Search

We develop a simple search equilibrium model of workplace training and education based on two features. First, investment in education improves job-related learning skills and reduces training costs burdened by firms. Second, firms with vacant skilled job slots can choose between recruitment from the market and training. Compared to Germany and Japan, the US has both a higher inflow rate into unemployment and a higher efficiency of the matching process. While the combined effort of these differences on the share of educated labor is ambiguous, the effect on the percentage of firms undertaking workplace training is to unambiguously reduce it.

All segments of stakeholders in society need to understand economic, environmental and social connections and implications in order to facilitate sustainable development. Currently many people - especially in emerging countries - are not aware of the challenges associated with sustainability. In addition new technology has to be developed to find solutions for providing growth without exceeding the resource boundaries of our planet. This demands a drastically increased learning and teaching productivity and thus new approaches for education. Exemplarily for engineering education, the authors present a concept in which simulation-games are applied in order to support training for assembly processes on manual workplaces. The Assembly Game and the Gaming System are introduced. The first game is played on portable devices. Learners acquire knowledge of the assembly sequence of a bicycle e-motor. The second game is played on a manual assembly workplace. It encourages practice based learning by combining gaming software with a manual assembly workplace. Both games are implemented in education oriented software with strong visual features. Motion capture technology is used in order to support the immediate response to the user's actions.

In recent decades, workplaces have undergone numerous changes. These changes are due to the introduction of new technologies to workplace. In this paper we report a study in the maritime vocational setting. My study reveals that the introduction of new technologies into the ship environment and automation also leaves limited visible traces for the trainees to learn the job through pure observation at work. As a consequence, new learning and curriculum theories need to be applied to the current vocational education and training system to adapt them to the novel context.

Cet article traite des effets des stages pour les élèves de quatre programmes professionnels offerts en alternance travail-études en s’appuyant sur les témoignages des élèves, de leurs enseignants et de leurs tuteurs en entreprise. Les expériences de stage sont d’abord regroupées dans le modèle traditionnel ou le modèle expérientiel de la typologie de l’expérience de travail. Ensuite, les effets se différencient en six catégories : apprentissages à l’école et en entreprise, préparation au marché du travail, socialisation professionnelle, apprentissage technique, développement personnel et orientation professionnelle. La discussion et la conclusion permettent de dégager quelques conditions stimulant ou limitant l’apprentissage des élèves., This article uses the views of students and their teachers and workplace tutors to examine the effects of internships for students in four vocational education programs offered on an alternating work-study basis. First, students’ internship experiences are grouped together according to the traditional or experiential models of the work experience typology. Then, the effects of internships are differentiated according to six categories : learning at school and in the workplace ; preparation for the job market ; professional socialization ; technical apprenticeship ; personal development ; and career direction. The discussion and the conclusion identify a number of conditions that either stimulate or hamper students’ learning., Este artículo trata de los efectos de las prácticas para los alumnos de cuatro programas profesionales impartidos de manera a alternar trabajo-estudios, fundamentándose sobre los testimonios de alumnos, de sus profesores y de sus tutores en la empresa. En primer lugar, las experiencias de prácticas están agrupadas según el modelo tradicional o el modelo experiencial de la tipología de la experiencia laboral. Luego, se separan los efectos en seis categorías : aprendizajes en la escuela y en la empresa, preparación al mercado laboral, socialización profesional, aprendizaje técnico, desarrollo personal y orientación profesional. La discusión y la conclusión permiten destacar algunas condiciones que fomentan o limitan el aprendizaje de los alumnos.

In the present-day world of work, characterized by the globalization of markets and rapid technological change, company directors are turning toward new types of work organization and product diversification in order to contend with increasingly fierce competition. In such a context, workplace training has become a critical issue for companies. Though there are different types of workplace training, the instructors are usually experienced employees who have been asked to train new employees. Incorporating training into the company’s production activities is complex because it creates a situation where the training activity comes into contact with all the other activities. The present article reports on ergonomic research intervention conducted in the meat processing sector which sheds light on the difficulties and challenges that structured training in an SME production system poses for instructors. The data collected here showed that worker-instructors were poorly prepared to train new workers and that the role of an instructor was not sufficiently appreciated in the company. Furthermore, our study pointed out that, to organize learning situations, instructors had to consider several conditions (organizational, technical, physical, and social) and make compromises between what they would have liked to do and what the conditions allowed them to do. Avenues for improvement are suggested to help create greater recognition of the instructors’ role and provide them with more support in the implementation of training activities. The observations made in this study can serve as food for thought for anyone interested in workplace training conditions., Dans le monde actuel du travail marqué par la mondialisation des marchés et le changement technologique rapide, les dirigeants d’entreprises se tournent vers de nouvelles formes d’organisation du travail et la diversification de leurs produits pour faire face à une compétition de plus en plus féroce. Dans un tel contexte, la formation au travail est devenue un enjeu crucial pour les organisations. Il existe diverses modalités d’organisation de la formation en entreprise pour lesquelles les formateurs sont habituellement les employés expérimentés qui reçoivent le mandat de former les nouveaux. Toutefois, l’insertion de la formation dans l’action productive de l’entreprise est complexe puisque qu’elle créé une réalité où l’activité de formation entre en relation avec toutes les autres activités ce qui peut compliquer la tâche des formateurs. Le présent article rend compte d’une recherche-intervention en ergonomie réalisée dans le secteur de la transformation de la viande qui a permis de mettre en évidence les défis et les difficultés que pose aux formateurs la mise en oeuvre d’une formation structurée dans le système productif d’une PME. Les données recueillies montrent que les travailleurs-formateurs sont peu préparés à former et que le statut de formateur est peu valorisé dans l’entreprise. De plus, les résultats mettent en évidence que pour organiser des situations d’apprentissage, les formateurs ont dû agir sur plusieurs conditions (organisationnelles, techniques, physiques et sociales) en faisant des compromis entre ce qu’ils auraient souhaité faire et ce que ces conditions leurs permettaient de faire. Des pistes d’amélioration sont apportées pour valoriser la fonction de formateur et mieux les appuyer dans la mise en oeuvre de leurs activités de formation. Les constats faits dans le cadre de cette étude peuvent être matière à réflexion pour quiconque s’intéresse aux conditions de formation en milieu de travail., En el mundo laboral actual marcado por la mundialización de los mercados y el rápido cambio tecnológico, los dirigentes de empresas viran hacia las nuevas formas de organización de trabajo y la diversificación de sus productos para hacer frente a una competición cada vez más feroz. En tal contexto, la formación laboral se ha vuelto un desafío crucial para las organizaciones. Existen diversas modalidades de organización de la formación en empresa en las cuales los formadores son generalmente los empleados experimentados que reciben el mandato de formar los nuevos. Sin embargo, la inserción de la formación en la acción productiva de la empresa es compleja pues ésta crea una realidad en la que la actividad de formación entra en relación con todas las otras actividades, lo que puede complicar la tarea de los formadores. El presente articulo rinde cuenta de una investigación – intervención en ergonomía realizada en el sector de la transformación de carne que ha permitido poner en evidencia los desafíos y las dificultades que se presentan a los formadores durante la implantación de una formación estructurada en el proceso productivo de una PME. Los datos colectados muestran que los trabajadores formadores son poco preparados a formar y que el estatuto de formador es poco valorizado en la empresa. Además, los resultados ponen en evidencia que para organizar las situaciones de aprendizaje, los formadores han debido actuar sobre varias condiciones (organizacionales, técnicas, físicas y sociales), haciendo compromisos entre lo que ellos hubieran querido hacer y lo que las condiciones les permitía hacer. Algunas pistas de mejora son propuestas para valorizar la función de formador y para apoyarlos mejor en la implantación de las actividades de formación. Las constataciones hechas en el marco de este estudio pueden ser materia de reflexión para quienquiera que se interese a las condiciones de formación en medio laboral.

Background: Psychologists have previously demonstrated that information recall is context dependent. However, how this influences the way we deliver medical education is unclear. This study aimed to determine if changing the recall context from the learning context affects the ability of medical students to recall information. Methods: Using a free recall experimental model, fourteen medical student participants were administered audio lists of 30 words in two separate learning environments, a tutorial room and an operating theatre. They were then asked to recall the words in both environments. While in the operating theatre participants wore appropriate surgical clothing and assembled around an operating table. While in the tutorial room, participants dressed casually and were seated around a table. Students experienced the same duration (15 minutes) and disruption in both environments. Results: The mean recall score from the 28 tests performed in the same environment was 12.96 +/� 3.93 (mean, SD). The mean recall score from the 28 tests performed in an alternative environment to the learning episode was 13.5 +/� 5.31(mean, SD), indicating that changing the recall environment from the learning environment does not cause any statistical difference (p=0.58). The average recall score of participants who learned and recalled in the tutorial room was 13.0 +/� 3.84 (mean, SD). The average recall score of participants who learnt and recalled in the operating theatre was 12.92 +/� 4.18 (mean, SD), representing no significant difference between the two environments for learning (p=0.4792). Conclusions: The results support the continued use of tutorial rooms and operating theatres as appropriate environments in which to teach medical students, with no significant difference in information recall seen either due to a same context effect or specific context effect.