The Training Needs of the Profession for the Next Decade
The main theme of this Address is the training of professional engineers, although it is apparent that training cannot be completely divorced from education. Primary education is dealt with briefly, but sufficiently to indicate its importance. A proposal is made for a system of mentor and tutorial guidance extending from the sixth form through the industrial student stage, and through University to Corporate Membership of C.E.I. and into management.At each stage of development the responsibilities of the various participants are clearly outlined, and proposals are made for training and educational programmes. These are broad enough to be applicable to almost any discipline, and should be tailored to suit the individual requirements of any organization. The Address is concerned with the methods which should be adopted for manager development, not only for the graduate but right through, as a continuing process, for all grades of management.
‘1984’ … Better or Worse?
The text comprising the first part of this paper relates to the 1974 Automobile Division Chairman's Address, being random notes about the changes which have taken place since then, for better or for worse. It also points the direction in which improvements might be made, and highlights some of the errors still being made and the dangers which still exist. The second part of the paper shows, in diagram form, proposals for education and training in a career plan with recommendations for career development. The views expressed in Part 1 and the recommendations made in Part 2 are the author's own and do not necessarily reflect the policy of the Institution of Mechanical Engineers for education and training.
Communicative Competence: Theory and Classroom Practice
ABSTRACT Within the framework of viewing communicative competence as a prerequisite to linguistic competence, rather than vice versa, this paper considers the following: (1) the nature of communicative competence; (2) the implications of communicative competence for second language teaching; and (3) ways in which the teacher can begin to make a foreign language program more meaningful. Communicative competeuce is defined as what native speakers know which enables them to interact effectively with each other. Implications for the language teacher include: (T) the need for tests which measure the ability to use language; (2) the irrelevancy of sequencing surface features; (3) the need for emphasis on non-lizguistic aspects of communication; and (4) the need to re-examiLe attitudes toward students and language teaching. Practical suggestins for implementing communicative competence in the classroom include the use of spontaneous role-playing, discussions, games, radio, and the telephone. (AM)