Class of 2008 Abstract / Objectives: A follow-up analysis of academic and training requirements found in advertisements for pharmacy management, assistant director, and clinical pharmacy director positions. Methods: Advertisements appearing in the American Journal of Hospital Pharmacy (AJHP) were analyzed for academic and training criteria that were either preferred or required for pharmacy management, assistant director, or clinical pharmacy director positions. Included advertisements were for pertinent positions found in AJHP between January 2002 and December 2007. Some of the requirements or preferences that appeared in the advertisements that were analyzed included the type of pharmacy or other degree, postgraduate training including residencies and/or fellowships, board certification, and experience qualifications. Results: There was a total of 426 advertisements that met inclusion criteria. Results were listed in percentages of advertisements either requiring or preferring a certain qualification. A significant portion of ads sought applicants who had completed a residency (24% - pharmacy manager/director, 50% - clinical director, 47% - assistant/associate manager). Preferences and requirements of the PharmD or MS degree qualification decreased in percent from a previous study. However there was an increase in the relative number of ads pertaining to the MBA preference (9%, n=27). Conclusions: Many of the results from this study were similar to previous studies which looked at job qualifications in pharmacy manager and clinical directors. It remains evident that education, training, and experience play a major role in meeting the qualifications associated with obtaining a job as a pharmacy manager, clinical director, or associate director.

The technologist needs and training requirements were determined from a selected cross-section of Utah industrial firms. The larger industries were significantly more aware of the training requirements and capabilities of four-year technologists than were the smaller firms. A significant difference was found regarding general and specialized training required by each firm. Thirteen of the 16 responding firms indicated specialized training as being most important. The 10 areas of technical training rated most critical in their order of importance were: electronics I, technical writing I, electricity, English, mathematics (calculus and above) I, machine shop I, manufacturing processes, physics, and metallurgy and design. There was no significant difference found between the wages offered by selected Utah industrial firms and the national average of comparable occupations.

Šiuolaikinis socialinis darbas neatsiejamas nuo jį dirbančių asmenų profesionalumo, kurį siekiama nustatyti įvertinant kompetencijas pagal kvalifikacinius reikalavimus ir suteikiant tam tikrą kvalifikacinę kategoriją. Socialinių darbuotojų kompetencijų tema nagrinėta mažai, tačiau aktuali, kadangi siekiančių studijuoti socialinio darbo specialybę skaičius auga, socialinių paslaugų sritis plečiasi – kuriamos naujos įstaigos, teikiamos naujos socialinės paslaugos. Tyrimo tikslas – išnagrinėti socialinių darbuotojų kompetencijų ir kvalifikacinių reikalavimų sąsajas atestacijos metu. Darbe nagrinėta kompetencijos samprata, socialinio darbuotojo kompetencijos sudėtinės dalys, jų svarba socialinio darbuotojo darbe. Palyginti socialinių darbuotojų ankstesni ir dabartiniai kvalifikaciniai reikalavimai, atskleidžiamos socialinių darbuotojų kvalifikacijos kėlimo sąlygos Lietuvoje bei socialinio darbo, kaip profesijos, profesionalėjimo bruožai. Atskleista, kad socialinio darbuotojo kompetencijos sudėtinės dalys yra žinios, vertybės ir įgūdžiai, kurie atestacijos metu įvertinami taikant kvalifikacinius reikalavimus: išsilavinimo lygį, socialinio darbo stažą, kvalifikacijos kėlimo trukmę, praktinės veiklos vertinimą ir savo praktinės veiklos pristatymą. Tyrimo rezultatai atskleidė, kad pirminės atestacijos metu dauguma socialinių darbuotojų išsilavinimą, socialinio darbo stažą ir mokymąsi kvalifikacijos kėlimo kursuose, seminaruose laikė... [toliau žr. visą tekstą] / Le travail social actuel dépend beaucoup du niveau professionel des personnes qui l΄accomplissent. Les représentants de cette spécialité sont vérifiés suivant les différentes compétences et d΄ après ça ils reçoivent une cathégorie professionelle. Le domaine de ces compétences est peu analysé et, au contraire, il est très important aujourd΄hui, parce qu΄il y a de plus en plus de personnes qui choisissent le métier du cadre social, les services sociaux s΄élargissent, le nombre d΄institutions grandit. Le but de cette étude est d΄analyser les compétences obligatoires des cadres sociaux et trouver les liens entre les éxigences au cours de la certification professionelle. L étude présente la notion de la compétence, les parties de la compétence, leur importance dans le travail d΄un représentant social. Dans l΄étude on peut trouver les anciennes éxigences aussi que les actuelles, la présentation des conditions du perfectionnement professionel en Lituanie, aussi les moments du perfectionnement. L étude affirme que les parties de la compétence sont les valeurs et les savoirs-faire aussi que le niveau de la formation, stage du travail social, niveau du perfectionnement,les activités et leur présentation. Les résultats de l΄étude montrent qu΄au cours de la première certification la plupart des employés sociaux pour les principes les plus importants prennent la formation, stage professionel, et les cours du perfectionnement. Leur travail pratique... [to full text] / RÉSUMÉ Le travail social actuel dépend beaucoup du niveau professionel des personnes qui l΄accomplissent. Les représentants de cette spécialité sont vérifiés suivant les différentes compétences et d΄ après ça ils reçoivent une cathégorie professionelle. Le domaine de ces compétences est peu analysé et, au contraire, il est très important aujourd΄hui, parce qu΄il y a de plus en plus de personnes qui choisissent le métier du cadre social, les services sociaux s΄élargissent, le nombre d΄institutions grandit. Le but de cette étude est d΄analyser les compétences obligatoires des cadres sociaux et trouver les liens entre les éxigences au cours de la certification professionelle. L étude présente la notion de la compétence, les parties de la compétence, leur importance dans le travail d΄un représentant social. Dans l΄étude on peut trouver les anciennes éxigences aussi que les actuelles, la présentation des conditions du perfectionnement professionel en Lituanie, aussi les moments du perfectionnement. L étude affirme que les parties de la compétence sont les valeurs et les savoirs-faire aussi que le niveau de la formation, stage du travail social, niveau du perfectionnement,les activités et leur présentation. Les résultats de l΄étude montrent qu΄au cours de la première certification la plupart des employés sociaux pour les principes les plus importants prennent la formation, stage professionel, et les cours du perfectionnement. Leur travail... [toliau žr. visą tekstą]

The aim of this study was to determine to what degree the nature, extent and effectiveness of the practical training and experience trainee auditors obtain during the practical training period (articles of clerkship) in computer-assisted auditing techniques, is taken into account with the application of a competence-based approach, where particular competencies should be developed through a combination of formal teaching and practical training and experience. To start with, the prescribed requirements for the teaching and training of auditors were analysed and literature was studied to delimit the entry level competencies auditors should posses in computer-assisted auditing techniques. Thereafter research questionnaires were developed and sent to practitioners in auditing firms who are responsible for the practical training of trainee auditors, and to a selection of trainee auditors who qualified to write Part II of the Qualifying Examination (Auditing specialisation) of the Public Accountants' and Auditors' Board. The responses received from practitioners and trainee auditors were analysed and subsequent findings were made on the nature, extent and effectiveness of the practical training and experience trainee auditors obtain during the practical training period (articles of clerkship) in computer-assisted auditing planning techniques, computer-assisted auditing techniques to obtain audit evidence and computer-assisted auditing tools. The findings were related to the application of a competence-based approach and the conclusion was reached that the practical training and experience that trainee auditors obtain during the period of practical training (articles of clerkship) in computer-assisted auditing techniques is not sufficiently taken into account in the application of a competence-based approach. In conclusion recommendations were made for an improved application of a competence-based approach based on the findings of the practical training and experience trainee auditors obtain in computer-assisted auditing techniques during the practical training period. These recommendations have particular implications for practitioners responsible for the practical training of trainee auditors, academics responsible for formal teaching, and the Public Accountants' and Auditors' Board and South African Institute of Chartered Accountants jointly responsible for the Education Requirements and Practical Training Requirements of entry level auditors. / Auditing / D.Com

The main objective of every school should be to provide quality teaching and learning. To be able to achieve these goals, a school needs adequate resources. Quality educators are vital in this regard. According to Clarke (2009) in “School Management&Leadership”, Graham Hall of the Wits School of Education estimates that South Africa needs to recruit at least 20 000 teachers a year. This number merely serves to replace those teachers who leave the system annually. Since local training institutions deliver only 7 500 qualified teachers every year, it means that there is an annual shortfall of 12 500 (Clarke, 2009). The challenge of teacher shortages needs to be addressed urgently. One option may be to give aspirant teachers the opportunity to do in-service training, also known as school-based educator training or an internship. However, this creates new challenges –one of which is that different role players need to take responsibility for this method of teacher training. The involvement of the school is obvious, because it plays host to these students. Many schools reacted positively to the request made by the Department of Education to assist with educator training. This unfortunately resulted in such schools burdening their already overworked workforce with even more responsibility. Furthermore, although a school may be willing to contribute to teacher training by accommodating and assisting student teachers, it cannot be assumed that its management will act responsibly and accountably. Only limited guidelines, regulations and prescriptions for managing the student training programme exist at this stage. This means that every school acts in good faith and hopes that it will hit the target. The limited nature of these regulations also allows for the school-based educator training programme to be easily mismanaged or even misused. A more streamlined, uniform system is needed, without limiting the creativity of schools. / Dissertation (MEd)--University of Pretoria, 2012. / Education Management and Policy Studies / unrestricted