- Organisation for Economic Co-operation and Development (OECD) (99)
- Further Education Development Agency (Great Britain) (FEDA) (72)
- Learning and Skills Council (Great Britain) (LSC) (68)
- National Centre for Vocational Education Research (NCVER) (54)
- Australian Council for Educational Research (ACER) (52)
- Great Britain. Learning and Skills Development Agency (LSDA) (48)
- Australia. Department of Education, Science and Training (DEST) (47)
- Great Britain. Department for Education and Skills (DfES) (47)
- New Zealand. Ministry of Education (MOE) (40)
- Further Education Staff College (Bristol, England) (FESC) (39)
- Lancaster University Management School. Centre for Excellence in Leadership (CEL) (36)
- European Education Information Network (EURYDICE) (33)
- National Institute of Adult Continuing Education (England and Wales) (NIACE) (33)
- Open University (33)
- Twining, John (33)
- Goals and governance of higher education in India
In this paper, we explore the evolution of the Indian State's role in governance, and the implications this has for goal setting. We find that the Indian government's activist role in governance marked a change from the colonial period. This, we suggest, was not due to changes in the relative influence of different stakeholder groups. It was instead due to new national developmental goals, particularly industrialization. Fairly quickly after independence, we find that higher education governance came to be exercised in different ways between the center and the states. Control over the system's governance was to later become an arena of contest between the national (central) government and the provinces (states), leading to disagreements on strategies, such as on funding and regulation. In later phases, particularly in the third phase that began in 1984 and continues to the present, the disagreements intensified because educational priorities started changing due to the changes in the relative influence of stakeholder groups and new forces such as globalization.
In this paper, we explore the evolution of the Indian State's role in governance, and the implications this has for goal ... Show Full Abstract
- Te ara manukura: the factors motivating young Maori to enter university
Higher education has a significant role to play in the development and progression of a people. Maori highlight for themselves that participation in tertiary education is important and necessary for advancements in matauranga Maori, economic development, environmental sustainability, health, social well-being and educational achievement. This thesis explores the factors that motivate young Maori to pursue a university degree. In addition, it explores the expectations of young Maori as a result of pursuing a university degree. Kaupapa Maori methodology underpins the theoretical framework used to direct all aspects of the research project. Te Manu Tukutuku offers a culturally appropriate theoretical framework that illustrates the fundamental principles that underpin the research. Participants were recruited through established social relationships and qualitative data was then gathered through semi-structured interviews with eleven young Maori university students in the North Island of New Zealand. A synthesis of the participants' responses and relevant literature reveal the key factors that motivate young Maori to pursue a university degree, that is, significant relationships and individual strengths. In addition, the expectations of young Maori as a result of pursuing a degree are shown in the context of building and maintaining relationships as well as individual excellence. The significant role of intrinsic and extrinsic motivators in the decision-making of young Maori is also discussed. The findings of this study are of importance to those involved with the effective achievement, motivation, educational transition and career development of young Maori. This thesis concludes with five key recommendations that relate to the findings of this study and suggestions for future research in this field.
Higher education has a significant role to play in the development and progression of a people. Maori highlight for ... Show Full Abstract
- Perspectives from campus leaders on the current state of student learning outcomes assessment: NILOA focus group summary 2009-2010
Colleges and universities in the US have been under increased pressured to demonstrate accountability for student learning and be more transparent about dimensions of educational quality. Although institutions are responding to these demands, it is not altogether clear where learning outcomes assessment ranks in importance on institutions’ action agenda, or the extent to which colleges and universities are using assessment results to make real improvements in the quality of student learning. The National Institute for Learning Outcomes Assessment (NILOA) is a multiyear effort to understand and further the student learning outcomes agenda nationally. One of NILOA’s primary activities is tracking the journey of higher education institutions responding to the challenge of outcomes assessment. To this end, NILOA conducts surveys, focus groups, and case studies to learn more about what colleges and universities are doing to assess student learning and how they are using the results. This paper highlights lessons from four focus group sessions with campus leaders - presidents, provosts, academic deans and directors of institutional research from a variety of two and four-year institutions - regarding their perspectives on the state of learning assessment practices on their campuses. The perceptions are considered in relation to findings from the 2009 NILOA survey report, ‘More than you think, less than we need: learning outcomes assessment in higher education’. The paper concludes by articulating questions and challenges raised by campus leaders including reservations about identifying and using assessment measures, issues of transparency and communicating results, and concerns about financing assessment.
Colleges and universities in the US have been under increased pressured to demonstrate accountability for student learning ... Show Full Abstract
- Exploring intermediate vocational education and training for 16-19-year-olds in Germany and England
This chapter focuses upon aspects of full-time vocational education and training (VET) provision for young people aged 16-19 in Germany and England. This provision is aimed at young people who have been unable to gain access to the dual system in Germany or advanced level (largely academic) provision in England. We show that there are significant numbers of young people who fall into this category in both countries. The chapter examines some of the characteristics of provision through the transition sector in Germany and a variety of courses in England. Drawing upon recent research, it focuses upon two recent developments - the promotion of 'personal learning' in vocational schools in North Rhine Westphalia (NRW) and the introduction of diploma courses in England from 2008. The chapter ends with an analysis of similarities between Germany and England in tackling some of the issues and problems in developing full-time intermediate VET in order to meet the needs of the young people, employers and the wider society.
This chapter focuses upon aspects of full-time vocational education and training (VET) provision for young people aged 16-19 ... Show Full Abstract
Authors: Higham, Jeremy J. S.; Kremer, H. -Hugo; Yeomans, David
Geographic subjects: England; Great Britain; Germany;
Resource type: Book chapter
Series name: Technical and vocational education and training: issues, concerns and prospects
Subjects: Youth; Qualifications; Participation;Teaching and learning; Apprenticeship; Higher education; Employment; Vocational education and training show more
- Why do tertiary education graduates regret their study program?: a comparison between Spain and the Netherlands
In this paper we investigate the determinants of regret of study program for tertiary education graduates in Spain and the Netherlands. These two countries differ in their educational system in terms of the tracking structure in their secondary education and the strength of their education-labor market linkages in tertiary education. Therefore, by comparing Spain and the Netherlands, we aim at learning about the consequences that the two educational systems might have on the regret of study program in tertiary education. Basing on the psychological literature on regret, we derive some expectations on the determinants of regret of study program. Results reveal that both, education track and education-labor mismatch of tertiary education, are important determinants of the likelihood of program regret. Results allow us to derive some policy recommendations on the tertiary education system.
In this paper we investigate the determinants of regret of study program for tertiary education graduates in Spain and the ... Show Full Abstract
- Evaluation of Routes into Languages: final report
The Routes into Languages program was undertaken to encourage the take-up of language courses through to higher education (HE) level in England. The aims of the program were: (1) to increase and widen participation in language study in higher education; and (2) to support the role of HE languages as a motor of national economic and civic regeneration. SQW Consulting was commissioned to provide an independent evaluation of the program over three years of its operation in order to: provide formative assessment of the initiative, for developmental purposes; provide a summative assessment of the outputs and impacts of the overall program; and inform strategic decision making and prioritisation of future activities.
The Routes into Languages program was undertaken to encourage the take-up of language courses through to higher education ... Show Full Abstract
- A test of leadership: charting the future of US higher education [Spellings report]
The Commission on the Future of Higher Education was asked by the US Secretary of Education, Margaret Spellings, to examine four central issues in American higher education: access, affordability, quality and accountability. Although much good work is being done, the Commission found shortcomings remaining. This report outlines the goals that underpin what the Commission expects from American higher education, defined to include all public and private education that is available after high school, i.e. trade schools, online professional training institutions, technical colleges, community colleges, traditional four-year colleges and universities, and graduate and professional programs. These expectations are that: the higher education system creates relevant knowledge, contributes to economic prosperity and global competitiveness, and empowers citizens; higher education is accessible to all Americans, throughout their lives; postsecondary institutions provide high quality instruction along with improving their efficiency in order to be more affordable for students, taxpayers and supporting donors; higher education gives Americans the workplace skills needed to adapt to a rapidly changing economy; and higher education institutions adapt to technological and demographic change, globalisation and a training market that includes new providers and paradigms, from for-profit universities to distance learning. To achieve these goals, and stemming from the findings of the review, the report makes a number of recommendations for improving the higher education system.
The Commission on the Future of Higher Education was asked by the US Secretary of Education, Margaret Spellings, to examine ... Show Full Abstract
- College students' perceptions of studying abroad and their readiness
This study aims to determine what college students believe is essential on studying abroad and investigates which programs they prefer for outbound study. The trend of globalization and expansion of higher education have resulted in changes for studying abroad programs in numerous Asian countries. In particular, the over-provided undergraduate and graduate education system in Taiwan raises questions on how college students perceive such outbound study. This paper collected survey data from 219 college students at two universities in Taiwan to analyze their opinions and levels of readiness on studying abroad programs. This study applied fuzzy methods to transform the data and interpret the results, and the findings showed that gender and college major influence student perceptions on the importance of studying abroad, as well as their readiness to study abroad. Typically, women exhibit more preparedness for studying abroad than their male counterparts. Following the expansion of higher education in Taiwan, more students are considering studying abroad programs for short-term stay in foreign countries. According to the patterns of perception, this study built fuzzy models to explain the consistency of importance and levels of readiness on studying abroad. The results reveal that fuzzy statistics can be used for proper interpretation of the factors influencing students to study abroad and their readiness.
This study aims to determine what college students believe is essential on studying abroad and investigates which programs ... Show Full Abstract
- Counsellors becoming counsellor educators: a New Zealand example
The international literature on adjunct faculty in higher education, including professional education, does not yet cover counsellor education in particular, although many programs rely on the teaching services of experienced practitioners in adjunct faculty positions. This article reports on a small, exploratory study conducted with adjunct faculty members appointed to one-year, full time fellowships in the counsellor education program in which the authors are full time academics. The study identifies the mutual benefits of this practice, to the practitioners who teach as adjunct faculty and to the counsellor education program. It also identifies areas that are problematic. In view both of the identified benefits and the difficulties experienced, the authors discuss their responsibilities as permanent academic staff to the practitioners who teach as adjunct faculty. The authors suggest that programs benefit from the ethic of hospitality that adjunct faculty can offer and invite academic staff to bring (un)conditional hospitality to the collegial relationship in counsellor education.
The international literature on adjunct faculty in higher education, including professional education, does not yet cover ... Show Full Abstract
- The role of Diaspora in university-industry relationships in globalised knowledge economy: the case of Palestine
University-industry (U-I) linkage is not a new concept. Although there are models for such linkage that have been tested or used, they may remain unsuitable in certain countries and communities. With the unique situation of the Palestinians, the existing models may fall short of meeting the specific needs and targets of establishing such a relationship. This paper aims at building a framework for stronger relationships between Palestinian universities and industries and entrepreneurial network of the Palestinian Diaspora based on a strong supporting platform of science, engineering, technology and innovation (SET and I). This would in turn strengthen the SET and I platform rendering it an enabled and enabling platform. Several interviews were conducted with people seen as experts and/or representatives in this field. University-industry collaboration, knowledge networks, Diaspora, researchers, investment, spin off, spill over, brain drain, Palestinian skilled immigrants and others are pieces of a puzzle. This puzzle can be put together in many ways. Looking through the eyes of Palestinian Diaspora entrepreneurs, U-I collaborations are a ready platform that could support their mobilization and movement towards challenge and socio-economic satisfaction in Palestine.
University-industry (U-I) linkage is not a new concept. Although there are models for such linkage that have been tested or ... Show Full Abstract