- National Centre for Vocational Education Research (NCVER) (238)
- 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) (73)
- 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)
- Great Britain. Office for Standards in Education (England) (Ofsted) (63)
- Further Education Development Agency (Great Britain) (FEDA) (62)
- National Institute of Adult Continuing Education (England and Wales) (NIACE) (62)
- National Center for Research in Vocational Education (U.S.) (NCRVE) (61)
- Jobs for the Future (U.S.) (JFF) (56)
- Great Britain. Department for Education and Skills (DfES) (55)
- Enhancing school-based careers work for Years 7-9
This study developed and tested ways of enhancing school-based careers education, information, advice and guidance (CEIAG) for pre-GCSE [General Certificate of Secondary Education] pupils and worked towards a whole-school CEIAG strategy in two schools in East London in light of the shift of responsibility for careers work from the local authority to schools themselves. The project focuses particularly on careers education, understood as providing the wider context for the one-to-one careers advice and guidance sessions more commonly associated with careers work. The report provides guidance points for schools and other partners that can be used as a checklist to support schools to develop their CEIAG programmes, although the authors state that it in no way comprises a comprehensive list of possibilities.
This study developed and tested ways of enhancing school-based careers education, information, advice and guidance (CEIAG) ... Show Full Abstract
- Understanding the MOOC trend: the adoption and impact of massive open online courses
This paper addresses three questions: What makes [massive open online courses] MOOCs different from previous online and open education efforts? Will MOOCs generate a positive return on investment for their providers? What can be learnt from early entrants into large-scale online instruction?
This paper addresses three questions: What makes [massive open online courses] MOOCs different from previous online and open ... Show Full Abstract
- Education indicators in Canada: an international perspective 2014
This sixth annual report in the series covers certain aspects of the educational systems in Canada's provinces and territories and places them in an international context. The indicators presented here align with the definitions and methodologies used by the Organisation for Economic Co-operation and Development (OECD). This set of internationally comparable indicators offers statistical information for the following key themes: Chapter A, The output of educational institutions and the impact of learning, profiles educational attainment among the adult population. It also presents information on graduation and completion rates at the upper secondary level, and on relationships between educational attainment and labour market outcomes. Chapter B, Financial resources invested in education, focuses on spending on education. This information is presented both in terms of expenditure per student and expenditure in relation to the overall amount of resources as measured by gross domestic product (GDP). The proportions of current and capital expenditures are also outlined. Chapter C, Access to education, participation and progression, explores the extent of international student enrolment in college and university programs in Canada and its provinces and territories, and how this has changed over time. Several aspects of the transition from education to the labour force are examined, including the extent to which young adults are neither employed nor in education. Chapter D, The learning environment and organization of schools, reports on the amount of time students must, in principle, spend in class as established by public regulations. It also presents information on key aspects of working environments for elementary and secondary school teachers: teaching time (as determined by policy) in the context of total working time, and salary. Chapter E, Skills proficiencies of adults, is an addition for 2014. The Programme for the International Assessment of Adult Competencies (PIAAC) assessed the literacy, numeracy and problem solving skills of adults aged 16 to 65. This chapter outlines a selection of results from PIAAC that also draws on respondents' answers to questions about their education and employment status, as well as various social outcomes such as good health, volunteering, trust in others and trust in government.
This sixth annual report in the series covers certain aspects of the educational systems in Canada's provinces and ... Show Full Abstract
Corporate authors: Statistics Canada. Tourism and the Centre for Education Statistics Division
Council of Ministers of Education (Canada) (CMEC)
Geographic subjects: North America; Canada
Resource type: Statistical resource
Subjects: Statistics; Participation; Outcomes;International education; Finance; Employment; Teaching and learning; Providers of education and training; Secondary education; Higher education; Literacy; Skills and knowledge show more
- Higher education in Scandinavia
Universities have been challenged on how to cope with various external pressures, such as forces of globalization and international markets, increased national and international competition for students and research grants, increased pressure to become more efficient economically and regarding students' length of studies. These various pressures can be seen as expressions of national policy changes from more democratic governance towards new public management principles. In this chapter, [the authors] will examine how higher education systems in Scandinavia [defined here as the three North European countries of Norway, Denmark, and Sweden] are developing in relation to these challenges. To what extent has the democratic tradition had an impact on the educational systems, and what possible futures can be envisioned?
Universities have been challenged on how to cope with various external pressures, such as forces of globalization and ... Show Full Abstract
- Avoiding the same old mistakes: lessons for reform of 14-19 education in England
This paper presents case studies of vocational education and training (VET) systems in Australia and the Netherlands, looking at institutions, school systems, qualifications and vocational options for young people. From these case studies the authors have derived three lessons to guide reforms in England: reforms in England have tended to focus excessively on changing the structure and content of qualifications, rather than on the wider system - this should not be the future starting point; England needs to ensure that its VET system is supported by strong, simple and stable institutions that bring together employers, providers and the state; and apprenticeships are important, but high-quality pathways for all young people will require stronger provision in schools and colleges as well.
This paper presents case studies of vocational education and training (VET) systems in Australia and the Netherlands, ... Show Full Abstract
- VET teacher, trainer and assessor capabilities, qualifications and development: issues and options
This report is a conceptual piece commissioned by the National Skills Standards Council (NSSC). It maps teacher/trainer and assessor qualifications, and considers these in light of the capability frameworks and key research undertaken by a range of agencies and researchers on the quality of [vocational education and training] VET teacher, trainer and assessor education and training, professional development and practice. This work is situated within the broader reviews of the standards for the regulation of VET being undertaken by the NSSC and has arisen because appropriate qualifications and standards for VET teachers, trainers and assessors are key to the future success of VET in meeting industry and individual needs. This project has used a mixed methods approach to gather relevant information and data, including: (1) reviewing existing research and other work which defines and reports on VET teaching, training and assessment and its quality; the report also discusses the identified capabilities and roles of VET teachers, trainers and assessors, the contexts and places in which they work and the diverse group of learners and other clients they support; (2) gathering or utilising time series data on the numbers of providers delivering selected qualifications in the [Training and Education] TAE 10 Training Package and in selected VET teacher/trainer education courses in the higher education sector - these data have been gathered as a time series (2005 to 2011) and build on, and update, earlier work undertaken on initial VET teacher and trainer education and training by Guthrie et al. (2010); and (3) conducting a small number of targeted interviews with key individuals and groups - those approached include members of the National VET Workforce Development Managers Group, the Australian Council of Deans of Education Vocational Education Group (ACDEVEG), the Australian Workforce Productivity Agency, Innovation and Business Skills Australia (IBSA), the Australian Skills Quality Authority (ASQA), the Australian Council for Private Education and Training (ACPET), TAFE Directors Australia (TDA) and a small number of individual providers.
This report is a conceptual piece commissioned by the National Skills Standards Council (NSSC). It maps teacher/trainer and ... Show Full Abstract
- Hills College review: directions for the future
The study was undertaken to assess the needs of the community served by the Hills College of TAFE given its gradual transition from a predominantly rural to an increasingly suburban/hobby farming community which has brought with it an associated growth in service industries. The study has included the following areas of analysis: (1) a statistical description of the community served by the college; (2) an exploration of community needs through field study; (3) a study of the college programme 1981-1984; and (4) projections of future enrolments at the college to 1991. The final sections of the report draw the analyses together in an effort to identify future directions for the further development of the college.
The study was undertaken to assess the needs of the community served by the Hills College of TAFE given its gradual ... Show Full Abstract
- Australian VET system performance 2009-13: data tables
This publication brings together data from across the National Centre for Vocational Education Research's (NCVER's) statistical collections and surveys used to inform the performance of the national training system and covers training activity that occurred between 2009 and 2013. The Australian vocational education and training (VET) system covers training delivered by a variety of public and private training providers. These include technical and further education (TAFE) institutes and other government providers, universities, secondary schools, industry organisations, adult migrant education scheme providers, enterprises, agricultural colleges, community education providers and privately operated registered training organisations. The information in the data tables covers total reported and government-funded VET activity, and refers to all aspects of VET for which data are available for reporting. Not all VET data are available for reporting, because arrangements are not yet in place to collect data from all private providers and community education providers.
This publication brings together data from across the National Centre for Vocational Education Research's (NCVER's) ... Show Full Abstract
Corporate authors: National Centre for Vocational Education Research (NCVER)
Geographic subjects: Oceania; Australia
Resource type: Statistical resource
Subjects: Statistics; Vocational education and training; Providers of education and training;Performance; Outcomes; Disadvantaged; Teaching and learning; Participation; Qualifications; Demographics show more
- Learning to make a difference: student-community engagement and the higher education curriculum
This guide presents current thinking and innovations in development and professional practice in student-community engagement (SCE), defined here as students being involved in community projects local to their university. This would usually involve the inclusion within the higher education curriculum of a period of time during which students work for a community-based organisation in ways that enable them to benefit the community and learn from their experience. Developing students' understanding of questions of equality and social justice, and a sense of social responsibility, is an outcome central to SCE programs and the authors have written this book as a response to this. The first section looks at the history of the university and the place of engagement or social responsibility in it. The second section provides some practical support in designing and developing SCE within a university setting, showing how learning from community engagement can enrich a university education. Section three provides some case studies written by students or community partners associated with the Community University Partnership Programme (CUPP) at the University of Brighton.
This guide presents current thinking and innovations in development and professional practice in student-community ... Show Full Abstract
- British invention: global impact: the Government's response to Sir Andrew Witty's review of universities and growth
This is the government's response to the Witty review of universities and growth. The response sets out what the government will do to build on [the nation's] outstanding global reputation for science and research. It explains how government is rising to Sir Andrew's challenge through: making a long term commitment to supporting universities in their mission to deliver economic growth; drawing national successes through to the local level by strengthening Local Enterprise Partnerships and helping universities to support small and medium enterprises (SMEs); taking forward the 'Arrow Projects' concept to secure the potential of the technologies of the future; and aligning support for different scientific fields with the priorities that are developed for technologies and sectors in the context of the government's industrial strategy.
This is the government's response to the Witty review of universities and growth. The response sets out what the government ... Show Full Abstract