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Abstract Economic shocks provide both risks and opportunities for workplace training programs—the risk of program cancellation or interruption to skills development, and the opportunity to be at the vanguard of economic recovery. This paper analyzes the impact of Covid-19 and the resulting economic shock on training programs in the US using a survey amongst employers participating in training support networks, run from April-June 2021. We anticipate that programs expressly motivated by returns to investment and those that are higher quality and leading to stronger credentials will be most likely to survive the shock and have minimal disruption to skills acquisition. Results suggest that expressed motivations to train are generally not linked to training disruption or skills loss, while there is some evidence of paid programs and those offering better credentials being more likely to survive. Internships and programs that are more demographically diverse show a greater likelihood of disruption and skills loss.

Why celebrate Thomas Aquinas? Three eras that celebrated Aquinas in unique ways—the Fourteenth century that canonized him, the Sixteenth century that declared him a doctor of the Church, and the nineteenth century that made him patron of the schools—all struggled with the corrosive effects of nominalism and voluntarism on Western culture. With the help of G. K. Chesterton and C. S. Lewis, this essay suggests that these eras were drawn to Aquinas because his theology offers an antidote against these twin diseases. Specifically, Thomas Aquinas's theology can help us confront the ills of nominalism and voluntarism by encouraging us to celebrate nature, grace, and Christian apprenticeship in virtue as the perennial gifts of God's love. [ABSTRACT FROM AUTHOR]

Academia is underpinned by an apprenticeship model, with increasing recognition of the need for a 'cognitive apprenticeship' model in which the methods and strategies of academic success are learnt through participation in a community of inquiry. Autistic people face systemic barriers in academia, as in other professions, and these may be exacerbated by a model based on learning by observing and modelling. This study sought to obtain specific practical advice for autistic people considering a career in academia, from the perspective of those already working within the academy. Thirty-seven autistic academics provided written reflections on the advice they would give a young person considering a career in academia. Five key themes were generated from these reflections: know the role, find the right people, know (and value) yourself, remember well-being and proceed with caution but with passion. One of the recognised strengths of autistic people is their ability to absorb and retain large amounts of information; autistic children and adolescents are often described as 'little professors'. So, is the life of a university researcher or teacher the ideal career for an autistic person? In this study, 37 autistic people working in universities and colleges provide advice to young people considering a future career as an academic. They emphasise the importance of understanding the complexities and requirements of the role, understanding and valuing yourself and your strengths, and finding the right people to work with and learn from. They also discuss the importance of maintaining a balance between work and well-being, and between caution and passion. The life of an academic can be ideally suited to an autistic person, but it can also be very challenging. [ABSTRACT FROM AUTHOR]

Copyright of Bulletin of Ablai Khan KazUIRandWL: Series 'Pedagogical Sciences' is the property of Kazakh Ablai Khan University of International Relations & World Languages and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: The introduction of the nursing associate role has aimed to provide a different route into nursing careers. Education standards have been structured in line with Nursing and Midwifery Council (NMC) standards for nursing associates for them to meet the proficiency requirement to enter the NMC register (NMC, 2018c). However, there are pedagogic challenges due to the inclusive nature of recruitment, which requires only baseline entry qualifications.Objectives: The purpose of this research is to investigate the experience that trainee nursing associates (TNAs) have of academic learning within the first six months of their apprenticeship programme and to determine the impact of this experience on their progression.Design: A quantitative design was adopted using data collected from two focus groups comprising TNAs who had completed their first two trimesters of academic study. This allowed a phenomenological approach to understand the subjective experiences of the participants within a purposeful sample.Findings: Some three key areas that affected learner progression were highlighted in the study: readiness to study; support to study; and transition of trainees to becoming independent learners.Conclusion: Investment and preparation by all partners involved in the TNA course are crucial. Readiness for trainees to study needs robust and timely recruitment, and learners would be supported by having basic study skills prior to commencement. [ABSTRACT FROM AUTHOR]

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This case study examines Yanchar, Spackman, and Faulconer's "Learning as Embodied Familiarization" (hereafter LAEF) framework in the case of a violinmaking apprenticeship. Its purpose is to critically examine each facet of the LAEF framework as manifest in the lived experience of both master and apprentice. While previous studies investigating this framework have used various qualitative and hermeneutic methodologies, none have done so from a prolonged, ethnographic perspective. This perspective comes from an immersive autoethnography in which I apprenticed under a master violinmaker in an informal, one-on-one workshop environment for six months working four to five days a week for three to four hours each day. By analyzing fieldnotes, interviews, artifacts and video recordings of work sessions, this article situates each facet of the LAEF framework in this lived experience of apprenticeship learning and explores its insights and limitations within this specific case. Findings show that LAEF provides a robust lens through which one may consider human learners as agents, meaningfully engaged in their own learning, where making deliberate choices when presented with unfamiliarity allows them to explore, gain experience, and become in the learning process. [ABSTRACT FROM AUTHOR]

This paper compares within-country programmes of initial vocational education and training (IVET) in Austria, the Czech Republic and Germany and their outcomes. Specifically, it aims to analyse and compare the labour market success of graduates of different tracks at the ISCED 3 level in both early and later stages of their careers. The comparison is based on the analysis of PIAAC 2013 OECD study data. A composite multidimensional indicator was constructed to measure labour market success and subsequently used as a dependent variable in regression models. The results indicate that in the systems with dual IVET at the ISCED 3 level (Germany and Austria), graduates are indeed more successful at the labour market than their counterparts with other ISCED 3 tracks. However, their advantage diminishes in later stages of the career. Additionally, in Austria, the success of dual education young graduates is mediated by individual characteristics. In the system with only school-based IVET (the Czech Republic), this track does not guarantee substantively higher labour market success for young graduates compared to other ISCED 3 tracks and also to those with lower education. Czech apprentices in the later stages of career succeed even less than those with below ISCED 3 education. [ABSTRACT FROM AUTHOR]

As an educator (Allison Balabuch) and an archaeologist (Ann Stahl), we consider how models drawn from archaeology, anthropology, and Indigenous principles of learning can help inform a shift from a "head" model of education to embodied learning through a Know-Do-Understand model. Learning in apprenticeship models has been an integral part of human history across the globe. Apprenticeship models echo Indigenous principles of learning, such as connections to place, relationality, and holistic, experiential learning. We also make a case for how learning through archaeology's diverse and interdisciplinary subject matter can provide teachers with knowledge and skills to enrich formal classroom settings. By re-examining school pedagogy to consider models that include all of the learner—mind, body, and community—and through ongoing collaborations between archaeologists and educators, we can develop a more culturally inclusive and responsive model of education. [ABSTRACT FROM AUTHOR]