{"id":{"repo_id":"malta","oai_identifier":"oai:www.um.edu.mt:123456789/83926"},"canonical_url":"https://search.dev.ndltd.org/etd/malta/oai:www.um.edu.mt:123456789/83926","repository":{"repo_id":"malta","name":"University of Malta","base_url":"https://www.um.edu.mt/library/oar/oai/request"},"display":{"title":"A comparative study of two training programmes in a public and private organisation","abstract":"The first cry we emit on entering the world is an indication to our parents that we must be trained to face our journey through life. From day one, an elementary such as food is taken at regulated intervals. With this control over the fundamentals to life itself, discipline infiltrates the young, groping and malleable human mind. As babies and toddlers we are innured to a life of time tables and discipline. This life-style is a natural preparation for schooling, i.e., sterner control and discipline. Up to the age of sixteen we are expected to follow the school's rules and regulations, and sit for examinations, but hardly make any decisions. On leaving school we are faced with our first trauma in decision-making whether to further our studies or apply for a job. Most of us baulk at this first major decision and are generally influenced by parents, friends or career counsellors. Increasingly, many decide to continue with studies, i.e., training for development. Normally, following a period of two years, the question, whether or not to embark upon tertiary education, must be tackled. An affirmative response is, again increasingly, the case. A more intensive and specific training of the individual now takes place, and carries him on into his early twenties.","abstract_html":"The first cry we emit on entering the world is an indication to our parents that we must be trained to face our journey through life. From day one, an elementary such as food is taken at regulated intervals. With this control over the fundamentals to life itself, discipline infiltrates the young, groping and malleable human mind. As babies and toddlers we are innured to a life of time tables and discipline. This life-style is a natural preparation for schooling, i.e., sterner control and discipline. Up to the age of sixteen we are expected to follow the school's rules and regulations, and sit for examinations, but hardly make any decisions. On leaving school we are faced with our first trauma in decision-making whether to further our studies or apply for a job. Most of us baulk at this first major decision and are generally influenced by parents, friends or career counsellors. Increasingly, many decide to continue with studies, i.e., training for development. Normally, following a period of two years, the question, whether or not to embark upon tertiary education, must be tackled. An affirmative response is, again increasingly, the case. A more intensive and specific training of the individual now takes place, and carries him on into his early twenties.","abstract_has_math":false,"creators":[],"institution":"University of Malta","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1988,"date_issued":"1988","date_published":"1988","updated_at":"2026-07-27T20:10:36Z","subjects":["Civil service -- Malta","Employees -- Training of -- Malta","Insurance -- Malta"],"languages":["en"],"rights":["info:eu-repo/semantics/restrictedAccess"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://www.um.edu.mt/library/oar/handle/123456789/83926","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2021-11-16T11:00:31Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2021-11-16T11:00:31Z"]},{"key":"dc:date.issued","label":"Date","values":["1988"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["Faculty of Economics, Management and Accountancy. 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From day one, an elementary such as food is taken at regulated intervals. With this control over the fundamentals to life itself, discipline infiltrates the young, groping and malleable human mind. As babies and toddlers we are innured to a life of time tables and discipline. This life-style is a natural preparation for schooling, i.e., sterner control and discipline. Up to the age of sixteen we are expected to follow the school's rules and regulations, and sit for examinations, but hardly make any decisions. On leaving school we are faced with our first trauma in decision-making whether to further our studies or apply for a job. Most of us baulk at this first major decision and are generally influenced by parents, friends or career counsellors. Increasingly, many decide to continue with studies, i.e., training for development. Normally, following a period of two years, the question, whether or not to embark upon tertiary education, must be tackled. An affirmative response is, again increasingly, the case. A more intensive and specific training of the individual now takes place, and carries him on into his early twenties."]},{"key":"dc:title","label":"Title","values":["A comparative study of two training programmes in a public and private organisation"]}]}],"canonical_facts":{"dc:date.accessioned":["2021-11-16T11:00:31Z"],"dc:date.available":["2021-11-16T11:00:31Z"],"dc:date.issued":["1988"],"dc:description":["B.A.(HONS)PUBLIC ADMIN."],"dc:description.abstract":["The first cry we emit on entering the world is an indication to our parents that we must be trained to face our journey through life. From day one, an elementary such as food is taken at regulated intervals. With this control over the fundamentals to life itself, discipline infiltrates the young, groping and malleable human mind. As babies and toddlers we are innured to a life of time tables and discipline. This life-style is a natural preparation for schooling, i.e., sterner control and discipline. Up to the age of sixteen we are expected to follow the school's rules and regulations, and sit for examinations, but hardly make any decisions. On leaving school we are faced with our first trauma in decision-making whether to further our studies or apply for a job. Most of us baulk at this first major decision and are generally influenced by parents, friends or career counsellors. Increasingly, many decide to continue with studies, i.e., training for development. Normally, following a period of two years, the question, whether or not to embark upon tertiary education, must be tackled. An affirmative response is, again increasingly, the case. A more intensive and specific training of the individual now takes place, and carries him on into his early twenties."],"dc:identifier.uri":["https://www.um.edu.mt/library/oar/handle/123456789/83926"],"dc:language.iso":["en"],"dc:publisher.department":["Faculty of Economics, Management and Accountancy. Department of Public Policy"],"dc:publisher.institution":["University of Malta"],"dc:rights":["info:eu-repo/semantics/restrictedAccess"],"dc:subject":["Civil service -- Malta","Employees -- Training of -- Malta","Insurance -- Malta"],"dc:title":["A comparative study of two training programmes in a public and private organisation"],"dc:type":["bachelorThesis"]},"updated_at":"2026-07-27T20:10:36Z"}