Relevant bibliographies by topics / Industrial Training Board (Great Britain)

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Academic literature on the topic 'Industrial Training Board (Great Britain)'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Industrial Training Board (Great Britain)"

1

Jaholkowski, B. M. "Industrial/Occupational physiotherapy: An international perspective." South African Journal of Physiotherapy 39, no. 2 (September 18, 2019): 31–34. http://dx.doi.org/10.4102/sajp.v39i2.893.

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An overview of the development and practice of Industrial/Occupational Physiotherapy in Great Britain, Australia, New Zealand, Finland, Sweden and Denmark is given. Training facilities and courses available in each country are mentioned. Barbara McPhee’s recommendations for the development of this field of physiotherapy are quoted as suitable for South Africa.
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Androshchuk, Iryna, and Ihor Androshchuk. "Specificity of Students’ Technological Training in Finland and Great Britain." Comparative Professional Pedagogy 8, no. 3 (September 1, 2018): 20–25. http://dx.doi.org/10.2478/rpp-2018-0036.

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Abstract The specificity of students’ technological training in Finland and Great Britain has been considered. It has been found that the state policy of foreign countries is aimed at providing students with professional knowledge, work skills and combining comprehensive and professional training. Specific attention has been paid to the subjects and courses in foreign countries, which are equivalent to the course on technological training. It has been indicated that establishing connections between school, industry and production is one of the important conditions for improving technological training. The specificity of students’ technological training in Finnish schools at different levels of education has been characterized. Indeed, the level of education defines the character of technological operations differentiation based on the materials of manufactured products; gradual introduction of professional and polytechnical optional and specialized courses, whose volume corresponds to regional conditions; organization of visits to production, agricultural and forestry enterprises; active participation of students in professional production, which contributes to acquiring practical experience in the chosen production area. It has been revealed that Finnish schools pay particular attention to the importance of proper facilities and resources and fully equipped workshops, namely joiner’s shops, locksmith shops, tailor’s shops, fully equipped teaching kitchens and canteens. It has been revealed that technological training of students in Great Britain is characterized by their active involvement into field experience; establishment of mini-enterprises based on comprehensive schools; centralization in solving the main objectives in the field of students’ technological training. It has been stated that the mini-enterprises in schools contribute to strengthening the relations between school and the labour market. The common form of students’ technological training is industrial placement and the main method is project-based learning.
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BOHEIM, RENE, and ALISON L. BOOTH. "Trade Union Presence and Employer-Provided Training in Great Britain." Industrial Relations 43, no. 3 (July 2004): 520–45. http://dx.doi.org/10.1111/j.0019-8676.2004.00348.x.

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4

King, Mary. "Innovative new vascular programme combines surgery and radiology." Bulletin of the Royal College of Surgeons of England 90, no. 2 (February 1, 2008): 53. http://dx.doi.org/10.1308/147363508x276440.

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2008 looks set to be a year of major challenges for vascular surgery. Vascular surgeons could soon be training alongside other medical professionals including radiologists if a new curriculum and training programme, devised by the Vascular Society of Great Britain and Ireland, is accepted by the royal colleges and the Postgraduate Medical Education and Training Board. The programme will combine surgical experience with the interventional radiology needed to carry out endovascular procedures and aims to meet the increased demands of aneurysm screening.
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Crossland, B. "The Life-Long Education and Training of Mechanical Engineers." Proceedings of the Institution of Mechanical Engineers, Part B: Journal of Engineering Manufacture 203, no. 3 (August 1989): 139–44. http://dx.doi.org/10.1243/pime_proc_1989_203_061_02.

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Without doubt Great Britain led the world into the Industrial Revolution, and for a considerable period up till the second half of the nineteenth century it could rightly consider itself as ‘the workshop of the world’. The author traces up till recent times why it was that Great Britain lost that position, mainly because of its reliance on engineers learning on the job by picking things up for themselves and learning by rule-of-thumb and ignoring the need for a soundly based education and well planned training. Since the end of World War II various attempts have been made to rectify this position, but without much success, until the Finniston Committee Report. The organization of the Engineering Council, set up in 1982 on the recommendation of the Finniston Committee, is considered, and in particular its responsibility for the engineering profession and for changing the public's perception of industry and the engineering profession. The author expresses his opinion on the initial education and training of engineers. He comments on the need to reconsider whether mechanical engineering as presently taught is a viable subject, or if a course spanning mechanical and electronic engineering is needed. He sees the objective of engineering education as being a design for total life cost, and he explores how this may be achieved within a total technology concept. Finally, he considers how to achieve better university/industry collaboration which is at the heart of effective education and training of engineers. He describes the Technology Centre concept recently set up in the Queen's University of Belfast, which integrates the services and resources provided for local industry and those required by the engineering departments of the University as well as providing for continuing education and training. He sees this as the way ahead in achieving close collaboration with industry.
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6

Toon, Peter D. "Congratulations to the Department of Family Medicine of NWSMU named after I.I. Mechnikov for 25 years anniversary. Letter to the editorial board." Russian Family Doctor 25, no. 2 (July 19, 2021): 55–58. http://dx.doi.org/10.17816/rfd64145.

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The letter briefly describes cooperation of the St. Petersburg Medical Academy of Postgraduate Studies and Royal college of general practitioners (Great Britain) with active participation of the author, aimed at improving the training of general practitioners in Russia and the contribution of the Department of Family Medicine of St. Petersburg Medical Academy of Postgraduate Studies (now North-Western State Medical University named after I.I. Mechnikov) in the implementation of joint international projects.
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Casey, B. H., and S. W. Creigh. "Part-time Job Creation: An Option for Australia?" Journal of Industrial Relations 28, no. 4 (December 1986): 534–44. http://dx.doi.org/10.1177/002218568602800404.

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Australia's two major public sector job creation schemes in the 1980s—the Wage Pause Program and the Community Employment Program—have been primarily intended to provide full-time employment. This emphasis parallels that found in most other OECD countries. However, recently Great Britain, Sweden and France have pioneered large-scale part-time job creation schemes. In this paper several possible benefits from an increased emphasis on part-time job creation in Australia are reviewed, especially with reference to the information obtained during the evaluation of the Wage Pause Program. These benefits include increasing the number of job slots provided for a given net cost, improving training provisions, and assisting community sponsors with limited administrative resources. The implications of part-time arrangements, such as those developed overseas, for job creation in Australia are explored.
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8

Сахарчук, Елена, and Elena Sakharchuk. "Leading world trends in tourism education." Universities for Tourism and Service Association Bulletin 9, no. 4 (December 1, 2015): 39–49. http://dx.doi.org/10.12737/14582.

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The article is based on the results of the examination of ten national training models for tourism. The author has analyzed the experience of vocational education in Austria, Australia, great Britain, Germany, Canada, Norway, Russia, Finland, France and Switzerland; the results of the analysis of some national models have been published previously [2]. The aim of this work is the generalization of the leading trends of education in tourism; identification of the most typical parameters of educational systems in situation specialized in foreign education which allow more clearly to represent the ratio of global and national in the Russian model of personnel training for tourism, and justify organizational and pedagogical conditions of functioning of a more effective, innovative model of industrial education in the field of tourism. Sustainable system of relations and common characteristics to all studied models of training personnel for tourism identified in the comparative international study are understood as the trends of educational development in the field of tourism. The article made the following conclusions: 1) the invariant of organizational and pedagogical conditions of development of structure and content possess national characteristics, expressed in the identity management and pedagogical technologies, organization and forms of operation; 2) current situation is characterized by the combination in each of the national model of personnel training for tourism biased and specific features that leads to summarizing an assumption about the value of constructive adaptation of the individual who discovered the bias, the mechanisms of formation of effective models in the Russian model of specialized tourism education.
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Aliekperova, N. V. "The development of elective discipline «Leadership in pharmacy» for training master of pharmacy, industrial pharmacy in Ukraine." Farmatsevtychnyi zhurnal, no. 6 (December 9, 2020): 46–55. http://dx.doi.org/10.32352/0367-3057.6.20.05.

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The conditions of modern pharmaceutical market development require leadership at each level that lets not only respond rapidly and efficiently on the changes of the environment but initiate the necessary changes. Leaders as agents of changes can transform people’s values, to motivate and inspire, to form the vision of development of healthcare system and pharmaceutical sector taking into account the principles of system thinking for the provision of population with available, quality and safe pharmaceutical care and the improvement of their life. The aim of the work is the development of an elective discipline «Leadership in Pharmacy» for training Master of Pharmacy, Industrial Pharmacy. The literature review based on the data of international and foreign educational standards of higher pharmaceutical education, the current national educational standard, the experience of teaching subjects devoting to leadership in pharmacy both abroad and in Ukraine has been carried out. Such a scientific quantitative method as a survey has been used. 221 students from the School of Pharmacy at Bogomolets National Medical University have taken part in the survey. The recommendations of the International Pharmaceutical Federation pay attention to the advisability of forming leadership competencies for pharmaceutical workers. The national standards of higher pharmaceutical education in the USA, Great Britain, Australia, Canada include a specific list of leadership competencies. The domestic standard of higher education for getting a Master’s degree in Pharmacy, Industrial Pharmacy includes certain general competencies based on the leadership. Some leadership skills are listed as special competencies and they are reflected in the discipline «Pharmaceutical Management and Marketing». However, a discipline aimed at the complex and systematic formation of leadership competencies is not presented in the working educational plan for training Masters in the field of knowledge «Healthcare» and specialty «Pharmacy». About 70% of the School of Pharmacy students at Bogomolets National Medical University think that the materials devoted to leadership «worth including» to the educational program and 28% of them notice that «rather worth including». According to the students’ opinions, the most interesting leadership topics are traits of leaders aimed at the success, leadership and team, the formation of leadership strategy – 76%, 72% і 70% respectively. The structure of the elective discipline «Leadership in Pharmacy» with an indication of the aim, list of topics, and the desired educational outcomes (competencies) has been presented. The elective discipline «Leadership in Pharmacy» considering the formation of leadership skills at three successive levels, namely individual, team and organization has been developed. This discipline consists of the following modules: «Foundations of Leadership. Personal Leadership», «Leadership and Collaboration», «Leadership and Organizational Change».
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Lawry, P. "Regional Trends In Hospitality And Tourism Management; Education And Training for Careers In Tourism Management: Implications for New Course Providers." Hospitality Education and Research Journal 12, no. 2 (February 1988): 488–90. http://dx.doi.org/10.1177/109634808801200263.

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Service industries in general and the tourist industry in particular make a significant contribution to the economy of Great Britain. Over 1.1 million people are currently employed either directly or indirectly in the tourist industry and it directly accounts for 4.7 percent of all UK employment. However, the subject of education and training for careers in tourism has been poorly quantified to date and little research has been done in this field of study. Yet any policies to promote the growth of the tourist industry must depend upon adequate numbers of trained people being available at all levels within the industry. If the tourist industry is to be encouraged as a major growth area in the UK economy it is essential that there are sufficient numbers of qualified people to prepare and implement tourism development plans, manage regional and national tourist organizations and staff the many firms which make up the tourist industry. This paper is based on a study carried out for the English Tourist Board, although any views and opinions expressed here are solely those of the author. It has been supplemented by more recent information on courses and course developments since 1985. “Education and training” is taken to mean educational and vocational training courses covering the whole field of further and higher education, from technical colleges through to universities, which are aimed at raising the level of skills and knowledge needed to work in the tourist industry. The study focused on the non-hotel sectors of the tourist industry because it was felt that the hotel and catering sector was well developed. However, it was felt that training in the tourist services sector is in a much earlier stage of development and has quite different manpower and training requirements. The aims of the study was to examine the existing provision of education and training courses in relation to the manpower needs of the industry, to identify shortfalls in provision and to suggest ways of meeting these short falls.
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Books on the topic "Industrial Training Board (Great Britain)"

1

McCrystal, Patrick. Evaluation of the Southern Health and Southern [sic.] Services Board Children Order training (November 1995-March 1997). Belfast: Centre for Child Care Research, Queen's University of Belfast, 1997.

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2

McCrystal, Patrick. Evaluation of the Southern Health and Social Services Board Children Order training (November 1995-March 1997), executive summary. Belfast: Centre for Child Care Research, Queen's University of Belfast, 1997.

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Godfrey, Ann. Evaluation of the Southern Health and Social Services Board Children Order training (November 1995-March 1997): Second stage evaluation. Belfast: Centre for Child Care Research, Queen's University of Belfast, 1998.

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4

Amos, Elizabeth. The middle market: How they perform : education, training and development. London: Foundation for Manufacturing and Industry, 1997.

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5

Great Britain. Parliament. House of Commons. Committee of Public Accounts. Further matters relating to Northern Ireland. London: HMSO, 1990.

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6

Great Britain. Parliament. House of Commons. Committee of Public Accounts. Further matters relating to Northern Ireland. London: H.M.S.O., 1989.

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Accounts, Great Britain Parliament House of Commons Committee of Public. Further matters relating to Northern Ireland. London: H.M.S.O., 1991.

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8

Limited, Times Newspaper, ed. A-Z of careers & jobs. London: Kogan Page, 2009.

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9

Peter, Marsh. Ready to practise?: Social workers and probation officers : their training and first year in work. Aldershot, Hants, England: Avebury, 1996.

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10

Anne, Palmer, and Morton-Cooper Alison, eds. Mentoring, preceptorship, and clinical supervision: A guide to professional roles in clinical practice. 2nd ed. Oxford: Blackwell Science, 2000.

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Book chapters on the topic "Industrial Training Board (Great Britain)"

1

Bonner, Thomas Neville. "Between Clinic and Laboratory: Students and Teaching at Midcentury." In Becoming a Physician. Oxford University Press, 1996. http://dx.doi.org/10.1093/oso/9780195062984.003.0012.

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Despite the gathering momentum for a single standard of medical education, the portals of access to medicine remained remarkably open at the middle of the nineteenth century. From this time forward, governments and professional associations—in the name of science and clinical knowledge and the protection of the public’s health—steadily limited further entrance to medicine to those with extensive preparatory education and the capacity to bear the financial and other burdens of ever longer periods of study. But in 1850, alternative (and cheaper) paths to medicine, such as training in a practical school or learning medicine with a preceptor, were still available in the transatlantic nations. Not only were the écoles secondaires (or écoles préparatoires) and the medical-surgical academies still widely open to those on the European continent without a university-preparatory education, but British and American training schools for general practitioners, offering schooling well below the university level, were also widely available to students and growing at a rapid pace. “The establishment of provincial medical schools,” for those of modest means, declared Joseph Jordan of Manchester in 1854, was an event “of national importance. . . . Indeed there has not been so great a movement [in Britain] since the College of Surgeons was established.” A decade before, probably unknown to Jordan, a New York professor, Martyn Paine, had voiced similar views about America’s rural colleges when he told students that “no institutions [are] more important than the country medical schools, since these are adapted to the means of a large class of students . . . [of] humble attainments.” In both Britain and America, according to Paine’s New York contemporary John Revere, the bulk of practitioners “are generally taken from the humbler conditions in society, and have few opportunities of intellectual improvement.” The social differences between those who followed the university and the practical routes to medicine were nearly as sharp as they had been a halfcentury before. Even when a medical degree was awarded after what was essentially a nonuniversity education, as it was in the United States, Paine distinguished between graduates of country schools, “where lectures and board are low,” and “the aristocrats of our profession, made so through the difference of a few dollars.”
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Bonner, Thomas Neville. "An Uncertain Enterprise: Learning to Heal in the Enlightenment." In Becoming a Physician. Oxford University Press, 1996. http://dx.doi.org/10.1093/oso/9780195062984.003.0005.

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There was no more turbulent yet creative time in the history of medical study than the latter years of the eighteenth century. During this troubled era, familiar landmarks in medicine were fast disappearing; new ideas about medical training were gaining favor; the sites of medical education were rapidly expanding; and the variety of healers was growing in every country. Student populations, too, were undergoing important changes; governments were shifting their role in medicine, especially in the continental nations; and national differences in educating doctors were becoming more pronounced. These transformations are the subject of the opening chapters of this book. These changes in medical education were a reflection of the general transformation of European society, education, and politics. By the century’s end, the whole transatlantic world was in the grip of profound social and political movement. Like other institutions, universities and medical schools were caught up in a “period of major institutional restructuring” as new expectations were placed on teachers and students. Contemporaries spoke of an apocalyptic sense of an older order falling and new institutions fighting for birth, and inevitably the practice of healing was also affected. From the middle of the century, the nations of Europe and their New World offspring had undergone a quickening transformation in their economic activity, educational ideas, and political outlook. By 1800, in the island kingdom of Great Britain, the unprecedented advance of agricultural and industrial change had pushed that nation into world leadership in manufacturing, agricultural productivity, trade, and shipping. Its population growth exceeded that of any continental state, and in addition, nearly three-fourths of all new urban growth in Europe was occurring in the British Isles. The effects on higher education were to create a demand for more practical subjects, modern languages, and increased attention to the needs of the thriving middle classes. Although Oxford and Cambridge, the only universities in England, were largely untouched by the currents of change, the Scottish universities, by contrast, were beginning to teach modern subjects, to bring practical experience into the medical curriculum, and to open their doors to a wider spectrum of students.
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