SIGNPOSTS     

R. Coulter MC  MA 《Learning, Media and Technology》1981,7(1):11-15

This study report deals with the transition of the young adult through the pre‐leaving years, early work experience (or the lack of it), and social adjustment. It goes on to examine the potential role of network and regional broadcasting.

Initially, it reflects widespread concern about the academic/vocational balance in secondary education, the realism of careers preparation, the unemployed casualty figures, and the quality of school/home and education/industry exchanges. It notes the lack of communication between the agencies involved in their parallel fieldwork, and with the families facing individual dilemmas in education, work opportunity and adolescent disillusion.

In this context, broadcasting's prime role is access to the individual in the family setting where informed home debate and decision‐making are critical. Although specialised programme output has increased, how much relevant help is provided at regional and local level? How available is the essential follow‐up in referral centres, advisory services, print material, etc.? What about parents, teachers, employers, training supervisors and the like who might share their experience and initiative in local self‐help projects? Can general public awareness be stimulated to community action?

But if regional and local stations are to do more, there are many policy and logistic questions to be answered ‐ in partnership with official and voluntary agencies and within a network/regional plan. Although there may be a consensus that the broadcast media could play a valuable part, the question remains ‐ “From whom will the initiative come towards linkage and partnership?”.  相似文献   

Computer Aided Design in Industrial Design Education     

GILL CHAPMAN 《The International Journal of Art & Design Education》1995,14(1):65-76

In general, Industrial Design BA courses have been slow to formulate a coherent strategy for the inclusion, implementation and integration of computers into their teaching. CAD hardware and software has appeared in many institutions as a result of the enthusiasm of one or two individuals who have used a particular CAD system themselves or been bowled over by an impressive demonstration. The possession of the equipment then to a large extent determines what kind of use can be made of it, and this is also subject to the vagaries of staff time and expertise, both of which are often in short supply. Basic questions, such as ‘What is the purpose of CAD education in this course?’ or ‘What kind of computing do the students really need?’ are often by-passed until it is too late. Over the last three years at Sheffield Hallam University a conscious attempt has been made to evolve an approach which begins with questions such as these and results in a coherent teaching and learning strategy for our students.  相似文献   

The Logic of Common Nouns.     

R. R. ROCKINGHAM GILL 《Philosophical Books》1982,23(4):243-244

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Using the Copenhagen Process to Facilitate National Qualification Framework Strategies in South Eastern Europe     

VINCENT MC BRIDE 《European Journal of Education》2005,40(3):315-321

This article presents and discusses a perspective on the implications of the Lisbon Process for education and training in a selected group of partner countries of the European Union — the Western Balkans (Albania, Bosnia and Herzegovina, Croatia, The Former Yugoslav Republic of Macedonia, Serbia and Montenegro). It presents the reflections of a member of staff of the European Training Foundation responsible for managing the six country regional project underway since 2003 on developing strategies for national qualification frameworks. The reflection aims to assess the potential contributions of a major strategy of the European Union on the reform processes underway in the social and economic transitions in the Western Balkans. It draws on the broader experience of the Foundation in supporting reforms in vocational education and training systems. Qualification reform is taken as an illustrative example of the use, relevance and constraints of EU ‘processes’ in accompanying education and training reform. Although the Copenhagen process partially provides a broad structure and there is a shared history between the countries of the region, each country is sufficiently different in its local contexts to suggest that the manner and pace of adoption will diverge. The emphasis on further development to suit local circumstances essentially gives partner countries an approach or set of tools with which they can shape and form their own initiatives with some confidence that the result will be in line with general European trends.  相似文献   

Reading and Response: Some Questions and No Answers     

GILL FRITH 《English in Education》1979,13(1):30-31

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