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Further Education (further + education)
Selected AbstractsProviding operators and technicians for the ecological restoration industryECOLOGICAL MANAGEMENT & RESTORATION, Issue 1 2007Robin Buchanan In 1986, it took little effort from bush regenerators to persuade the New South Wales Department of Technical and Further Education (TAFE) to set up a new course specifically for the bush regeneration industry, but the unique nature of training for ecological restoration and management was threatened in late 2006. [source] Young Adults With no Further Education and Training and the Swedish Labour Market 1970s,1990sEUROPEAN JOURNAL OF EDUCATION, Issue 3 2002Erika Ekström First page of article [source] Higher Education, Further Education and the English ExperimentHIGHER EDUCATION QUARTERLY, Issue 4 2009Gareth Parry England has a two-sector system of higher education and further education. Shaped by legislation in 1988 and 1992, the architecture of this system was intended to concentrate each type of education in separate institutions and separate sectors. In recognition of these different missions, each territory came under different funding and regulatory regimes, with little or no movement of institutions anticipated between sectors. These arrangements continue, although Government policy is now to support and expand higher education in further education colleges. This policy turnaround is part of a larger strategy or experiment to change the future pattern of demand for, and supply of, undergraduate education. However, the college contribution to this new higher education is neither co-ordinated nor protected. Rather, further education colleges compete as well as collaborate with institutions in the higher education sector, under conditions of complexity, uncertainty and dependency. [source] An exploratory study of the perceptions and experiences of further education amongst the young long-term unemployedJOURNAL OF COMMUNITY & APPLIED SOCIAL PSYCHOLOGY, Issue 5 2002Bruce Bolam Abstract The aim of this study was to explore, in depth, the perceptions and experiences of Further Education (FE) amongst the young long-term unemployed. Semi-structured interviews were conducted with 16 long-term unemployed youths of 18,25 years of age divided into three groups: those with no experience of FE; those having recently dropped out of FE; and those currently studying in FE. Grounded theoretical analysis highlighted the importance of both responses to and institutional aspects of unemployment. The impact of unemployment, poor previous educational experience and perceived irrelevance of FE are key barriers to learning. Those that enter FE may drop out as a result of both material and psychosocial factors. Those that stay on commonly emphasize both social support and personal agency in decision-making alongside positive evaluations of FE. In conclusion, limitations of the findings, policy and practical recommendations for successful widening of participation in FE amongst this group are considered. Copyright © 2002 John Wiley & Sons, Ltd. [source] Sports Medicine and School Nurses: A Growing Need for Further Education and Appropriate ResourcesJOURNAL OF SCHOOL HEALTH, Issue 1 2006Cynthia S. Knight The use of exercise as a prerequisite for conditioning and proper treatment of injuries was first documented in early Greek civilization with the establishment of the Olympics. Today, sports by their very nature invite injury. In 2000, 2.5 million students participated in varsity sports with 750,000 injuries recorded. These numbers do not account for sports activities outside school or leisure activities. Another area of potential injury is physical education class. These classes are large with limited supervision and encompass students of varying age and abilities. Nurses do not have an extensive knowledge of injury prevention or assessment in their basic nursing education. School nurses, as a subspecialty within nursing, are expected to keep up with the requirements of the adolescent and pediatric populations as well basic nursing skills. Due to work schedules and limited resources for continuing education, school nurses are not afforded much time or benefits to attend classes that would teach them skills needed to assess athletic-type injuries. School nurses need printed resources specific to their setting to help fill this void. Recognizing this need, Sports Medicine Techniques for the School-Based Nurse is a manual in process that will help fill this void. Being developed specifically for school nurses, the manual will provide information on prevention, evaluation, and management of athletic-type injuries commonly seen in the school nurse's office. (J Sch Health. 2006;76(1):8-11) [source] Barriers to reducing the use of restraints in residential elder care facilitiesJOURNAL OF ADVANCED NURSING, Issue 6 2007Kirsten Moore Abstract Title.,Barriers to reducing the use of restraints in residential elder care facilities Aim., This paper is a report of a study to compare perspectives of staff in residential elder care facilities with those of residents and family members from the same facilities about barriers to reducing the use of physical, chemical and environmental restraints. Background., There is growing research evidence of the potential risk of physical and emotional harm of restraining residents in residential elder care facilities. Despite the potential harms, restraints continue to be a common practice in facilities across Australia. Little research has been undertaken to explore the barriers to reducing the use of restraints. Method., Eighteen individual interviews were conducted with staff, general practitioners and a pharmacist and three focus groups were conducted with a total of 12 residents and 17 family members associated with three residential elder care facilities in Melbourne, Australia in 2004. Findings., The three participating facilities were committed to reducing the use of restraints, although physical, chemical and environmental restraints were used in all three facilities. Barriers to reducing restraint use included fear of resident injury, staff and resource limitations, lack of education and information about alternatives to restraints, environmental constraints, policy and management issues, beliefs and expectations (of staff, family and residents), inadequate review practices and communication barriers. Conclusion., Further education and support for staff and family members in evidence-based practice in relation to resident care and restraint use is needed in at least some residential elder care facilities. [source] | |||||||||||||