Search results

This overview of current themes in vocational education and training policies and systems is presented in three parts. PART 1 treats the context of vocational education and training and discusses the major issues influencing national Governments to change their role in vocational education and training. PART 2 discusses the common themes in how central Governments are changing their role in vocational education and training, particularly concerning the devolution of training responsibility to local bodies. The ways in which vocational education and training systems controlled by these local bodies are reacting to this increased responsibility are pursued in detail. PART 3 discusses the growing realization by central Governments that their responsibility for economic development and productivity can be discharged by a closer focus on vocational education and training, not at the delivery level, but at a policy level which includes both policies for vocational preparation of all citizens — particularly youth — and policies which promote new and existing enterprises which show high returns on investment and productivity.

Gives some definitions of training and training policy, before discussing how policy is made and its relationship to context, including stakeholders and the range of policy instruments. Suggests that the role of theory is to structure policy makers′ views of context and options; it pervades the rhetoric which they use in negotiating their policies. Presents two case studies: TECs, where major policy decisions have little to do with conventional economic analysis; and public expenditure decisions about training.

The current study examines the effect of changing a specific use-of-force policy coupled with de-escalation training implementation on patterns of police use of force.

An interrupted time-series analysis was used to examine changes in police use-of-force incident records gathered from a large, southwestern US metropolitan police department from 2013 to 2017 based on a TASER policy change and de-escalation training implementation mid-2015.

Results demonstrate that changes to use-of-force policy regarding one type of force (i.e. use of TASERs) coinciding with de-escalation training influence the prevalence of use-of-force incidents by increasing the reported police use-of-force incidents after the changes were implemented. This finding is somewhat consistent with prior literature but not always in the desired direction.

When police departments make adjustments to use-of-force policies and/or trainings, unintended consequences may occur. Police administrators should measure policy and training outcomes under an evidence-based policing paradigm prior to making those adjustments.

This study is the first to measure the effects of changing use-of-force policy and implementing de-escalation techniques in training on patterns of police use of force and shows that these changes can have a ripple effect across types of force used by police officers.

British policy‐making has been characterised by a British political scientist. Jack Hayward, as ‘humdrum’. By humdrum he means a policy which is in essence ‘muddling through’. Though seen as a characteristic of liberal democracies, this style of policy‐making has taken on an acute form in Britain. Thus, in contrasting the achievements of economic planning in Britain and France, he sees the British approach as ‘toothless tripartism’. This pluralistic paralysis was the result of a belief that administrative and pressure group consensus was a prerequisite to effective planning. Business organisations and trade unions were elevated into ‘corporatist veto groups capable of frustrating public policy’.

A distinction must be drawn between a dismissal on the one hand, and on the other a repudiation of a contract of employment as a result of a breach of a fundamental term of that contract. When such a repudiation has been accepted by the innocent party then a termination of employment takes place. Such termination does not constitute dismissal (see London v. James Laidlaw & Sons Ltd (1974) IRLR 136 and Gannon v. J. C. Firth (1976) IRLR 415 EAT).

Reports that although the results of the World Bank’s programme of policy research on vocational and technical education and training are available in published form, the process through which these publications are developed is known only to those directly involved. Asserts that the process of policy research is as important as the product. Reviews the policy study programme and research conducted or sponsored by the World Bank and other international agencies. Reviews the literature and addresses key policy areas with recent information.

The purpose of this paper is to examine the extent to which workplace policies and practices are related to participation in, and frequency and duration of, workplace training, controlling for worker and workplace characteristics.

The authors regress variables depicting participation, frequency and duration of workplace training on workplace policies and control variables. In the case of participation in training, the dependent variable is binary; hence, the authors use a logit model. To examine the number of times which employees participate in training and the number of days they spend training the authors use a Tobit model. The Lewbel (2012) method is used to examine whether there is a causal relationship between workplace policies and the frequency, and duration, of training.

The findings suggest that about half of the workplace policies considered are positively correlated with the incidence and breadth of workplace training. There is also some support for the view that bundling of policies is positively correlated with the provision of workplace training. The Lewbel (2012) results suggest a causal relationship between a bundle of workplace policies and the frequency, and duration, of workplace training. There is, however, no evidence that workplace policies designed to devolve responsibilities to workers and incentivize staff polarizes skills through resulting in more training for professional staff over others.

The authors use matched employer and employee cross-sectional data for Shanghai in China. To this point most studies that have examined the determinants of training use data for Europe or the USA. There are few studies of this sort for countries in other regions and, in particular, developing or transition countries. There are no studies at all on the relationship between workplace policies and practices designed to promote organizational performance and training in developing or transitional countries. This study addresses this gap in the understanding of the factors related to on-the-job training in transitional countries, such as China.

This study investigates how federal and state-level laws designed to reduce workplace sexual harassment relate to the content of sexual harassment training programs in a sample of private U.S. companies. To gauge the effect of the law on the regulation of sexual harassment, we draw on unique data containing information on federal and state-level legal environments, formal discrimination charges filed with the federal Equal Employment Opportunity Commission, and establishment-level sexual harassment training initiatives. State-level legal regulation of sexual harassment at work is linked to more elaborate sexual harassment training programs, even when federal legal regulations are not. Our findings underscore the importance of state-level legal regimes in the workplace regulation of gender-based rights and provide an example for future studies of work inequality and the law.

The aim of this chapter is to ascertain the degree to which a training policy developed through corporate training centers is recognized as a source of competitive advantage for attracting, developing, and retaining valuable staff. The fieldwork is based on a survey of Human Resource (HR) managers from 66 cooperatives of the Spanish Mondragon cooperative group. The empirical test carried out confirms that Mondragon's training policy, backed up by its corporate training centers, is perceived by HR managers as a tool that provides advantages to attract, develop, and retain valuable human resources. The results also suggest that those advantages are more moderate than has been cited in classic literature on Mondragon. The results of this study can be helpful for the growing number of companies choosing to create and reinforce corporate training centers. The link between training policy and the perceived ability to attract and retain valuable employees showed in this case can also be helpful for other companies that, as Mondragon, face limitations in wage policy. This chapter contributes to the literature on the educational fabric of Mondragon adding updated empirical evidence and incorporating the point of view of HR managers of the group's cooperatives. With respect to the contribution of this chapter to the literature on training policy, the chapter's findings, in particular those regarding the effect of training on worker attraction and retention, add empirical evidence to the few studies on the subject.

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.