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Showing papers in "International Journal of Lifelong Education in 2001"


Journal ArticleDOI
TL;DR: The authors explored insider/outsider status in a cross-cultural setting using case studies of a Black woman interviewing other Black women, Asian graduate students in the US interviewing people from 'back home' and an African professor learning from African businesswomen.
Abstract: Early discussions of insider/outsider status assumed that the researcher was predominately an insider or an outsider and that each status carried with it certain advantages and disadvantages. More recent discussions have unveiled the complexity inherent in either status and have acknowledged that the boundaries between the two positions are not all that clearly delineated. Four case studies - a Black woman interviewing other Black women, Asian graduate students in the US interviewing people from ‘back home’, an African professor learning from African businesswomen, and a cross-cultural team studying aging in a nonWestern culture - are used as the data base to explore the complexities of researching within and across cultures. Positionality, power, and representation proved to be useful concepts for exploring insider/outsider dynamics.

989 citations


Journal ArticleDOI
TL;DR: The authors explored the emotional nature of rationality and unconscious ways of knowing (implicit memory) from the field of neurobiology and psychology and offered a physiological explanation of the interdependent relationship of emotion and reason and the role of implicit memory in transformative learning theory.
Abstract: Transformative learning as explained by Mezirow in the field of adult education has been criticized as a process that is overly dependent on critical reflection, such that it minimizes the role of feelings and overlooks transformation through the unconscious development of thoughts and actions. This paper further substantiates these concerns by exploring the emotional nature of rationality and unconscious ways of knowing (implicit memory) from the field of neurobiology and psychology and offers a physiological explanation of the interdependent relationship of emotion and reason and the role of implicit memory in transformative learning theory. Recent research not only provides support that emotions can affect the processes of reason, but more importantly, emotions have been found to be indispensable for rationality to occur. Furthermore, brain research brings to light new insights about a form of long-term memory that has long been overlooked, that of implicit memory, which receives, stores, and recovers outside the conscious awareness of the individual. From implicit memory emerges habits, attitudes and preferences inaccessible to conscious recollection but these are nonetheless shapes by former events, influence our present behaviour, and are an essential part of who we are. Finally, based on these new insights for fostering transformative learning is discussed, revealing the need to include practices inclusive of ’other ways of knowing,’ and more specifically, from the study of emotional literacy and multiple intelligences.

202 citations


Journal ArticleDOI
TL;DR: In this article, the authors explore the question of how to speak about radical education in these seemingly unpropitious times by examining aspects of our radical heritage (self-directed learning, facilitation, democratic pedagogy, learning in hegemonic struggle, social action, critical pedagogical) and discuss what radical learning and education mean now, in an era of capitalist triumphalism.
Abstract: How can we speak about radical education in these seemingly unpropitious times? I explore this question first by examining aspects of our radical heritage (self-directed learning, facilitation, democratic pedagogy, learning in hegemonic struggle, learning in social action, critical pedagogy) and then by discussing what radical learning and education mean now, in an era of capitalist triumphalism. I outline a method which helps practitioners to investigae and act on what people are actuallly learning and teaching each other in different sites—educational instititions, workplace families, communities, the mass media and social movements. Culture is ordinary: that is where we must start. (Williams, 1958a)

173 citations


Journal ArticleDOI
TL;DR: In this article, the authors review five trends that have greatly affected the face of CPE over the past twenty years, including: (1) the amount of continuing education offered at the workplace dwarfs that offered by any other type of provider, and probably all other providers combined; (2) an increasing number of programmes are being offered in distance education formats by universities, professional associations and for-profit providers; (3) there are incre...
Abstract: When this journal was first published 20 years ago, discussions about systems of continuing education were just beginning. Houle had just published his landmark book Continuing Learning in the Professions, in which he predicted that continuing education would grow in stature and size to rival pre-service professional education. The purpose of this article is to critically analyse the developments in CPE over this 20-year period. Although we have witnessed the partial realization of Houle's prediction, we are in a transitional period of building systems of continuing education. I review five trends that have greatly affected the face of CPE over the past twenty years. These are: (1) the amount of continuing education offered at the workplace dwarfs that offered by any other type of provider, and probably all other providers combined; (2) an increasing number of programmes are being offered in distance education formats by universities, professional associations and for-profit providers; (3) there are incre...

142 citations


Journal ArticleDOI
TL;DR: In this article, the authors investigated the sense of belonging of part-time students through interviews with 53 novice or experienced students enrolled in parttime programs in Hong Kong and found that students were more easily able to affiliate with their class groups or teaching staff than with their department or university.
Abstract: This study investigated the sense of belonging of part-time students through interviews with 53 novice or experienced students enrolled in part-time programmes in Hong Kong. It was found that students were more easily able to affiliate with their class groups or teaching staff than with their department or university. Seven methods are suggested for promoting a sense of belonging. Class cohesiveness can be developed through learning activities and maintaining classes as a cohort. Relationships with teaching staff can be developed through encouraging interaction, providing good quality teaching and making a positive initial impression. There was also evidence that a sense of belonging was more likely to develop if enrolment was through departments and part-time students had access to resources and facilities. The data showed that promoting a sense of belonging contributed to better quality learning outcomes and increased the chances of students completing programmes.

112 citations


Journal ArticleDOI
TL;DR: In this paper, the authors identify five key changes in distance education over the period 1971-2001, including technological, pedagogical, acceptance, and perception of distance education in the UK Open University.
Abstract: Over the period 1971–2001, distance education has changed enormously. This article identifies five key changes. Firstly, and technologically, the period opened with the establishment of one of the most successful of the multi-media based distance education systems, the UK Open University, but ends with the rush towards online education. This technological change underpins a second change, a pedagogical shift within distance education from a transmission model of education towards a constructivist model exploiting computer-mediated communication. Paradoxically this has occurred just when some commentators have seen the dehumanization of the traditional education. The third change has been the growing acceptance of distance education, and with this, its expansion. Linked to this is the fourth change ? the change in the way distance education is perceived. It has moved from low status to acceptance, with increased confidence as its methods are adopted across education as a whole. Finally, distance education ...

108 citations


Journal ArticleDOI
TL;DR: The authors examines the concept of lifelong learning within the context of indigenous African pedagogy and how it is different from its present understanding, through an examination of some practices and institutions, the authors argue that lifelong learning in traditional African societies was the foundation for active citizenship and indeed for becoming a revered ancestor.
Abstract: The emphasis on lifelong learning is well placed given the rapidly changing pace of technological, social, economic and political realities of the modern world. This rapid change has led to globalization that now dictates the pace of almost everything else in the human community, including education. This paper examines the concept of lifelong learning within the context of indigenous African pedagogy and how it is different from its present understanding. Through an examination of some practices and institutions, the paper argues that the concept of lifelong learning in traditional African societies was the foundation for active citizenship and indeed for becoming a revered ancestor.

74 citations


Journal ArticleDOI
Abstract: Social exclusion and inclusion have emerged as strong policy-leading concepts at both the national and international level in recent years. Policies on lifelong learning are themselves in part premised on the contribution education and training can make to promoting an inclusive society. It is argued that social exclusion offends against human dignity, denies people their fundamental human rights and leads, in conjunction with social and economic instability, to marginalization and deepening inequalities, which threaten the stability of democracy. Social inclusion therefore appears to be an unconditional good. The argument in this paper suggests that this is not the case. Drawing on critical social policy studies and post-structuralist philosophy, we argue that the notion of inclusion relies on exclusions, some of which may be chosen and even desirable. We suggest that those interested in lifelong learning should take a more critical stance towards the social inclusion agenda to which it is being harnessed.

72 citations


Journal ArticleDOI
TL;DR: The developments and changes in the concept of education for older adults during the last two decades are reviewed in this paper, where the origin of the terms third age and educational gerontology are discussed also and the issue of nonlegitimation is raised.
Abstract: The developments and changes in the concept of ‘education for older adults’ during the last two decades are reviewed in this article. The origin of the terms ‘third age’ and ‘educational gerontology’ are discussed also and the issue of non-legitimation is raised.

69 citations


Journal ArticleDOI
Lyn Tett1
TL;DR: In this paper, a case-study of parent education and family literacy programs is presented, where a parent centred, dialogic approach positions parents as people with an important contribution to make rather than as "problems" that need to change to the school's way of seeing things.
Abstract: This paper reports on an investigation of collaboration between schools and adult education providers in relation to some case-study examples of ‘parent education’ and ‘family literacy’ programmes It examines how these organizations' different conceptions of their purposes and their under-pinning values can lead to different outcomes particularly in relation to their conceptualization of the role of the ‘parent’ It argues that schoolteachers and adult education staff come from distinct cultures and have different ideas about education and learning They have, however, distinctive and complementary roles to play in promoting learning and education and creating a fairer social order Using a parent centred, dialogic approach positions parents as people with an important contribution to make rather than as ‘problems’ that need to change to the school's way of seeing things The paper suggests that whilst learning alone cannot abolish inequality and social divisions it can make a real contribution to combat

65 citations


Journal ArticleDOI
TL;DR: This paper explored the compatibility of outcomes-based education (OBEBE), the recognition of prior learning (RPL) and adult education in higher education in South Africa. But the relationship between OBE, RPL and the andragogical model of adult education was not explored.
Abstract: As its title suggests, this paper explores the compatibility of outcomes-based education (OBE), the recognition of prior learning (RPL) and adult education in higher education in South Africa. OBE and RPL entered the consciousness of South African educators in the 1990s, when policymakers, responding to economic and political imperatives to develop a more skilled and flexible workforce, turned to overseas models of integrated education and training systems. OBE and RPL are often described as ‘learner-centred practices’, meaning that learning goals, teaching and assessment processes, content and pace of learning are mutually determined by the tutor and student. Such practices are grounded in a humanistic approach to adult education which places emphasis on the person as a holistic being and allows for considerable differences which characterize mature adult learners. The paper explores the relationship between OBE, RPL and the andragogical model of adult education proposed by Malcolm Knowles, whose theorie...

Journal ArticleDOI
TL;DR: In this paper, the contributions of Julius Kambarage Nyerere to adult education and post-colonization theory are examined and a comprehensive and critical textual analysis is conducted.
Abstract: Despite being one of Africa's greatest postcolonial thinkers, implementing an award winning national literacy campaign and writing extensively on adult education and development, the contributions of Julius Kambarage Nyerere remain relatively unknown within mainstream adult education. This paper critically examines the contributions of Nyerere to adult education and postcolonial theory. The paper makes two assumptions. First, it assumes that there is a relationship between the discourses of postcolonialism and the project of constructing a more inclusive knowledge base of adult education. Second, that postcolonial theory provides a relevant framework for understanding the politics of adult education and development. Through a comprehensive and critical textual analysis of Nyerere's major works on adult education and development, the paper concludes that Nyerere's philosophy of adult education and lifelong learning was very progressive if not radical. Nyerere's ideas on education for liberation and develop...

Journal ArticleDOI
TL;DR: This article found that lecturers' conceptions of good teaching could be categorized into two main categories: transmissive and facilitative, and cross-tabulation of the teaching conception of individual lecturers with their orientation to accommodation showed that those holding a transmissive conception tended to cater for the weakness of their students or make no distinction between teaching adult and ful...
Abstract: Seventeen lecturers in three departments in a university were interviewed about their conceptions of good teaching, their perceptions of the differences between adult and full-time students, and the actual strategies and methods they employed in their practice of teaching the two student groups. Results showed that there were common perceptions of the way adult students differed from their full-time adolescent counterparts. However, they reacted differently to those perceived differences. Three major types of accommodation were found: catering for weakness, treating both groups in the same way, and remediating weaknesses. The lecturers' conceptions of good teaching could be categorized into two main categories: transmissive and facilitative. Cross-tabulation of the teaching conception of the individual lecturers with their orientation to accommodation showed that those holding a transmissive conception tended to cater for the weakness of their students or make no distinction between teaching adult and ful...

Journal ArticleDOI
TL;DR: In this article, seven qualitatively different aspects of democracy are highlighted: equal participation, horizontal relations, deliberations, knowledge that informs standpoints, recognition of diverse identities, internal democratic decision-making, and action to form society.
Abstract: It is estimated that between 1.2–1.6 million Swedes take part each year in various study circles. These are considered to be significant for democracy. The empirical evidence for this claim is scrutinized in this text. The theoretical basis for the interpretation is meanings given to the concept of democracy in the discourse on democracy. Seven qualitatively different aspects of democracy are thus highlighted: equal participation, horizontal relations, deliberations, knowledge that informs standpoints, recognition of diverse identities, internal democratic decision-making, and action to form society. It is argued that the seven aspects can be looked upon as a chain, since they, to some extent, focus on different phases in a democratic process.

Journal ArticleDOI
TL;DR: In this article, the social determinants of lifelong learning histories as uncovered in a largescale survey and interview analysis carried out as part of the ESRC Learning Society Programme, and previously reported in this journal, are examined in terms of individual stories as well as theoretical models derived from earlier phases of this project.
Abstract: This paper illustrates the social determinants of lifelong learning histories as uncovered in a largescale survey and interview analysis carried out as part of the ESRC Learning Society Programme, and previously reported in this journal. The statistical ‘determinants’ of adult participation in learning as described there, such as family background or gender, are examined here in terms of individual stories as well as theoretical models derived from earlier phases of this project. The two forms of data and their analyses appear to accord, suggesting perhaps that concepts of structure (determinants) and agency (choice) are not mutually incompatible in explaining patterns of adult learning. Choices are anyway made within subjective opportunity structures (which include notions of what is ‘appropriate’ for each person).

Journal ArticleDOI
TL;DR: The role of ICT in lifelong learning remains largely unexamined and unproblematized, with many policy-makers and educationalists content to view technology as providing a 'technical fix' for many of education's problems as mentioned in this paper.
Abstract: The integral place of information and communications technology (ICT) in UK lifelong education has been established by a series of technology-based initiatives introduced by the New Labour government since 1997. Initiatives such as the University for Industry, learndirect, People's Network and National Grid for Learning are being implemented as part of a coherent lifelong education policy-agenda fundamentally based upon the use of ICT. Yet, beneath the political enthusiasm for technology-based education, the role of ICT in lifelong learning remains largely unexamined and unproblematized, with many policy-makers and educationalists content to view technology as providing a ‘technical fix’ for many of education's problems. From this background, the present paper provides a critical perspective on the technological foundations of the UK government's lifelong education agenda. In particular, it examines the nature and form of the policies that have been introduced and then contrasts them with the rhetorical c...

Journal ArticleDOI
TL;DR: A 20-year retrospective on race and ethnicity in adult education is presented in this article, where a brief historical synopsis of how Adult Education has examined race and race ethnicity foregrounds a contemporary segment that reviews the existing situations of people of colour in Adult Education.
Abstract: This article is a 20-year retrospective on race and ethnicity in Adult Education. A brief historical synopsis of how Adult Education has examined race and ethnicity foregrounds a contemporary segment that reviews the existing situations of people of colour in Adult Education. It is imperative to first discuss Adult Education's past as regards race and ethnicity in order to properly situate the contemporary discussion. This status report focuses primarily on Blacks since other groups, such as Hispanics, Asians, and Native Americans, have been essentially absent from the literature. Research during the formative years of Adult Education in the 1930s and 1940s generally consisted of a neutral surface examination, while the current research of the 1980s and 1990s has a distinct social justice component sustained by a critical lens. The literature is virtually quiet on issues relating to race and ethnicity between the years of 1950 and 1980. Seven data sources were used in this appraisal. The following journal...

Journal ArticleDOI
TL;DR: The authors traces the genesis of the post-1984 brand of lifelong learning in New Zealand, identifies consequences for universities and shows how educational policy needs to go backwards and forwards at the same time.
Abstract: From 1984 until 1999, New Zealand's economic ‘reforms’ were a model for others, particularly Canadians. At the centre of this model was lifelong learning which bore little relationship to the social democratic ethos embedded in Faure Report conceptions of lifelong education. In New Zealand, lifelong learning slept in the same bed as the ‘marketization’ of education. The radical excesses of the New Zealand Experiment might have ended with the December, 1999 election of a Labour/Alliance government. This paper traces the genesis of the post-1984 brand of lifelong learning in New Zealand, identifies consequences for universities and shows how educational policy needs to go backwards and forwards at the same time.

Journal ArticleDOI
TL;DR: The Cape Town Statement on Characteristic Elements of a Lifelong learning Higher Education Institution as discussed by the authors describes the journey of a network of adult educators and academics from the North, South, East and West through contested terrain from Hamburg, to Paris, Mumbai and Cape Town in 2000.
Abstract: This introductory paper provides the background to the Cape Town Statement on Characteristic Elements of a Lifelong Learning Higher Education Institution that appears in this Journal. It describes the journey of a network of adult educators and academics from the North, South, East and West through contested terrain from Hamburg, to Paris, Mumbai and Cape Town in 2000. At a conference held in Cape Town in October 2000, the delegates concluded that there were six essential characteristics of a higher education lifelong learning institution. This paper reviews the essential elements of these characteristics and comments on the journey of their development.

Journal ArticleDOI
TL;DR: In this paper, the role of trade unions in lifelong learning, their strategic approach to lifelong learning and the opportunities and limitations set by the current stage of globalized per capita consumption.
Abstract: The paper considers the role of trade unions in lifelong learning, their strategic approach to lifelong learning, and the opportunities and limitations set by the current stage of globalized capita...

Journal ArticleDOI
TL;DR: In this paper, a framework is presented to understand the changing character of individual learning processes and of educational practices related to work and employment, and a perspective of transitional learning is developed.
Abstract: In this article a framework is presented to understand the changing character of individual learning processes and of educational practices related to work and employment. Based on two research projects - a research on women's biographical learning in relation to work and a European research on the socio-economic integration of young adults - a perspective of transitional learning is developed. It is argued that nowadays individual learning processes can be understood as processes of transitional learning aimed at creating meaningful connections between individual life and society via work and adult education. This interpretation, together with the changing educational landscape, calls for a reconsideration of the interventionist role of the adult educator. In order to stimulate and support these learning processes, guidance, training and counselling are becoming reflexive activities in need of interpretive professionals.

Journal ArticleDOI
TL;DR: In this paper, the authors explored the relationship between adult education practitioners using different styles of power and influence tactics in designing and planning programs and organizational political contexts, and identified power styles through cluster analysis: shotgun, tactician, ingratiator and bystander.
Abstract: This study explores the relationship between adult education practitioners using different styles of power and influence tactics in designing and planning programmes and organizational political contexts. Power and influence styles were identified through cluster analysis: shotgun, tactician, ingratiator, and bystander. The relationship between power and influence style and organizational political contexts was examined.

Journal ArticleDOI
TL;DR: In this paper, the authors analyse changes in the provision of adult education in Australia in the 20 years to 2000 by identifying the ways in which adult education has responded to global trends and issues relating to demography, the knowledge economy, the changing workplace, and the changing role of the state from a 'provider' to a 'purchaser' of education.
Abstract: In this paper we analyse changes in the provision of adult education in Australia in the 20 years to 2000. We do so by identifying the ways in which adult education has responded to global trends and issues relating to demography, the ‘knowledge economy’, the changing workplace, and the changing role of the state from a ‘provider’ to a ‘purchaser’ of education. Perhaps the key change in adult education since 1980 is that it has been reconfigured as ‘adult learning’, while paradoxically increasing its profile in the guise of the ‘ACE’ sector, and thus standing alongside TAFE and the universities as a major postsecondary education provider. We argue that adult education provision in 2000 is more widely recognized, inclusive of more activities, more central, better managed, more abundant, and that it has recognizably responded to the changing context in which it is located.

Journal ArticleDOI
TL;DR: In this article, the authors draw on research that utilized principles of grounded theory to inquire into the most significant learning relationships throughout the lives of individuals, where the partners in this informal learning alliance are defined as "learner" and "mentor".
Abstract: This paper draws on research that utilized principles of grounded theory to inquire into the most significant learning relationships throughout the lives of individuals. The partners in this informal learning alliance are defined as ‘learner’ and ‘mentor’. The structure of these alliances is described and the learners' perspective of the alliance is presented. Some meaningful relationships are ascribed to formal settings of schools and colleges, but most take place in social, familial, and community settings, with learning outcomes reported as important for personal development and citizenship. Traditional mentor partnerships are primarily learning relationships and as such are valuable sources of data for those interested in the process of lifelong learning, and what learners value in learning alliances. Traditional mentoring should be considered as valuable as more formal teaching, as it promotes sustainable learning by means of reflection and reflexivity, and appears to be self-perpetuating.

Journal ArticleDOI
TL;DR: In this article, the authors examine the history of the civil society idea, a history demonstrating that analyses of civil society need to be placed alongside understandings of the state and the market.
Abstract: There has been a recent general resurgence of interest in civil society, a resurgence that is also found in adult education. Radical adult educators, in particular, view civil society as the privileged sphere of radical learning and social change. It is seen as the site to engage in democratic struggle, social movements and political change. This new elevation of civil society is tied into a wider crisis on the political left ? the crisis of socialism. This crisis is reflected in the wider debates on the politics of civil society, a debate centred on the differences between Marxist and post-Marxist definitions of civil society. The purpose of this paper is to clarify this debate, and outline its implications for adult education theory and practice. To this end, the paper examines the history of the civil society idea, a history demonstrating that analyses of civil society need to be placed alongside understandings of the state and the market. These understandings of political and economic society provide ...

Journal ArticleDOI
TL;DR: In this article, the author's view is based on desk study and a visit to relevant agencies in Nagoya and Tokyo in June 1999, lifelong learning is seen to be a key means for addressing these three central issues - ageing, community and economic change.
Abstract: Lifelong learning is realized in different ways in different countries. Socio-economic and cultural factors are important determinants of implementation. Japan is a self-styled ‘maturing’ society with an ageing population. It is wealthy, but undergoing rapid social, economic and technological change that poses a threat to its sense of community. Its economy is faltering for the first time since reconstruction after World War II. In the author's view, based on desk study and a visit to relevant agencies in Nagoya and Tokyo in June 1999, lifelong learning is seen to be a key means for addressing these three central issues - ageing, community and economic change. National bodies have deliberated on the problems and informed themselves of needs and options for development. They have articulated policies to promote and celebrate learning of all kinds at any point of life through adult, vocational and community education. Initial education is perceived to have a key role in inculcating aptitude for, and positiv...

Journal ArticleDOI
TL;DR: In this article, it is argued that both minority ethnic groups and women have developed "cultures of resistance" which influence their construction of knowledge and seven characteristics associated with such ways of knowing are identified.
Abstract: This paper reflects on feminist achievements in adult education during the last twenty years. The 1980s was a crucial period, putting gender on the agenda. Research on women and post-school education was initiated, women's studies were established and the prevalence of structural discrimination was recognised. Some comparisons with the development of anti-racist education are made. In the 1990s feminists increasingly recognised women's ‘ways of knowing’ (as process and product) and the curricular implications of this. Again a comparison is made with anti-racist curriculum development. Finally, it is argued that both minority ethnic groups and women have developed ‘cultures of resistance’ which influence their construction of knowledge and seven characteristics associated with such ways of knowing are identified.

Journal ArticleDOI
TL;DR: The use of the term lifelong education has become widespread throughout the 1990s and is central to educational policies, which actively tackle crucial subjects that take place in a wide area of education in a drastically changing contemporary society as discussed by the authors.
Abstract: In Japan the use of the term lifelong education has become widespread throughout the 1990s and is central to educational policies, which actively tackle crucial subjects that take place in a wide area of education in a drastically changing contemporary society This paper examines in detail the present situation of the development of lifelong education, in particular concerning adults, relating to the traditional ideas and systems on education called a highly school-centred society These traditional ideas and systems, even today in Japan, have still functioned to greatly value school credentials and disturb the widening of the participation of adults in lifelong education, nevertheless adults have stood in need of continuously studying up-to-date knowledge and skills in a wide range of areas and at a different level throughout their working lives

Journal ArticleDOI
TL;DR: The concept of social capital and its role in the development of political stability and economic growth has become a topic of increasing interest in state, business, and community sectors alike as discussed by the authors.
Abstract: The concept of social capital, and its role in the development of political stability and economic growth, has become a topic of increasing interest in state, business and community sectors alike. Within this body of discourse, though, it is generally assumed that the influence of social capital is from the ‘outside-in’: that social capital is generated within institutions of civil society and is beneficially utilized by private and public sector organizations. Through a case study of a South African industrial organization, this paper provides an example of ‘inside-out’ influence where social capital generated by collaborative forms of social organization at the workplace, is distributed across family and community structures. The authors argue that this process, whereby civil society becomes a beneficiary of social capital produced in business and industrial workplaces, offers new policy options for social renewal especially within societies that have subjected to civil unrest and/or prolonged periods o...

Journal ArticleDOI
TL;DR: This was a study to collect the views of Occupational Health Nurses working in the NHS in the West Midlands Region of the UK, using a focus group technique, Nominal Group Technique (NGT).
Abstract: This was a study to collect the views of Occupational Health Nurses (OHNs) working in the NHS in the West Midlands Region of the UK. It was a project to collect OHNs' perceptions about their education and training needs to meet the new public health agenda, using a focus group technique, Nominal Group Technique (NGT). There has been a series of public policy developments recently that have focused on the work/health dimension as an element of public health (Health and Safety Executive (HSE) 1998, Department of Health (DOH), 1998, National Health Service Executive (NHSE) 1998). These initiatives require the expertise and skill of occupational health professionals in the workplace to deliver care. In many organizations occupational health is not seen as a central or integral part of the organizational structure, rather a service to be used when things go dreadfully wrong. There is a clear need for management skills in this group, together with a much stronger grounding in law and the legislative framework. ...