- National Centre for Vocational Education Research (NCVER) (234)
- Organisation for Economic Co-operation and Development (OECD) (105)
- Tea Tree Gully College of TAFE (100)
- Australian National Training Authority (ANTA) (99)
- TAFE National Centre for Research and Development (Australia) (89)
- European Centre for the Development of Vocational Training (Cedefop) (72)
- South Australia. Department of Employment and Technical and Further Education (70)
- Columbia University. Teachers College. Community College Research Center (CCRC) (67)
- Australian Council for Educational Research (ACER) (63)
- Further Education Development Agency (Great Britain) (FEDA) (62)
- Great Britain. Office for Standards in Education (England) (Ofsted) (62)
- National Institute of Adult Continuing Education (England and Wales) (NIACE) (62)
- National Center for Research in Vocational Education (U.S.) (NCRVE) (61)
- Great Britain. Department for Education and Skills (DfES) (55)
- Australia. Department of Education, Science and Training (DEST) (54)
- Eliminating educational inequality through e-learning: the case of Virtual University of Pakistan
This study aims at examining the role of e-learning in combating the issues of inequality in terms of access and quality in the field of higher education in Pakistan. The education system in Pakistan is mainly characterized by educational disparity. The standard of education is directly proportional to the investment students make in the form of registration and fees. Another important issue is the non-availability of reputed educational institutes in small towns and villages. Unfortunately, very few people from rural areas have access to quality higher education. Virtual University of Pakistan through its distance e-learning mode has come forward to break this trend in social inequality by providing equal educational opportunities to all social classes through its affordable fee structure yet ensuring high standards of teaching.
This study aims at examining the role of e-learning in combating the issues of inequality in terms of access and quality in ... Show Full Abstract
- TAFE: an Australian asset: report of the inquiry into TAFE and its operation
[Technical and further education] TAFE plays a significant role in the development of skills that are essential to the Australian economy. The TAFE sector is the largest education and training sector in Australia with 61 government-owned TAFE institutes and university TAFE divisions. This report considers TAFE in a number of different contexts: TAFE's position in the skilling of Australia's workforce; the role it plays in the provision of pathways to employment and university; its community support role; and the competitive environment in which it operates.
[Technical and further education] TAFE plays a significant role in the development of skills that are essential to the ... Show Full Abstract
- Review of the effects of funding approaches on Service Skills qualifications and delivery in Victoria
[This research] examines the effects of funding changes in Victoria on the range of industries covered by Service Skills training packages and qualifications over the period 2008 to 2013. Broadly, the industries in the Service Skills profile cover wholesale, retail and personal services, including hairdressing, beauty, floristry, community pharmacy and funeral services. It also covers tourism, travel and hospitality, including meetings and events, accommodation, restaurants and catering, holiday parks and resorts, and finally, sport, fitness and recreation, including community and outdoor recreation. The research was based around three research questions which examined the changes in provider and enrolment numbers in the industry sectors and related qualifications covered by Service Skill's training packages over the time course 2009 to 2013; the effects of the changes on employers and employees; and, finally, the effects of the changes on training providers, and consequential effects on students and communities.
[This research] examines the effects of funding changes in Victoria on the range of industries covered by Service Skills ... Show Full Abstract
- How ready are postsecondary institutions for students who are d/Deaf or hard-of-hearing?
Educational policy in the United States is increasingly focused on the need for individuals to be academically ready for postsecondary education experiences. The focus of these initiatives, however, centers primarily on individuals and their competencies and characteristics, and not on the capacities of postsecondary institutions to serve them. This article uses the lens of students who are d/Deaf or hard-of-hearing (DHH) to explore ways in which college readiness can be conceptualized as overlapping continuums of preparedness for both individuals and institutions. The article first summarizes research on students who are DHH and their readiness across core domains of academic preparation, language and communication, and soft skills. The article then discusses considerations at the institutional level such as accommodations, direct versus mediated communication, student disclosure rates, and their level of accessibility for students who have a different academic, linguistic, and cultural experience than most institutional infrastructure is designed to serve. [The authors] conclude with considerations for future investigation and an expansion of the dialog around readiness and postsecondary education.
Educational policy in the United States is increasingly focused on the need for individuals to be academically ready for ... Show Full Abstract
- Evolving statewide transfer policies: persistent efforts in tension with workforce development among Massachusetts community colleges
Since their inception, community colleges have included the transfer function as a central mission, yet arguments have been made contending that two-year/community colleges have systematically diverted students toward occupational education and served to 'cool out' students' expectations for bachelor's degrees. In the 21st century, community colleges continue to contend with multiple missions and identities. The diversionary discourse of cooling out continues to carry a lot of weight, especially when viewed from a workforce-development perspective stressing short-term employability as the primary community college objective. The two-fold purpose of this study focuses on the academic transfer mission of community colleges in a context where this mission has been in tension with, and often seemingly dominated by, the vocational mission. [The authors] utilize document and thematic analysis to identify the elements of formal transfer and articulation policies in the United States leading into the 21st century. Using these findings as a framework for comparison, [the authors] then draw on Massachusetts as a case study to explore how transfer and articulation policies have resembled and/or diverged from the components identified. [The authors] present implications in light of transfer policy development in Massachusetts, expanding discussion to stress the importance of common articulation guidelines within state-determined higher education priorities.
Since their inception, community colleges have included the transfer function as a central mission, yet arguments have been ... Show Full Abstract
- Against short term professional learning
A three-year study was conducted involving teacher interviews and observation in one high school in [New South Wales] NSW. Initially the contact between teacher and researcher came from an Australian Government Quality Teaching Program that provided 12-month funding to support teachers in professional learning. The role of the academic partner was to facilitate teachers in development of individual learning plans. Such learning plans are designed to return control of the professional learning experience to teachers. This narrative critically explores how allowing individual learning plans to develop freely produced successful outcomes that changed a teacher's pedagogy over a period of three years. However, it also shows that the time frame required to create perceptible improvement is often unrelated to the time frame of the funding available to support professional learning. The evidence is a case study of a teacher's journey – from her initial plan to increase her use of technology in her teaching to its ultimate evolution as a commitment to project-based learning - that benefited not only her own students but also her colleagues. This case study shows that the time for her pedagogic innovations to evolve to fruition resulted in benefits to the wider school learning community. This finding has implications for policy, as funding provisions that operate in short-term allocations give little encouragement for teachers to persist.
A three-year study was conducted involving teacher interviews and observation in one high school in [New South Wales] NSW. ... Show Full Abstract
- Who are Australia's information educators?
In recent years, there has been considerable discussion of the challenges facing the future of information education in Australia. This paper reports a study that explored the characteristics and experiences of Australia's information educators. The study was undertaken as part of a larger project, which was designed to establish a consolidated and holistic picture of the Australian information profession and identify how its future education could be mediated in a cohesive and sustainable manner. Sixty-nine of Australia's information educators completed an online questionnaire that gathered data on aspects such as age, gender, rank, qualifications, work activities and job satisfaction. The key findings from this study confirm that a number of pressing issues are confronting information educators in Australia. For example, Australia's information educators are considerably older than that of the total Australian academic workforce; over half the information educators who participated in the study are looking to retire in the next 10 years; and Australia's information educators spend more time on service activities than members of other disciplines within Australia's education system and place a stronger importance on teaching over research. Left unaddressed, these issues will have significant implications for the future of information education as well as the broader information profession. Many of the key observations drawn from this study may also have relevance to other disciplines in the Australian educational context.
In recent years, there has been considerable discussion of the challenges facing the future of information education in ... Show Full Abstract
- TAFE organisation and funding in NSW: past and present
Technical and further education (TAFE) is important for the development of an economy. In the second half of the 20th century, post-school non-university education was delivered by the public sector. By the end of the first decade of the 21st century, delivery has increasingly become the province of commercial providers. This has occurred in the context of an overall change in the provision of a number of government services. This e-brief not only sets out to illustrate the role that post-school/non-university education occupies, but highlights the decisions that have set in motion the recent changes. It also looks at the development of funding for technical and further education.
Technical and further education (TAFE) is important for the development of an economy. In the second half of the 20th ... Show Full Abstract
- Australian teachers and the learning environment: an analysis of teacher response to TALIS 2013: final report
The OECD Teaching and Learning International Survey (TALIS) is the first international survey programme to focus on the learning environment and the working conditions of teachers in schools. The overarching aim of TALIS is to provide robust, policy relevant indicators and analysis on teachers and the learning environment for an international audience. It aims to provide an opportunity to examine best practice in education systems around the world, to allow countries to identify other education systems facing similar challenges to their own and to learn from other policy approaches. TALIS provides internationally comparable information in the areas of teacher demographic characteristics, school leadership, teacher professional development, systems of feedback and appraisals for the teaching workforce, school effectiveness, and teacher practices and beliefs. As was the case for the 2008 cycle of TALIS, the Department of Education (formerly DEEWR) again commissioned the Australian Council for Educational Research (ACER) to oversee and conduct the implementation of TALIS 2013 in Australia. In Australia, over 2,000 teachers and 149 principals in 149 schools comprised the [International Standard Classification of Education] ISCED 2 sample. In the Australian context, ISCED 2 teachers are defined as teachers of students in lower secondary education or, more specifically, teachers of students in Years 7, 8, 9 or 10. The information relayed in this report relates only to the data collected from the ISCED 2 level survey.
The OECD Teaching and Learning International Survey (TALIS) is the first international survey programme to focus on the ... Show Full Abstract
- Institutional barriers for adults' participation in higher education in thirteen European countries
This study focuses on institutional barriers that adult learners experience while participating in higher education programmes. [The authors] developed a holistic measure of diversification, accessibility, flexibility and affordability of higher education for adults. Based on pre-economic-crisis data across Europe [the authors] then explored the impact of macro-level institutional factors on the formation of the barriers by national welfare state arrangements. [The authors] found that perceived barriers are the lowest in liberal and social democratic countries but highest in post-soviet ones, with other post-socialist countries and continental ones in between. While perception of various barriers can be lessened by increasing flexibility of the educational programmes, [the authors'] findings still show that the level of perceived barriers remains high also in flexible systems, hence other characteristics of higher education systems seem to be of more relevance. Higher education diversification and better affordability of the higher education system seems to predict a lower level of institutional barriers for adult learners, indicating that these are the crucial aspects. [The] study serves as a baseline for further studies on the effects of changes that have been put in place since, especially regarding the variety of national responses.
This study focuses on institutional barriers that adult learners experience while participating in higher education ... Show Full Abstract
Authors: Saar, Ellu; Taht, Kadri; Roosalu, Triin
Geographic subjects: Europe; Norway; Slovenia;Belgium; Great Britain; Lithuania; Estonia; Austria; Czech Republic; Hungary; Russia; Bulgaria; Ireland; Scotland show more
Journal title: Higher education
Resource type: Article
Subjects: Participation; Students; Providers of education and training;