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Understanding the core competencies of English for Specific Purposes (ESP) students is vital for designing ESP curricula and refining methodologies. This study sought to comprehensively assess the core competencies of Business English students in Chinese higher vocational colleges (HVCs). A questionnaire survey was conducted among 394 Business English students from five HVCs. The survey evaluated core competencies across gender and academic grades using a model comprisinging four primary dimensions and twelve sub-modules. The results revealed significant disparities in core competency development among Business English students, particularly across gender and academic grades within the specified competence indicator dimensions. These findings highlight the need to enhance in the core competencies of these students, indicating current deficienciess in their development. The identified disparities and areas for improvement in core competencies provide valuable insights for educators and institutions to customize teaching methodologies and improve curriculum design, better addressing the needs of Business English students in HVCs., Competing Interests: Declarations. Competing interests: The authors declare no competing interests., (© 2024. The Author(s).)

Objective: To explore the results of a targeted recruitment strategy designed to attract and retain new doctors in remote and Aboriginal medical services where they can access Remote Vocational Training Scheme (RVTS) training and support to qualify as general practitioners., Study Design: Two 2-hour purposeful online focus groups on the RVTS' Targeted Recruitment Strategy., Setting and Participants: Five participants and nine stakeholders with knowledge and experience of the strategy. Data were transcribed and deductively and inductively coded for themes including insights from separate project reference and stakeholder advisory groups., Main Outcomes Measures: Perspectives of the strategy., Results: The overarching theme was that the strategy is useful for attracting and retaining new general practitioners in areas of high need and is potentially scalable. Since 2018, 20 new doctors were recruited via the Targeted Recruitment Strategy and six of them completed the RVTS program. The strategy could better differentiate target locations because increasing communities are experiencing major general practice workforce shortages. The package of employment and training could also be more clearly defined for participants, nationally marketed and collaboratively implemented. Further, more site accreditation and ongoing risk and quality review is needed, along with intense early supports for participants who are new to both the community and general practice work., Conclusion: The Targeted Recruitment Strategy is still maturing but the early results suggest it is a unique and proactive model for attracting and improving access to general practitioners in places with high needs. It could be strengthened through formal agreements between communities and agencies, ensuring coordinated implementation, clarifying roles and responsibilities, and developing clear pathways for risk and quality management., (© 2024 The Author(s). Medical Journal of Australia published by John Wiley & Sons Australia, Ltd on behalf of AMPCo Pty Ltd.)

The digital competence of TVET (technical and vocational education and training) teacher is the key to the digital development of TVET. Improving the digital competence of TVET teachers is of great significance to accelerate the digital transformation process of TVET. However, there are still few researches on digital competence of TVET. The aim of this study is to describe the self-cognition of digital competence of Chinese teachers for TVET. For this purpose, based on the development characteristics of China's TVET, a standard system for digital competence of TVET teachers in China was established, including digital mindset and attitude, digital knowledge and skills, digital education and teaching, digital care and support, and digital collaboration and development. Based on this, an assessment tool was developed to investigate the current situation of competence of 2,514 in-service TVET teachers in China. The results show that the competency system is an effective tool to measure the digital competence of Chinese TVET teachers, and other internal and external factors except gender have different degrees of influence on the digital competence of teachers. According to the results of this study, different suggestions are put forward to train the digital competence of TVET teachers., Competing Interests: The authors have declared that no competing interests exist., (Copyright: © 2024 Xin et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.)

Unlabelled: China's secondary vocational medical education is essential for training primary health care personnel and enhancing public health responses. This education system currently faces challenges, primarily due to its emphasis on knowledge acquisition that overshadows the development and application of skills, especially in the context of emerging artificial intelligence (AI) technologies. This article delves into the impact of AI on medical practices and uses this analysis to suggest reforms for the vocational medical education system in China. AI is found to significantly enhance diagnostic capabilities, therapeutic decision-making, and patient management. However, it also brings about concerns such as potential job losses and necessitates the adaptation of medical professionals to new technologies. Proposed reforms include a greater focus on critical thinking, hands-on experiences, skill development, medical ethics, and integrating humanities and AI into the curriculum. These reforms require ongoing evaluation and sustained research to effectively prepare medical students for future challenges in the field., (© Wenting Tong, Xiaowen Zhang, Haiping Zeng, Jianping Pan, Chao Gong, Hui Zhang. Originally published in JMIR Medical Education (https://mededu.jmir.org).)

Objectives: 1) To compare the effect of the self-report distress tool (DT) and rapid mental health referral process (MH) on vocational training program attendance. 2) To compare the effect of the DT and MH on vocational training program completion. 3) To compare the effect of the DT an MH on post-vocational training program employment., Design: Pragmatic, multi-centre, 2x2 factorial, cluster randomized, superiority study with 4 parallel groups and primary endpoints of vocational program attendance and completion at 12 weeks and post-program employment at 24 months. Cluster randomization of each training cohort will be performed with a 1:1:1:1 allocation ratio using a site stratified, permuted-block group schema. Final sample size is expected to be 400 participants (100 per group)., Participants: Students enrolled in Community Builder's Trades & Diversity Training Program in either the city of Barrie or Sudbury (in Ontario, Canada) will be eligible for enrollment if they have an active Ontario Health Insurance Plan number and Canadian Social Insurance Number and provide written informed consent prior to Training program commencement., Outcomes: The primary outcome includes: 1) Difference in proportion of absence-free program days from date of randomization, where absence-free days are defined as being present in class or work setting for ≥ 8 hours from Monday to Thursday during the 12-week program duration., Trial Registration: ClinicalTrials.gov NCT05626374 (November 23, 2022)., Competing Interests: The authors have declared that no competing interests exist., (Copyright: © 2024 Bailey et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.)

Background: During adolescence, substance use and digital media exposure usually peak and can become major health risks. Prevention activities are mainly implemented in the regular school setting, and youth outside this system are not reached. A mobile app ("Meine Zeit ohne") has been developed specifically for vocational students and encourages participants to voluntarily reduce or abstain from a self-chosen addictive behavior including the use of a substance, gambling, or a media-related habit such as gaming or social media use for 2 weeks. Results from a randomized study indicate a significant impact on health-promoting behavior change after using the app. This exploratory study focuses on the intervention arm of this study, focusing on acceptance and differential effectiveness., Objective: The aims of this study were (1) to examine the characteristics of participants who used the app, (2) to explore the effectiveness of the mobile intervention depending on how the app was used and depending on participants' characteristics, and (3) to study how variations in app use were related to participants' baseline characteristics., Methods: Log data from study participants in the intervention group were analyzed including the frequency of app use (in days), selection of a specific challenge, and personal relevance (ie, the user was above a predefined risk score for a certain addictive behavior) of challenge selection ("congruent use": eg, a smoker selected a challenge related to reducing or quitting smoking). Dichotomous outcomes (change vs no change) referred to past-month substance use, gambling, and media-related behaviors. The relationship between these variables was analyzed using binary, multilevel, mixed-effects logistic regression models., Results: The intervention group consisted of 2367 vocational students, and 1458 (61.6%; mean age 19.0, SD 3.5 years; 830/1458, 56.9% male) of them provided full data. Of these 1458 students, 894 (61.3%) started a challenge and could be included in the analysis (mean 18.7, SD 3.5 years; 363/894, 40.6% female). Of these 894 students, 466 (52.1%) were considered frequent app users with more than 4 days of active use over the 2-week period. The challenge area most often chosen in the analyzed sample was related to social media use (332/894, 37.1%). A total of 407 (45.5%) of the 894 students selected a challenge in a behavioral domain of personal relevance. The effects of app use on outcomes were higher when the area of individual challenge choice was equal to the area of behavior change, challenge choice was related to a behavior of personal relevance, and the individual risk of engaging in different addictive behaviors was high., Conclusions: The domain-specific effectiveness of the program was confirmed with no spillover between behavioral domains. Effectiveness appeared to be dependent on app use and users' characteristics., Trial Registration: German Clinical Trials Register DRKS00023788; https://tinyurl.com/4pzpjkmj., International Registered Report Identifier (irrid): RR2-10.1186/s13063-022-06231-x., (©Kristin Grahlher, Matthis Morgenstern, Benjamin Pietsch, Elena Gomes de Matos, Monika Rossa, Kirsten Lochbühler, Anne Daubmann, Rainer Thomasius, Nicolas Arnaud. Originally published in JMIR mHealth and uHealth (https://mhealth.jmir.org), 23.07.2024.)

Background and Objectives: The 1 + X certificate system, introduced in China in 2019, integrates academic credentials with vocational skill certificates to meet the heightened demand for skilled talents in the growing economy. This study aims to innovate and evaluate the vocational pharmaceutical education system under the 1 + X certificate framework, specifically addressing the gap between theoretical education and workplace requirements., Materials and Methods: A retrospective observational approach analyzed 490 pharmacy students over two academic years. The 2021 cohort underwent 1 + X integrated education, while the 2020 cohort followed conventional education. We collaborated closely with industry partners to identify and compile typical job competencies, formulating work projects aligned with industry demands. Combining the skill level standards and assessment content of "1+X Pharmaceutical Purchasing and Sales" and "1+X Pharmaceutical Preparation", we revised the course standards, incorporating typical work projects into the 2021 pharmacy professional teaching curriculum. This constituted the fundamental content of the 1 + X education reform. Statistical analysis compared course scores and 1 + X certificate examination performance., Results: The 2021 cohort, under the 1 + X educational model, demonstrated higher average scores in pharmacy courses, with significant improvements in pharmacology (1 + X vs. Traditional education: 58.40 ± 14.20 vs. 53.44 ± 14.67), clinical pharmacotherapy (72.74 ± 10.28 vs. 63.15 ± 11.03), and pharmaceutical distribution and marketing (79.34 ± 10.96 vs. 67.50 ± 15.82). 1 + X certificate pass rates and satisfaction with the model were also higher than the 2020 cohort., Conclusion: The 1 + X certificate system is useful for developing talent in Chinese vocational education, effectively integrating assessments with industry standards. Future research should aim at evaluating long-term outcomes and improving quantitative skills assessments for enhanced effectiveness., Competing Interests: Declaration of competing interest The authors declare that they have no competing interests., (Copyright © 2024 Elsevier Inc. All rights reserved.)

Background: This article presents a research study that aims to explore sustainable approaches for developing professional skills in vocational education students in Thailand. This is the second phase of the research, which utilizes a qualitative research methodology., Methodology: The key informants in this study are administrators of vocational education institutions, teachers, and students currently enrolled in vocational education institutions in Thailand, totaling 36 participants. The research uses a purposive sampling method and snowball sampling method. Data collection methods include document analysis, in-depth structured interviews, and observation. The results of the interviews are analyzed, and the content analysis is summarized. The research process consists of 4 steps: 1) literature review, 2) data collection, 3) data analysis, and 4) verification and confirmation., Results: The research findings highlight several key considerations, including: 1) factors influencing the development of professional skills among vocational education students, such as curriculum design, support and counseling, practical training in workplaces, interactive learning, problem-solving and analytical thinking skills development, practical learning, and supportive learning environments, 2) approaches for sustainable professional skill development involve employing the appropriate approaches for self-development. The steps include setting clear goals and plans, active learning and training, technology skill development, experiential learning, problem-solving skill development, participation in professional activities, self-reflection, and continuous self-improvement., Conclusion: These approaches aim to enhance the competencies of vocational education students, ensuring quality and efficiency as part of lifelong learning and sustainable development., Competing Interests: No competing interests were disclosed., (Copyright: © 2024 Sakdapat N.)

At a time when vocational education is seen as critical for national development, concern grows regarding how weak organizational culture and occupational commitment may threaten the production of quality graduates and teachers within the field. The failure of vocational institutions to effectively create human capital likely threatens the connections between Chinese industry and its educational institutions. This study thus explores how these connections are influenced by organizational and occupational factors. A multi-layer linear model is employed on data collected from 406 teachers from 69 Chinese vocational colleges and universities. Results suggest that organizational cultural positively influences industry-university cooperative behavior through the construction of strong occupational commitment and job involvement. This study not only enriches and expands new knowledge and academic perspectives, but also provides feasible policy suggestions to help guide educational administrators toward the improvement of vocational education., Competing Interests: The authors have declared that no competing interests exist.

Background: A high proportion of vocational education students smoke tobacco, have inadequate nutrition (ie, low fruit and vegetable intake), drink alcohol at risky levels, or are physically inactive. The extent to which vocational education students will sign up for proactively offered online and telephone support services for multiple health risk behaviors is unknown., Objective: The aim of this study is to examine the uptake of proactively offered online and telephone support services for smoking, nutrition, alcohol consumption, and physical activity risk behaviors, individually and in combination, among vocational education students in the Technical and Further Education (TAFE) setting. The characteristics associated with the uptake of online or telephone services for smoking, nutrition, alcohol consumption, and physical activity risk behaviors were also examined., Methods: Vocational education students enrolled in a TAFE class in New South Wales, Australia, which ran for 6 months or more, were recruited to participate in a cluster randomized controlled trial from May 2018 to May 2019. In the intervention arm, participants who did not meet the Australian health guidelines for each of the smoking, nutrition, alcohol consumption, and physical activity risk behaviors were provided electronic feedback and proactively offered online and telephone support services. Uptake of support was measured by whether participants signed up for the online and telephone services they were offered., Results: Vocational education students (N=551; mean age 25.7 years, SD 11.1; 310/551, 56.3% male) were recruited into the intervention arm. Uptake of the proactive offer of either online or telephone services was 14.5% (59/406) for fruit and vegetables, 12.7% (29/228) for physical activity, 6.8% (13/191) for smoking, and 5.5% (18/327) for alcohol use. Uptake of any online or telephone service for at least two health behaviors was 5.8% (22/377). Participants who were employed (odds ratio [OR] 0.10, 95% CI 0.01-0.72) and reported not being anxious (OR 0.11, 95% CI 0.02-0.71) had smaller odds of signing up for online or telephone services for smoking, whereas participants who reported not being depressed had greater odds (OR 10.25, 95% CI 1.30-80.67). Participants who intended to change their physical activity in the next 30 days had greater odds (OR 4.01, 95% CI 1.33-12.07) of signing up for online or telephone services for physical activity. Employed participants had smaller odds (OR 0.18, 95% CI 0.06-0.56) of signing up for support services for at least two behaviors., Conclusions: Although the uptake of proactively offered online and telephone support services is low, these rates appear to be higher than the self-initiated use of some of these services in the general population. Scaling up the proactive offer of online and telephone services may produce beneficial health outcomes., Trial Registration: Australian New Zealand Clinical Trials Registry: ACTRN12618000723280; https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=375001., (©Prince Atorkey, Christine Paul, Billie Bonevski, John Wiggers, Aimee Mitchell, Emma Byrnes, Christophe Lecathelinais, Flora Tzelepis. Originally published in the Journal of Medical Internet Research (http://www.jmir.org), 06.01.2021.)

Vocational training of students in diet habits and active lifestyle habits has recently become an important issue, given the health problems caused as a result of a poor diet. The objective of this study is to analyze the effectiveness of different training actions (traditional method and digital resources) carried out in a program of dietary habits and active lifestyle at the vocational training stage. A quasi-experimental design of the pre-post type was developed. A sample of 177 participants was chosen. The instrument to collect the data was the validated ECHAES questionnaire. The results show that all study groups demonstrated similar averages across all dimensions, except in the digital resource post-test design, where the averages were higher than the rest. There was a significant relationship between the traditional teaching method and the post-test digital resources design in all dimensions. There was also a significant relationship between the pre-test and post-test of the traditional teaching method and the digital resource group in the dimensions. It can be concluded that both the traditional and the innovative method lead to learning in the vocational training student, although the values achieved by the group where the innovative method was adopted were much higher than in the traditional group.

Robots have a role in addressing the secondary impacts of infectious disease outbreaks by helping us sustain social distancing, monitoring and improving mental health, supporting education, and aiding in economic recovery., (Copyright © 2020 The Authors, some rights reserved; exclusive licensee American Association for the Advancement of Science. No claim to original U.S. Government Works.)

Objectives: to analyze the practice and construction processes of Pedagogical Content Knowledge of freshman professors, in secondary education in nursing., Methods: a collective case study with a qualitative approach. Data collection with biographical interview, non-participant observation of sessions and group interview. With the results interpreted in the light of Shulman's theoretical framework, content analysis enabled the creation of the category Manifestation of Pedagogical Content Knowledge., Results: predominance of traditional teaching practices, with an attempt at more flexible postures, with pedagogical knowledge and encouragement for student reflection. Final Considerations: the transition from the traditional model to a dialogical teaching (with the student's role) highlights the process of expanding Pedagogical Content Knowledge of, such as learning in and about the practice itself, seeking to strengthen teaching knowledge. A manifestation of reflective thinking was evidenced, with a perception of teaching professionalization.

Background: Studies have identified gaps in health and safety knowledge and work practices of vocational students in the United States and abroad. Little is known about what, how, when, or if health and safety are taught and if the teaching that takes place is effective. Faculty skilled in their technical area may lack knowledge related to health and safety and pedagogy. This knowledge gap is compounded by a deficiency or absence of high-quality safety and health resources for vocational and technical college faculty, the use of outdated and often inaccurate information, and lack of any standardized assessment of knowledge and skills., Methods: To identify these knowledge gaps, we conducted group interviews with auto body collision technology and machine tool technology faculty at two colleges., Results: Most instructors reported a rapid transition from technical trade worker or business owner into their faculty role, with little support or education related to teaching. No instructor used a defined health and safety curriculum and materials or could describe the breadth safety skills required for their profession. Instructors tested and evaluated health- and safety-related skills on an ad hoc basis and said that workers and employers were ultimately responsible for job health and safety., Conclusions: Standardized health and safety training is needed nationally and should be progressive and integrated with career-specific educational programs. It should ensure that students obtain knowledge and understanding of how to apply the principles of safety and health and communicate with employers about health- and safety-related issues., (© 2019 Wiley Periodicals, Inc.)

Objective: to analyze education and practice of nursing technicians in health promotion, from the perspective of teaching nurses of technical course and Primary Health Care nurses., Method: an exploratory study with qualitative data analysis, carried out in the city of São Paulo, through semi-structured interviews with nine public technical professors and 16 nurses from the basic health network. Data thematic analysis was carried out., Results: three thematic categories have emerged: Conceptions and experiences on health promotion; Nursing technician's practice in health promotion; and Nursing technician education on health promotion., Final Considerations: it is necessary to review the centrality given to technicalism in the education and practice of nursing technicians, contemplating the health promotion and seeking the development of professional competence for the construction of transformative practices aimed at valuing the autonomy and proactivity of the people in health and quality of life production.

Background: The insufficiency of health literacy negatively affects the national economy as it leads to increased health service expenditure. It is very important for individuals to have accurate health-related information to reduce these negative effects., Aim: The aim of the study is to examine the health literacy of nursing students and its effective factors., Methods: This descriptive study was carried out with students from the nursing department of a vocational school of health sciences between September and October 2018 in Turkey. A semi-structured questionnaire regarding the descriptive features of the participants and the European Health Literacy Scale were used for data collection., Results: The study included 283 nursing students; 29.3% had a problematic-limited health literacy level. The study found a statically significant difference between student year, high school graduation and family's income level and the total mean score of the HLS-EU scale., Conclusion: The subject of health literacy should be integrated into the educational program of nursing students. The nurses are the most important workforce in health services, and awareness about this subject should be raised., (© 2019 Wiley Periodicals, Inc.)

Innovative combination HIV-prevention and microfinance interventions are needed to address the high incidence of HIV and other STIs among women who use drugs. Project Nova is a cluster-randomized, controlled trial for drug-using female sex workers in two cities in Kazakhstan. The intervention was adapted from prior interventions for women at high risk for HIV and tailored to meet the needs of female sex workers who use injection or noninjection drugs. We describe the development and implementation of the Nova intervention and detail its components: HIV-risk reduction, financial-literacy training, vocational training, and a matched-savings program. We discuss session-attendance rates, barriers to engagement, challenges that arose during the sessions, and the solutions implemented. Our findings show that it is feasible to implement a combination HIV-prevention and microfinance intervention with highly vulnerable women such as these, and to address implementation challenges successfully.

Objective: The purpose of this study was to determine whether vocational supports for emerging adults with serious mental health conditions who are at high risk for rearrest are more effectively served within Multisystemic Therapy for Emerging Adults (MST-EA) through vocationally enhanced MST-EA Coaches or through referral to state vocational rehabilitation services., Method: A pilot randomized controlled trial examined two MST-EA Coaching approaches. In the Standard Coach + VR condition (n = 16), MST-EA Coaches delivered standard skills curricula to participants and referred them to state vocational rehabilitation (VR) services for vocational supports. In the Vocational Coach (VC) condition (n = 16), MST-EA Coaches delivered the standard skills curricula enhanced with extensive education/employment components. Analyses included pre- to posttreatment comparisons of vocational outcomes, and between groups comparisons of fidelity, satisfaction, and services utilization., Results: Those in the VC condition had a 12-fold increase in the odds of posttreatment vocational activity compared with those in the Standard Coach + VR condition (92.9 vs. 57.1% employed or in school, respectively). Subgroup analyses of those who engaged in Coaching showed that there was specifically an increase in the odds of posttreatment educational engagement among those in the VC condition compared with those in Standard Coach + VR., Conclusions and Implications for Practice: Based on the strength of the findings in this small pilot study the VC should be included in future clinical trials of MST-EA to maximize treatment impact for supporting emerging adult vocational functioning and thus reducing antisocial behavior. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Traditionally, vocational training and liberal arts (and premedical) curricula have been separate education tracks. This personal profile describes a program that evolved from the partial fusion of vocational training and a premedical education track. My personal health issue, visual impairment, which presumably resulted as a complication of congenital toxoplasmosis, hampered my ability to read in grammar school and necessitated my placement in remedial reading classes until eighth grade. My father created an independent home-based vocational training program that ran in parallel to my traditional school education all the way through college. In this case study, I provide an overview of this hybrid education program, which we refer to as the Vocational Training/Medical College Curriculum of the Future (VTMC). This term implies that the education of a student from K-12 school through medical college is a continuum. I find it useful to conceptualize a single education continuum beginning with vocational training and ending with medical education, with a large overlap area in the middle. In this paper, I describe a set of my work experiences that leveraged and reinforced my didactic education experiences. Mentors who supported aspects of the VTMC program have included a college president, a US Congressman, a Nobel Laureate, and a Massachusetts General Hospital leader in academic pathology. Elements of this innovative VTMC program have been used in K-12 public schools and in nonmedical graduate school programs., (Copyright © 2018. Published by Elsevier Inc.)

The purpose of this study was to compare mobile technologies with universally-designed prompting systems to improve the independent vocational performance of four adolescents with ASD and/or ID in school-based employment settings. Specific aims were to (1) compare the effectiveness of universally-designed prompting systems presented on iPads and HP Slates that involved participant-selection and participant-fading of available on-screen media prompts; (2) compare the usability of different mobile devices; and (3) determine if built-in decision prompts could improve problem-solving behavior during task completion. Results indicated that both devices resulted in immediate and substantial increases in independent responding for three of the four participants. All participants performed better with their preferred device and all self-faded reliance on instructional prompts as skill acquisition increased.

Purpose: The purpose of this study is to explore experiences of persons in Nepal using lower-limb prostheses, in relation to specific articles in the Convention on the Rights of Persons with Disabilities that consider mobility, education, health, rehabilitation, and work and employment., Method: Qualitative interviews were conducted with 16 persons using lower limb prostheses. Content analysis was applied to the data., Results: Six themes emerged: The lower-limb prosthesis is essential for mobility and daily life; Limited mobility in challenging terrain and request for reduced pain when using prosthesis; Difficulties in finding and sustaining employment emphasized the importance of vocational training; Appreciation of comprehensive rehabilitation together with other persons with amputations, but covering related costs is a struggle; Satisfied with health care, but concerned that it creates debt and dependence upon others; and finally, Limited ability creates negative self-image and varied attitudes in other people., Conclusion: Persons with lower-limb amputations were restricted by poverty and wanted increased independence. Rehabilitation and prosthetic services in Nepal need to increase proportionally as they contribute to enabling those persons to a better daily life. Prostheses were essential but more advanced technology was requested. Access to education and vocational training has the potential to improve the socio-economic status of those with lower-limb amputations due lack of employment not requiring physical effort. Implications for rehabilitation To increase access for persons with lower-limb amputations in Nepal to rehabilitation services, these services need to increase proportionally, and the policy for financial compensation to enable those persons to afford transportation to the rehabilitation center should be implemented. The design and manufacture of the low-cost polypropylene technology for prostheses used in Nepal needs to be improved, directed towards increasing the ability to ambulate on uneven surfaces and hilly terrain, and the ability to walk long distances. Adjustments of employment for persons with physical disabilities in Nepal have the potential to strengthen their socio-economic status. Vocational training programs and educational opportunities for persons with physical disabilities have the potential to improve income-generating employment and need to increase proportionally in Nepal. The policies developed in accordance with the Convention on the Rights of Persons with Disabilities need to be further implemented to decrease existing barriers to access to general health care and rehabilitation and prosthetic services for persons with disabilities in Nepal.

In order to enhance Chinese workers' occupational safety awareness, it is essential to learn from developed countries' experiences. This article investigates thoroughly occupational safety and health (OSH) in China and the UK; moreover, the article performs a comparison of Chinese and British OSH training-related laws, regulations and education system. The following conclusions are drawn: China's work safety continues to improve, but there is still a large gap compared with the UK. In China a relatively complete vocational education and training (VET) system has been established. However, there exist some defects in OSH. In the UK, the employer will not only pay attention to employees' physiological health, but also to their mental health. The UK's VET is characterized by classification and grading management, which helps integrate OSH into the whole education system. China can learn from the UK in the development of policies, VET and OSH training.

This study evaluates the direct effects of vocational training, which is a popular active labour market policy in a European developing country such as Romania. Since the available official statistical microdata were insufficient to conduct reliable impact evaluations, the main findings were obtained through a counterfactual impact evaluation using newly produced micro survey data. Moreover, the research provides a heterogeneity analysis of groups of trainees, in order to identify the categories for which the programme performs best. The main results reveal that the training measure has a positive, but modest impact upon employability in Romania: participation increases employment chances properly controlled by 15%. It is most successful for women and for people living in urban areas. Measures for increasing the impacts of the vocational training programme in Romania are identified in terms of better targeting and profiling the trainees and closer adjustment of the programme to the specific needs of the labour market., (Copyright © 2017 Elsevier Ltd. All rights reserved.)

Background: Protective workshops and sheltered employment settings have been instrumental in developing the work skills of people with disabilities, however there has been a void in the literature about its influence on the ability of individuals to find employment in the open labor market., Objective: The aim of the study is to explore the experiences and perceptions of people with disabilities about the development of their work skills for transitioning into the open labor market., Participants: Five individuals with various types of disabilities and two key informants participated in the study., Methods: The research study was positioned within the qualitative paradigm specifically utilizing an exploratory and descriptive research design. In order to gather data from the participants, semi structured interviews were used., Results: Three themes emerged from the findings of the study. Theme one, designated as "Reaching a ceiling", reflected the barriers that the participants experienced regarding work skills development. Theme two, designated as "Enablers for growth within the workplace", related to the enabling factors related to development of the work skills of persons with a disability (PWD). The final theme related to the meaning that PWD associated to their worker role and was designated as "A sense of universality"., Conclusion: The participants highlighted that they felt their coworkers in the workshops were "like family" to them and thoroughly enjoyed the work tasks and work environment, expressing specific support from their fellow workers. Through reaching their goals, engaging in their work tasks and having the sense of universality in the workplace, the workers felt that the work they participated in gave them meaning to their life. The findings of the study indicated that managers of protective workshops and sheltered employment settings should consider selecting work tasks that enable the development of skills needed in the open labour market. A work skills development system whereby PWD in these workshops could determine their own career progression is advocated.

Objective: To examine the effectiveness of a video modeling (VM) with video feedback (VFB) intervention to teach vocational gardening skills to three adults with autism spectrum disorder (ASD)., Method: A multiple probe design across skills was used to assess the effects of the intervention on the three participants' ability to perform skills accurately., Results: The use of VM with VFB led to improvements across skills for two of the participants. The third participant required video prompting (VP) for successful skill acquisition. Skill performance generalized across personnel and settings for two of the participants, but it was not assessed for the third. Skill performance maintained at follow-up for all three participants. Social validity data gathered from participants, parents, and co-workers were positive., Conclusion: These findings suggest that VM with VFB and VP with VFB were effective and socially acceptable interventions for teaching vocational gardening skills to young adults with ASD.

We use register data of 88,948 sick-listed workers in Denmark over the period 2008-2011 to investigate the effect of active labor market programs on the duration until returning to non-subsidized employment and the duration of this employment. To identify causal treatment effects, we exploit over-time variation in the use of active labor market programs in 98 job centers and time-to- event. We find that ordinary education and subsidized job training have significant positive employment effects. Subsidized job training has a large, positive effect on the transition into employment but no effect on the subsequent employment duration. In contrast, ordinary education has a positive effect on employment duration but no effect on the transition into employment. The latter effect is the result of two opposing effects, a large positive effect of having completed education and a large negative lock-in effect, with low re-employment chances during program participation., (Copyright © 2017. Published by Elsevier B.V.)

Underpinned by stage-environment fit and job demands-resources theories, this study examined how adolescents' anxiety, depressive symptoms, and positive functioning developed as they transferred from comprehensive school to further education, employment or training, or became NEET (not in education, employment, or training), at age 16 years, in the longitudinal English national cohort study Next Steps (N = 13,342). Controlling for childhood achievement, socioeconomic status, ethnicity, and gender, we found that NEET adolescents had the largest losses in mental health. This pattern was similar to adolescents staying on at school who had increased anxiety and depression, and decreased positive functioning, after transition. In comparison, adolescents transferring to full-time work, apprenticeships, or vocational college experienced gains in mental health., ((c) 2016 APA, all rights reserved).)

Although apprenticeship training has been praised for its effectiveness in easing the transition of non-college-bound students from school to work, most studies rely on cross-country or cross-track comparisons. This study compares apprenticeship training students with non-apprentices within educational track in a relatively uncoordinated and decentralized institutional setting. Using a rich database and a unique set of observable individual-level characteristics as well as local labor market fixed effects to control for the potential selection bias, the results show that there are no significant differences in employment opportunities between apprentices and non-apprentices within just a year after graduation. This might be due to the failure of the Hungarian firms to enhance the skills of apprentices and thus increase their chances of entering the labor market compared to their school-trained peers. However, some immediate positive effect of apprenticeship training within sub-populations is apparent, which are likely to be the result of screening., (Copyright © 2015 Elsevier Inc. All rights reserved.)

Postsecondary education (PSE) programs for individuals with intellectual disabilities (IDs) have emerged exponentially in the United States over the last decade. Research regarding these postsecondary programs has largely been descriptive, and thus, there exists a need for qualitative, outcome-based research. In this comparative case report, graduates from two types of PSE programs for individuals with IDs are surveyed regarding employment outcomes and other personal developments. The results from each postsecondary program are compared with one another and also with a comparison group of individuals with IDs who did not attend a postsecondary program (utilizing the 2009 National Longitudinal Transition Study 2). This case demonstrates significant positive employment outcomes for individuals with IDs who attend postsecondary programs compared to those who do not attend such programs and highlights similarities and differences regarding outcomes of the two program types under consideration., (© The Author(s) 2015.)

This study discusses an evaluation model carried out in vocational training contexts and draws from a line of studies that have analyzed the processes of meaning construction according to a semiotic and contextual perspective (Freda, 2011; Freda & De Luca Picione, 2014; Salvatore & Freda, 2011; Salvatore & Venuleo, 2008; Valsiner, 2007). The study aims to identify models of use of training contexts (thought of as different ways to give meaning to the relationship between the trainee and the training context), as well as to analyze their relationship with social-demographic variables and course type. An additional aim is to investigate training outcomes to discern any connection existing between models of use and competence of use (e.g. the ability of trainees to participate and benefit from the training setting for their professional development aims). An especially designed ad hoc open-answer questionnaire was administered to 76 trainees in the ex-post impact training phase. We adopted a multi-method analysis methodology (Bolasco, 1999). Data analysis pointed to three models of use: Opaque, Learning, Development. The last one showed a significant association with training outcomes which were effective and useful to hypothesize the development of a competence of use. The results have interesting implications for the design of evaluation programs directed to the sensemaking processes that organize the relationship between the formative self and the training context., (Copyright © 2015 Elsevier Ltd. All rights reserved.)

Introduction: The residency period of vocational training is a fundamental component for a general practitioner's (GP's) qualification. During the residency, teaching is given by consultants and staff from different medical disciplines who do not necessarily know the GP registrar's training objectives., Aim: To develop a standardised feedback questionnaire to evaluate residency attachments and enable GP registrars and their supervisors to discuss the actual training environment and areas for improvement., Methods: A cross-sectional study was carried out to assess GP registrars' ratings of items preselected by an expert group to reflect important elements in high-quality vocational training. We recruited GP registrars in Germany via mailing lists and online discussion forums and used the importance-severity-score method to score the content and importance of the selected items. On the basis of these ratings, we eliminated 74 items. This version of the questionnaire then underwent an intra-observer-reliability evaluation by the same GP registrars after eight weeks. Items with a correlation of less than 0.4 (Pearson correlation coefficient) were dropped or rephrased., Results: Our initial questionnaire featured 117 potential items. We reduced this to 43 items after the first study; two additional items were dropped following the reliability test., Discussion: To our knowledge, this is the first standardised feedback questionnaire evaluating the residency period of vocational training. We hope our work will improve the quality of GPs' vocational training. The importance-severity-score method is a fast and efficient method for developing instruments using personal judgement to evaluate constructs.

The JobFit-Training for adolescents (Petermann u. Petermann, 2010) is a well documented behavioural psychological prevention program for students from the eighth grade and up. The present study examines the results of the evaluation of the practical implementation of the training over the course of two years. Data from 828 students could be collected in two measurements, before and after the intervention, out of which 323 were eighth-graders and 505 were ninth-graders. The analysis showed that eighth-graders profit more with regards to acquiring knowledge through the training than ninth-graders do. However, unlike male eighth-graders, female eighth-graders were unable to furthermore improve their social competences through the training. On the other hand the ninth-graders profit from the training in both groups with regards to their social competences.

The DigiPlace4all online peer support community supports people with disabilities in developing digital literacy skills needed to transition from Vocational and Educational Training (VET) to mainstream education & employment. It facilitates the development of informal one-to-one peer support relationships between members who can post and respond to requests and offers of peer support and share information on a range of associated topics. It is active in Ireland, Belgium, Poland and Bulgaria and is being spread internationally.

The study discussed in this paper had two principal objectives. The first was to evaluate the distance model of official vocational education and training offered by means of a virtual learning platform. The second was to establish that both on-site classroom and online distance modes of vocational education and training can be seen as complementary in terms of responding to the majority of modern educational needs. We performed a comparative study using data and results gathered over the course of eleven academic years for 1,133 of our students enrolled in an official vocational education and training program, leading to the awarding of a certificate as an Administrative Management Expert. The classes were offered by the Alfonso de Avellaneda Vocational Education and Training School, located in the city of Alcalá de Henares near Madrid, Spain. We offered classes both in traditional classroom mode and through online distance learning. This paper begins with a descriptive analysis of the variables we studied; inferential statistical techniques are subsequently applied in order to study the relationships that help form the basis for the conclusions reached. This study's results provide evidence that a broad offering of vocational education and training opportunities will facilitate access to such learning for students who require it, regardless of their age, employment status, or personal circumstances, with the online distance mode playing a fundamental role while also yielding results equivalent to those observed for classroom instruction.

Juvenile offenders with substance use problems are at high risk for deleterious long-term outcomes. This study evaluated the capacity of a promising vocational and employment training program in the building sector (i.e., Community Restitution Apprenticeship-Focused Training, CRAFT) to mitigate such outcomes through enhanced employment and education. Participants were 97 high-risk juvenile offenders (mean age=15.8 years) randomized to CRAFT versus education as usual (EAU) intervention conditions. Multi-method procedures measured employment, education, substance use, mental health, and criminal outcomes through a 30-month post-baseline follow-up. CRAFT was significantly more effective than EAU at increasing rates of youth employment and GED attendance. Intervention effects were not observed, however, for months employed, hours worked, or hourly wage. Measures of youth substance use, mental health symptoms, and criminal activity showed no favorable or iatrogenic effects. The potential of CRAFT was modestly supported, and suggestions were made for future research., (© 2013.)

This article summarizes a process which exemplifies the potential impact of municipal investment on the burden of cardiovascular disease (CVD) in city populations. We report on Developing an evidence-based approach to city public health planning and investment in Europe (DECiPHEr), a project part funded by the European Union. It had twin objectives: first, to develop and validate a vocational educational training package for policy makers and political decision takers; second, to use this opportunity to iterate a robust and user-friendly investment tool for maximizing the public health impact of 'mainstream' municipal policies, programs and investments. There were seven stages in the development process shared by an academic team from Sheffield Hallam University and partners from four cities drawn from the WHO European Healthy Cities Network. There were five iterations of the model resulting from this process. The initial focus was CVD as the biggest cause of death and disability in Europe. Our original prototype 'cost offset' model was confined to proximal determinants of CVD, utilizing modified 'Framingham' equations to estimate the impact of population level cardiovascular risk factor reduction on future demand for acute hospital admissions. The DECiPHEr iterations first extended the scope of the model to distal determinants and then focused progressively on practical interventions. Six key domains of local influence on population health were introduced into the model by the development process: education, housing, environment, public health, economy and security. Deploying a realist synthesis methodology, the model then connected distal with proximal determinants of CVD. Existing scientific evidence and cities' experiential knowledge were 'plugged-in' or 'triangulated' to elaborate the causal pathways from domain interventions to public health impacts. A key product is an enhanced version of the cost offset model, named Sheffield Health Effectiveness Framework Tool, incorporating both proximal and distal determinants in estimating the cost benefits of domain interventions. A key message is that the insights of the policy community are essential in developing and then utilising such a predictive tool.

Background: Although various assessments pertaining to the surgical aspect of Mohs micrographic surgery (MMS) have been performed, the pivotal role played by the MMS histotechnician (MH) has not previously been addressed in the UK., Aim: To undertake a review of the training and practice of MHs in all centres performing MMS within the National Health Service (NHS) in the UK., Methods: NHS dermatology departments performing MMS in the UK were identified and contacted by telephone between November 2011 and January 2012. MMS practice data pertaining to the role of the MH in tissue processing was collected by speaking directly to a histotechnician in each department., Results: In total, 29 centres were identified. The number of MHs at each centre varied from 1 to 13 (median 3). All MHs had undergraduate degrees in biomedical science. Most (85%) MHs worked full-time under the directorate of their local pathology department. In 19 centres (66%), the Mohs surgeon reviewed the slides, and in the remaining 10 centres (34%), a consultant histopathologist reviewed the slides, either alone or in partnership with the Mohs surgeon. There was significant variation in tissue handling and processing techniques across the centres. All centres used MMS to treat primarily high-risk basal cell carcinomas, with over half (55%) also treating squamous cell carcinomas. MHs from all centres had learned about the specifics of MMS tissue processing 'on the job', with a minority having received formal training by attending a larger MMS centre or an MMS course., Conclusions: Significant variation in MMS tissue-processing techniques exists across the UK. A standard of practice should perhaps be considered, as this has risk-management, quality-control and possible medicolegal implications., (© 2013 British Association of Dermatologists.)

Many studies have reported that behavioral activation is an effective intervention for depression. The behavioral activation model is based on several formulations. For example, depressive mood leads to avoidant behaviors, avoidance negatively affects social contacts, decreased socialization lessens opportunities for positive reinforcement, and a decrease in positive reinforcement results in more depressive mood. The purpose of this study was to examine relationships among avoidant behavior, social contact, frequency of positive reinforcement, and depressive mood by using structural equation modeling to assess support for aspects of this behavioral activation model. Participants were 630 Japanese undergraduate students and vocational school students. Results provided preliminary support for the model. Treating both avoidance and activating behavior might contribute to decreased impairment.

Background: A conversation currently exists regarding secondary curriculum (e.g. academics, functional) for students with moderate/severe intellectual disability (ID) without a large research base connecting curriculum to outcomes., Method: This study represented a secondary analysis of the National Longitudinal Transition Study-2 (NLTS2) data to understand in-school curriculum and educational programming for secondary students with moderate/severe ID as well as the relationship between curriculum and students' post-school outcomes. Statistical procedures such as frequency distributions, a significance test and logistic regression were utilised to analyse secondary data from the NLTS2., Results: The results suggest the majority of students with moderate/severe ID received a functional curriculum as well as instruction in core content areas; however, their instruction primarily occurred in pull-out educational settings. The students also reported low rates for the post-school outcomes examined (i.e. independent living, employment and post-secondary attendance). Finally, curriculum (functional vs. academics) was not related to any post-school outcome examined (e.g. independent living, employment)., Conclusions: The data suggest additional research is needed to understand what factors impact post-school outcomes for students with moderate/severe ID. Yet - and regardless of the lack of impact - additional work is needed to help students achieve better post-school outcomes, including further examination of curriculum and instructional environments., (© 2012 The Author. Journal of Intellectual Disability Research © 2012 Blackwell Publishing Ltd.)

Background: Drug users in treatment or exiting treatment face many barriers to employment when entering the job market, such as low levels of education and technical skills, and low levels of interpersonal skills. As a result of these and other barriers, employment rates in these groups are generally low., Objective: This article examines the existence and possible predictors of specific barriers to employment related to interpersonal and technical skills in a sample of participants enrolled in a therapeutic workplace intervention for substance abuse., Methods: In Study I (N = 77), we characterized and examined predictors of participant scores on a staff-rated scale of interpersonal skills (Work Behavior Inventory). In Study II (N = 29), we examined whether participants had lower levels of computer knowledge than job seekers in the general population, and investigated possible predictors of computer knowledge in the sample., Results: In general, participants in Study I displayed low levels of interpersonal skills, and participants in Study II scored lower on the computer knowledge test than job seekers in the general population. Older participants tended to have lower levels of interpersonal skills and lower levels of computer knowledge., Conclusions and Scientific Significance: These results suggest that providers of workforce development services for drug users in treatment or exiting treatment should attend to these specific barriers to employment, which may also be more pronounced among older clients.

In a pilot study, young people in slums in Kampala, Uganda received an HIV prevention program (Street Smart) and were randomized to receive vocational training immediately (Immediate) or four months later (Delayed). Youth were monitored at recruitment, 4 months (85% retention), and 24 months (74% retention). Employment increased dramatically: Only 48% had ever been employed at recruitment, 86% were employed from months 21 to 24 post recruitment. Over two years, decreases were recorded in the number of sexual partners, mental health symptoms, delinquent acts, and drug use; condom use increased. Providing employment in low income countries, in conjunction with HIV prevention, may provide sustained support to young people to prevent HIV acquisition.

Business enterprises run by youth can create jobs and teach the principles of free enterprise but also convey skills that can be used by employees in large companies, as well as political activists and entrepreneurs. Research is needed to test the efficacy of this approach and identify its key components., (Copyright © 2012 Wiley Periodicals, Inc., A Wiley Company.)

This article highlights the limitations of our current educational system in terms of vocational learning and highlights the role that vocational learning can play in supporting youth development and improving youth outcomes. It discusses the role that nonschool settings can play in supporting vocational learning and suggests strategies to improve our in-school and out-of-school systems to build a more coherent whole that promotes youth development across various settings., (Copyright © 2012 Wiley Periodicals, Inc., A Wiley Company.)

A confluence of social, economic, and demographic trends has left a generation of young Americans facing an uncertain future in the workforce. If we are to improve their prospects and prepare them for rewarding careers, disparate stakeholders-employers, educators, youth advocates, and others-must work in common purpose. This article suggests ways to build community partnerships, with a special focus on engaging private employers in the effort., (Copyright © 2012 Wiley Periodicals, Inc., A Wiley Company.)

The paper considers the hygienic aspects of optimization of daily and weekly time budgets, the formation of healthy lifestyle choices in 10th-to-11th-form pupils from the vocational guidance classes of comprehensive secondary schools during intensified school lessons and adaptation of first-year students.

Objective: This paper presents a research project focused on the induction of newly hired employees in the construction sector in France, a sector in which employers report difficulties in retaining newly hired employees. The objective was to identify the diversity of new workers' employment status, and to understand what happens after they are hired, with a particular focus on the ways in which skills are acquired and passed on by the various protagonists., Participants: 25 employees, all men, voluntarily took part in this study. They were all employed, in various worksite jobs, under unlimited term contracts., Methods: Interviews were recorded with each participant. They were analyzed using a thematic analysis method with the aim of reconstituting newcomers' career paths., Results: Although the new employees have four different types of employment status, the way in which they learn the job is both relatively uniform and rudimentary. Skills are acquired in an opportunistic manner, often at the initiative of the newly hired employee, with older employees lacking the resources and the time to pass on their know-how., Conclusions: These findings raise issues related to workplace safety and organization--the dual focus of the debate on conditions conducive to skills transmission.

In a recent single-case study, we showed that a new verbal-instruction system, ensuring the automatic presentation of step instructions, was beneficial for promoting the task performance of a woman with multiple disabilities (including blindness). The present study was aimed at replicating and extending the aforementioned investigation with three adults with multiple disabilities. During Part I of the study, the new instruction system was compared with a system requiring the participants to seek instructions on their own. Two tasks were used, one per system. During Part II of the study, the new system was applied with two additional tasks. The results of Part I showed that (a) the participants had a better performance (i.e., in terms of correct steps or task execution time) on the task carried out with the new system than on the task carried out with the comparison/control system, and (b) the performance of this latter task improved rapidly when the new system was used with it. The results of Part II showed satisfactory performance with each of the two tasks carried out directly with the new system. The implications of these data were discussed., (Copyright © 2011 Elsevier Ltd. All rights reserved.)