- Organisation for Economic Co-operation and Development (OECD) (105)
- Further Education Development Agency (Great Britain) (FEDA) (72)
- Learning and Skills Council (Great Britain) (LSC) (68)
- National Centre for Vocational Education Research (NCVER) (58)
- Australia. Department of Education, Science and Training (DEST) (47)
- Australian Council for Educational Research (ACER) (47)
- Great Britain. Department for Education and Skills (DfES) (46)
- New Zealand. Ministry of Education (MOE) (41)
- Further Education Staff College (Bristol, England) (FESC) (39)
- Great Britain. Department for Business, Innovation and Skills (BIS) (39)
- Higher Education Funding Council for England (HEFCE) (39)
- Great Britain. Learning and Skills Development Agency (LSDA) (37)
- National Institute of Adult Continuing Education (England and Wales) (NIACE) (36)
- Moodie, Gavin (35)
- European Education Information Network (EURYDICE) (33)
- Is over-education a temporary phenomenon?: the case of Tunisian higher education graduates
This paper informed discussion at a workshop focused on understanding the social and economic conditions faced by youth across the wider Middle East on the eve of the Arab Spring. The author analyzes the phenomenon of normative over-education in the case of the Tunisian higher education graduate cohort 2004. The analysis is carried out with higher education graduate survey realized jointly by the Tunisian ministry of vocational training and employment and the World Bank. Two interrogations are presented in the survey. The first is realized 18 months after leaving higher education system and the second, three years after. The results of the first investigation are used in probit model to study the extent of the phenomenon of over-education at the first recruiting. The second interrogation is used to study the over-education time horizon.
This paper informed discussion at a workshop focused on understanding the social and economic conditions faced by youth ... Show Full Abstract
- The aims of higher education
The contributions to this edition of Kagisano suggest that the aims of higher education in South Africa are far from self-evident. Tensions still characterise the aims and trajectory of higher education and the central question remaining unresolved is the form that the higher education system should take, that is, whether and how it should be differentiated. It is contested that the racial fractures of the past continue to impact on the development of higher education in South Africa. The argument emerges that, unless the form of the system and the institutional types that are necessary to address the social and economic challenges that confront South African society, and which respond to the needs of the students, are re-imagined, the transformation of higher education will remain unfulfilled. Each paper in this issue tackles the aims of higher education from a different perspective.
The contributions to this edition of Kagisano suggest that the aims of higher education in South Africa are far from ... Show Full Abstract
- Expanding higher education: institutional responses in Australia from the post-war era to the 1970s
The history of universities in the 20th century is, at least from the perspective of growth, a massive success. Australian higher education is no exception. Prior to the Second World War, Australia had six universities and approximately 10,500 students. Now there are in excess of one million students attending 39 institutions. In each phase of student expansion, governments have sought to make universities accessible to new segments of the community, a pattern that informs contemporary social inclusion initiatives. This paper focuses on two successive periods - the 1940s/1950s and the 1960s/1970s - during which university participation expanded. Comparing two universities which were at that time very different from one another - the University of Sydney and the University of New South Wales - [the author] consider[s] the ways both universities approached admissions to understand what each institution hoped to achieve in attracting students beyond the traditional elite. This helps move beyond government strategy and rhetoric to consider what universities believed was at stake as they enabled new students to enter their communities.
The history of universities in the 20th century is, at least from the perspective of growth, a massive success. Australian ... Show Full Abstract
- Experiences of alienation at university: some themes amongst Mount Druitt youth
This report examines the experiences of alienation recounted by five participants from Mount Druitt – a severely disadvantaged region in Western Sydney, Australia – who are beginning their higher education at five different university campuses located in the central or northern regions of Sydney (termed 'Metropolitan Sydney' for brevity). It begins by recounting the responses given by these five participants to the question: 'Can you tell me a bit about what university life has been like for you?' On this basis, a thematic analysis of their experiences is conducted, exploring themes and sub-themes that suggest alienation specific to their milieu and that may be passed over by broader survey categories such as 'low socioeconomic status (SES)' or 'disadvantaged.'
This report examines the experiences of alienation recounted by five participants from Mount Druitt – a severely ... Show Full Abstract
- Status of the situation of young people in the European Union
In 2009, the Council endorsed the renewed framework for European cooperation in the youth field (2010-2018), known in short as the [European Union] EU Youth Strategy. Its objectives are to: (1) create more and equal opportunities for all young people in education and in the labour market, and (2) promote the active citizenship, social inclusion and solidarity of all young people. The period covered by the EU Youth Strategy is divided into three-year cycles, with the requirement to produce an EU youth report at the end of each cycle, the first of which will be drawn up in 2012. This Staff working document supports the Commission Communication which presents the draft EU youth report to the Council. It provides a comprehensive picture of the situation of young people in Europe based on the latest available data, statistics and research. It portrays trends and developments in young people's conditions in different areas, corresponding to the 'fields of action'. It builds on the dashboard of EU youth indicators, which is an overview of 41 indicators that measure the most crucial aspects of the lives of young people in Europe.
In 2009, the Council endorsed the renewed framework for European cooperation in the youth field (2010-2018), known in short ... Show Full Abstract
Corporate authors: European Commission (EC)
Geographic subjects: Europe
Resource type: Paper
Series name: European Union youth report
Subjects: Youth; Employment; Culture and society;Outcomes; Participation; Skills and knowledge; Migration; Research; Statistics; Vocational education and training; Higher education; Career development; Students show more
- Universities of technology
One of the processes set off by the restructuring of higher education initiated in 1995 was the repositioning of South African higher education institutions within the higher education system. This process included the requirements for a redefinition of institutional missions which were either driven from outside, as in the case of the creation of comprehensive institutions, or which were driven internally by institutions' own analyses of the environment within which they operated. A particularly good example of mission redefinition in the context of restructuring is the response of the former technikons to the change of their designation to that of universities of technology in 2004. Although the change of designation of the South African technikons marked the point of arrival after a decade of discussion among and between the institutions and the Department of Education obscures a number of issues worth reflecting on. This issue of Kagisano brings together papers that attempt to illuminate some aspects of the debate about universities of technology.
One of the processes set off by the restructuring of higher education initiated in 1995 was the repositioning of South ... Show Full Abstract
- Outcomes and uptake of explicit research skill development across degree programs
This is the report of the outcomes of the first research skill development (RSD) project funded by the [Australian Learning and Teaching Council] ALTC (2007-2009). The aims of the project were to evaluate the long-term effectiveness of the implementation of the RSD framework, as it was implemented in multiple courses across five degree programs, and to disseminate existing RSD understanding as well as project findings when they became apparent.
This is the report of the outcomes of the first research skill development (RSD) project funded by the [Australian Learning ... Show Full Abstract
- Universities of technology: deepening the debate
One of the more significant elements of the restructuring of South African higher education, during the past decade, was the change in the designation of those institutions known as technikons to universities of technology (UoTs). This change in name brought with it contested expectations of a change in the nature of these institutions. This issue of Kagisano provides insider views of the universities of technology with papers contributed by senior staff working in the institutions. The eight papers cover key concerns - implementing appropriate teaching programmes, developing research in the institutions, the nature of technology transfer, the regulatory environment in which they operate and the monitoring of institutions' performance.
One of the more significant elements of the restructuring of South African higher education, during the past decade, was the ... Show Full Abstract
- The Higher Education Qualifications Sub-Framework
The South African National Qualifications Framework (NQF) is a single integrated system for the classification, registration, publication and articulation of quality-assured national qualifications. It comprises three co-ordinated qualifications sub-frameworks for: general and further education and training; higher education; and trades and occupations. As directed by the Minister of Higher Education and Training, each Quality Council (QC) is publishing its sub-framework as a policy document, as amended by the Minister and coordinated by the South African Qualifications Authority (SAQA). The South African Council on Higher Education is the QC for higher education and advises the Minister of Higher Education and Training on all higher education issues and is responsible for quality assurance and promotion through the Higher Education Quality Committee. This policy document sets down the Higher Education Qualifications Sub-Framework (HEQSF).
The South African National Qualifications Framework (NQF) is a single integrated system for the classification, ... Show Full Abstract
- Customized, Outcome-based, Relevant Evaluation (CORE) at Lipscomb University: a competency-based education case study
Lipscomb University, a private, faith-based, liberal arts institution in Nashville, Tennessee, has developed a competency-based education (CBE) model for nontraditional students returning to college to complete a degree. The Customized, Outcome-based, Relevant Evaluation (CORE) is a CBE model that integrates the use of behavioral assessment, online development, faculty coaching, and traditional coursework that can lead to a bachelor's degree.
Lipscomb University, a private, faith-based, liberal arts institution in Nashville, Tennessee, has developed a ... Show Full Abstract