How initial vocational education and training (IVET) teachers in Sweden perceive their prospects of being able to prepare upper secondary school pupils for a future occupation

Vocational teachers in Swedish upper secondary schools are a heterogeneous category of teachers, connected to different types of trade. These teachers represent a broad set of trade skills varying in content and character. In their teacher role, they continue to wear the clothes, speak the language, share the culture and remain mentally in their former professions. Still, it is central that they keep up this contact to be able to school the pupils into the environment of the trade in question, but also to help them to understand what skills a profession demands. However, the individual teacher also has to distance himself from the negative elements in the culture of the profession: patterns and habits that, for various reasons, have to be broken or changed. This paper draws attention to the ways in which a group of vocational teachers, who were participants in a project that aimed to train unauthorized vocational teachers, expressed their ambitions to prepare the pupils for a future professional career. When collecting information, we used the degree dissertations they produced and discussed in seminars, and informal dialogues. The result shows that it is important that the instruction location resembles a real working site as far as possible. These places are more or less realistic copies of a garage, a restaurant kitchen, a hairdressing salon, and so on, in order to give the pupils a realistic setting for instruction. However, the fact that these simulated workplaces lack the necessary support functions that exist in a company creates problems, problems which make a lot of extra work for the teachers. Vocational teachers also have to instruct the pupil in the experienced practitioner’s professional skills and working situation, but the pupil herself/himself must learn the job by doing it in practice. Some vocational upper secondary programs lack relevant course literature and the businesses give little support. This also makes extra work for the teachers. Moreover, the distance between the vocational programs and the trainee jobs was experienced as being difficult to overcome. One reason seems to be differences between businesses and differing preconditions between small and big companies’ abilities to take care of these pupils. The upper secondary school vocational programs also play a role in cementing existing gender roles, as well as perpetuating class-related patterns on the labour market.

How initial vocational education and training (IVET) teachers in Sweden perceive their prospects of being able to prepare upper secondary school pupils for a future occupation

Vocational teachers in Swedish upper secondary schools are a heterogeneous category of teachers, connected to different types of trade. These teachers represent a broad set of trade skills varying in content and character. In their teacher role, they continue to wear the clothes, speak the language, share the culture and remain mentally in their former professions. Still, it is central that they keep up this contact to be able to school the pupils into the environment of the trade in question, but also to help them to understand what skills a profession demands. However, the individual teacher also has to distance himself from the negative elements in the culture of the profession: patterns and habits that, for various reasons, have to be broken or changed. This paper draws attention to the ways in which a group of vocational teachers, who were participants in a project that aimed to train unauthorized vocational teachers, expressed their ambitions to prepare the pupils for a future professional career. When collecting information, we used the degree dissertations they produced and discussed in seminars, and informal dialogues. The result shows that it is important that the instruction location resembles a real working site as far as possible. These places are more or less realistic copies of a garage, a restaurant kitchen, a hairdressing salon, and so on, in order to give the pupils a realistic setting for instruction. However, the fact that these simulated workplaces lack the necessary support functions that exist in a company creates problems, problems which make a lot of extra work for the teachers. Vocational teachers also have to instruct the pupil in the experienced practitioner’s professional skills and working situation, but the pupil herself/himself must learn the job by doing it in practice. Some vocational upper secondary programs lack relevant course literature and the businesses give little support. This also makes extra work for the teachers. Moreover, the distance between the vocational programs and the trainee jobs was experienced as being difficult to overcome. One reason seems to be differences between businesses and differing preconditions between small and big companies’ abilities to take care of these pupils. The upper secondary school vocational programs also play a role in cementing existing gender roles, as well as perpetuating class-related patterns on the labour market.

Training Report #1- Report on Training Programme Conducted October 2013 in Guyana

This project, "Sustainable Energy in the Caribbean", implemented by the United Nations Economic Commission for Latin America and the Caribbean (UN-ECLAC) will support the following: - Technical assistance to three countries of the Caribbean in the evaluation of existing fiscal systems and regulations as they relate to energy efficiency and renewable energy technologies so as to identify gaps and barriers to implement these technologies and to provide options for their removal  Development of national documents on strengthening fiscal and regulatory systems for at six countries – Guyana, Curacao, Belize, Grenada, Saint Lucia and Antigua & Barbuda. - Provision of technical assistance in proposing innovative fiscal and regulatory incentives to promote energy efficiency and renewable energy initiatives in three countries - Development of a training manual on innovative fiscal and regulatory incentives for energy efficiency and renewable energy initiatives - Implementation of capacity building workshops on best practices to improve the fiscal and management environment with a view to support the employment of EE and RE initiatives - Development of three national (Aruba, The Bahamas and Suriname) energy policies that incorporate strategies for energy efficiency and the employment of renewable energy technologies. These may be used as examples for other Caribbean countries

Training report #2- report on training programme conducted November 2013 in Jamaica

This project, "Sustainable Energy in the Caribbean", implemented by the United Nations Economic Commission for Latin America and the Caribbean (UN-ECLAC) will support the following: - Technical assistance to three countries of the Caribbean in the evaluation of existing fiscal systems and regulations as they relate to energy efficiency and renewable energy technologies so as to identify gaps and barriers to implement these technologies and to provide options for their removal  Development of national documents on strengthening fiscal and regulatory systems for at six countries – Guyana, Curacao, Belize, Grenada, Saint Lucia and Antigua & Barbuda - Provision of technical assistance in proposing innovative fiscal and regulatory incentives to promote energy efficiency and renewable energy initiatives in three countries - Development of a training manual on innovative fiscal and regulatory incentives for energy efficiency and renewable energy initiatives - Implementation of capacity building workshops on best practices to improve the fiscal and management environment with a view to support the employment of EE and RE initiatives - Development of three national (Aruba, The Bahamas and Suriname) energy policies that incorporate strategies for energy efficiency and the employment of renewable energy technologies. These may be used as examples for other Caribbean countries.

Evaluation report: regional training workshop on data sharing, data ownerhsip and the harmonization of survey datasets

As part of ongoing efforts to strengthen the statistical capacities of National Statistical Offices (NSOs) in the region, the Economic Commission for Latin America and the Caribbean (ECLAC) convened a two-day Regional Training Workshop on Data Sharing, Data Ownership and Harmonization of Survey Datasets on 26-27 August 2009 at the Cascadia Hotel, Trinidad and Tobago. This workshop was one of the concluding activities of the Project on Improving Household Surveys in the Caribbean which has been implemented by the ECLAC Subregional office from 2007.

Effect of short training on vaginal fluid microscopy (wet mount) learning

Objective: Is it feasible to learn the basics of wet mount microscopy of vaginal fluid in 10 hours?Materials and Methods: This is a pilot project wherein 6 students with different grades of education were invited for being tested on their ability to read wet mount microscopic slides before and after 10 hours of hands-on training. Microscopy was performed according to a standard protocol (Femicare, Tienen, Belgium). Before and after training, all students had to evaluate a different set of 50 digital slides. Different diagnoses and microscopic patterns had to be scored. kappa indices were calculated compared with the expert reading. Results: All readers improved their mean scores significantly, especially for the most important types of altered flora (p < .0001). The mean increase in reading concordance (kappa from 0.64 to 0.75) of 1 student with a solid previous experience with microscopy did not reach statistical significance, but the remaining 5 students all improved their scores from poor performance (all kappa < 0.20) to moderate (kappa = 0.53, n = 1) to good (kappa > 0.61, n = 4) concordance. Reading quality improved and reached fair to good concordance on all microscopic items studied, except for the detection of parabasal cells and cytolytic flora. Conclusions: Although further improvement is still possible, a short training course of 10 hours enables vast improvement on wet mount microscopy accuracy and results in fair to good concordance of the most important variables of the vaginal flora compared to a reference reader.

Agro-ecology as a mediating science between the training of the agronomist and sustainable agriculture

Agro-ecology plays an important role in the implementation of sustainable development, and an agronomist can be a leading agent in the dissemination of that culture. In this perspective, a survey was carried out with the attendants of the course in Agronomy at the Instituto Federal de Educacao, Ciencia e Tecnologia do Mato Grosso, Campus Campo Novo do Parecis, Brazil. The object of the study was to analyze the participation of the academics in agro-ecological activities, seeking to observe the acceptance, perceptions and possible indications of incorporation of these principles in the training. The survey was conducted during the period July-December 2011. The approach was the qualitative method and the instruments used in data collection were participant observation and interviews during the activities. The results revealed the satisfaction of students in engaging in agro-ecological activities: Students developed concepts and incorporated the proposal of agro-ecology throughout the project. The contents of the agronomy course offered at the institution, in the perception of students, is strongly linked to the principles of conventional farming, not fully considering training to meet the challenges, and current and emerging demands of agriculture.

Pedagogical practices carried out during an in-service teachers education project: approaching history and philosophy of science to physics teaching

We report here part of a research project developed by the Science Education Research Group, titled: "Teachers’ Pedagogical Practices and formative processes in Science and Mathematics Education" which main goal is the development of coordinated research that can generate a set of subsidies for a reflection on the processes of teacher training in Sciences and Mathematics Education. One of the objectives was to develop continuing education activities with Physics teachers, using the History and Philosophy of Science as conductors of the discussions and focus of teaching experiences carried out by them in the classroom. From data collected through a survey among local Science, Physics, Chemistry, Biology and Mathematics teachers in Bauru, a São Paulo State city, we developed a continuing education proposal titled “The History and Philosophy of Science in the Physics teachers’ pedagogical practice”, lasting 40 hours of lessons. We followed the performance of five teachers who participated in activities during the 2008 first semester and were teaching Physics at High School level. They designed proposals for short courses, taking into consideration aspects of History and Philosophy of Science and students’ alternative conceptions. Short courses were applied in real classrooms situations and accompanied by reflection meetings. This is a qualitative research, and treatment of data collected was based on content analysis, according to Bardin [1].

Midwifery Training in Brazil: Context, Challenges and Perspectives

This article describes the creation process of the first direct-entry Midwifery Course in Brazil, at the School of Arts, Sciences and Humanities of the University of Sao Paulo, Brazil. It presents the course's political-educational project and the theoretical references that support it; the movements or resistances that are opposed to the training and registration of midwives; the challenges that need to be overcome. Finally, the paper presents the foreseen perspectives of contribution of these professionals towards the improvement of healthcare quality, the decrease in maternal and perinatal morbidity and mortality rates, as well as of unnecessary cesarean sections in the country.

Academic and clinical preparation in speech-language pathology and audiology: a global training consortium

ABSTRACT: Purpose: To describe a research-based global curriculum in speech-language pathology and audiology that is part of a funded cross-linguistic consortium among 2 U.S. and 2 Brazilian universities. Method: The need for a global curriculum in speechlanguage pathology and audiology is outlined, and different funding sources are identified to support development of a global curriculum. The U.S. Department of Education’s Fund for the Improvement of Post-Secondary Education (FIPSE), in conjunction with the Brazilian Ministry of Education (Fundacao Coordenacao de Aperfeicoamento de Pessoal de Nivel Superior; CAPES), funded the establishment of a shared research curriculum project, “Consortium for Promoting Cross-Linguistic Understanding of Communication Disabilities in Children” for East Tennessee State University and the University of Northern Iowa and 2 Brazilian universities (Universidade Federal de Santa Maria and Universidade de São Paulo-Baurú). Results: The goals and objectives of the research-based global curriculum are summarized, and a description of an Internet-based course, “Different Languages, One World,” is provided Conclusion: Partnerships such as the FIPSE–CAPES consortium provide a foundation for training future generations of globally and research-prepared practitioners in speechlanguage pathology and audiology.

Rugby, self-efficacy and prosocial behaviour: evidence from the italian "rugby project for schools"

[EN] This study examined the effectiveness of a school-based rugby introductory training course (“Rugby Project For Schools”) in a sample of one hundred and three Italian adolescents, sixty-three attending the program (rugby group), and forty not taking part in the project (control group).

Improving Nursing Home Care Through Training amd Job Redesign

Nursing assistants have the primary contact with older residents of nursing homes. The Penn State Nursing Home Intervention Project's short-term longitudinal study assessed the single and combined effects of two interventions designed to affect nursing assistants' performance by increasing their knowledge and motivation: skills training and job redesign. Statistically significant differences in nursing assistants' knowledge were evident in comparisons between intervention and control sites, but performance was not improved. Implications for policy, practice, and research are discussed.

Post-project assessment and follow-up support for community managed rural water systems in Panama

The Environmental Health (EH) program of Peace Corps (PC) Panama and a non-governmental organization (NGO) Waterlines have been assisting rural communities in Panama gain access to improved water sources through the practice of community management (CM) model and participatory development. Unfortunately, there is little information available on how a water system is functioning once the construction is complete and the volunteer leaves the community. This is a concern when the recent literature suggests that most communities are not able to indefinitely maintain a rural water system (RWS) without some form of external assistance (Sara and Katz, 1997; Newman et al, 2002; Lockwood, 2002, 2003, 2004; IRC, 2003; Schweitzer, 2009). Recognizing this concern, the EH program director encouraged the author to complete a postproject assessment of the past EH water projects. In order to carry out the investigation, an easy to use monitoring and evaluation tool was developed based on literature review and the author’s three years of field experience in rural Panama. The study methodology consists of benchmark scoring systems to rate the following ten indicators: watershed, source capture, transmission line, storage tank, distribution system, system reliability, willingness to pay, accounting/transparency, maintenance, and active water committee members. The assessment of 28 communities across the country revealed that the current state of physical infrastructure, as well as the financial, managerial and technical capabilities of water committees varied significantly depending on the community. While some communities are enjoying continued service and their water committee completing all of its responsibilities, others have seen their water systems fall apart and be abandoned. Overall, the higher score were more prevalent for all ten indicators. However, even the communities with the highest scores requested some form of additional assistance. The conclusion from the assessment suggests that the EH program should incorporate an institutional support mechanism (ISM) to its sector policy in order to systematically provide follow-up support to rural communities in Panama. A full-time circuit rider with flexible funding would be able to provide additional technical support, training and encouragement to those communities in need.

POST-PROJECT ASSESSMENT OF PIT LATRINES IN RURAL PANAMA

In Panama, one of the Environmental Health (EH) Sector’s primary goals is to improve the health of rural Panamanians by helping them to adopt behaviors and practices that improve access to and use of sanitation systems. In complying with this goal, the EH sector has used participatory development models to improve hygiene and increase access to latrines through volunteer managed latrine construction projects. Unfortunately, there is little understanding of the long term sustainability of these interventions after the volunteers have completed their service. With the Peace Corps adapting their Monitoring, Reporting, and Evaluation procedures, it is appropriate to evaluate the sustainability of sanitation interventions offering recommendations for the adaptions of the EH training program, project management, and evaluation procedures. Recognizing the need for evaluation of past latrine projects, the author performed a post project assessment of 19 pit latrine projects using participatory analysis methodologies. First, the author reviewed volunteers’ perspectives of pit latrine projects in a survey. Then, for comparison, the author performed a survey of latrine projects using a benchmarking scoring system to rate solid waste management, drainage, latrine siting, latrine condition, and hygiene. It was observed that the Sanitation WASH matrix created by the author was an effective tool for evaluating the efficacy of sanitation interventions. Overall more than 75%, of latrines constructed were in use. However, there were some areas where improvements could be made for both latrine construction and health and hygiene. The latrines scored poorly on the indicators related to the privacy structure and seat covers. Interestingly those are the two items least likely to be included in project subsidies. Furthermore, scores for hygiene-related indicators were low; particularly those related to hand washing and cleanliness of the kitchen, indicating potential for improvement in hygiene education. Based on these outcomes, the EH sector should consider including subsidies and standardized designs for privacy structures and seat covers for latrines. In addition, the universal adoption of contracts and/or deposits for project beneficiaries is expected to improve the completion of latrines. In order to address the low scores in the health and hygiene indicators, the EH sector should adapt volunteer training, in addition to standardizing health and hygiene intervention procedures. In doing so, the sector should mimic the Community Health Club model that has shown success in improving health and hygiene indicators, as well as use a training session plan format similar to those in the Water Committee Seminar manual. Finally, the sector should have an experienced volunteer dedicated to program oversight and post-project monitoring and evaluation.

Software Engineering and eLearning: The MuSofT Project

eLearning supports the education in certain disciplines. Here, we report about novel eLearning concepts, techniques, and tools to support education in Software Engineering, a subdiscipline of computer science. We call this "Software Engineering eLearning". On the other side, software support is a substantial prerequisite for eLearning in any discipline. Thus, Software Engineering techniques have to be applied to develop and maintain those software systems. We call this "eLearning Software Engineering". Both aspects have been investigated in a large joint, BMBF-funded research project, termed MuSofT (Multimedia in Software Engineering). The main results are summarized in this paper.