- 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) (42)
- 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)
- Innovations in Tertiary Education Delivery Summit: summary of proceedings
The Innovations in Tertiary Education Delivery Summit 2014 (ITES 2014) was held on 5-6 June in Auckland, New Zealand and was hosted by the Minister for Tertiary Education, Skills and Employment. The purpose of ITES 2014 was to start a national conversation about innovative new ways of delivering tertiary education, the opportunities and challenges these present, and the future of tertiary education. This document provides a record of proceedings and identifies key themes to emerge from the sessions. The themes identified were: evolution of practice enabled by technologies; the value of innovative teaching and learning practices, on their own and in combination with traditional delivery; recognition and support for new ways of learning; and roadblocks to change. These themes have been identified to help inform and shape the understanding and actions of all tertiary stakeholders: tertiary education organisations (TEOs), students, interest groups and government. The content represents the views of the attendees, and is not a reflection of the government's position.
The Innovations in Tertiary Education Delivery Summit 2014 (ITES 2014) was held on 5-6 June in Auckland, New Zealand and was ... Show Full Abstract
- Reform of the ESOS framework: discussion paper
This discussion paper emerged from a round of stakeholder consultations held earlier this year. Stakeholders consulted included Australian Council for Private Education and Training, TAFE Directors Australia, English Australia, the Australian Skills Quality Authority (ASQA), the Tertiary Education Quality and Standards Agency (TEQSA), and the Council of International Students Australia. The paper proposes specific changes to legislation and regulation in areas covering: streamlining quality assurance agency processes; reducing the reporting burden; minimising Tuition Protection Service requirements; increasing flexibility in education delivery; transfer of students from one provider to another; welfare of students aged under 18; working with stakeholders to produce a practical and accessible National Code and explanatory guide for Education Services for Overseas Students (ESOS); and registration charges. Education institutions, training organisations, peak bodies and agencies are invited to respond to the paper via written submissions which must be received by 31 October 2014.
This discussion paper emerged from a round of stakeholder consultations held earlier this year. Stakeholders consulted ... Show Full Abstract
- Do higher education institutions make a difference in competence development?: a model of competence production at university
This paper proposes a model of competence development required of graduates at work which suggests that universities make a difference when they add value to their students. They add value by ensuring that their modes of teaching and learning, and assessment positively enhance the competencies of their students which are important in the labor market. [The] results have clear implications for policy in the Bologna process. One of the main challenges facing higher education institutions in Europe is to transform their current pedagogical practices - the lecture continues to be the dominant teaching method - into competence-based teaching as a response of universities to labor market needs. In this paper, econometric evidence shows that innovative methodologies used by Spanish universities play a key role in competence development. This is consistent with the view that education raises productivity; a finding that refutes some theories which suggest that education may be no more than a screening device which allows employers to identify the more able potential employees from the rest. Besides the importance of formal academic institutions, firms appear to be sources of learning and skill formation as well.
This paper proposes a model of competence development required of graduates at work which suggests that universities make a ... Show Full Abstract
- The urgency of postsecondary education for Aboriginal peoples
Canada has an unprecedented need to increase the number of Aboriginal peoples who undertake and complete postsecondary programs. Endorsing postsecondary education for Aboriginal peoples advocates an invigorating, fortifying future for Aboriginal peoples, their families, and their communities. Additionally, the postsecondary educational achievements of Aboriginal peoples support the health and sustainability of the Canadian nation; spearheaded by Western Canada's current economic prosperity, human resources supplied by Aboriginal peoples have become increasingly important. Captured herein are demographic, social, educational, and economic trends reinforcing the rationale that Aboriginal peoples urgently need to be provided with greater opportunities to succeed in postsecondary education.
Canada has an unprecedented need to increase the number of Aboriginal peoples who undertake and complete postsecondary ... Show Full Abstract
- Access to post-secondary education in Canada among first and second generation Canadian immigrants: raw differences and some of the underlying factors
This research exploits the extremely rich and relatively under-utilised Youth in Transition Survey, Reading Cohort ('YITS-A') to investigate access to post-secondary education (PSE) amongst the children of immigrants, including both (1) those who themselves came to this country as immigrants but arrived early enough to face their PSE opportunities in Canada; and (2) those who were born in Canada to parents who were immigrants. [The] results show that both these first- and second-generation immigrants are, overall, considerably more likely to attend PSE than non-immigrant youth (i.e., 'third generation' and higher Canadians), that these differences are driven principally by higher university participation rates rather than college attendance, and that the patterns vary a great deal by source country and the specific combination of the mother's and father's immigration status and origin (i.e., when they are not both immigrants or from the same country). [The authors] also find that these patterns are partly explained by certain demographic characteristics (e.g., urban residence, living in a two-parent family), by immigrants' parents' education levels (the children of high education parents are generally more likely to go to PSE and immigrants tend to have relatively highly educated parents), and other observable factors, but that some important differences remain even after controlling for these. [They] then show that these remaining differences are to some degree related to high school grades and a range of 'scale' variables that reflect young people's high school experiences, including their academic and social engagement, self esteem, and so on, but again some differences remain after even this extensive set of regressors is added. [The authors] discuss these patterns, and the possible explanations of the remaining differences.
This research exploits the extremely rich and relatively under-utilised Youth in Transition Survey, Reading Cohort ... Show Full Abstract
- Developing relevant skills: culture and structure (the case of Norway)
This country paper highlights and discusses the 12 key challenges for Norway that were identified through the OECD Skills Strategy Project. The 12 challenges are: (1) ensuring strong foundation skills for all; (2) reducing drop-out; (3) informing educational choices; (4) enhancing labor market participation among those receiving disability benefits; (5) encouraging labor market attachment among low skilled youth; (6) ensuring Norwegians remain active longer; (7) engaging employers in ensuring a highly skilled workforce; (8) promoting innovation and entrepreneurship; (9) enhancing the use of migrants' skills; (10) facilitating a 'whole-of-government approach to skills'; (11) ensuring local flexibility and adaptability for nationally designed policies; and (12) building partnerships at the local and national level to improve implementation.
This country paper highlights and discusses the 12 key challenges for Norway that were identified through the OECD Skills ... Show Full Abstract
- Regulation of international education: Australia and New Zealand
Australia and New Zealand have many thousands of international students studying across all sectors. In both countries these students represent a significant source of overseas funds and contribute enormously to the cultural life of each country. This article examines the requirements under Australian and New Zealand law governing international students to determine whether these provide adequate safeguards for international students at all education levels.
Australia and New Zealand have many thousands of international students studying across all sectors. In both countries these ... Show Full Abstract
- Models of quality assurance in evaluation and validation of competencies, for an easier access to higher education
Validation of competencies is an issue very much debated nowadays at European level as a solution for enlarging access to higher education. Unfortunately, the Romanian higher education system is still not open to introducing this flexible pathway from a formal point of view, even though bottom-up practices exist. The paper presents a content analysis of three models elaborated and operating in Switzerland, the Netherlands, and Nordic countries, for ensuring quality in the validation practices introduced in their higher education institutions, highlighting possible ways for transferring such models into the Romanian context.
Validation of competencies is an issue very much debated nowadays at European level as a solution for enlarging access to ... Show Full Abstract
- From labor shortage to labor surplus: the changing labor market context and its meaning for higher education
Triggered by a crisis in the American financial system, the American economy has experienced sharp contractions in overall levels of output, income, and wealth. These losses have had an impact on the nation's labor market, causing sharp declines in payroll employment levels in the nation and most states. Higher education's link to the job market has become quite important in recent years, as rising returns to college endowments have fueled increases in both enrollment and real tuition and fees. Over the foreseeable future, it appears likely that the earnings levels and the size of the earnings advantages among new college graduates will fall as the excess labor supply - even in the college labor market - becomes the basic economic and labor market context in which higher education operates. Colleges and universities must adjust to a new labor market environment that is different in fundamental ways by regrouping and re-organizing their resources to more effectively respond to the new labor surplus context that will characterize the nation's labor markets in the next decade.
Triggered by a crisis in the American financial system, the American economy has experienced sharp contractions in overall ... Show Full Abstract
- 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