Annual report of the Division of Apprenticeship.

Report year ends June 30.

Relatório de estágio: que desafios(s) para a avaliação das aprendizagens? uma análise a partir de um mestrado em educação pré-escolar numa Escola Superior de Educação

A formação profissional, nomeadamente a formação profissionalizante (2ºCiclo de Estudos no âmbito de Bolonha) tem vindo a ser alvo de discussão entre as diferentes áreas do conhecimento, nomeadamente no que respeita às possíveis metodologias de avaliação a adotar (práticas profissionais supervisionadas, elaboração de portefólios individuais, realização de trabalhos de grupo com acompanhamento tutorial, redação de Relatórios de Estágio, entre outras). A presente comunicação tem como principal objetivo discutir e analisar as conceções dos educadores de infância recém-formados acerca da educação de infância e das aprendizagens realizadas no âmbito da Prática Profissional Supervisionada (PPS), através da análise dos Relatórios de Estágio elaborados no âmbito do Mestrado em Educação Pré-Escolar de uma escola superior de educação, especificamente os que dizem respeito a um grupo de mestrandos dos anos letivos 2010-2011, 2011-2012 e 2012-2013. Nesta análise, serão privilegiados os seguintes eixos: i) a caracterização reflexiva do contexto socioeducativo; ii) a análise reflexiva da intervenção; iii) as considerações finais realizadas. Pretende-se, a partir desta análise, identificar e compreender os potenciais desafios (que elementos e critérios de avaliação? Como caracterizar, de forma reflexiva, um determinado contexto socioeducativo?) trazidos ao processo de avaliação das aprendizagens dos mestrandos do curso em questão. O quadro teórico de referência centra-se numa revisão de literatura sobre a formação profissional dos educadores de infância e sobre a avaliação das aprendizagens dos adultos. A metodologia utilizada, de natureza qualitativa, inclui análise documental (objetivos do curso, perfil profissional de saída, guião para a elaboração dos Relatórios de Estágio), e a subsequente análise de conteúdo. Os resultados obtidos apontam para asseguintes conclusões: se por um lado, todos (12) os mestrandos do estudo seguiram, escrupulosamente, o guião fornecido pela equipa de docentes da Prática Profissional Supervisionada para a elaboração dos Relatórios de Estágio, por outro lado e no que se relaciona com a caracterização reflexiva do contexto socioeducativo, a análise reflexiva da intervenção e as considerações finais realizadas, constata-se que existem diferenças significativas na estrutura organizativa do discurso escrito, na escolha do quadro teórico de referência bem como nas reflexões pessoais realizadas. Enquanto que os mestrandos (5) do ano letivo 2010-2011 demonstram ter optado por construir um quadro teórico de referência ancorado, preferencialmente, por referências bibliográficas relacionadas com a Educação de Infância e facultadas pela equipa de docentes do mestrado em estudo, os mestrandos do ano letivo 2011-2012 (3) optaram por recorrer a um quadro teórico de referência mais alargado e abrangente, no qual se pode verificar, também, a existência de uma consulta e análise documental frequente sobre a legislação em vigor para o âmbito da Educação de Infância. Por sua vez, os mestrandos que terminaram a sua formação no ano letivo 2012-2013 (4) demonstraram, na elaboração dos seus relatórios de estágio, uma preocupação e intenção claras em dar resposta a todas as questões colocadas, fazendo emergir algumas questões de fundo: 1) por que razão os relatórios de estágio analisados apresentam diferenças significativas nas aprendizagens realizadas pelos mestrandos em estudo? 2) Quais as possíveis razões para estas diferenças? 3) Que aprendizagens realizaram estes mestrandos e quais foram as mais significativas? Estes são alguns dos possíveis desafios colocados à avaliação das aprendizagens.

Apprenticeship Council Report on New Apprenticeship Programme Proposals

In May 2013, the then Minister for Education and Skills announced a wide ranging review of apprenticeship in Ireland. The review was undertaken by an independent Review Group under the chairmanship of Kevin Duffy. The objective of the review was to “examine the future of apprenticeship training in Ireland with a greater focus on a work based learning and a closer alignment of the current needs if the Irish labour market”. The Apprenticeship Review took place in the context of a wider reform programme in education and training, including major structural change in further education and training, the establishment of SOLAS and the development of new national strategies in both further and higher education. Apprenticeship was defined by the Apprenticeship Review Group as a programme of structured education and training, which formally combines and alternates learning in the work place with learning in an education or training centre, (a dual system i.e. a blended combination of on-the-job employer-based training and off-the-job training) whose completion - Prepares the participant for a specific occupation - Leads to an award, recognised under the National Framework of Qualifications from Level 5 to Level 1

Apprenticeship 2000 : summary report of focus papers.

"August 1989."

Apprenticeship 2000 : report of public comments /

"August 1988."

Apprenticeship in Wisconsin : ... report.

WI docs. no.: APR.1:1916-1919

Apprenticeship in New South Wales. Being a report of the determinations and directions of the New South Wales Board of Trade upon the subject of apprenticeship.

Mode of access: Internet.

Apprenticeship Review - Background Issues Paper

The Government’s Action Plan for Jobs contained the following commitment regarding a review of apprenticeship: “Initiate a review of the apprenticeship training model, including costs, duration and demand with a view to providing an updated model of training that delivers the necessary skilled workforce to service the needs of a rapidly changing economy and ensures appropriate balance between supply and demand.” The first stage of the review process involves the preparation of this background issues paper which, inter alia, provides a factual description of the current system of apprenticeship, including the governance arrangements, trends and forecasts in relation to recruitment and identified strengths and weaknesses of the model and proposes a range of possible options for change.

Review of Apprenticeship Training in Ireland

On 19 May 2013, Ruairi Quinn T.D, Minister for Education and Skills, announced a review of apprenticeship training in Ireland. The terms of reference of the review were “to determine whether the current model of apprenticeship should be retained, adapted or replaced by an alternative model of vocational education and training for apprentices –taking into account the needs of learners, the needs of employers, the needs of the economy and the need for cost effectiveness into the future.” The Review Group was asked to complete its work before the end of 2013. A Technical Group was also established to provide background evaluative data for the review. To provide a context for the review, a Background Issues Paper 1 was prepared by the Department of Education and Skills and published at www.education.ie in May 2013 .

Report.

Mode of access: Internet.

The school-to-work/youth apprenticeship demonstration : preliminary findings.

"This report ... was prepared under Department of Labor Contract no. 99-1-0805075-073-01 by Mathematica Policy Research, Inc. ... The authors were Walter Corson and Marsha Silverberg ... "--P. iii.

The Step-Up program : a casebook : final report /

"January 1999."

Multiple Desmoid Tumors In A Patient With Gardner's Syndrome - Report Of A Case.

Desmoid tumor (DT) is a common manifestation of Gardner's Syndrome (GS), although it is a rare condition in the general population. DT in patients with GS is usually located in the abdominal wall and/or intra-abdominal cavity. We report a case of a 32 years-old female patient with familial adenomatous polyposis (FAP), who was already submitted to total colectomy and developed multiple DT, located in the abdominal wall and in the left breast. The patient underwent several surgical procedures, with a multidisciplinary team of surgeons. Wide surgical resections of the left breast and the abdominal wall tumors were performed in separate steps. Polypropylene mesh reconstruction and muscle flaps were needed to cover the defects of the thoracic and abdominal walls. After partial necrosis of the adipose-cutaneous flap in the abdomen that required a new skin graft, she had a satisfactory outcome with complete healing of the surgical incisions. DT is frequent in GS, however, breast localization is very rare, with few cases reported in the literature. Recurrence of DT is not negligible, even after a wide surgical resection. GS patients must be followed up closely, and clinical examination, associated with imaging studies, should be performed to detect any signs of tumor. DT represents one of the most significant causes of the morbidity and mortality that affects FAP patients following colectomy. In general, the surgical procedures to excise DT are highly complex, requiring a multidisciplinary team.

Hippocampal Dysplasia With Balloon Cells: Case Report And Discussion On Classification.

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