The Provision of Training in Britain: Case Studies of Inter-Firm Coordination

This article examines how and why employers cooperate in the provision of training. Such cooperation has a long history in Britain, but it has varied over time in extent and strength. It exists in a strong form in the German speaking countries where employers' organisations and chambers of commerce are a fundamental part of the training system. In the UK, we argue that this form of training is more prevalent than is often thought and that it can have a positive effect on the quantity and quality of training. Case studies are presented of the following: an industry-wide body, namely an employers' association; a local multi- industry body, namely a chamber of commerce; a traditional group training association; a local consortium of big employers; and a network of firms in a large company's supply chain. Though such forms of organisation have much to commend them in the training field, in the UK coverage is uneven and its stability is fragile.

The impact on firms of ICT skill-supply strategies: an Anglo-German comparison

This paper compares the supply of specialist ICT skills in Britain and Germany from higher education and from apprenticeship and assesses the relative impact on companies in the two countries. In contrast to Britain, where numbers of ICT graduates have expanded rapidly, the supply of university graduates in Germany has not increased. Combined with the constraints of the German occupational model of work organization, it is concluded that this failure of supply may have contributed to slower growth of ICT employment in Germany. At the same time, German firms have turned to a newly developed model of apprenticeship to supply routine technical ICT skills. This strategy contrasts with British firms which recruit from a wide range of graduate specialisms and invest more heavily in graduate training. Probably in part as a consequence, apprenticeship in ICT occupations in Britain has failed to develop

The Impact on Firms of ICT Skill-Supply Strategies: An Anglo-German Comparison

This paper compares the supply of specialist ICT skills in Britain and Germany from higher education and from apprenticeship and assesses the relative impact on companies in the two countries. In contrast to Britain, where numbers of ICT graduates have expanded rapidly, the supply of university graduates in Germany has not increased. Combined with the constraints of the German occupational model of work organization, it is concluded that this failure of supply may have contributed to slower growth of ICT employment in Germany. At the same time, German firms have turned to a newly developed model of apprenticeship to supply routine technical ICT skills. This strategy contrasts with British firms which recruit from a wide range of graduate specialisms and invest more heavily in graduate training. Probably in part as a consequence, apprenticeship in ICT occupations in Britain has failed to develop.

Strengthening Community Schools Through University Partnerships

Given the mounting call for academic achievement gains in America’s public schools— particularly urban schools labeled “failing”—the need for community engagement to tackle a host of underlying social challenges warrants the resources of the nation’s colleges and universities (Harkavy & Hartley, 2009). Because colleges and universities are often underutilized anchors of resources in communities, coordinated alignment of K-12 and higher education goals can create a seamless pipeline of educational attainment for communities challenged to produce high academic achievement. Higher education’s engagement with community schools further helps to address the whole child and their families in K-12 education by expanding the opportunities for the students and community to access necessary support services. Drawing upon experiences of Indiana University Purdue University Indianapolis (IUPUI) and collaboration with its adjacent neighborhoods, this article illustrates the transformative and relevant impact of university and community engagement, as well as new pedagogical approaches to teaching, learning, and training. This article reflects upon the experiences of IUPUI and nearby George Washington Community High School as it can uniquely serve as a roadmap for other school community/university partnerships that are interested in embarking upon a similar education reform path

Colored Conventions in a Box

Curatorial note from Digital Pedagogy in the Humanities: Described by the creators as “Colored Conventions in a Box,” the curriculum materials of the Colored Conventions Project aims to serve as a “curricular package that supports instructors as they engage in teaching that transforms the minutes of the convention they’ve chosen to teach into a rich and engaging series of cultural biographies and visual artifacts.” The curriculum includes memos of understanding for students and teachers, lesson plans, sample exercises and syllabi, and strategies for grading work using the convention material. Along with classroom exercises and pedagogy, the curriculum materials model best practices for instructors interested in using the archival material on the site and teaching diverse subjects or sensitive topics. Instructors can use the curriculum as is alongside the Colored Conventions Project or adapt elements (like the memo of understanding) to guide students developing their own projects

Prospectus, September 2, 1987

https://spark.parkland.edu/prospectus_1987/1017/thumbnail.jp

Prospectus, October 1, 1986

https://spark.parkland.edu/prospectus_1986/1023/thumbnail.jp

Prospectus, March 4, 1987

https://spark.parkland.edu/prospectus_1987/1007/thumbnail.jp

Prospectus, May 11, 1988

https://spark.parkland.edu/prospectus_1988/1016/thumbnail.jp

Prospectus, December 10, 1986

https://spark.parkland.edu/prospectus_1986/1033/thumbnail.jp