A tripartite understanding of experiences of young apprentices: A case study of the London Borough of Hounslow.

In 2019, a decline in apprenticeship starts prompted the London Borough of Hounslow to make an apprenticeship pledge in its Corporate Plan 2019-2024, committing to create 4,000 new apprenticeships and training opportunities to help young people into work. This article investigates experiences of young apprentices in Hounslow before and during the COVID-19 pandemic. Exploring the perspectives of two apprentices, two employers and one training provider in a small-scale qualitative study, the authors identify key hindering and supporting factors affecting entry into and sustainability of apprenticeships, and progression towards professional employment. They found that labour market entry was intensely hindered by competition (with peers who had better maths and English qualifications, for a small number of apprenticeships) and organisational barriers (such as managers with prejudices against young people, stigmatising apprentices and apprenticeships). Supportive factors identified include personal characteristics (such as a positive mindset, enabling young people to persevere despite a disadvantaged socioeconomic background and lack of family support, for example) and supportive relationships (e.g. mentoring) between apprentices and their training providers or employers.

Compréhension tripartite des expériences de jeunes apprentis : étude de cas réalisée dans le quartier londonien de Hounslow ­ En 2019, un déclin du nombre de nouveaux contrats d'apprentissage a poussé le quartier londonien de Hounslow à prendre un engagement en faveur de l'apprentissage dans son plan 2019­2024 pour les entreprises, dans lequel il s'engageait à créer 4 000 places d'apprentissage et possibilités de formation pour aider les jeunes à entrer dans la vie active. Cet article se penche sur les expériences de jeunes apprentis à Hounslow avant et pendant la pandémie de COVID-19. Les auteurs ont examiné les points de vue de deux apprentis, de deux employeurs et d'un prestataire de formations dans une étude qualitative à petite échelle et ont identifié des facteurs décisifs freinant ou favorisant l'accession aux apprentissages, la viabilité de ces derniers et le parcours des apprentis vers l'emploi. Ils ont constaté que l'entrée sur le marché du travail était fortement freinée par la concurrence (avec des pairs mieux qualifiés en mathématiques et en anglais qui postulaient pour un nombre restreints de place d'apprentissage) et par des obstacles organisationnels (par exemple des managers qui avaient des préjugés à l'égard des jeunes, qui stigmatisaient les apprentis et les apprentissages). Parmi les facteurs favorables qu'ils ont identifiés, notons les traits de caractère personnels (par exemple un état d'esprit positif permettant aux jeunes de persévérer malgré leur milieu socio-économique défavorisé et l'absence de soutien de leur famille) et les relations de soutien (par exemple le mentorat) entre les apprentis et leurs prestataires de formation ou leurs employeurs.

Simulator-based training method in gastrointestinal endoscopy training and currently available simulators.

The apprenticeship-based training method (ABTM) is highly effective for gastrointestinal (GI) endoscopic training. However, the conventional ABTM has significant issues. Although many supplementary training methods (TMs) have been developed and utilized, they cannot entirely replace the ABTM, which remains the major TM strategy. Currently, new TM construction is crucial and necessary due to financial constraints, difficulty of obtaining sufficient training time due to patient safety-related regulations, and catastrophic damage caused by disasters such as the coronavirus disease 2019 pandemic. The simulator-based TM (SBTM) is widely accepted as an alternative to the ABTM, owing to the SBTM's advantages. Since the 1960s, many GI endoscopy training simulators have been developed and numerous studies have been published on their effectiveness. While previous studies have focused on the simulator's validity, this review focused on the accessibility of simulators that were introduced by the end of 2021. Although the current SBTM is effective in GI endoscopic education, extensive improvements are needed to replace the ABTM. Incorporating simulator-incorporated TMs into an improved ABTM is an attempt to overcome the incompleteness of the current SBTM. Until a new simulator is developed to replace the ABTM, it is desirable to operate a simulator-integrated and well-coordinated TM that is suitable for each country and institution.

Work-based learning in a pandemic

PurposeThis paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.Design/methodology/approachThis briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.FindingsBy acquiring and growing knowledge, proactively using skills, and improving digital skills via project-based learning, students will be well-prepared for their future careers.Originality/valueThe briefing saves busy executives, strategists and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

Mind the Gap: Providing Transferrable Skills Training for Nhs Pathology Apprentices

Apprenticeship programmes allow employers to grow their own talent and support progression for their employees. In NHS pathology services, healthcare science apprenticeships give staff the opportunity to complete BTECs in healthcare science, a BSc in biomedical science and gain HCPC registration. The education and technical components of apprenticeships are covered by the education provider and employer respectively, however, some transferrable skills are not easily supported in the workplace. This has been exacerbated during the COVID-19 pandemic when pathology laboratories have experienced a significantly higher workload. A funding proposal was successfully submitted to NHS England - London for a 19,000 grant to run three free training days for pathology apprentices in London. These sessions were mapped to the healthcare science apprentice standards and focussed on providing apprentices with evidence for their portfolios and networking opportunities with other apprentices from different Trusts. The three training days were*Science Communication: covering the science of storytelling and patient experience.*Leadership: covering leadership pathways and inclusive NHS healthcare.*Professional Practice/Research & Innovation: covering constructive feedback, research questions and duty of candour. Training days were well attended by level 2, 4 and 6 apprentices, with two of the three fully booked. In the evaluation 89% of respondents were happy with the structure of the day and all reported that the sessions fulfilled their expectations. Attendees left positive comments about the ability to network with other apprentices. Strong themes throughout the feedback were the commitments of attendees to apply the skills they'd learned in their workplace, but also a lack of prior awareness of these skills. This shows the vital importance of courses like these and providing leadership and communication training to healthcare scientists at all stages of their career.

Better Teacher — Better Critical Thinker. Good Practices for Pre-service Teacher Training Students in Economics in Synchronous Online Classes

Teacher training/education is problematic in every country, and it was puzzling across historical epochs. There were questions and preoccupations about the perfect teacher or how to educate a better teacher for our children, although the quest for such a teacher was not always scientifical or sustained by proof. But starting with the early twentieth century the search for the better teacher became scientific and serios. Many theories have been developed. Starting from some of them, this paper, propose an innovative approach for the best adaptation of students to labour market. Our domain is teacher education in Business and Economics. The aim is to put together the labour market organizations (LMO), in our case, trainers form a commercial bank, with higher education (HE) teachers to construct joint activities from which students (the future teacher of Economics) become better critical thinkers. The reason is that in recent years, critical thinking (CT) was listed among the most desired skills for twenty-first century jobs. Hence, our project is aiming to enhance this skill in student-teachers and bring labour market in the university to create a more adapted curriculum to job needs. In the following we shall present a curriculum for Pedagogy of Economics and concrete examples of blended, work-based learning scenarios in an online synchronous environment (a condition determined by the Covid-19 pandemic). © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.

My journey to this place called the RAC: Reflections on a movement in critical race thought and critical race hope in higher education

This chapter recounts the story of how I came to design a Research Apprenticeship Course at UCLA-what we call the RAC. I lay out the origin story of the RAC dating back to early collaborations with Arturo Madrid of the Tomas Rivera Policy Research Center and the Ford Foundation Family of Fellows in the mid to late 1980s. These collaborations helped me establish the blueprint for the RAC as an academic counterspace-a space centered on identifying, analyzing, and challenging race and racism in education. We did this by extending Critical Race Theory (CRT) in the Law to the fields of Education, Race and Ethnic Studies, Women of Color Feminist Theories, and Freirean Critical Theory. My journey weaves in the stories of former students and their relationship to the RAC and how the RAC impacted their research, teaching, and service. Prologue: This essay has an interesting origin story. The two editors of this special issue, Professors Laurence Parker and Maria Ledesma contacted me in early 2020 and asked if I would write a reflective story of my Research Apprenticeship Course (RAC). To move the process along, Professors Parker and Ledesma came to the RAC and spoke to our students on March 13, 2020, at the University of California, Los Angeles (UCLA). As a result of the COVID-19 pandemic, UCLA shut down all on-campus instruction on Wednesday, March 11, and moved online. The March 13 RAC was my first attempt at online instruction. If I recall, we had around 30 students attending online via Zoom, and five were in our Moore Hall classroom. During the RAC, Professors Parker and Ledesma asked the students to send their reflections or their stories of the RAC. They also sent out an email to former students asking for their reflections. After the March 13th RAC, I wrote the first draft of this article. Professors Parker and Ledesma then inserted the selected reflective quotes they received from the students into the narrative. I then weaved the quotes into the story of the RAC. In the Critical Race Counterstory tradition, the following narrative reflects the collaboration of Professors Parker and Ledesma, my former students, and myself. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Engaging Employers in Apprentice Training: Focus Group Insights from Small-to-Medium-Sized Employers in Ontario, Canada.

Several factors have been identified to influence the registration and retention of apprentices in the construction trades. Employer engagement is a key factor to promote growth in apprenticeships in the construction trades as participation rates continue to be low among small-to-medium-sized employers. In this study, we evaluated the effectiveness of the Ontario Electrical League's (OEL) employer mentorship program through the perspectives of small-to-medium-sized employers using a qualitative approach. Two focus groups were conducted virtually with 11 employers. Focus group audio transcripts were recorded and transcribed for thematic analysis. Themes were generated using a data-driven approach to examine the relationships between mentorship program outcomes and perspectives on industry-related recruitment and retention barriers. Three themes were identified: (a) long-term apprentice recruitment and retention challenges; (b) equity and mental health in the workplace; and (c) industry challenges and mentorship program outcomes. Generally, this sample of employers appreciated the value of the OEL mentorship program through praise of the continued educational support, employer management expertise, hiring resources, and apprentice onboarding tools despite industry barriers in trade stigma, equity and mental health in the workplace, and recruitment and retention challenges. Industry partners should work with these small-to-medium-sized employers to develop workplace initiatives and engage external partners to provide ongoing apprenticeship mentorship support to address the recruitment and retention barriers identified in this study.

Simulation in Urological Training: The Hybrid Model of Institute of Kidney Diseases Peshawar A Comparative Study

Background:"I fear the man who has practised one kick 10,000 times." Lee Bruce This aphorism highlights the growing importance of simulation in postgraduate urology training, especially during the COVID 19 pandemic, when all teaching and training activities were stopped, jeopardising postgraduate residents' education. Postgraduate residents must perform hours of surgical training to overcome urological learning curves. According to study, residents educated on simulators boost their summative scores. By introducing simulation to urology training in a way comparable to the well-known Halsted apprenticeship model, the current study emphasises the hybrid model of IKD. Objective(s): to compare the formative assessment results between residents taught on simulators and residents in the conventional apprenticeship model on factors of communication skills, technical competence, and overall capacity to conduct procedure on OSAT and DOPS. Material(s) and Method(s): from 2019 to 2021 this comparative study was conducted in the Department of Urology by Team C at the Institute of Kidney Diseases Peshawar. Group A (10 residents) and Group B (10 residents, 5 from the second and third years) received STEPS method OT instruction in the first phase. These simulators were used to impart knowledge to Group "B" Harvey for counseling and medical examinations Simulator for PCNL The second phase included a six-month training assignment swap between the two groups. A standard QSAT and DOPS proforma was used to evaluate each resident. Data analysis was done using SPSS 24.0. Result(s): Residents in Group A, who were originally exposed to the conventional technique, considerably outperformed Group B on Harvey (mean: 50.5;standard deviation: 2.21.1) in terms of communication skills, professionalism, and ethical concern during the first phase (p 0.001). However, the Group p0.05 shown considerably higher technical proficiency and overall process performance capacity. The mean technical skill and overall capacity to finish the process had a somewhat positive association in phase 1 in favour of group B (r=0.630, p 0.01). All QSAT and DOPS metrics significantly improved in the second phase. However, both groups did not vary significantly (p> 0.05). According to Pearson coefficient correlation, both groups considerably overcame their gaps in technical proficiency, communication skills, and procedural competence. (P= 0.001) Results are shown in Figures 1 through 06 and Tables 1 through 2. Conclusion(s): To improve the standard of urology residency in Pakistan, a hybrid paradigm that includes both simulation and actual performance is necessary. Copyright © 2022 Lahore Medical And Dental College. All rights reserved.

Getting in, getting on, going further: Exploring the role of employers in the degree apprentice to graduate transition

Transitions from education into work, or as part of career change and development, are increasingly central to policy debate and academic inquiry. However, the role that employers play in shaping transition is often overlooked. In this paper, we examine this issue through the experiences of a graduating cohort of 'degree apprentices'. We present original analysis of new empirical data from what we believe to be the first substantive qualitative longitudinal research conducted with those experiencing this new vocational pathway in the English Apprenticeships system. Through analysis of repeat semi‐structured interviews with 22 degree apprenticeship graduates (44 interviews in total), we provide early empirical insights into experiences of this new pathway and add to existing theoretical conceptualisations of transition within the educational literature and the employer's role within it. We show that the degree apprentice to graduate transition can be broken down into three key stages: 'getting in', 'getting on' and 'going further', and that employers—at both strategic and relational levels—shape experiences at each stage. [ FROM AUTHOR]

Designing and Delivering Experiential Journalism Tasks in Online Environments: A Framework Grounded in Cognitive Apprenticeship Theory

Before the COVID-19 pandemic, journalism and mass communication (JMC) schools were increasingly integrating online educational delivery into their programming. The pandemic then forced instructors to transition all programming almost overnight to emergency remote teaching environments. This had an acute disruption on applied courses within JMC professions. As higher education pivots toward an uncertain future amidst a likely endemic COVID-19, JMC instructors will need access to evidence-supported pedagogy that can be contextualized across modalities. This five-round Delphi study featured a panel of 24 experienced online JMC educators, who co-constructed a framework of pedagogical practices and instructional design strategies for designing, delivering, supporting, and evaluating rigorous experiential learning activities in online environments. The resulting framework—called The EXCEL Online Framework—is comprised of 36 primary and 59 ancillary practices that JMC educators can contextualize to their online courses. Analysis revealed the primary practices aligned closely with principles of the Cognitive Apprenticeship Model. [ FROM AUTHOR]

The successes, struggles and learning from a hospice cohort of trainee nursing associates

BackgroundRegulating bodies have recognised that there is a serious shortage of healthcare professionals (Nursing & Midwifery Council, 2021;British Medical Association, 2020), resulting in a workforce crisis (King’s Fund, 2022). The hospice had struggled to recruit nurses and had continuous vacancies.AimTo offer health care assistants (HCAs) currently employed by the hospice the opportunity to train as nursing associates (NAs) through an apprenticeship. To help build the capacity of the nursing workforce and deliver high-quality care (Health Education England. Nursing associates. [Internet] [Cited 11 May 2022]). To utilise the apprenticeship levy and introduce a recognised career pathway.MethodSix hospice HCAs applied and commenced their training with a local university, funded by the hospice and a supporting grant. Information campaign as a new role. Support structure identified.ResultsFour of the trainee nursing associates successfully completed their course in March 2022. The remaining two await results.Struggles: The course coincided with a global pandemic. The trainee nursing associates had to adapt to on-line learning and changing clinical environments. The cohort of six was large. On-going support increased the workload of colleagues, shifts were difficult to fill especially with changing COVID demands and the reciprocal agreement for learners placed additional pressure (Robertson, King, Taylor et al., 2022. Br J Healthcare Assistants. 16:126).Successes: Four of the learners have been successfully recruited to nursing vacancies within the hospice.The reciprocal agreement allowed an exchange of good practice and spread understanding of the hospice.The hospice community worked together to support the learners;‘I could feel the support and that they wanted me to do well’. The opportunity provided a positive example of learning and development in the organisation;‘having the opportunity to develop my career was fantastic, I am so grateful’.ConclusionThe cohort of apprentices was a learning curve. Allowing six staff the opportunity, during a pandemic, was a challenge and required hospice-wide commitment. However, vacancies have been successfully filled and the apprenticeship levy utilised. Watching the trainee nursing associates learn has been rewarding.

Implementing Simulation Based Learning (SBL) to Reduce the Gap in Surgical Training, A Theoretical Evaluation Approach

Background: The current Surgical training is severely affected by COVID-19 pandemic with redeployment and reduced number of elective procedure across NHS hospitals, this has affected both core and higher Surgical trainees, rendering The traditional apprenticeship model obsolete. It became evident that The future of Surgical training and innovation will require a combination of simulation and operative exposure to overcome The obstacle of reduced exposure in Surgical education and operative training. Discussion(s): In our theoretical analysis, we will discuss The efficacy, safety and impact of relying on SBL to fill The gaps in Surgical training. Clinical exposure alone will not be sufficient to train procedure based speciality trainees to their highest proficiency. SBL is one design that is supported by learning theories such as Transformational Learning and Experiential Learning Theory. Ina highfidelity simulation, such as laparoscopic simulation courses, all concepts of facilitated learning are fulfilled which strongly supports our hypothesis. on balance, given The complexity of skills learnt, it remains difficult to measure The efficacy of transferring The learnt capabilities into practice and standardise this among learners. SBL also leaves non-technical skills un-assessed in depth. Conclusion(s): The disruption of training due to COVID-19 affected our procedure based learning, this leaves us with a dilemma to catch-up with these unmet training needs. SBL could be one of The adjuncts that fill in The gaps on The short and medium term. Implementing SBL in Surgical training curriculum, should be evaluated for efficacy and cost effectiveness.

Implementing simulation based learning (SBL) to reduce the gap in surgical training, a theoretical evaluation approach

Background: The current surgical training is severely affected by COVID-19 pandemic with redeployment and reduced number of elective procedure across NHS hospitals, this has affected both core and higher surgical trainees, rendering the traditional apprenticeship model obsolete. It became evident that the future of Surgical training and innovation will require a combination of simulation and operative exposure to overcome the obstacle of reduced exposure in surgical education and operative training. Discussion(s): In our theoretical analysis, we will discuss the efficacy, safety and impact of relying on SBL to fill the gaps in surgical training. Clinical exposure alone will not be sufficient to train procedure based speciality trainees to their highest proficiency. SBL is one design that is supported by learning theories such as Transformational Learning and Experiential Learning Theory. In a high fidelity simulation, such as laparoscopic simulation courses, all concepts of facilitated learning are fulfilled which strongly supports our hypothesis. On balance, given the complexity of skills learnt, it remains difficult to measure the efficacy of transferring the learnt capabilities into practice and standardise this among learners. SBL also leaves non-technical skills un-assessed in depth. Conclusion(s): The disruption of training due to COVID-19 affected our procedure based learning, this leaves us with a dilemma to catch-up with these unmet training needs. SBL could be one of the adjuncts that fill in the gaps on the short and medium term. Implementing SBL in surgical training curriculum, should be evaluated for efficacy and cost effectiveness.

The Learning Contract and its Impact on Scholarship among Moroccan Nursing Students

Background: E-learning refers to the use of new technologies to deliver distance learning programs. This mode of learning is also considered one of the innovative teaching/learning methods best suited to the current conditions, which entail the suspension of face-to-face courses due to the COVID-19 pandemic to ensure continuity of training, overcome learning difficulties and increase student autonomy and motivation. Our study focuses on this teaching model as an example of an apprenticeship contract, often adopted in technical, vocational, work-linked training. The aim of this study is to measure the perception of this learning contract through e-learning and its impact on learning among multi-skilled nursing students in semester four (S4) of the Professional License of the Higher Institute of Nursing and Health Techniques of Casablanca within the framework of the course of nursing care in psychiatry. Methods: A group of 58 students participated in a survey conducted by questionnaire, with a response rate of 86.20%. Results: The results revealed that the students had a positive perception regarding the use of the learning contract;according to them, the learning contract approach increases autonomy, motivation and the application of the theoretical courses in practice. Conclusion: The learning contract offers several advantages as a learning strategy and this has been implemented in different nursing education contexts, which may encourage nursing educators to use this contract more widely in theoretical and also practical teaching. © 2022 Lamiri et al.

Sustainable apparel technical and vocational education and training (TVET): integrating technology for skills training

The crisis of the Covid-19 pandemic has reshaped the apparel industry into becoming more sustainable, more human-centered, and more technologically adaptive. The sustainable apparel education model contains three pedagogical elements which are knowledge, skills, and technology. Sustainable knowledge is the core of apparel education which interlinks the sustainable knowledge curricula and the mainstream knowledge curricula. Future apparel knowledge should have a combined curriculum because the apparel industry needs to produce sustainable apparel for future environmental societies. In addition, with apparel education moving towards total digitization by adopting technology as the tool for teaching and learning, TVET (Technical and Vocational Education and Training) educators in the future will need to be conversant towards technology for imparting skill education from design to production. Subsequently, when the workforce becomes more skillful having assimilated the TVET skills education in their work efforts, they will produce apparel products that have good quality, have better fit, are functional, and can meet the garment requirements. TVET education is the solution for the skill development of skilled workers and designers who understand the importance of garment specifications, are knowledgeable on how to make them last longer, have awareness about theirs meeting life expectancy, and thus are adept at preventing garments from being thrown at the landfill faster than they should be. In a nutshell, proposing TVET education as the solution to human capital development will drive a sustainable apparel industry in the future. © 2022 Elsevier Ltd. All rights reserved.

Ausbildungsmarkt unter Druck: die aktuelle Entwicklung und deren Antworten darauf

The number of new apprenticeship training contracts has been declining for years. The decline can be explained by a variety of factors. It can initially be assumed that the economic development due to the COVID-19 pandemic and the associated loss of training places offer an explanation. However, the trend is of a longer nature. This article examines proposed solutions, such as the training fund allocation that is currently in discussion, seem more like an expression of futile politics.