31,758 research outputs found

    Every student counts: promoting numeracy and enhancing employability

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    This three-year project investigated factors that influence the development of undergraduates’ numeracy skills, with a view to identifying ways to improve them and thereby enhance student employability. Its aims and objectives were to ascertain: the generic numeracy skills in which employers expect their graduate recruits to be competent and the extent to which employers are using numeracy tests as part of graduate recruitment processes; the numeracy skills developed within a diversity of academic disciplines; the prevalence of factors that influence undergraduates’ development of their numeracy skills; how the development of numeracy skills might be better supported within undergraduate curricula; and the extra-curricular support necessary to enhance undergraduates’ numeracy skills

    Managing Talented Employees

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    Training and Learning Need Analysis Based on Soft and Hard Competences Gap (Case Study in PT. Bank X)

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    The study aim to analyze employee competency gaps at the branch level and then develop them through training and learning process. The analysis covers the soft and hard competence. The soft competence includes achievement motivation, communication skills, problem solving, teamwork, integrity, accountability and respect to others. The hard competence include marketing management/product selling, risk management, operational management, systematically thinking-cross function, product knowledge, product selling approval process, and working procedure related to his/her job, understanding financial statement of company / business unit and company vision, mission and strategy. To conduct mapping of competence gap it is used competency model through clearly defining for each competency level. The results of the gap analysis will be an input to run training and learning, based on the level of employee competence gaps. In order to implement the study, it is prepared a Training Program Outline (TPO) for each required competencies

    Improving University Principal Preparation Programs: Five Themes From The Field

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    What is the state of university-based principal preparation programs? How are these essential training grounds of future school leaders viewed -- by themselves as well as by the school districts that hire their graduates? Do the programs need to improve? If so, by what means?This publication seeks to help answer those questions by bringing together findings from four reports commissioned by The Wallace Foundation to inform its development of a potential new initiative regarding university-based principal training. In addition to confirming close-to-unanimous agreement among university educators and school superintendents about the important role principals play in advancing student achievement, it finds five themes:District leaders are largely dissatisfied with the quality of principal preparation programs, and many universities believe that their programs have room for improvement.Strong university-district partnerships are essential to high-quality preparation but are far from universal.The course of study at preparation programs does not always reflect principals' real jobs.Some university policies and practices can hinder change.States have authority to play a role in improving principal preparation, but many are not using this power as effectively as possible.The publication offers insight into the obstacles that stand in the way of improvement and suggests the need for action in: redesigning principal preparation by building on what we know from research and high-quality programs; establishing stronger connections between universities and districts; and ensuring that state policymakers create structures that encourage the proliferation of high-quality programs.The good news, according to the report, is that many university programs seem to be open to change -- and they benefit from having a number of strong programs to look to as models

    Review of College Higher Education of Burton and South Derbyshire College, May 2013

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    Preparing Tomorrow's Teachers: The Role of Practice-Based Teacher Preparation Programs in Massachusetts

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    Over the past decade, alternative teacher preparation programs have proliferated across the nation -- and in Massachusetts -- in response to projected teacher shortages and in an effort to better prepare teachers for the challenges of today's classrooms. While the vast majority of Massachusetts teachers are trained through traditional teacher preparation programs, both the number of alternative route programs and the number of teachers completing them has grown significantly.National research comparing alternative and traditional routes to teaching offers little empirical evidence to guide policy changes. Yet there has been a shift in teacher preparation programs toward: longer and more intense field-based experiences; closing the gap between theory and practice; partnerships between preparation programs and local school districts; and accountability in teacher preparation. It is within this context that the Rennie Center embarked upon a project to examine the role of alternative routes to teaching in Massachusetts. As part of this project, the Rennie Center convened a diverse working group, which examined the characteristics of alternative teacher preparation programs in the Commonwealth, including the type of candidates they attract, and examined issues associated with the expansion and sustainability of these programs. This report is the culmination of the Rennie Center's year-long project.Preparing Tomorrow's Teachers: The Role of Practice-Based Teacher Preparation Programs in Massachusetts highlights gaps in knowledge and areas for improvement, and lays the groundwork necessary for a deeper look at issues associated with drawing exceptional candidates into the teaching profession; filling vacant positions; measuring teacher quality; and holding teacher preparation programs accountable.The final section of the report puts forth considerations for policymakers, K-12 school and district leaders, and institutions of higher education. The report encourages the state to facilitate and encourage communication and collaboration between those that train teachers and those that hire them, and provide teacher preparation programs with access to the state data system so they may more easily evaluate their programs. The report also encourages K-12 district leaders and deans of college and university departments of education to create lend-lease programs that would allow expert teachers to work as adjunct professors in schools of education without forfeiting their role as K-12 teachers as a way to bring both the clinical and contextualized knowledge of schools and districts into teacher training.The report was the subject of discussion at a public event on November 19, 2009

    The national succession planning framework for children's services

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    Competency and Capability: Imperative for Nurse Practitioner Education

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    Objective The objective of this study was to conduct research to inform the development of standards for nurse practitioner education in Australia and New Zealand and to contribute to the international debate on nurse practitioner practice. Setting The research was conducted in all states of Australia where the nurse practitioner is authorised and in New Zealand Subjects The research was informed by multiple data sources including nurse practitioner program curriculae documents from all relevant universities in Australia and New Zealand, interviews with academic convenors of these programs and interviews with nurse practitioners. Primary argument Findings from this research include support for masters level of education as preparation for the nurse practitioner. These programs need to have a strong clinical learning component and in-depth education for the sciences of specialty practice. Additionally an important aspect of education for the nurse practitioner is the centrality of student directed and flexible learning models. This approach is well supported by the literature on capability. Conclusions There is agreement in the literature about the lack of consistent standards in nurse practitioner practice, education and nomenclature. The findings from this research contribute to the international debate in this area and bring research informed standards to nurse practitioner education in Australia and New Zealand

    Ready? Set. Grow! A Starter's Guide for Becoming Culturally Competent

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    Workforce development organizations must recognize and value a diverse set of skills and abilities from their employees and job seekers and provide a workplace environment that is nurturing. CJC believes that creating a nurturing environment and addressing racial, ethnic, and other cultural issues, will lead to more productive workers and better opportunities and outcomes for job seekers.This guide is provided to assist you as you begin to explore diversity training and pursue the building of a more culturally competent organization

    CAHRS hrSpectrum (September - October 2005)

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    HRSpec05_10.pdf: 68 downloads, before Oct. 1, 2020
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