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. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

The purpose of this study was to investigate the experiences of studying amongst people with a neuropsychiatric disability who received support from the model Supported Education, and people who did not get this support. Another purpose was to discuss if the model could be suitable for this group. The study also shows how some support options for this group were inspired by the support given to two other groups with disabilities. The research method had a narrative approach, where fourteen participants were asked to write a short reflective narrative about their experience of studying, with/without the support from Supported Education. The stories were analysed with narrative analysis. The result shows that the persons without support from the model used the family as their primary support, and that support from formal support givers was slow, especially before the participants could show that they had a diagnosis. The persons who received the support from the model were generally satisfied with the support they got, and did not emphasize the family as support givers in the same way. The analysis shows how it could me valuable to use Supported Education for people with a neuropsychiatric disability, not only because it helps them to study, but also helps them gain higher self-esteem through personal development.

Den psykiska ohälsan beskrivs som ett växande folkhälsoproblem som inneburit en tillväxt av allt från olika typer av symptom till psykiska sjukdomar och diagnoser. Den främsta ökningen har skett hos unga vuxna och därmed har antalet studenter med psykiska funktionsnedsätt­ningar som studerar på Komvux eller högre nivå ökat. Trots detta har ökningen inte medfört en motsvarande intensifiering av pedagogiskt stöd på skolor i landet inriktat till individer med psykiska funktionshinder. Konsekvenserna av detta har skapat ett behov att kunna erbjuda passande stöd för denna målgrupp i deras studievardag. Denna uppsats syftar till att undersöka Supported Education som rehabiliteringsmetod för stöd till studenter med psykiska funktionsnedsättningar. Resultatet från kvalitativa intervjuer med tidigare studenter som tagit del av metoden visar att majoriteten av dem inte blivit erbjudna stöd som passat deras studievardag från deras lärosäte, men att stödet kunnat erhållas genom Supported Education som metod. Genom resultatet har slutsatser dragits gällande brister i pedagogiskt stöd för studenter med psykisk ohälsa, den okunskap som finns om psykisk ohälsa och sjukdom samt att detta leder till sämre möjligheter för den enskilde att studera, arbeta och delta i samhället. Stödfaktorer som framkommit har även genererat slutsatser om ett ökat behov av forskning samt rekommendationer för framtiden.

This study is a descriptive analysis of corporate learning resource centers. The study was designed to incorporate historical background and current status, organization and personnel, types and amount of alternate delivery instruction, and selected cost considerations in the establishment and maintenance of a learning resource center. A functional definition was furnished, with a deliberative attempt to encompass related synonyms. Discussion included training types or instructional delivery medium distinctions. A contribution of this study was the development, field testing, and enhancement of a survey instrument, which reflects the steps to be followed by those planning implementation of any learning resource center. Findings of this study indicated that learning resource centers were young and transitioning to increased on-line individualized and self-paced learning. Training and learning will become much less interdependent. Training types will increasingly become nontraditional and technology driven. Courseware will be received and managed remotely. Partnerships and cooperative efforts are mandates for business and higher education. Learner mobility will become normative, not the exception. Internet training will rapidly increase, most quickly among small business. Learning resource centers will continue to become more cost effective. This study proposed the redefinition of both learner and educator roles within a changing learning resource center environment. It was suggested that the learner role must become more active and that the corporate educator role, as a result of technology, will increase in passivity, tending toward that of facilitation. Implications and recommendations were specifically noted for both business and higher education. Specified nomenclature of "learner centers" or clearly "learner centered" has been advocated, reflecting the continuing evolution of the learning resource center. Technology, instructional media, mobility, availability and sharing of resources, less formalization, life-long learning, fiscal issues, Internet access, information and knowledge explosion, and downsizing, all combine to provide the view and demarcation of the new "learner centers."

Thesis (MEd) -- University of South Australia, 1993

Thesis (Ph. D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 105-110). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 105-110). Also available on the Internet.

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

When expenses become an issue, training is often one of the first budget items to be cut. There have been a number of evaluation studies about rates of return from training interventions. Most results are based on interviewing participants about the value of the intervention and its effect on their productivity. This often results in quadruple digit return on investment indications. Decision makers who control the budget often view these kinds of results with skepticism. This study proposes a methodology to evaluate training interventions without asking participants their opinions. The process involves measuring learning through a series of pre-tests and post-tests and determining if scores on pre-tests can be used as predictors of future return on investment results. The study evaluates a series of return on investment scores using analysis of variance to determine the relationship between pre-tests and final return on investment results for each participant. Data is also collected and evaluated to determine if the financial results of the organization during the period of the training intervention could be correlated to the results of the training intervention. The results of the study suggest that the proposed methodology can be used to predict future return on investment from training interventions based on the use of pre-tests. These rates of return can be used as a method of selecting between competing training intervention proposals. It is a process that is easily understood by the key decision makers who control the allocation of financial resources. More importantly, it is a process that can maximize the value of each dollar spent on training.

This study explored the role of contract training provided by North Texas higher education institutions in the education and training programs administered by area businesses employing more than 100 people. A survey instrument was mailed to corporate trainers that were members of the Dallas Chapter of the American Society of Training and Development in businesses employing more than 100 people. A total list of 292 trainers generated 71 usable responses. The purposes of this study were to: (a) determine the extent to which corporations use academic institutions for contract training, (b) determine the academic institutions in North Texas that training managers in the Dallas area believe are suitable contract training partners, (c) identify what subject areas are perceived as top educational priorities by training managers and are perceived to be suitable for contract training by academic institutions, (d) determine educational and training subjects for which corporations would be willing or prefer to utilize contract training by academic institutions, and (e) identify the subjects in which corporations currently use contract training by academic institutions.