Thesis (MEducation)--University of South Australia, 1993.

Thesis (M.Ed.)--York University, 2007. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 67-72). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR32015

Thesis (Ph. D.)--University of North Texas, May, 2008. / Title from title page display. Includes bibliographical references.

Thesis (E.Ed.)--The Sage Colleges, 2009. / "A Doctoral Research Project presented to Associate Professor James R. Butterworth, Doctoral Research Committee Chair, School of Education, The Sage Colleges." Suggested keywords: 21st century skills; career development; globalization; informational technology; instructional systems; mentoring; professional development; staff development; teacher training; teaching; technology. Includes bibliographical references: (p. 59-67).

Thesis (M.S.)--Rochester Institute of Technology, 2003. / Typescript. Includes bibliographical references (leaves 78-80).

Thesis (Ed. D.)--University of Washington, 2005. / Vita. Includes bibliographical references (leaves 83-88).

Syftet med studien var att undersöka vilka faktorer i psykiatrisk rehabiliteringsteori som var de viktigaste stödjande och hindrande faktorerna för att deltagare i arbetslivsinriktad rehabilitering skulle kunna slutföra gymnasial/eftergymnasial utbildning och få ett arbete på dagens arbetsmarknad. Deltagarna i denna studie kom från fyra verksamheter inom Supported Education (SEd) i Sverige. Faktorerna för både stödjande och hindrande faktorer ville jag få fram i prioritetsordning, eftersom jag från tidigare forskning upplevde det svårt att veta vad som först ska prioriteras i arbetet med rehabilitering genom utbildning och arbete/anställning. Detta för att skapa en djupare förståelse för vad som är viktigt för personer med psykiska funktionshinder/ohälsa för att påbörja och slutföra utbildning, men också för att se om tjänsten SEd har potential att användas inom socialt arbete i form av arbetslivsinriktad rehabilitering och återhämtningsinriktat stöd för psykisk ohälsa och psykiska funktionshinder. För att besvara detta använde jag en enkät med tio kvantitativa slutna frågor och sju kvalitativa öppna frågor.      SEd är ett stödprogram inom arbetslivsinriktad rehabilitering för att välja, påbörja och slutföra utbildning på gymnasial och eftergymnasial nivå främst för personer med psykiska funktionshinder/psykisk ohälsa. Diskussioner pågår om att andra målgrupper utan psykiska funktionshinder/psykisk ohälsa ska kunna få detta stöd för att slutföra utbildningar.      Från resultatet av studien fick jag fram ett antal teman för vad som stödjer och hindrar slutförandet av utbildning. Resultatet visade att deltagarna generellt är nöjda med stödet de får från SEd. Mest framträdde personalens genuina engagemang, förmåga till empati och ett respektfullt bemötande som de avgörande faktorerna för att deltagarna skulle påbörja och slutföra utbildning. Andra faktorer som stödde deltagarna var att de fick stöd att slutföra studieuppgifter, att stödet inte var tidsbegränsat, att deltagarna hade regelbundna enskilda stödsamtal med personal, att de upplevde gemenskap och tillhörighet i SEd och att studie- och yrkesvägledning genomfördes som ledde till en individuell handlingsplan som följdes upp kontinuerligt.        Hindrande faktorer för deltagarna med SEd var att lokalerna var för små och studiecoacherna var för få. Generella hinder för deltagarna att slutföra utbildning var psykisk ohälsa (till exempel ångest, fobi, depression), svårigheter med studieekonomin, svårigheter med socialt samspel, svårigheter med koncentration, brist på studieteknik och svårigheter att slutföra uppgifter, ADHD, ADD, dyslexi, missbruk, svårigheter med att orka med ett högt studietempo och brist på stöd med att slutföra uppgifter. Detta resultat analyserade jag med hjälp av psykiatrisk rehabiliteringsteori. Jag förde sedan en diskussion där jag lyfte fram de utmaningar och möjligheter som vi kan se i framtiden för SEd. / The purpose of this study was to examine which factors in the psychiatric rehabilitation theory that were the most important supporting and hindering factors for getting participants in Vocational Rehabilitation to complete secondary/postsecondary education and get a job in todays labour market. The participants in this study came from four Supported Education (SEd-) projects in Sweden. I wanted to get forth the factors in order of priority since I found it difficult to find which factors to prioritize first in the work of rehabilitation through education and employment. I did this to get a deeper understanding of what is most important for persons with psychiatric disabilities/mental illness to be able to complete secondary/postsecondary education, but I also did it to investigate if the service of SEd has the potential of being used in social work in the shape of vocational rehabilitation and recoveryoriented support for mental illness and psychiatric disabilities. To be able to answer those questions I used a questionnaire with ten quantitative closed questions and seven qualitative open questions..      Supported Education (SEd) is a supportprogram aimed at supporting persons mainly with psychiatric disabilities/mental illness to choose, start and complete education on secondary and postsecondary level. There are ongoing discussions about whether other target groups without psychiatric disabilites/ mental illness could get this support to complete education.       From the results of the study I found a number of themes for what supported or hindered the participants in completing their education. The results showed that the participants generally were very satisfied with the support they got from the staff in SEd. Most of all it was the staffs genuine engagement, empathy and a respectful treatment that stood forth as the crucial factors that affected the participants to complete their education. Other factors that also supported the participants to complete their education is that they got support with completing their study tasks, there were no time limit for the support, the recurrent individual counseling sessions with staff, the experience of fellowship and belonging and educational and vocational guidance that supported the participants in forming an individual action plan which was followed up continuosly.       Hindering factors with SEd for the participants were that the localities were too small and that the study coaches were too few. Hindering factors in completing education in general was mental illness (e.g. anxiety, phobia and depression), difficulties with economy, difficulties in socialising with people, difficulties with concentration, lack of a technique for studying and difficulties with completing tasks, ADHD,ADD, dyslexia, addiction, problems to adjust to a high tempo in the education and lack of support with completing tasks. I analyzed these results by using the psychiatric rehabilitation theory. I then discussed the challenges and possibilities that we can see in the future with the SEd-method.

This study investigates the participation patterns of employer-sponsored adult education and training by Swedish workers over the period of 1975 - 1995, and evaluates the importance of the determinants of such provision. The study also explores the ways participation experiences in employer-sponsored education and training influence subsequent participation, occupational mobility and economic outcomes for Swedish workers. Data collected from 1975 to 1995 in The Swedish Living Conditions Survey (ULF), both the cross-sectional data and its panel component, have been analyzed. Contained in the panel are 3,319 Swedish adults who have been followed up in the ULF from 1979 to 1995. The study employs measures of work and job characteristics such as indicators of occupational status, wage, union membership, length of employment, job type, job responsibilities, influence on decision-making at the workplace, learning opportunities at the workplace, enterprise ownership, as well measures of personal characteristics, such as age, gender, level of formal education. The approach taken in the evaluation of the influences of work, job and demographic characteristics on the likelihood of receiving employer-sponsored education and training has been to develop and estimate logistic regression models by means of which these effects during different periods (1975, 1979, 1986/7, 1994/5) can be assessed and compared. Another three models have been investigated, using the panel data, namely: (1) a logistic regression model predicting subsequent participation in employer-sponsored education and training by similar experiences at earlier career stages; (2) a multiple regression model predicting 1994/5 annual income with participation history as a predictor; (3) a discriminant function analytical model predicting 1994/5 occupational status with participation history as a discriminating variable. The departure point of this study is that separate analyses have been done with the public sector and private sector sub-data sets. The findings indicate that occupational status, level of education, age, gender and to a less extent, union membership, and other work and job characteristics are the more important predictors of the likelihood of participation in employersponsored education and training for the Swedish workers in the private sector. For those working in the public sector, institutional factors relating to management style and job responsibility as well as age play an important part in training decisions. The findings also indicate that youth and older age groups, particularly those with the private sector, have been consistently under-served by provision of employer-sponsored education and training throughout the period investigated. The results reveal that by the mid-1990s, gender was not a issue in the public sector in terms of the participation rate but female workers were still disadvantaged in the private sector. The findings verify a trend that the participation gaps between the well-educated and the undereducated, and those between professionals and non-skilled and semi-skilled have narrowed by a great magnitude, yet not adequately to close up the gaps. In 1975, the likelihood of participation for a professional worker was nine times as high as that for a non-skilled worker in the private sector. By 1995, the comparable figure was three times. The findings from panel data analysis show that, for workers in the private sector, their participation status as of the mid-1990s was significantly correlated with their participation status back in the mid-1980s and late 1970s, even after the statistical adjustment. For the public sector employees, their participation status as of the mid-1990s is related to participation status in the mid-1980s only. The results of income estimation models show that all three indicators of participation status are significantly associated with higher earnings, but a further analysis that separates the private sector from the public sector indicates that the result applied more in the case of the private sector employees. In contrast, none of the measures of participation status are significantly associated with higher earnings for employees with the public sector. The findings, as a result of discriminant function analysis, indicate that participation undertaken in the mid- 1980s, together with the earlier status of occupation and formal education background, form the first discriminant function that classify occupational status of 1994/5, explaining 54% of the explained variance.

No description available.

Training and human resource development sponsored by the private sector has become increasingly important and topical in North America. Yet, the attention devoted to it by policymakers, academe and industry itself has not risen accordingly. Government and industry are faced with the challenge of formulating effective public and private policy to facilitate the qualitative and quantitative development of employer-sponsored training. There is a paucity of information on employer-sponsored training. Therefore, the intent of this study was to determine the nature and extent and qualitative issues of the phenomenon in one industry: the British Columbia electronics industry. The literature on employer-sponsored training was reviewed from three perspectives. First, the theoretical, historical and conceptual roots of the topic were presented. Second, the quantitative data on employer-sponsored training in North America was summarized. Third, an overview of the most pressing qualitative issues related to the subject was presented. As a result of this process, five main research questions were derived relating to the following aspects of the B. C. electronics industry: human resource requirements; sources of human resources; nature and extent of training; training decision-making; and public policy. A 15-page open-ended and closed questionnaire was developed and sent to 80 electronics companies in British Columbia. Forty-eight or 60% of the companies responded to the survey. The responses to individual questions yielded several interesting patterns in the data. The small sample size and the nominal nature of the data collected prevented any extensive statistical analysis of the results to test for relationships between variables. The chi-square test for independence was utilized and identified a few plausible relationships between key variables. A list of specific conclusions derived from the results painted an overall picture of the training and human resource activity in the British Columbia electronics industry. The limitations of the study and its implications for future research and public policy were outlined. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate