those on Temporary Assistance for Needy Families or youth, causing disincentives for the one-stops to serve them. In a 2004 report, GAO recommended that the Labor Department develop a systematic way to account for differences in the population groups served by states' one-stop centers and apply it to all states when establishing their performance levels. To date, Labor has not taken action on this recommendation; however, Labor officials stated that states may use their own adjustment models and that the department has worked to ensure consistency in the process. It is uncertain whether Labor and Education's efforts to build linkages between community colleges and the workforce system will be successful in encouraging community colleges to focus on workforce development. Labor's WIRED, High Growth, and Community Based grants aim, in part, to help community colleges and other workforce entities collaborate. As discussed in GAO's recent report on these grants,Labor's evaluations do not fully measure their effectiveness, and GAO recommends that Labor take steps to do so. Labor and Education jointly funded a $1.5 million initiative in 2006 to help build linkages between community colleges and the workforce system. The agencies did not conduct an evaluation, but plan to issue a report in 2008 about the participants' challenges and successes. Four appendixes include: (1) Objectives, Scope and Methodology; (2) Community Colleges Selected for Site Visits; (3) Comments from the Department of Labor; and (4) GAO Contact and Staff Acknowledgments. (Contains 24 footnotes, 1 figure, and 3 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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6. School Psychologists and the Assessment of Childhood Internalizing Disorders: Perceived Knowledge, Role Preferences and Training Needs (EJ809687)
Miller, David N.; Jome, Larae M.
School Psychology International, v29 n4 p500-510 2008
Descriptors: Educational Needs; School Psychologists; Eating Disorders; Children; School Phobia; Behavior Disorders; Counselor Role; Anxiety; Suicide; Mental Disorders; Evaluation Methods; Counselor Training; Counselor Attitudes; Questionnaires
Abstract: This study examined the perceptions of a national sample of school psychologists in the United States regarding their knowledge, preferred roles and training needs in the assessment of nine prominent childhood internalizing disorders. Knowledge about all disorders was rated by respondents as being at least fairly important. In particular, knowledge regarding school phobia/refusal and suicidal threats and acts were perceived as being especially important for school psychologists and assessing these disorders was viewed as an appropriate role for school psychologists. The school-based assessment of eating disorders was rated lowest in terms of need for knowledge and as an appropriate role for school psychologists. The majority of the sample indicated they needed some or significant additional training in the assessment of all nine disorders. Participants also rated the utility of various instruments for assessing internalizing disorders, with child self-reports and interviews rated as particularly important. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Training Needs for Women-Owned SMEs in England (EJ817178)
Roomi, Muhammad Azam; Harrison, Pegram
Education & Training, v50 n8-9 p687-696 2008
Descriptors: Educational Needs; Females; Foreign Countries; Entrepreneurship; Design Preferences; Needs Assessment; Womens Education; Womens Studies; Questionnaires; Mail Surveys; Occupational Surveys; Small Businesses
Abstract: Purpose: The purpose of this research is to investigate the needs and preferences for training among growth-oriented women-owned SMEs in the East of England. Design/methodology/approach: Quantitative data were collected through 108 on-line questionnaires, and the means analysed using SPSS. Qualitative data collected in response to open-ended questions were inductively analysed and interpreted. Findings: Only one fourth of respondents received growth-oriented training in the previous two years, with an average duration of 3-5 days per year. Programmes most in demand concerned innovation and opportunity recognition, business evaluation and growth considerations, developing strategic customers and customers care, customer relationship management, as well as selling, networking and negotiation skills. High demand for these programmes corresponds to others results identifying contributory factors to higher enterprise performance and growth: product/service quality, new product/service development, appropriate marketing, effective use of websites, selling skills and informal networking. Research limitations/implications: The scope of the project is limited to service sectors and sole proprietorships. Geographic scope is limited to the East of England. These limits nonetheless provide a reasonable base and rationale for the scope of the study. Practical implications: With a better understanding of the capacity building requirements of women entrepreneurs in growth businesses, appropriately designed training programmes can be developed to help women achieve higher levels of entrepreneurial success. Originality/value: The study offers original primary research into the contributory growth factors for women-owned enterprises in a representative area of Britain, identifies key issues, maps survival and success factors, and assesses women entrepreneurs' training needs and preferences. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Three Reflections on Assessing Safety Training Needs: A Case Study (EJ823852)
Sleezer, Catherine M.; Kelsey, Kathleen D.; Wood, Thomas E.
Performance Improvement Quarterly, v21 n2 p103-118 2008
No
Descriptors: Educational Needs; Needs Assessment; Occupational Safety and Health; Program Effectiveness; Performance Technology; Public Agencies; Human Resources; Professional Development; Case Studies; Evaluation Methods; Performance Based Assessment; Labor Force Development; Job Skills; Competence; Decision Making
Abstract: Needs assessment plays an important role in training and human performance improvement efforts, but the literature contains little research on this topic. This study extended previous research on the Performance Analysis for Training (PAT) model of needs assessment by examining its implementation to determine environmental and occupational health and safety training needs in a government agency. Using case study methodology and the lens of responsive evaluation, this study resulted in three perspectives about the actual needs assessment implementation. The three professionals' distinct areas of expertise (evaluation, health and safety, human resource development) informed the case in unique ways. The results can be used to improve the PAT model and also to give human resource development and performance improvement professionals insights about nuances of needs assessment practice. (Contains 1 figure and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Post-Secondary Learning Priorities of Workers in an Oil Sands Camp in Northern Alberta (EJ807319)
Fahy, Patrick J.; Steel, Nancy
Journal of Vocational Education and Training, v60 n3 p273-295 Sep 2008
Descriptors: Foreign Countries; Employee Attitudes; Educational Needs; Access to Education; On the Job Training; Geographic Isolation; Distance Education; Work Environment
Abstract: This paper reports results to date of a three-year project by Athabasca University, intended to determine the education and training needs and interests of employees in a work camp in northern Alberta's oil sands. (Future reports will address results of efforts to provide programming suiting the needs identified, and the uptake, satisfaction, completion rates, further requirements, and impacts on the careers of workers who become students as part of the project.) In initial project investigations, the areas of business, finance, and management (including interprovincial business certification for tradesmen), health and safety, and project management constituted 56% of enquiries by workers; also of interest to workers were courses in trades and engineering. Barriers to enrolment were found to be related both to the demands of the workplace and to the workers' backgrounds and situations, including: long hours (with regular overtime, and often with long commutes to and from the worksite); work pressure (the site was in the final phases of construction); high mobility of employment, resulting in frequent relocations to new work camps; lack of information about the potential relation of training to promotion opportunities within and outside of the present employer; ignorance about open and distance learning in general, and misinformation about technology-based learning delivery in particular; and concerns about costs were among these. (Contains 2 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Second Chance Programmes: A Response to Educational Needs in Compulsory Education (EJ803092)
Asin, Antonio Sanchez; Peinado, Jose Luis Boix
European Journal of Special Needs Education, v23 n3 p179-188 Aug 2008
2008-08-00
Journal Articles; Reports - Evaluative
Descriptors: Educational Needs; Educational Legislation; Compulsory Education; Young Adults; Vocational Education; Educational Objectives; Continuation Students; Program Effectiveness; Educational Policy; Policy Analysis; Questionnaires; Vocational Training Centers; Foreign Countries; Inclusive Schools; Remedial Programs
Abstract: This paper asks whether the integrated training provision currently offered through the different Spanish Second Chance Programmes (SCPs) constitutes a valid response to the educational needs and deficits known to exist among those young people who do not satisfactorily complete the Compulsory Secondary Education stage (ESO). The objectives of the current Social Guarantee Programmes (SGPs) are examined, as are the characteristics of the young people who participate in them. The Programmes of Initial Vocational Qualification (PCPI) envisaged in the most recent educational legislation are also discussed. Having identified the key factors which the empirical studies suggest influence the effectiveness of these programmes in addressing the educational needs and training deficiencies of the young people involved, a number of proposals are presented in connection with the training needs of teaching staff. The paper concludes with a number of proposals for improving the educational response to the challenges that the new perspectives and expectations raise for the development of a system of inclusive education to overcome the education deficits of the young people concerned. (Contains 2 tables and 3 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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