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The relevance of the declared in the article problem is caused by both universal integration processes and necessity of elaboration of effective management mechanisms for requirements to learning outcomes .First of all the qualifications frameworks of any level is created for formation of the interaction basis between the labor market and the system of education through establishment of compliance to qualification requirements of knowledge, abilities and competences regardless of a form of their acquisition (formal, informal, non-formal). The aim of the research is a qualifications framework elaboration of regional system of continuing professional education as a model of identification and adaptive management of requirements to personality's educational outcomes. The article focuses on elaboration of the qualifications framework for system of continuing professional education in Chelyabinsk region. The research is based on methods of the system analysis and the competence-based approach is applied. The work presents the elaborated regional qualifications framework for system of continuing professional education, on the example of the Ural region: requirements to the contents, structure and structure concerning system of descriptors, qualification levels; the scheme of coordination of the developed qualifications framework with the project of the National qualifications framework of the Russian Federation; the ways of achieving qualification levels according to respondents' opinions who are representatives of educational community and labor market. The results of the research can be the basis for creating an adaptive control system of requirements to the results of training in a regional education system and also they can be used for elaboration of adequate requirements for labor market, educational community, systems of certification of graduates of professional education establishment and certification of employees of the enterprises.

It starts with a demand-side analysis in chapter two, examining historical trends in demand for skills, revealing the types of skills in demand, and projecting future demand for skills driven by economic growth and policy development. Chapter two also highlights the emerging skills shortages and mismatches in Yunnan. The rest of the report focuses on the access, quality, and relevance of Yunnan's education and training system and how effective it is in supplying the skills in demand. An overview of Yunnan's formal and non-formal education and training system is presented in chapter three. Chapter four focuses on the formal Technical and Vocational Education and Training (TVET) system, examining its governance, industry participation, curriculum reforms, quality assurance, and finances. Analysis of the formal education and training system focuses mainly on secondary and tertiary TVET. Chapters five and six address two major training programs outside the formal education system: non-formal training for rural workers and work-based training for urban workers, both of strategic importance. Finally, chapter seven draws on lessons from the Shanghai Program for International Student Assessment, or PISA to demonstrate the role of schools in developing the cognitive skills of 15-year-olds. The report concludes with a summary of findings and a set of policy recommendations for meeting the skills challenges and improving the education and training system.

Purpose The purpose of this paper is to investigate how specialised capabilities including absorptive capacity and marketing capabilities influence innovation commercialisation in manufacturing and service firms in Nigeria. The authors hypothesise that absorptive capacity measures including openness and formal training for innovation, and marketing capabilities encompassing new product marketing and marketing innovation are positively associated with innovation performance. Design/methodology/approach The authors examine commercialisation of innovation within the profiting from innovation (PFI) and dynamic capabilities (DC) framework and use data from the 2012 Nigeria Innovation Survey to test the hypothesis by means of a Heckman sample selection model. Findings The authors find that absorptive capacity measures comprising openness and formal training are positively associated with innovation performance. The authors also find that marketing capabilities as indicated by new product marketing and marketing innovation are positively associated with innovation performance. Research limitations/implications The authors acknowledge that firms undergo continuous changes and that there may be the presence of unobserved or unmeasured heterogeneity. Taking into cognisance that Nigeria is a federal state, cultural diversity and economic factors are likely to differ widely between geographical regions. Also, while the proposed conceptual framework offers a deeper understanding of innovation performance, examining how integrating activities of the R&D department, human resource department and marketing department affect innovation commercialisation is likely to provide more meaningful insights. Practical implications The role that inter-organisational learning and intra-organisational learning play in driving innovation performance provide managers with a basis for incorporating absorptive capacity building programs that boost employees’ ability to recognise and apply valuable external knowledge to commercial ends. Similarly, firms may benefit from offering marketing capabilities development programs. Furthermore, innovation policies in Nigeria are generally designed to focus on fostering innovation activities aimed at developing innovative output. Accordingly, government support explicitly targeting new product marketing and marketing innovation is likely to play a vital role in the successful commercialisation of innovation in Nigeria. Originality/value This study fuses the PFI and DC framework to examine why innovating firms may not necessarily succeed. This area of study has received scant attention in sub-Saharan Africa given that extant literature focusses on value creation as opposed to value capture.

Recent perspectives on organizational change have emphasized human agency, more than technology or structure, to explain empirical outcomes resulting from the use of information technologies in organizations. Yet, newer technologies such as enterprise resource planning (ERP) systems continue to be associated with the agenda of organizational transformation, largely because they are assumed to constrain human action. We report an interpretive case study of an ERP system after its implementation in a large government agency. Despite the transformation agenda accompanying the new system, users initially chose to avoid using it as much as possible ( inertia ) and later to work around system constraints in unintended ways ( reinvention ). We explain the change in enactments with the concept of improvised learning , which was motivated by social influence from project leaders, \"power users,\" and peers. Our results are consistent with arguments regarding the enactment of information technology in organizations and with temporal views of human agency. We conclude that an integrated technology like ERP, which potentially represents a \"hard\" constraint on human agency, can be resisted and reinvented in use.

The paper looks at and compares two methods of on-the-job training: formal training and learning by doing. The former involves an intensive training period prior to the employee directly taking on the position for which he or she was hired for, while the latter, the employee begins immediately and is expected to learn on his or her own through experience over time. The former method allows less room for shirking but involves a period of investment in the form of the value of output or service that is effectively foregone as a result of the more resource-intensive training regime. Perhaps surprisingly, even if the formal training program does not significantly improve upon the probability of future success in production or service provision, formal training can provide higher net benefits to the training firm than learning by doing because the savings from the reduction in shirking can be greater than the cost of foregone output.

ObjectiveTo better understand the current state of musculoskeletal fellowship program directors and identify opportunities for formal training that could increase job satisfaction, provide a broader knowledge base for mentoring/advising trainees and increase diversity in musculoskeletal radiology.Materials and methodsEighty-one fellowship program directors who signed the Fellowship Match Memorandum of Understanding with the Society of Skeletal Radiology were sent a survey with questions about demographics, career, background, and training both for musculoskeletal radiology and for the fellowship director role.ResultsA 57/81 (70%) of program directors responded, representing 27 different states with a range of 1–9 fellowship positions. Nearly half are in their forties (48%) with most identifying as White (67%) followed by Asian (30%). The majority are male (72%) with over half (60%) remaining at the institution where they completed prior training. Over half plan to change roles within 5 years and do not feel adequately compensated. Top qualities/skills identified as important for the role include effective communication, being approachable, and clinical excellence. Other than clinical excellence, most do not report formal training in skills identified as important for the role.ConclusionsGiven the high amount of interaction with trainees, program directors play a key role in the future of our subspecialty. The low diversity among this group, the lack of formal training, and the fact that most do not feel adequately compensated could limit mentorship and recruitment. Program directors identified effective communication, organizational/planning skills, and conflict resolution as the top skills they would benefit from formal training.

Investments in training measures can only be considered effective if the transfer of the learned contents to practical situations is continuously successful. In this context the scientific and professional discourse regarding the effectiveness of further education, especially regarding transfer of training, has intensified considerably. This analysis provides a systematic and comprehensive overview of the current state of international empirical research regarding major determinants of transfer of training in the context of formalized further vocational training. Our review of literature differentiates the most important determinants on the organizational level of the characteristics of the work environment, the learning field level of measure-specific characteristics, as well as characteristics of participants on the individual level. Decades of transfer research brings forth a wealth of information regarding determinants which influence the transfer of training. The current analysis systematizes these results and clarifies that research regarding the determinants of the process of transfer of training identifies positive relationships at the three levels. In particular, the question of which determinants positively influence the success of transfer of training is well-studied for the individual level. The article shows that there is still a research deficit concerning the determinants of transfer of training at the learning field and organizational level. There is particular need for research regarding the dimensions of the determinants at the three levels. Finally, in this context this article identifies promising directions for future research.

Background Traditional bonesetters (TBS) provide the majority of primary fracture care in Nigeria and other low- and middle-income countries (LMICs). They are widely patronized and their services are commonly associated with complications. The aim of the study was to establish the feasibility of formal training of TBS and subsequent integration into the healthcare system. Methods Two focus group discussions were conducted involving five TBS and eight orthopaedic surgeons in Enugu Nigeria. Audio-recordings made during the focus groups were transcribed verbatim and analysed using a thematic analysis method. Results Four themes were identified: Training of TBS, their experiences and challenges; perception of traditional bonesetting by orthopaedic surgeons; need for formal training TBS and willingness to offer and accept formal training to improve TBS practice. Participants (TBS group) acquired their skills through informal training by apprenticeship from relatives and family members. They recognized the need to formalize their training and were willing to accept training support from orthopaedists. The orthopaedists recognized that the TBS play a vital role in filling the gap created by shortage of orthopaedic surgeons and are willing to provide training support to them. Conclusion This study demonstrates the feasibility of providing formal training to TBS by orthopaedic surgeons to improve the quality of services and outcomes of TBS treatment. This is critical for integration of TBS into the primary healthcare system as orthopaedic technicians. Undoubtedly, this will transform the trauma system in Nigeria and other LMICs where TBS are widely patronized.

Background Repetitive transcranial magnetic stimulation (rTMS) is a noninvasive form of brain stimulation. It has been used in many mental health institutions to treat mental disorders worldwide. However, comprehensive knowledge about rTMS is not yet widespread among psychiatrists. The present study assessed psychiatrists’ knowledge and attitudes about rTMS in China and investigated related factors. Methods A quantitative observational cross-sectional study was conducted using an online survey. The sample consisted of 522 psychiatrists. Multinomial logistic regression and multiple linear regression analyses were used to explore factors that contributed to psychiatrists’ knowledge about rTMS. We also ascertained psychiatrists’ attitudes about rTMS and provide recommendations for the more widespread use of rTMS. Results The majority of respondents (86.4%) reported having access to rTMS at their institution. A total of 379 psychiatrists (72.6%) knew that rTMS was approved by the United States Food and Drug Administration for treatment-resistant depression. Univariate logistic regression indicated that psychiatrists who were older, had a senior professional title, worked more years, had an onsite clinical rTMS program in their hospital, and received formal training in theory and application (all p  <  0.05) were more likely to know that rTMS was approved by the Food and Drug Administration for the treatment of depression. The percentages of respondents who knew most or all indications, the mechanism of action, parameter settings, adverse reactions were 51.9, 40.2, 27.4, and 41.4%. Linear regression showed that formal training in rTMS theory and practice were associated with higher knowledge scores (all p  <  0.05). Most of the subjects had negative attitudes about using rTMS to treat mental disorders. When asked about their attitudes about continuing rTMS education, nearly all of the respondents indicated that they were willing to pursue continuing training in rTMS in the future. Conclusions Many psychiatrists had an insufficient level of knowledge about rTMS and negative attitudes about rTMS. Psychiatrists who had formal rTMS training experience had higher levels of rTMS knowledge. rTMS training and relevant policy making should be strengthened.

Despite the widespread inclusion of diversity-related curricula in U.S. medical training, racial disparities in the quality of care and physician bias in medical treatment persist. The present study examined the effects of both formal and informal experiences on non-African American medical students' (N = 2,922) attitudes toward African Americans in a longitudinal study of 49 randomly selected U.S. medical schools. We assessed the effects of experiences related to medical training, accounting for prior experiences and attitudes. Contact with African Americans predicted positive attitudes toward African Americans relative to white people, even beyond the effects of prior attitudes. Furthermore, students who reported having witnessed instructors make negative racial comments or jokes were significanlty more willing to express racial bias themselves, even after accounting for the effects of contact. Examining the effects of informal experiences on racial attitudes may help develop a more effective medical training environment and reduce racial disparities in healthcare.