- National Centre for Vocational Education Research (NCVER) (240)
- Organisation for Economic Co-operation and Development (OECD) (105)
- Tea Tree Gully College of TAFE (100)
- Australian National Training Authority (ANTA) (95)
- TAFE National Centre for Research and Development (Australia) (88)
- European Centre for the Development of Vocational Training (Cedefop) (75)
- South Australia. Department of Employment and Technical and Further Education (70)
- Columbia University. Teachers College. Community College Research Center (CCRC) (67)
- Great Britain. Office for Standards in Education (England) (Ofsted) (64)
- Australian Council for Educational Research (ACER) (63)
- National Institute of Adult Continuing Education (England and Wales) (NIACE) (63)
- Further Education Development Agency (Great Britain) (FEDA) (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)
- SBNAs in SA Govt schools [version 7, April 2005]
School-based New Apprenticeships (SBNAs) allow students to study for their Senior Certificate (the SACE), and at the same time commence and/or complete a nationally recognised vocational training qualification - as paid employees. This 'how to' guide has been produced to answer frequently asked questions and sets out to clarify some of the major considerations necessary in order to undertake a school-based New Apprenticeship.
School-based New Apprenticeships (SBNAs) allow students to study for their Senior Certificate (the SACE), and at the same ... Show Full Abstract
- School based apprenticeships in SA Govt schools [version 8, February 2007]
School-based apprenticeships (SBAs) allow students to study for their Senior Certificate (the SACE), and at the same time commence and/or complete a nationally recognised vocational training qualification - as paid employees. This 'how to' guide has been produced to answer frequently asked questions and sets out to clarify some of the major considerations necessary in order to undertake a school-based apprenticeship.
School-based apprenticeships (SBAs) allow students to study for their Senior Certificate (the SACE), and at the same time ... Show Full Abstract
- Opportunities for the Employment of Simulation in US Air Force Training Environments: a workshop report
Simulators currently provide an alternative to aircraft when it comes to training requirements, both for the military and for commercial airlines. For the US Air Force, in particular, simulation for training offers a cost-effective way, and in many instances a safer way in comparison with live flying, to replicate real-world missions. Current technical issues related to simulation for training include simulation fidelity and multi-level security, among others, which will need to be addressed in order for the Air Force to take full advantage of this technology. The workshop held in November, 2014 examined the current status of simulation training, alternative uses, current and future technologies, and how the combination of simulation and live training can improve aircrew training. The scope of the workshop focused on technologies and practices that could be applicable to high-end aircraft simulations.
Simulators currently provide an alternative to aircraft when it comes to training requirements, both for the military and ... Show Full Abstract
Conference name: Opportunities for the Employment of Simulation in US Air Force Training Environments: a Workshop
Corporate authors: Committee on Opportunities for the Employment of Simulation in US Air Force Training Environments: a Workshop
National Research Council (U.S.). Division on Engineering and Physical Sciences. Air Force Studies Board
Geographic subjects: North America; United States
Resource type: Conference
Subjects: Workforce development; Vocational education and training; Teaching and learning;
- VET in schools: enterprise and vocational education: 1999 review
This report covers vocational education and training (VET) initiatives in South Australian government schools in 1999. Activities have been funded by both Commonwealth New Apprenticeship provision and State Government funds through the final year of 'Ready, Set, Go' funding. The purpose of this review is to provide: a quality basis for reporting to key interest groups and funding agencies; assistance to schools, districts and regions in their future VET planning; and an information base for future strategic and policy direction.
This report covers vocational education and training (VET) initiatives in South Australian government schools in 1999. ... Show Full Abstract
Corporate authors: South Australia. Department of Education, Training and Employment. Enterprise and Vocational Education (EVE)
Geographic subjects: Oceania; Australia; South Australia
Resource type: Report
Subjects: Vocational education and training; Secondary education; Providers of education and training;Participation; Students; Apprenticeship; Outcomes; Equity; Finance; Demographics; Workforce development; Statistics show more
- Australian youth work education: curriculum renewal and a model for sustainability for niche professions
This report overviews a project that was designed to assist in renewing the curriculum for Australian youth work professional education. The project was intended to anticipate future education and training requirements for the youth work professional; articulate the aspirations, common content, pedagogy, values and guiding principles of Australian university youth work professional education; and articulate its relationship with the [vocational education and training] VET youth worker-training curriculum. In addition, the project was intended to investigate potential for cross-institutional sharing of courseware and educational materials and will facilitate future benchmarking, inter-sectoral and inter-professional pathways, and international qualification recognition. The intention was to promote long-term change through the establishment of a cross-sectoral Youth Work Educators Network. A secondary purpose of the project was to understand the challenges niche professional courses face and provide a sustainability model. From this preliminary work, it was hoped that it would be possible to suggest some starting points for a sustainability model for other 'niche' professions. The initial project team included representatives of all Australian youth work professional degree programmes in public universities. An additional representative from a youth work professional degree programme at a private higher education provider subsequently joined the team.
This report overviews a project that was designed to assist in renewing the curriculum for Australian youth work ... Show Full Abstract
- Education and training in the East Asia and Pacific region
While there has been rapid progress in expanding access to education in the East Asia and Pacific region during the last two decades there is no cause for complacency. Significant pockets of children are not in school, and large groups of children are vulnerable to economic shocks and large scale social change. Education systems play a key role in building healthy economies and societies. The 21 World Bank clients discussed in this publication face a range of challenges to ensure access to education and to provide students with an education that will help them cope with and create changes in labor markets and social structures in which they live. Issues of time for learning, teacher skills and teaching practices, curriculum coverage and textbooks and materials are especially important.
While there has been rapid progress in expanding access to education in the East Asia and Pacific region during the last two ... Show Full Abstract
Corporate authors: World Bank. East Asia and Pacific Region. Education Sector Unit
Geographic subjects: Asia; Oceania; Cambodia;China; Micronesia (Federated States); Fiji; Indonesia; Kiribati; Korea; Korea (South); Laos; Malaysia; Marshall Islands; Mongolia; Burma; Papua New Guinea; Philippines; Solomon Islands; Thailand; Tonga; Vanuatu; Vietnam; Samoa show more
Resource type: Report
Subjects: Teaching and learning; Providers of education and training; Participation;
- Quality after the cuts?: higher education practitioners' accounts of systemic challenges to teaching quality in times of 'austerity'
What are the ramifications of current changes in the higher education landscape in the UK for the ways in which teaching staff perceive their teaching practices? What impact are funding cuts, increases in student fees and the concomitant increased workloads having on faculty morale? How might this influence 'quality cultures' in teaching in media, communications, cultural studies and related disciplines, and higher education more broadly? To investigate issues around teaching quality enhancement and teaching quality assurance in the changing higher education environment in the UK, [the authors] designed an innovative 'Teaching Exchange' (TE) workshop, which ran during 2010 and 2011 in Media and Communications departments at five diverse higher education institutions around England. Drawn from discussions with over 40 faculty members, this paper provides an account of how TE workshop participants viewed the current structural constraints on teaching quality in regard to: (1) changing teaching loads, (2) the marketisation of degree programmes and (3) the internationalisation of student bodies without adequate support structures. In reporting on these challenges to quality in teaching, this paper contributes to the generation of alternatives to the existing top-down bureaucratisation of teaching quality control.
What are the ramifications of current changes in the higher education landscape in the UK for the ways in which teaching ... Show Full Abstract
- Foundation degree to honours degree: the transition experiences of students on an early years programme
This article focuses on an exploratory study, undertaken in 2009-2012, which explored student transitions from a foundation degree (level 5) into the third year of a [Bachelor of Arts] BA honours degree (level 6). Direct entry students and staff from an early years programme at a post-1992 British university and second-year foundation degree students and staff from the corresponding foundation degree at nine dual-sector further education colleges took part and completed online questionnaires about their experiences (n = 156). A sample of students and staff (n = 20) was subsequently interviewed about themes that arose from the questionnaires. Three themes emerged: (1) the difference between studying at foundation degree and at honours degree level; (2) student emotions about progression and issues around personal identity (students spoke about 'not being good enough', 'feeling guilty' 'not fitting in' and 'trying to balance it all'); and (3) ways in which the transition process could be improved upon, including building prior relationships between university staff and students and more information being made available. [The] findings on the emotional nature of progression as well as the challenges that face personal identity offer significant contributions to the research literature. Furthermore, [the author] suggests that improving the progression experiences of students is not only important in terms of retention and student experience but also in light of recent changes to student fee structures which may make foundation degrees more attractive to students. This could potentially increase the numbers of students progressing to university for the final year of their degree.
This article focuses on an exploratory study, undertaken in 2009-2012, which explored student transitions from a foundation ... Show Full Abstract
- Issues of the industrial training programme of polytechnics in Ghana: the case of Kumasi Polytechnic
The purpose of the study was to explore some issues of students' industrial training programme at Kumasi Polytechnic. Data were collected from 282 students by simple random survey through self completion questionnaire based on a four point Likert scale. Data were analyzed using descriptive statistics and one-way ANOVA. The findings revealed that the overall state of preparation of students for the attachment programme was suitable. The study established [that] among the challenges that students had [were] competition for attachment places from other institutions, tough work environment for students, high expectations by firms, financial challenges and lack of appropriate skills, tasks and jobs. Finally, strategies that could improve the attachment programme were proposed and summed up as a strong relationship between the polytechnic and industry. It was recommended that polytechnic education should be given the needed resources and recognition to produce graduates who may end up solving the problems of the nation.
The purpose of the study was to explore some issues of students' industrial training programme at Kumasi Polytechnic. Data ... Show Full Abstract
- Craftsmen Training Scheme in India
India's Craftsmen Training Scheme (CTS) is a major scheme catering to the needs of school leavers and forms the backbone of the national vocational training system. State Government departments deliver vocational training to school leavers through Industrial Training Institutes (ITIs) and Industrial Training Centers (ITCs). This publication details how the CTS works.
India's Craftsmen Training Scheme (CTS) is a major scheme catering to the needs of school leavers and forms the backbone of ... Show Full Abstract