- 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)
- Open University (34)
- Overcoming the obstacles: postsecondary education and Aboriginal peoples
For many Aboriginal peoples, trying to acquire a postsecondary education denotes overcoming a multitude of formidable barriers. Within this paper, [the author] discusses the nature of these obstacles, which [are] classified as: (a) historical; (b) educational; (c) social, economic, and geographical; (d) cultural and pedagogical; and (e) financial. Also within this article, [the author] offers suggestions of how to surmount each of these grave challenges.
For many Aboriginal peoples, trying to acquire a postsecondary education denotes overcoming a multitude of formidable ... Show Full Abstract
- Not a waste of space: professional development for staff teaching in New Generation Learning Spaces
The project responded to the critical need to focus on improving teaching in [Next] Generation Learning Spaces, since billions of dollars have been spent on designing or retrofitting these spaces. Next Generation Learning Spaces are specifically designed to increase active learning and to support a more student-centred approach to teaching and learning. While these spaces vary in their exact characteristics, they typically are: carefully planned to facilitate interactions between students and promote active learning; designed to allow for flexible use and arrangement of furniture; constructed without a lectern or single whiteboard/screen at the front of the space to enable teaching from anywhere in the room; and technology-enabled to encourage active, connected and collaborative learning. Despite considerable investment, there is evidence that their full potential has not yet been fully realised. Additionally, there is limited evidence that current approaches to professional development for academic staff teaching in these spaces are effective. The project has made a difference in a number of ways. It has contributed to the substantive body of literature on how to engage academic staff in professional learning to enhance their teaching. It has identified why current practice is not working and proposed a way forward. Over 200 academic staff at RMIT found the professional learning activities useful and indicated that they would trial a change to their teaching as a result. The project has supported a change in the way universities involved in the trials will provide professional learning for academic staff teaching in New Generation Learning Spaces using the innovative and an alternative approach to traditional professional development.
The project responded to the critical need to focus on improving teaching in [Next] Generation Learning Spaces, since ... Show Full Abstract
- Policy for the provision of distance education in South African universities in the context of an integrated post-school system
This policy seeks to resolve areas of uncertainty and provide strong support for the progressive development of South African university distance education as an indispensable and integral component of the national post-school education system. The policy is part of a broader focus on building the capacity of the post-school system but focuses primarily on university education because of its unique features. The development of this policy has taken place in the context of two important factors: the development and release of the ‘White paper on post-school education and training’ with its imperative to expand the system dramatically; and increasing, but by no means ubiquitous, penetration and affordability of information and communication technologies (ICTs) across South Africa. Both factors have a seminal impact on the provision of distance education in the public and private university sector.
This policy seeks to resolve areas of uncertainty and provide strong support for the progressive development of South ... Show Full Abstract
Corporate authors: South Africa. Department of Higher Education and Training
Geographic subjects: Africa; South Africa
Resource type: Policy document
Series name: Government gazette = Staatskoerant (South Africa. Department of Higher Education and Training
Subjects: Policy; Teaching and learning; Higher education;
- Environmental and conservation volunteering as workplace integrated learning for university students
This research paper introduces the concept and practice of tertiary sciences students doing environmental volunteering, also known as conservation volunteering, as a core part of their course. First year Natural Sciences students at Edith Cowan University do five days environmental volunteer work with community groups as a practicum, currently known as workplace integrated learning (WIL). Initial research data displays the number of volunteer hours done by students in various types of activities, locations and organisations. Preliminary quantitative evaluations and qualitative comments demonstrate students' positive attitudes and outcomes from their volunteering experiences. Definitions and classifications of volunteering and WIL from current literature are discussed as part of the curriculum design review process. Initial data from host organisations and students suggests that volunteering, and environmental volunteering in particular, can contribute to employability skills, although the program needs to be evaluated as one component of an integrated program of WIL that the students are required to complete. Students learn about potential careers and the environment industry's reliance on volunteers. Students learn and practise specific skills (e.g. animal handling) and contribute to communities and the environment.
This research paper introduces the concept and practice of tertiary sciences students doing environmental volunteering, also ... Show Full Abstract
- Tertiary Education Quality and Standards Agency Amendment Bill 2014
On 6 March 2014, the Senate referred the Tertiary Education Quality and Standards Agency Amendment Bill 2014 (Bill) to the Education and Employment Legislation Committee for inquiry and report by 16 June 2014. The Bill seeks to amend the Tertiary Education Quality and Standards Agency Act 2011 (TEQSA Act) to give effect to the Government's decision to implement recommendations arising from the  Review of Higher Education Regulation. The Bill, which comprises eight parts, aims to increase the efficiency of [Tertiary Education Quality and Standards Agency] TEQSA and reduce the burden on higher education institutions.
On 6 March 2014, the Senate referred the Tertiary Education Quality and Standards Agency Amendment Bill 2014 (Bill) to the ... Show Full Abstract
- Enhancing tertiary teaching and learning through Ako Aotearoa-funded project work: part 1
This National Project Fund (NPF) Impact Evaluation Framework (IEF) report is part one in the series 'Enhancing tertiary teaching and learning through Ako Aotearoa-funded project work'. The report reviews the impact of 27 completed NPF projects with the collated results of the IEF showing that NPF projects have been widely disseminated with over 170 presentations and publications. It is estimated that over 7400 practitioners (2400 teaching staff and 5000 employers) are likely to have benefited and/or improved their practice as a result of these projects. This means that well over three practitioners improved their practice for every 1,000 dollars invested. The report also estimates that over 62,000 learners are likely to have benefited, representing over 30 learners for every 1,000 dollars invested. The second report is due for completion by the end of 2014 and will describe the collated results of IEF conversations about completed Regional Hub Project Fund (RHPF) projects.
This National Project Fund (NPF) Impact Evaluation Framework (IEF) report is part one in the series 'Enhancing tertiary ... Show Full Abstract
- Pathways to social inclusion: the participation of refugee students in higher education
The Australian higher education sector is increasingly culturally diverse. Apart from recent school leavers and mature aged adults from various equity groups, there is a growing trend in the participation of students from refugee/humanitarian entrant backgrounds. This group of students come from a position of social disadvantage and have experienced enormous challenges and adverse events in their countries of birth and in their transit countries. Education in Australia represents the promise of a better life but also encompasses multiple factors which impact on their successful transition through university. Effective enabling and support programs not only help individual students and their families but may also impact on broader engagement in the wider community. It forms an important part of the University's policy framework about issues of diversity and social inclusion. This paper outlines the growth of refugee student participation in enabling programs at the University of Newcastle, New South Wales. It includes a discussion of the educational and cultural barriers to learning faced by such students, the range of support currently provided, and the challenges to effectively support students in their educational endeavours and participation in the broader community.
The Australian higher education sector is increasingly culturally diverse. Apart from recent school leavers and mature aged ... Show Full Abstract
- Massive open online course (MOOC) report 2013
The University of London International Programmes launched four massive open online courses (MOOCs) on the Coursera platform in June 2013. Each of the MOOCs lasted six weeks and was designed to offer a short introduction to subjects the university offered as full degrees. The initial offering of four MOOCs attracted over 210,000 initial registrations, over 90,000 active students in their first week, from over 160 countries and lead to 8,843 Statements of Accomplishment being attained. The programmes offered achieved an aggregate student satisfaction rating of 91 per cent (ranging from good to excellent). While it is still too early to evaluate the conversion of students completing a MOOC to enrolment on a University of London International Programmes degree, over 30 students who applied to the university's 2013/14 fee-paying programmes have indicated that they took one of the MOOCs beforehand.
The University of London International Programmes launched four massive open online courses (MOOCs) on the Coursera platform ... Show Full Abstract
- The Bradley challenge: a sea change for Australian universities?
This paper begins with a focus on the problematic nature of one key term in the 'Bradley report'. Socioeconomic status, or SES as commonly used, lacks clear definition leading to ongoing debates about its measurement. A working consensus on SES and its measurement is necessary for the report's recommendations to proceed effectively. Next [the authors] analyse research on university culture and practice relating to non-traditional students in order to develop the case for cultural transformation at the same time as broader recruitment if the new enrolment strategies are to deliver real change. [The authors] conclude with comments on the likely success of the Bradley recommendations in terms of the future of Australian universities and the broader culture.
This paper begins with a focus on the problematic nature of one key term in the 'Bradley report'. Socioeconomic status, or ... Show Full Abstract
- Performance indicators: a report on where we are and where we are going
This performance indicator report reviews the performance of the Ontario postsecondary education system. There is a new generation of quality measures emerging in the form of learning outcomes and informed perspectives on employer needs. This report reinforces the importance of better alignment between postsecondary skills and labour market needs, as well as a greater focus on defining and measuring learning outcomes. With new and improved data, more will be known about quality in Ontario's postsecondary system. This report speaks equally to what can be measured successfully and what cannot and it proposes a way forward to enhance the understanding and measurement of performance in Ontario's postsecondary system.
This performance indicator report reviews the performance of the Ontario postsecondary education system. There is a new ... Show Full Abstract
Corporate authors: Higher Education Quality Council of Ontario (HEQCO)
Geographic subjects: Canada; North America
Resource type: Report
Subjects: Performance; Teaching and learning; Higher education;Quality; Research; Equity; Outcomes; Providers of education and training; Culture and society show more