- European Centre for the Development of Vocational Training (Cedefop) (413)
- Great Britain. Department for Education and Skills (DfES) (292)
- European Training Foundation (ETF) (274)
- Organisation for Economic Co-operation and Development (OECD) (254)
- National Institute of Adult Continuing Education (England and Wales) (NIACE) (237)
- Institute for the Study of Labour (Germany) (IZA) (206)
- Learning and Skills Council (Great Britain) (LSC) (179)
- Great Britain. Department for Education and Employment (DfEE) (151)
- Great Britain. Learning and Skills Development Agency (LSDA) (116)
- Institute for Employment Studies (Great Britain) (IES) (111)
- European Commission (EC) (101)
- Great Britain. Department for Business, Innovation and Skills (BIS) (94)
- National Research and Development Centre for Adult Literacy and Numeracy (Great Britain) (NRDC) (81)
- Great Britain. Office for Standards in Education (England) (Ofsted) (79)
- Further Education Development Agency (Great Britain) (FEDA) (74)
- Wage subsidies and hiring chances for the disabled: some causal evidence
In [this] study, [the author] conducts a large-scale field experiment to evaluate the effectiveness of wage subsidies in terms of integrating the disabled into the labour market. Two applications for male graduates, identical except that one reveals a disability, are sent out to 768 vacancies in the Flemish labour market. In addition, [the author] alternates between pairs in which the disabled candidate also mentions entitlement to a wage subsidy, the Flemish Supporting Subsidy, amounting to between 20 per cent and 40 per cent of the total wage cost, and pairs in which the disabled candidate does not. Monitoring the subsequent call-back learns that the likelihood to receive a positive response to a job application, being a disabled candidate, is not influenced by revealing wage subsidy entitlement.
In [this] study, [the author] conducts a large-scale field experiment to evaluate the effectiveness of wage subsidies in ... Show Full Abstract
- Modeling preservice teachers' TPACK competencies based on ICT usage
The purpose of this study was to build a model that predicts the relationships between the technological pedagogical content knowledge (TPACK) competencies and information and communication technology (ICT) usages. Research data were collected from 3105 Turkish preservice teachers. The TPACK-Deep Scale, ICT usage phase survey and the ICT usage level survey were used to collect the research data. The structural regression model was conducted to test the model regarding the fact that ICT usage phases and ICT usage levels were predictors of TPACK competencies.
The purpose of this study was to build a model that predicts the relationships between the technological pedagogical content ... Show Full Abstract
- The rhetoric and the reality of apprenticeship: a comparative study of the English, Finnish and French apprenticeship systems for 16-18 year olds
This paper reports findings from a study of the English, Finnish and French systems of apprenticeship for 16-18 year olds to provide a comparative perspective to the discussion of the role of employers in England. Rather than focusing on the German model of apprenticeship, this study examines three different European systems where apprenticeship for 16-18 year olds remains a pathway for the minority.
This paper reports findings from a study of the English, Finnish and French systems of apprenticeship for 16-18 year olds to ... Show Full Abstract
- Open Access: an independent evaluation
This paper shows that during a person's early career, between the ages of 26 and 42, someone attending independent school in the UK will earn on average 193,700 pounds more than someone attending a state school. However, the vast majority of pupils who attend independent schools come from wealthy backgrounds and the opportunity to benefit from an independent education is typically determined by the ability to pay the fees.
This paper shows that during a person's early career, between the ages of 26 and 42, someone attending independent school in ... Show Full Abstract
- Stimulating interest in STEM careers among students in Europe: supporting career choice and giving a more realistic view of STEM at work
This paper reviews the situation in terms of skills gap in Europe from a general [science, technology, engineering and mathematics] STEM perspective but also reviewing existing data on specific sub-areas of STEM skills. The author summarises results from European STEM research and awareness-raising projects taking place over the last five years. The focus is on initiatives that are based on school-industry partnerships. The author categorises projects according to a typology developed in previous STEM education research. Recommendations are made for futures areas of research yet to be explored.
This paper reviews the situation in terms of skills gap in Europe from a general [science, technology, engineering and ... Show Full Abstract
- Mickey Mouse learning: discourses of the vocational/technical in higher education
[In this paper the authors argue that] within the frame of UK [higher education] HE policy making, discursive distinctions between 'academic' learning and 'vocational/technical' skills for 'employability' are being used to justify contemporary reform of HE. This paper seeks to investigate this reform agenda from a practitioner perspective using two case studies from Newman University: the first explores an attempt to move beyond deficit models of graduate skills gaps, drawing upon current practices in work-related learning within undergraduate programs; and the second investigates the discursive marginalisation of media studies, its subsequent excision from the portfolio of courses offered and associated wider implications of reform in terms of preparing students for their career aspirations.
[In this paper the authors argue that] within the frame of UK [higher education] HE policy making, discursive distinctions ... Show Full Abstract
- Vision for science and mathematics education
This report advocates the need to strengthen science, technology, engineering and mathematics (STEM) education in the UK. It outlines a vision for science and mathematics education from 5-18 years of age to build on existing good practice in primary and secondary schools. The vision aims to raise the general level of mathematical and scientific knowledge and confidence in the population. Additionally, it aims to link learning and skills to the current and future needs of the UK economy.
This report advocates the need to strengthen science, technology, engineering and mathematics (STEM) education in the UK. It ... Show Full Abstract
- Hungarian migrants in the UK labour market: a pilot study on the former education of Hungarian migrants and on underutilisation of their skills in the UK
This study investigated the views and experiences of 10 Hungarian migrants living in the south-east of England. The data suggest that the UK offers better opportunities for Hungarian migrants to find employment than Hungary, and that there are better chances for them in the UK to establish financial security. Many of the interviewees have already worked excessive hours in Hungary, and some also engaged in low-skilled and low-paid work before coming to the UK. All interviewees were well educated at levels 3, 4 and 5 and often had two to three qualifications. In spite of this most interviewees found employment in the UK in low-skilled and low-paid work. English language skills, unknown Hungarian qualifications, lack of UK work experience, lack of time, and lack of financial resources were the main reasons for not being able to negotiate better jobs and starting higher on the job ladder.
This study investigated the views and experiences of 10 Hungarian migrants living in the south-east of England. The data ... Show Full Abstract
- The impact of work experience on student outcomes: implications for policy and practice
This paper sets out to demonstrate how experiences of work can impact upon student outcomes; including progression to a graduate level job, attainment of a good degree and avoidance of unemployment in the period immediately following graduation. Data included is based on a longitudinal research study of student/graduate career development undertaken between 2006 and 2012, known as 'Futuretrack'. The authors then explore the nature of university-business collaboration in respect of the provision of work experiences (work-based learning and work placements) to identify the components of 'quality' work experiences and the ways in which employers engage with both undergraduate and postgraduate courses in the UK.
This paper sets out to demonstrate how experiences of work can impact upon student outcomes; including progression to a ... Show Full Abstract
- Inventing the future: transforming STEM economies
This paper investigates how to best prepare the science, technology, engineering and mathematics (STEM) workforce for both visible and unforeseeable challenges to come. The goals of the paper are to: get a sense of how STEM-based companies see the future; pave the way for a more effective transfer of knowledge between industry and education, particularly at technical and vocational level; explore the qualities and attributes that technologists of the future need to develop; and examine how local and national government funding can support the process.
This paper investigates how to best prepare the science, technology, engineering and mathematics (STEM) workforce for both ... Show Full Abstract