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1. America Scouts Overseas to Boost Education Skills (EJ792395)
Author(s):
Manzo, Kathleen Kennedy; Cavanagh, Sean
Source:
Education Week, v27 n34 p1, 14-16 Apr 2008
Pub Date:
2008-04-23
Pub Type(s):
Journal Articles; Reports - Descriptive
Peer-Reviewed:
No
Descriptors: State Schools; High Achievement; Academic Achievement; Educational Change
Abstract: The miles that separate Ohio from Singapore and other countries rapidly developing into economic and education success stories have all but evaporated over the past decade for policymakers and educators trying to solve the complicated school improvement puzzle. Hard-hit by global economic pressures that have closed companies and sent thousands of jobs overseas, once-parochial states are beginning to look abroad for answers to their challenges in business, industry, and education. As leaders in Ohio and other states start to reassess the knowledge and skills needed to succeed in a competitive economy, they are weighing plans to gauge how their schools measure up against those of Singapore, South Korea, and Japan, as well as Finland and other European nations--all perennial leaders on international assessments. Ohio is ahead of most states in efforts to benchmark its performance against that of high-performing countries, although it has met hurdles in doing so. Yet a growing number of education and policy groups suggest that such cross-nation comparisons are essential. Their concern: academic gains made by competitors halfway around the globe will jeopardize the United States' future economic prospects. Such warnings echo the alarms set off a quarter-century ago this week, when a federal commission issued "A Nation at Risk", the controversial landmark report that declared a "rising tide of mediocrity" in U.S. education posed a threat to America's prosperity and status in the world. According to Gene Wilhoit, the executive director of the Council of Chief State School Officers, disparities in student achievement between the United States and other countries have shifted the focus from state-by-state comparisons to "concern about those countries that are growing at a fast pace and with relatively high achievement." 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. "And Never the Twain Shall Meet": Investigating the Hospitality Industry-Education Relationship in Cyprus (EJ768171)
Zopiatis, Anastasios; Constanti, Panikkos
Education & Training, v49 n5 p391-407 2007
2007-00-00
Journal Articles; Reports - Research
Yes
Descriptors: Foreign Countries; Industry; Hospitality Occupations; Educational Experience; Experiential Learning; Tourism; Student Experience; Internship Programs; School Business Relationship; Statistical Analysis; Qualitative Research; Models; Theory Practice Relationship; Investigations
Abstract: Purpose: The primary purpose is to investigate the relationship between hospitality education and the industry of Cyprus as it relates to students' internship practices. The mismatch between the educational experience delivered to hospitality students and the "real world" practice they experience is investigated. Design/methodology/approach: Methodological triangulation was utilized in order to investigate the unique characteristics of all three primary hospitality stakeholders; the students, the educators and the hospitality professionals. Quantitative survey and qualitative semi-structured interview data were utilized to provide conceptual clarity of the discrepancies between hospitality education and the industry. Findings: Analysis of both quantitative and qualitative data produced a five-element model and revealed a number of respective gaps on the issues affecting the hospitality industry-education relationship in Cyprus. Originality/value: The article proposes the development of a model which measures the relationship, gaps or commonalities, between the hospitality industry and education. Such a model is of value and will find a multitude of uses for all stakeholders involved. (Contains 1 figure and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. 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
4. Adopting Industry Skill Standards Can Strengthen CTE (EJ769378)
Davis, Jason L.
Tech Directions, v66 n3 p22-23 Oct 2006
2006-10-00
Descriptors: Technical Education; Manufacturing Industry; Educational Change; Job Skills; Education Work Relationship; Labor Market; National Standards; Educational Improvement; Educational Objectives; Role of Education; Skill Development; Career Education; Economic Factors; Standard Setting; Educational Environment; National Organizations; Global Approach; Elementary Secondary Education; Postsecondary Education
Abstract: Representatives of business, industry, and education have long perceived a gap between students' existing skills and those needed in the workplace. To address this problem, a strong movement toward adopting voluntary skill standards is now seen within career and technical education (CTE). In this article, the author discusses how addressing skill standards can help in ensuring that the country will have enough workers with the necessary competence to fill the demands of the current and future skilled workforce. The author also discusses how implementation of national industry-based skill standards can help CTE programs assess worker skills and shape relevant education reform efforts, including teacher preparation. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Questions and Explorations on the Attributes of Education as an Economic Sector (EJ767508)
Xiaohui, Wang
Chinese Education and Society, v39 n5 p75-82 Sep-Oct 2006
2006-00-00
Descriptors: Free Enterprise System; Industry; Educational Change; Social Systems; Role of Education; Productivity; Outcomes of Education; Global Approach; Education; Economics; Relationship
Abstract: The concept of education as a social activity for training people is clear. In the past few years, connections between education and the economy have become increasingly close along with the development of the market economy. This is indeed a good thing, but it has also given rise to some misunderstanding. Some say education possesses the attributes of an industry ("chanye"), and others simply merge education with the economy, or even propose that education should be commodified. When discussing education, some fail to grasp the essential characteristics of education but qualify and dress up some educational attributes as something akin to "industry," argue that education possesses industrial attributes, and even propose the commodification of education. If the concepts of "industry" and "education" are examined from the different angles of economics, statistics, and pedagogics, respectively, and we conduct comprehensive analyses instead of mixing up various concepts, clear understanding of these concepts might be achieved. In order to have a clear understanding on the attributes of education as an economic sector, this article explores these questions: (1) How should one understand the attributes of education as an economic sector? (2) How does education promote economic growth? and (3) How great is the contribution of education consumption to economic growth? (Contains 6 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Adult Education in Rural Pennsylvania (ED489573)
Yan, Wenfan
Center for Rural Pennsylvania
2006-01-00
Reports - Evaluative
N/A
Descriptors: Labor Market; Focus Groups; Adult Learning; Adult Education; Literacy Education; Rural Education; Rural Areas; Student Characteristics; Student Needs; Financial Support; Educational Finance; Student Diversity
Abstract: The purpose of this research was to describe the status of and factors that influence adult learning and to provide information to help policymakers foster adult learning programs in rural Pennsylvania face a unique set of challenges and obstacles. These include serving a diverse group of rural adults who need a variety of services, a changing job market, and vast geographic areas with low population densities. To this end, this study focused on three main areas: adult learners' characteristics and participation patterns, infrastructure for providing services, and funding streams that support literacy and basic education. The study used three types of data sources: focus group discussions of adult education program directors, a survey of adult education program directors, and an analysis of documents from the Pennsylvania Departments of Labor and Industry and Education. The research found that, in addition to the challenges facing all adult education providers, adult education programs in rural Pennsylvania face a unique set of challenges and obstacles. These include serving a diverse group of rural adults who need a variety of services, a changing job market, and vast geographic areas with low population densities. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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7. "It's Only a Phase": Examining Trust, Identification and Mentoring Functions Received across the Mentoring Phases (EJ821198)
Bouquillon, Edward A.; Sosik, John J.; Lee, Doris
Mentoring & Tutoring: Partnership in Learning, v13 n2 p239-258 Aug 2005
2005-08-00
Descriptors: Mentors; Trust (Psychology); Industry; Identification; Career Development; Elementary Secondary Education; Multivariate Analysis
Abstract: Kram has proposed that mentoring relationships develop and mature over time, providing different levels of mentoring functions as they progress through a sequence of four distinct phases: initiation, cultivation, separation, and redefinition. However, the influence of these mentoring phases on the dynamics and functions of mentoring has received little research attention. This quantitative field study examined the effect of mentoring phases on proteges' perception of trust and identification with their mentors and mentoring functions received using data from 88 working professionals from industry and education. Results of MANCOVA indicated that proteges in the redefinition phase reported higher levels of psychosocial support than other proteges, and proteges in the separation phase reported lower levels of career development and role modeling than other proteges. No significant differences across the mentoring phases were found for trust and identification among proteges towards their mentors; however, proteges from education reported lower levels of identification with their mentors than those from industry. (Contains 2 notes and 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Ethics Issues Snare School Leaders (EJ759404)
Borja, Rhea R.
Education Week, v24 n18 p1, 16-17 Jan 2005
2005-01-12
Descriptors: Boards of Education; Superintendents; Ethics; Conflict of Interest; Contracts; Consultants; State Legislation
Abstract: This article reports on ethics issues involving school leaders. Some superintendents have landed in murky ethical waters for their ties to for-profit companies, highlighting the temptations administrators face as industry and education increasingly intersect. Some questionable judgments by superintendents--from accepting company-paid trips to failing to disclose income from district vendors--have sparked proposed legislation in at least two states to curb some of the dealings educators may have with companies that market to school districts. In suburban Houston, for example, Superintendent Yvonne Katz of the Spring Branch Independent School District recommended Energy Education Inc., an energy-conservation company based in Wichita Falls, Texas, for a lucrative five-year contract with the district to improve energy efficiency. But she neglected to tell the school board that she worked for the company on the side as a consultant and had done so for several years. In addition, a close subordinate she brought into the district, former facilities and transportation associate superintendent Michael C. Maloney, has been indicted for alleged mishandling of at least $627,000 in school construction and consulting contracts. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Recapturing Technology for Education: Keeping Tomorrow in Today's Classrooms (ED489018)
Gura, Mark; Percy, Bernard
Rowman & Littlefield Education
2005-01-00
Books; Reports - Descriptive
Descriptors: Educational Technology; Educational Change; Technology Integration
Abstract: Despite significant investment of funds, time, and effort in bringing computers, the Internet, and related technologies into the classrooms, educators have turned their back on these new power tools of the intellect. School is the last remaining institution to keep 21st Century technology at arms distance. How can technology be used to enrich and enhance traditional approaches to instruction? How does it move teaching into new territory? What actions need to be taken in order to successfully transform schools to effective, technology-supported learning environments? Why has this happened and what can be done to reverse it? "Recapturing Technology for Education" answers these questions. It re-establishes the legitimacy and urgency of tapping technology to make our schools relevant and effective once again. This book explores the reasons why educators have resisted making the leap to a technology-supported brand of teaching and learning, and it will provide an education worthy of 21st Century children. The book includes: (1) Interviews and quotes of experts in the field; and (2) References, reviews, and recommendations of free resources available to educators. The book is written for both education professionals and lay persons, it will also be useful to all who are interested in understanding Instructional Technology and unleashing its potential to positively impact. After an introduction entitled "Must Tomorrow Remain the Prisoner of Yesterday?", this book is organized into the following nine chapters: (1) Bits, Bytes, and Yeah Buts; (2) What's at Stake?; (3) Conceptions, Misconceptions, and Reconceptions: Instructional Technology Misunderstood; (4) Let There Be No Doubt; (5) Saying Nay to the Naysayers; (6) The Convergence of Industry and Education: A New Relationship for a New Education; (7) Higher Education: The Typewriter Generation and the Information Age; (8) Dream Big; and (9) Eleven Ways Technology Reinvigorates Learning. An index and bibliography are also included. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. A Relationship with Great Chemistry (EJ718613)
Gibbs, Hope J.
Techniques: Connecting Education and Careers, v80 n3 p28-35 Mar 2005
2005-03-00
Descriptors: Chemistry; Technology Education; Community Colleges; School Business Relationship; Manufacturing Industry; Education Work Relationship; High Schools; Career Education
Abstract: More than a decade ago, the United States Congress passed the Scientific and Advanced Technology Act, which authorized the Advanced Technological Education program (ATE). Through ATE, the National Science Foundation (NSF) was directed to develop models aimed at two-year colleges of advanced technological education in order to expand the nation's pool of skilled technicians and to increase and improve the nation's productivity and competitiveness globally in advanced technology fields--including chemical processing. But it is the mutually beneficial relationship between industry and educational institutions that has accelerated the evolution of process technology education. in 1996, the Gulf Coast Process Technology Alliance (GCPTA) was formed, and its first goal was to "standardize the core technical components of the degree program in process technology to meet industry needs." GCPTA pioneered the way for alliance partnerships such as the Louisiana LAPTEC Alliance, the Greater New Jersey Process Technology Alliance, the Oklahoma Partnership of Industry and Education Alliance and many more. And today, learning institutions and industry work together to produce highly skilled process technicians to secure the future of the chemical processing industry. This region of the country is now home to an exceptional group of schools offering the best in process technology education. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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