Suchergebnisse

The United States Marine Corps (USMC) International Programs Office is a unique organization, in the way of mission and responsibilities compared to other Department of Defense agencies and offices that work in International Programs. International Programs relevance continues to grow as part of the United States Government National Security and National Military Strategies. Being unique and streamlined working at a military Service level has tremendous benefits in executing International Programs for the USMC. Personnel in international programs perform at high levels on behalf of the US Government and are responsible for a multitude of functions and expertise to execute their jobs. The expertise required spans across many disciplines from International Affairs to acquisition and procurement of weapon systems and services for our friends, allies, and partner nations. Through investigation of current Department of Defense (DoD) Certifications there is no certification or training criteria to capture all functions in which the USMC International Programs Office is responsible. For International Affairs the Defense Security Cooperation Agency manages International Affairs (IA) certification for the Department of Defense; whereas, the Undersecretary of Defense for Acquisition, Technology, and Logistics manages International Acquisition (IA) certification. Based on the above the USMC international Programs Office personnel do not seamlessly fit into the current DoD education and certification model. Taking that into consideration and the fact that USMC International Programs personnel do not have a formalized certification, education, and training program; it is critical to develop a service level International Affairs Personnel Training and Education Program in order to provide the tools, skills, and training to ensure employees are prepared to execute their jobs. This project will research and analyze current Department of Defense International Affairs and Acquisition certification criteria and develop an education and training program for USMC International Programs personnel. Keywords: training, education, certification, mission ; MALS

The first book to bring together noted scholars to address how education is being remade by the violent demands of corporate globalization as well as how education is central to the global pursuit of corporate dominance.

This book combines democratic theory with education practice to address the problem of a schooling that is for democracy, and points to the possibilities, limits and tensions of attempting to re-imagine education in more inclusive, collective and sustainable ways through democratic action.

This article describes five major themes that inform and highlight the transformation of continuing medical education in the USA. Over the past decade, the Institute of Medicine (IOM) and other national entities have voiced concern over the cost of health care, prevalence of medical errors, fragmentation of care, commercial influence, and competence of health professionals. The recommendations from these entities, as well as the work of other regulatory, professional, academic, and government organizations, have fostered discussion and development of strategies to address these challenges. The five themes in this paper reflect the changing expectations of multiple stakeholders engaged in health care. Each theme is grounded in educational, politico-economic priorities for health care in the USA. The themes include (1) a shift in expectation from simple attendance or a time-based metric (credit) to a measurement that infers competence in performance for successful continuing professional development (CPD); (2) an increased focus on interprofessional education to augment profession-specific continuing education; (3) the integration of CPD with quality improvement; (4) the expansion of CPD to address population and public health issues; and (5) identification and standardization of continuing education (CE) professional competencies. The CE profession plays an essential role in the transformation of the US CPD system for health professionals. Coordination of the five themes described in this paper will foster an improved, effective, and efficient health system that truly meets the needs of patients.

This study was carried out to determine public relations activities for improving students' enrolment in technical education programmes in Colleges of Education in Delta State. One research question and a null hypothesis were formulated to guide the study. A descriptive survey design was adopted for the study. An 18-item questionnaire structured on a five-point rating scale was used to collect data for the study. The instrument was face validated by three experts and a reliability coefficient of 0.80 was obtained with Cronbach's Alpha coefficient method. The population of this study was all 41 technical education educators made up of Dean, Head of departments (HODs), technical education lecturers/instructors, technologists, and technicians in the School of Secondary Education (Technical), Federal College of Education (Technical) Asaba, Delta State. The population for this study was manageable; hence, there were no sampling and sampling techniques in this study. The entire population was used as a sample in the study. Mean and standard deviation was used to answer the research question, while t-test statistics was used to test the hypothesis at a 0.05 level of significance. The findings of this study revealed among others the public relation activities practised by the School of Secondary Education (Technical), Federal College of Education (Technical) Asaba, Delta State technical such as; having open talk-show with basic school pupils, creating awareness of technical education to the community organizations and visiting religious and social gathering to create public awareness on the need for technical education. Consequently, it was recommended among others that Considering that schools of secondary education(technical) in colleges of education are at the forefront of areas where public relations are most intense and the responsibility of public relations is in all stakeholders, pieces of training and seminars should be given to technical education educators (dean, heads of departments, lecturers/instructors and lab technicians).

Abstract
A growing proportion of individuals adopt family caregiving roles. Family caregivers are the primary providers of long-term care in the United States yet limited federal policy supports exist, despite the known negative impacts of caregiving. There is also limited information about the prevalence of youth/young adult caregivers and the impacts of caregiving at formative ages in the United States. Our objective is to estimate the prevalence of youth caregivers and examine the association of caregiving with educational investments. We use the American Time Use Survey (2013–2019) to identify and describe youth caregivers (aged 15–18) and young adult caregivers (aged 19–22) and compare them with non-caregiving peers. We estimate that there are approximately 1,623,000 youth caregivers and 1,986,000 young adult caregivers, corresponding to 9.2% and 12.7% of these age groups, respectively. However, there is a wide range in the estimated prevalence per year, from approximately 364,000 to 2.8 million youth caregivers and from 353,000 to 2.2 million young adult caregivers, depending on caregiver definition. Unlike adult caregivers, we find that young men and women were nearly equally likely to provide care. We also find that non-White individuals are disproportionately represented as youth caregivers. Compared with non-caregiving peers, both youth and young adult caregivers are less likely to be enrolled in school and, among those enrolled in school, spend significantly less time on educational activities. Considering the association of caregiving among youth/young adults and education, policies supporting youth and young adult caregivers are critical.

The past few decades have witnessed a sea change in higher education in India. Rapid economic growth, globalisation, emergence of the private sector in higher education and an increasingly restive middle class have made the demand for quality education louder than ever before. Higher education is gradually being perceived as a private good with benefits accruing to the recipient of higher education. As higher education competes with other core sectors for public funds, the call for 'value for money' grows. In such a backdrop, it is necessary to have an effective and efficient quality assurance mechanism in place in the country. This thesis analyses the external institutional quality assurance mechanism in vogue in India as implemented through the National Assessment and Accreditation Council (NAAC). Particularly, it analyses the QA mechanism in the light of existing theoretical precepts and some global practices employed by different countries for quality assurance in higher education. The thesis is based on data collected through publicly available documents and through semi-structured interviews recorded of academics, administrators and a government representative belonging to the State of Gujarat, India. This ensured assessment of different perspectives on the QA mechanism in India. Convergence and divergence of their views on different issues related to QA in higher education in India has been presented. Analysis of the collected data suggests the need for a reform of the QA process in India to make it a more meaningful exercise. Analysis shows that, at present, the gains of the QA process are very limited. The process influences only the fringes of a healthy quality higher education. The thesis concludes with some recommendations that may be adopted by the Indian HE system. These recommendations include making the NAAC A&A process a mandatory exercise, placing a system of continuous evaluation in place and promoting transparency in the A&A process. There may also be a case for revisiting the approach of the QA process and shifting from the present stress on "improvement" as an objective to "accountability". The need for autonomy of the HEIs is also recommended. Keywords: quality assurance, higher education in India, NAAC, assessment, accreditation