(R)evolution in Financial Services Education.

Autor/inn/en	Hatton, Michael; Heneault, Kathryn
Titel	(R)evolution in Financial Services Education.
Quelle	(1994), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Banking; Business Education; Community Colleges; Cooperative Programs; Education Work Relationship; Educational Demand; Finance Occupations; Financial Services; Foreign Countries; Futures (of Society); Needs Assessment; Program Descriptions; Program Development; Program Implementation; School Business Relationship; Two Year Colleges; Canada + Suchen Sie Ihr Suchwort? Bankgeschäft; Wirtschaftserziehung; Wirtschaftspädagogik; Community college; Community College; Bildungsanforderung; Bildungsnachfrage; Finanzbuchhalter; Ausland; Future; Society; Zukunft; Bedarfsermittlung; Programmplanung; Kanada
Abstract	Canadian financial services organizations, and retail banking in particular, are changing rapidly due to the spiraling costs of labor, the influence of computers, and global competition. These changes are especially affecting bank tellers, who will need new skills to adapt to the changing workplace. To develop a timely and relevant training program that could be offered on a national basis, a partnership was formed between the Institute of Canadian Bankers; Humber College (HC), in Ontario; Douglas College (DC), in Vancouver (British Columbia); and College Bois-de-Boulogne (CBB), in Montreal (Quebec). The first phase of the project involved an extensive needs assessment to determine the skills and attributes that would be required by the banking industry. The related attributes were then pulled together into nine course modules, and course materials were developed. The program was implemented at HC in September 1992, enrolling two sections amounting to 60 students. The nine courses are structured into a two-year business program, which includes general education and English courses. At DC, the program also began in September 1992, and 10 of the 11 courses required were business courses. Also, many of the courses in the DC program are transfer courses which may be applied to a four-year degree. Finally, the financial services program at CBB was modified to reflect differences in Quebec's educational system. The program was blended with the three-year technical "stream" that students can choose after completing Grade 10 in the province. (BCY)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC