LEESBURG, Va. — The National Institute for Automotive Service Excellence (ASE) has introduced a remote testing option for ASE recertification tests.

Through its partnership with Prometric, ASE will now offer the ProProctor remote testing option as a recertification solution.

Available for all ASE recertification tests, excluding L1 and L2 tests, the ProProctor testing option allows those service professionals looking to recertify their ASE certifications to do so without having to go to a test center.

The tests need to be scheduled in advance but can be taken at any time. The test takers will be continuously monitored by multiple live proctors during the testing process, the ASE said.

Proctors will never have access to test content, which minimizes the exposure of the test questions, the ASE said, adding that Prometric has the tools, systems and processes in place to ensure the privacy of the test takers' personal data.

Service professionals now have the choice of taking their recertification tests in-person or online, at a time and location that is convenient for them, the organization said.

Those taking the recertification tests will have the same screen experience and use the same test driver no matter which test option they choose, the ASE said.

To take the recertification tests remotely, there will still be a check-in and screening process similar to that at a test center. There are also unique procedures that will need to be completed before the test can launch, such as downloading the ProProctor application to a computer and completing a system check the day before testing.

In addition, finding and preparing a room to be used for testing must meet Prometric's requirements to ensure a controlled environment.

To learn more about the ASE remote testing option, see ASE.com/proproctor.

November 17, 2022

Two out of five students in California schools speak a language other than English at home. Teachers need more training to bring all of those students to proficiency in English and help them succeed in other subjects.

What makes professional development for teachers of English learners effective? We hear from teachers, parents and professors about workshops that gave them tools to work with students who are learning English, and about what their own childhood experiences as English learners taught them.

Guests:

• Elvira Armas, director of the Center for Equity for English Learners, and affiliated faculty, School of Education at Loyola Marymount University
• Laura Barbosa, vice president of the District English Learner Advisory Committee, San Leandro Unified School District
• Marina Berry, First grade teacher, Lodi Unified School District
• Nicole Thompson, Fourth grade teacher, Pajaro Valley Unified School District
• Natalie Tran, professor of education, California State University Fullerton, and director, National Resource Center for Asian Languages.

Read more from EdSource:

Education Beat is a weekly podcast hosted by EdSource’s Zaidee Stavely and produced by Coby McDonald.

School models are, for the most part, outdated–and very overdue for replacement. When students reach high school, research shows that close to 66 percent of students are disengaged. But even students who do successfully navigate their schooling emerge with only a specific (and often narrow) skillset that may or may not match their strengths or interests.

Conventional schooling often leaves students disillusioned, questioning their intelligence and value as it is framed by a system that needs an overhaul.

Learner-centered education can play a critical role in reshaping education systems, offering a more holistic approach to meeting learners’ needs and helping students find fulfillment in their academic accomplishments.

K-12 Value Networks: The Hidden Forces That Help or Hinder Learner-Centered Education, a new report from the Clayton Christensen Institute and authored by CCI senior research fellow Thomas Arnett, offers insight into understanding why schools struggle to change their instructional models, along with tips to establish and support learner-centered education models.

Program leaders, sponsors, learners and their families, staff, community partners, and funders are all critical to the success of these learner-centered education models.

The report describes how five different learner-centered education models–The Met, Virtual Learning Academy Charter School, Iowa BIG, Village High School, and Embark Education–were able to launch and grow their models by assembling value networks congruent with their vision for learner-centered education.

1. The Met: The Metropolitan Regional Career and Technical Center, known as The Met, is a network of six small, public high schools located in Providence and Newport, Rhode Island. The hallmark of The Met’s learner-centered model is that its learners go out in their communities for two days out of the week to lead real-world projects as interns for partner organizations. For example, learners might work with a local bakery, a law firm, a tech company, or a recording studio.

When learners join the Met, they and their families work with an advisor to identify their strengths, needs, and interests, and then develop an individualized learning plan with an internship as its centerpiece. Learners are responsible for researching potential internship opportunities and communicating with partner sites to arrange their internships. Advisors coach them as they do their research and outreach to ensure that internships match their needs and interests.

2. Virtual Learning Academy Charter School: The Virtual Learning Academy Charter School (VLACS) is a statewide virtual school created in 2007 that serves K–12 learners throughout New Hampshire. The concept for the school came from the superintendent of the Exeter Region Cooperative School District, who saw an opportunity to take advantage of a new charter school law to apply for a statewide charter. Rather than create another conventional school, however, the superintendent recognized the distinctive value of using a virtual school model to offer a wide array of flexible, part-time and full-time learning options unavailable through brick-and-mortar campuses.

VLACS’s competency-based model is highly adaptable to learners’ needs and interests. It offers a range of options for learners to earn credits: through online courses, learner-designed projects, and out-of-school learning experiences such as internships and travel. Learners who take online courses move through those courses at their own pace and earn credit whenever they’re able to demonstrate mastery of designated competencies. For projects and other learning experiences, VLACS aligns these experiences with state learning standards and then measures learners’ mastery of standards using performance-based assessments.

Related:
What data tells us about student-centered learning
5 ways peer networks lead to better student support systems

There is currently relatively little objective evidence that the much-promoted "learner-centered" approach to teaching is effective, according to new research.

Learner-centered pedagogy is designed to encourage pupils to become more involved in decision-making in the school and more active in class and participate in lessons.

It has been advocated by international bodies such as UNESCO and World Bank, and many countries worldwide have invested considerable time, money, and resources in LCP despite the lack of a comprehensive body of evidence regarding its implementation and outcomes.

New research by Dr. Nozomi Sakata, Dr. Leanne Cameron and Dr. Nicholas Bremner shows how the approach can have positive results, but there is currently little objective evidence to prove its effectiveness. Researchers have called for more larger-scale, objective, rigorous research on its effectiveness over time.

Some studies report teachers' and students' feedback that the teaching style helped to boost motivation, confidence, and enhanced relationships. But there is little proof it is more effective than what teachers have been doing previously.

Dr. Bremner, from the University of Exeter, said, "Existing evidence has shown learner-centered pedagogy can have a positive impact, but not enough to justify such a massive policy emphasis worldwide. Much of the evidence is too thin and simplistic to recommend either schools either abandon it or embrace it.

"On the basis of current evidence, there is a real gap in hard data to prove or disprove the value of LCP, especially given its continued prominence in worldwide policy discourses. Many policies have been introduced with good intentions, but they could be implemented in a more thoughtful way which allows teachers to make sensible decisions about using different methods and approaches at different times."

In the article, published in the International Journal of Educational Development, researchers conducted a review of 62 journal articles from 2001 to 2020 reporting the outcomes of LCP implementation in low- to middle-income countries around the world.

A total of 28 texts cited examples of teachers' positive experiences of LCP; 7 others were negative. However, only 9 out of the 62 studies contained objective evidence of improved academic learning outcomes.

A total of 26 out of the 62 texts cited examples of teachers or students' perspectives of enhanced student learning, while 9 texts cited examples of little to no improvement in student learning.

Dr. Bremner said, "Larger-scale experimental studies may be challenging from a methodological perspective and are likely to imply a large investment in time and resources. However, on the basis of current evidence, there is a real gap in hard data to prove or disprove the value of LCP, especially given its continued prominence in worldwide policy discourses.

"The more subjective research—for example, studies presenting perspectives of teachers and students—was more prevalent than objective research, and did seem to lean towards positive experiences of LCP for non-academic outcomes such as student motivation and confidence, as well as enhanced relationships. Such outcomes may not always be the priority for educational policymakers, but many would argue they are extremely important."

EVERETT, Wash.--(BUSINESS WIRE)--Fluke Networks introduces the Certified Cabling Test Technician™ (CCTT) Recertification program, a new way for technicians to refresh their cabling knowledge and skills while renewing their certification. CCTT certification is valid for two years and has required technicians to retake the entire two-day classwork to be re-certified. The new Recertification program enables them to revalidate and learn new skills through a shorter one-day online course rather than retake the full CCTT certification course.

“With over 10,000 graduates, the Fluke Networks Certified Cabling Test Technician program is a leading provider of training for technicians certifying and troubleshooting installed twisted pair and fiber cabling systems,” said Mark Mullins, product marketing manager and founding member of Fluke Network. “The new Recertification program gives CCTT certified technicians a simple, online path to keep their expertise up to date and renew their certifications.”

The CCTT Recertification program is an all-online instructor-led experience that minimizes the time out of the field and eliminates travel and lodging expenses. This virtual hands-on experience gives each student remote control of one of 30 dedicated Versiv units through their computer or phone. Except for handling the physical cabling, the content and exercises are identical to a classroom course.

“The Fluke Networks Certified Cabling Test Technician course gives you essential hands-on experience and all the skills you need to effectively test and troubleshoot,” said Todd Brennfoerder, Communications Project Manager at Total Electronics Contracting, Inc., a Missouri-based provider of system design, installation, and service of information and communications systems. “Since taking the course, our team’s confidence is up considerably, and my need to help with troubleshooting in the field has dropped to nearly zero, saving 6-10 trips per month. I’d strongly recommend this course for all technicians.”

Get more and better paying jobs

Customers are more frequently requiring certification for technicians to be hired for some or all their projects. In a latest study by Fluke Networks, 67% of respondents report that CCTT certification was required on all or some of their jobs. And Fluke Networks’ 2022 Salary Survey revealed that CCTT technicians earn up to 27% more than non-certified technicians.

A majority of the respondents of the CCTT survey (more than 90%) also stated that the BICSI continuing education credits they received from the CCTT course were important to them and that the program increased their understanding of cabling and cable testing, as well as making them better at troubleshooting.

The Fluke Networks Certified Cabling Test Technician Recertification program is currently available in the United States only. To learn more, visit: https://bit.ly/CCTT_Recert.

About Fluke Networks

Fluke Networks is the worldwide leader in certification, troubleshooting, and installation tools for professionals who install and maintain critical network cabling infrastructure. From installing the most advanced data centers to restoring service on the factory floor, our combination of legendary reliability and unmatched performance ensure jobs are done efficiently. The company’s flagship products include the innovative LinkWare™ Live, the world’s leading cloud-connected cable certification solution with over eighty million results uploaded to date. For more information, call 1-800-283-5853 (US, Canada), 1-425-446-5500 (International) or visit www.flukenetworks.com.

For additional information and updates, follow Fluke Networks on social media:

Twitter: https://twitter.com/flukenetdci
Facebook: http://www.facebook.com/flukenetworks
LinkedIn: http://www.linkedin.com/company/fluke-networks

When can I apply for my Ls?

In Victoria, you must be 16 years or older to obtain a learner permit, granted that you also meet the eligibility requirements. This includes having a Victorian residential address; being medically fit to drive; not being currently subject to a Fines Victoria license sanction; and having passed all of the appropriate tests.

How do I apply for my learner permit?

Once you’ve confirmed your eligibility, which can be completed online at VicRoads, you can then take the learners permit online or in-person.

The Learner Permit Test Online is an interactive 4-6 hour online course which teaches you the knowledge required to pass the test. As of 15 August 2022, a Victorian’s first attempt to take the online test is free. After the first attempt, the online test costs $25.40.

To take the test in person, you will need to book an appointment at a VicRoads branch.  The appointment costs $19.60, while the test costs $25.4o (total of $45 for each attempt).

How much does a learner permit cost?

Once you’ve passed the test to obtain a learners permit, you still need to purchase the license in order to officially get behind a wheel as a learner driver. In Victoria, a new learner permit (whether for car or motorcycle) is usually $26.

However, as of August 15, 2022, this permit issue fee is being waived for new drivers under the Victorian government’s Motorist Package and Safe Driver Discount.

What are the restrictions when driving on your Ls?

Your learner permit is the first step in obtaining your full driver’s licence, and it comes with certain rules and restrictions.

Along with all road laws and rules, you will also need to:

• Carry your learner permit with you whenever you are driving;
• Have a supervised driver with you, who must have a full and current license;
• Make sure your L plates are visible from at least 20 metres away on both the front and back of your vehicle;
• Have a zero Blood Alcohol Concentration (BAC) level at all times when driving
• Not tow a trailer, caravan or another vehicle.

What is the speed limit for learner drivers?

In Victoria, there is no set speed limit when driving on your Ls. Instead, you must always drive within the designated speed limit for the area you are in.

Can I have passengers when driving on my Ls?

VicRoads recommends learner drivers only have their supervised driver with them while driving; however, it is not illegal to have additional passengers on your Ls as long as they do not cause any distractions.

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CINCINNATI and PHILADELPHIA, Nov. 15, 2022 /PRNewswire/ -- Health Carousel, LLC and the Alliance for Ethical International Recruitment Practices, a division of CGFNS International, Inc., are pleased to announce that Health Carousel received recertification as a Certified Ethical Recruitment Firm in the recruitment of foreign-educated healthcare professionals. This announcement marks Health Carousel's first recertification since it achieved this accolade of ethical recruitment practices in 2020. Recertification is valid for two years through September 2024, contingent upon Health Carousel completing annual certification requirements.

The Alliance certification process includes a review of contract practices, discussions with references, and surveys and interviews of health professionals that have worked with Health Carousel. The review findings must demonstrate the firm is committed to ethical, responsible, and transparent recruitment practices as defined by the Alliance's Health Care Code for Ethical International Recruitment Practices. The Code is maintained by a multi-stakeholder Board of Governors, including leading human resource and nursing associations, nurse representative organizations, and recruiters. As a Certified Ethical Firm, Health Carousel commits to continual education of the healthcare professionals it recruits and oversight by the Alliance.

Mukul Bakhshi, Director, Alliance for Ethical International Recruitment Practices, stated, "We are pleased about Health Carousel's decision to renew its Alliance certification and reaffirm its commitment to the Code. Their organization is an important stakeholder, and I commend them for their many programs that address essential industry issues, such as global nursing sustainability and development."

"We are proud of Health Carousel's business practices, policies, and procedures that have earned us recertification as a Certified Ethical Firm by the Alliance," said John Sebastian, CEO of Health Carousel. "Maintaining our Alliance certification is among many ways we build our ethical recruitment practices. Health Carousel is also a founder of the American Association of International Healthcare Recruitment and a member of Ethisphere's Business Ethics Leadership Alliance. Recently, we also became a member of the Slave-Free Alliance after they also conducted a thorough review of our business practices. All these actions and affiliations reflect our commitment to leadership in ethical recruitment and employment practices."

Story continues

About The Alliance for Ethical International Recruitment Practices

Since 2009, the Alliance has fostered compliance to standards that advocate responsible, ethical, and transparent recruitment practices in the healthcare sector. The Alliance monitors certified recruitment organizations and verifies their processes to ensure that these standards are upheld and provides foreign-educated professionals with resources to make informed decisions. Certified Ethical Recruitment Firms signal to employers, potential migrants, and others their commitment to promoting a fairer and more ethical recruitment system. The Alliance became a division of CGFNS International, Inc., in September 2014. For more information, visit www.cgfnsalliance.org.

About CGFNS International, Inc.

Founded in 1977 and based in Philadelphia, CGFNS International is an immigration-neutral not-for-profit organization proudly serving as the world's largest credentials evaluation organization for the nursing and allied health professions. CGFNS International is an NGO in Consultative Status with the United Nations Economic and Social Council (ECOSOC) and is a member of the Conference of NGOs in Consultative Relationship with the United Nations (CoNGO). For more information, visit www.cgfns.org.

About Health Carousel

Health Carousel is a total talent management company with a leading portfolio of healthcare workforce and staffing solutions, including travel nursing, locum tenens, and international healthcare providers. Health Carousel is listed as the 17th largest and among the fastest-growing U.S. staffing firms by Staffing Industry Analysts (SIA) and has also been awarded numerous industry awards, including the Best of Staffing Diamond Award by ClearyRated. Health Carousel is steadfastly dedicated to the highest industry standards, evidenced by the codes of professional practice they follow and through their Light the Way initiatives focused on the ethical recruitment and sustainability of healthcare professionals globally.

View original content to get multimedia:https://www.prnewswire.com/news-releases/health-carousel-earns-recertification-as-an-ethical-recruitment-firm-301678806.html

SOURCE Health Carousel

More than 50,000 driving tests a year are taken by people who have already failed at least five times, research shows.

The RAC Foundation said the figures suggest ‘driving might not be the thing for some people’.

Its analysis of Department for Transport data found 50,875 practical tests taken in Britain in the 12 months to March were candidates on their sixth attempt or greater.

Just 40% of these were passed. Learners aged 60 and above were behind the wheel for 290 of the tests. Their pass rate was 27% for men and 19% for women.

The average success rate for all tests is 49%.

DfT bosses recently said the frequency of examiners ‘physically’ intervening to avoid a dangerous incident has increased to one in eight tests.

Practical driving tests cost between £62 and £75 depending on when they are taken.

The total bill for repeated failures could run into thousands of pounds for learners who often pay for more lessons.

However, RAC Foundation director Steve Gooding said the number of failed tests may provide ‘reassurance’ to people who suspect it is too easy to get a licence.

‘For some learners that’s clearly far from the case,’ he said.

‘One loud and clear message this data reveals is that however hard some people find it to pass their test, becoming a qualified driver is so important to them that it is worth the money, time and energy involved in battling on to secure their licence.’

Mr Gooding believes the backlog of people wanting tests – caused by the pandemic – means some people may accept slots even if they’re not ready.

He added: ‘Of course, one other conclusion to be drawn from the figures is that driving might not be the thing for some people.’

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