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We use new training data from the British Household Panel Survey to explore the degree to which the data are consistent with the predictions of human capital theory. According to the raw data, most work-related training is general and is paid for by employers. Our fixed effects estimates reveal that employer-financed training is associated with higher wages both in the current and future firms, with some evidence that the impact in future firms is larger. These results are consistent with human capital theory with credit constraints, and with the relatively recent literature on training in imperfectly competitive labour markets.

This paper discusses the academic, governmental and logistical issues surrounding the University of Glamorgan’s recent involvement in developing accredited training and education for one of the largest music technology manufacturers in the world – Roland UK. The paper reports the joint development of a Foundation Degree in Music Retail Management, reflecting upon the viability of implementing work based learning (WBL), including accrediting current training and prior learning (APL). Through analysing the early stages of the project, the paper aims to formulate a clearer perspective of what the University of Glamorgan and Roland UK, in addition to the government and the music retail industry, actually require from a foundation degree such as this. After presenting a synopsis of the current political climate and contextualising the existing status of musical instrument retail training, an overview is provided of the development of the Roland/Glamorgan partnership. This is followed by a discussion of the philosophical debates and mechanisms currently surrounding the implementation and accreditation of WBL. The paper cumulates with the development of a pedagogical model that takes into account the quality issues of both the University of Glamorgan and Roland UK in addition to government policy. Conclusions are then drawn regarding the importance of both institutions developing appropriate structural capital and being aware of cultural differences that can potentially restrict academic/industrial partnerships. Although this pilot was focused specifically upon Roland UK, its wider implications, in terms of the demand for accredited training for the music instrument retail industry, are considered.

The purpose of this paper is to provide a contextual analysis of the professional accounting education system of South Africa (SA).

The paper uses the Global Model of Accounting Education (Watty et al., 2012) to describe the accounting education system of SA, which is then compared with similar case studies of Australia, Japan and Sri Lanka. Information about the SA accounting education system is contextualised from multiple sources, using data triangulation.

Several similarities between the SA accounting education system and that of Australia are found, such as the role and involvement of the professional bodies in the accreditation processes, with less similarities with that of Japan and Sri Lanka. The comparisons illuminate the economic development of each country and the level of involvement in the education programmes by the profession. Specific challenges in SA include the entrance hurdles to higher education and emphasis on an accounting degree.

The application of the Global Model of Accounting Education helps to identify the similarities in the global accounting arena and illuminates the uniqueness of the SA accounting education system. This study illustrates the establishment of an accounting education system that aligns with the International Education Standards (IESs).

The study contributes to the discussions around challenges in accounting education, specifically those associated with accreditation and a strong controlling relationship between academe and the profession.

Acquired brain injury (ABI) can happen to anyone at any time. As a result, the person can experience a wide range of difficulties related to a combination of physical, cognitive, behavioural and emotional changes. It is the less obvious social and emotional difficulties in particular that present challenges to community integration and require major life adjustment.The type and level of support needed by people living with a brain injury is as unique as the person and their experience. The role of the support worker is open‐ended and tailored for each client; therefore, support workers are expected to have a wide and dynamic range of skills and qualities. Support workers need not only to understand the effects of ABI and its impact on the lives of individuals and their families, but also the influence of different values and attitudes on the support worker/client relationship.This article discusses some of the particular needs of a person after an ABI, what makes the role of the support worker different when working with this client group and what, as practitioners, we need to consider in terms of support worker training. Consideration is given to the influence of new Care Quality Commission (CQC) regulations and the introduction of a personalised system of care, two recent and significant changes related to the provision of adult social care services. Finally, the article goes on to look at an accredited programme ‘Supporting an Individual with Acquired Brain Injury’ as an example of one approach to providing specialist training.

There has been a recent initiative in England to establish a wider provision of psychotherapy. Studying the models of psychological treatment and experiences in other countries may enable policy makers in England to learn lessons and avoid pitfalls. This paper assesses and compares the provision of psychotherapy for adults in a selected number of European and non‐European countries. A structured list of psychotherapy features was used to collect information from each country on the number of psychotherapists, professional qualifications, the settings and models of psychotherapy, the referral procedures, funding arrangements, quality management and outcome assessments. These data were then compared in a non‐systematic way. Comparison of levels of provision was the most difficult to establish, but the findings suggest that psychotherapy that is broadly free at the point of entry is more widely available in other EU countries than in England. They also show that the plans currently being discussed for a psychotherapy service in England differ from those provided in most of the other countries in this study. The differences include the lack of statutory accreditation rules and lower qualification thresholds for psychotherapists, the concept of treatment centres, the low number of sessions, and the regular assessment of outcome data. Therefore, based on this comparison, the necessity of these features, their priority and possible alternatives may need to be considered.

Examines the situation for women workers in Australia after a ten‐year focus on training. The National Training Reform Agenda is discussed and the position of women in the Australian workforce explained. Comparative statistics on workplace training and some qualitative studies that illuminate workplace practice are examined.

This paper outlines the concept of service user leadership and both describes and reflects on an accredited training programme that enables mental health service users to take a leadership role.

The authors argue for a service user leadership approach and the training programme is reviewed by previous participants

Service users can take on a leadership role if they are given suitable and relevant training and development opportunities. Service user led training can be transformational.

Commissioners of mental health services should consider how to support service user leadership programmes, which can reach places and achieve outcomes that traditional mental health services are unable to attain.

The concept of service user leadership is relatively new and the training programme described in this paper is both original and highly valued by participants with many significant outcomes.

The National Training Reform Agenda (NTRA) (1989‐1996) was the first iteration of a series of reforms designed to make the Australian workforce more skilled, efficient and productive. This paper critically examines how women became “(un)known” in these policy texts in relation to work and training. It also examines contemporaneous practices in some workplaces that assigned certain work identities to women and examines how the women resisted or acquiesced to these assigned identities within the discursive field of the workplace. Comparisons of the positioning effects of policy and workplace practices are made and an argument is presented regarding the marginalisation of women within seemingly benign policy discourses and organisational practices.

Uses a literature‐based review to frame the questions for tomorrow’s learning organization (the review is contained in section 2 of Teare et al., The Virtual University: An Action Paradigm and Process for Workplace Learning, Cassell, London, 1998, 351pp.) and some of the applications are related to the pioneering work conducted by the global lodging organization, Marriott International during 1998/1999, in partnership with International Management Centres. The contention is that the multi‐faceted challenges of service leadership, competitiveness, profitability and return on investment, require a highly responsive and supportive learning community. This delivers on the challenges and derives benefits in the form of rapid access and reduced cost, by utilizing a “virtual” network or university design. Depicts a sequence of “change factors”, “enablers” and “impacts” that provide a reference point framework for learning and for focusing on business outcomes. If these are the key deliverables, what kind of learning process is needed to ensure that managerial and organizational activity is properly aligned? It is proposed that work‐based “action learning” is the only sustainable means of building the intellectual capital and competence of the organization so as to achieve its service leadership and business goals.

The widespread implementation of new management practices (NMPs) in industrialised countries has had a significant impact on employee training. Examines five NMPs: the learning organisation; total quality management; lean production/high performance work organisations; teamworking; and business process re‐engineering. Focuses on the relationship between organisational change and training at the enterprise level. The research identified important findings in six key areas: small business; the use of the vocational education and training system; the importance of the individual; the nature of training; the importance of behavioural skills; and organisational change. The study confirmed that workplace change is a major driver of improved training provision in enterprises. It showed unambiguously that most NMPs are associated with higher levels of training. The integration of training with business strategy was found to be the most important factor in driving training across a wide range of training activities and appears to lead to an across the board boost to enterprise training in all its forms.