- National Centre for Vocational Education Research (NCVER) (240)
- Organisation for Economic Co-operation and Development (OECD) (108)
- Tea Tree Gully College of TAFE (100)
- Australian National Training Authority (ANTA) (95)
- TAFE National Centre for Research and Development (Australia) (89)
- European Centre for the Development of Vocational Training (Cedefop) (76)
- 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)
- The economic impact of higher education on the Northern Ireland economy
This study provides an analysis of the economic impact of higher education institutions (HEIs) and their students on the Northern Ireland economy. It was commissioned by the Department for Employment and Learning. The report's primary aim was to assess the economic impact of Northern Ireland's HEIs as businesses and the higher education sector as an industry - in terms of the jobs, output and [gross value added] GVA generated.
This study provides an analysis of the economic impact of higher education institutions (HEIs) and their students on the ... Show Full Abstract
- Female academics
This report focusses on the proportion of female academic staff in higher education institutions in Australia, with particular emphasis on senior female academic staff. The report discusses key trends in the employment of female academics from 1988 to 1992.
This report focusses on the proportion of female academic staff in higher education institutions in Australia, with ... Show Full Abstract
- A skills beyond school review of Egypt
Higher level vocational education and training (VET) programmes are facing rapid change and intensifying challenges. This report on Egypt examines what type of training is needed to meet the needs of a changing economy, how programmes should be funded, how they should be linked to academic and university programmes and how employers and unions can be engaged.
Higher level vocational education and training (VET) programmes are facing rapid change and intensifying challenges. This ... Show Full Abstract
- Does the growth in higher education mean a decline in the quality of degrees?: the role of economic incentives to increase college enrolment rates
In this paper [the authors] construct a theory about how the expansion of higher education could be associated with several factors that indicate a decrease in the quality of degrees. [The authors] assume that the expansion of tertiary education takes place through three channels, and show how they are likely to reduce average study time, academic requirements and average wages, and inflate grades. First, universities have an incentive to increase their student body through public and private funding schemes beyond a level where they can keep their academic requirements high. Second, due to skill-biased technological change, employers have an incentive to recruit staff with a higher education degree. Third, students have an incentive to acquire a college degree due to employers' preferences for such qualifications, the university application procedures and through the growing social value placed on education. [The authors] develop a parsimonious dynamic model in which a student, a college and an employer repeatedly make decisions about requirement levels, performance and wage levels. [The] model shows that if (1) universities have the incentive to decrease entrance requirements, (2) employers are more likely to employ staff with a higher education degree and (3) all types of students enrol in colleges, the final grade will not necessarily induce weaker students to study more to catch up with more able students. In order to re-establish a quality-guarantee mechanism, entrance requirements should be set at a higher level.
In this paper [the authors] construct a theory about how the expansion of higher education could be associated with several ... Show Full Abstract
- Spillovers in vocational training: an analysis of incentive schemes and reimbursement clauses
The German apprenticeship system has often been considered a role model for vocational education. But recent shortages in apprenticeship positions have led to a renewed debate about appropriate training policy. At present, there are renewed calls to introduce a training levy scheme, which would impose training levies on non-training firms and give additional support to training firms. Some economists favor this policy in order to counteract poaching of trained apprentices. Other economists oppose it strongly on the basis that positive spillovers do not occur. Still others suggest loosening training regulations and allowing for reimbursement clauses in training contracts. Surprisingly, a general economic analysis and comparison of these alternative instruments is still lacking. This work attempts to close this gap. It investigates whether poaching enables deriving of positive spillovers from apprenticeship training, and if so, whether training policy could play a mitigating role.
The German apprenticeship system has often been considered a role model for vocational education. But recent shortages in ... Show Full Abstract
- A skills beyond school review of Kazakhstan
Vocational education and training (VET) programmes are facing rapid change and intensifying challenges. How can employers and unions be engaged? How can work-based learning be used? How can teachers and trainers be effectively prepared? How should postsecondary programmes be structured? This country report on Kazakhstan looks at these and other questions.
Vocational education and training (VET) programmes are facing rapid change and intensifying challenges. How can employers ... Show Full Abstract
- Challenges faced by engineering lecturers in integrating technical and employability skills in the curriculum: a case study in community college, Malaysia
This study was conducted in order to identify the challenges or problems faced by the lecturers of skill training institutes in Malaysia, especially lecturers of community college in the engineering field, in integrating technical and employability skills in teaching and learning. The respondents for this study are 197 engineering lecturers of [community college]. This study adopted a quantitative research methodology and utilized questionnaire as the instrument of the study. Descriptive statistics such as frequency, mean and standard deviation were used to analyze the data of the study. Findings of the study show that for the integration of technical skill, the majority of respondents agreed that 'the lack of proper equipment, which are in accordance with the teaching and learning process' is the main challenge or problem in the process of integrating technical skills in the curriculum. While for the integration of employability skills, the majority of respondents agreed that 'they do not get a clear understanding on the importance of employability skills' is the main challenge or problem in the process of integrating employability skills in the curriculum. In addition, the majority of respondents showed their strong agreements on the challenges or problems encountered in integrating technical and employability skills in teaching and learning. Mastering the technical and employability skills for the students is indeed vital and it is an important criterion in getting employed. Therefore, every lecturer should play a role in educating students to become excellent human capital, who will develop the economy of a country.
This study was conducted in order to identify the challenges or problems faced by the lecturers of skill training institutes ... Show Full Abstract
- TAFE and secondary education
This paper is primarily concerned with the youngest non-compulsory age group in Australia, namely, the 16 to 19 years age group. In particular the focus is upon the respective roles of Technical and Further Education (TAFE) and of secondary schools and relationships that exist or might exist between these respective roles.
This paper is primarily concerned with the youngest non-compulsory age group in Australia, namely, the 16 to 19 years age ... Show Full Abstract
- A learning odyssey: the trials, tribulations and successes of the Educational Institute of Scotland's further education and teacher learning representatives
For the past decade, [the author has] been observing, researching and reporting on a group of Scottish further education lecturers and schoolteachers, who, through their trade union activities, have had a significant impact on their colleagues' engagement with post-compulsory education and professional development. They are members of the Educational Institute of Scotland (EIS) and are unpaid lay volunteers who are trained and accredited as Union Learning Representatives (ULRs). They have a specific remit of advising and guiding colleagues in all matters relating to post-compulsory education and professional development. The article will detail how from very humble beginnings this group has become an indispensable element of the Scottish education system. It will show how these ULRs, many of whom had not been involved in trade union or political activism, are now regarded as experts in the field of post-compulsory education and professional development. They regularly work with key stakeholders such as the Scottish Government, Her Majesty's Inspectorate of Education and local authorities, and hold major positions within the EIS and on the General Teaching Council for Scotland. They have evolved as leaders within their institutions, the EIS and the Scottish education system more by accident than design. These developments indicate that they may well become key players in the construction and implementation of future local and national post-compulsory education and professional development policy. The article will be underpinned by the academic concepts of 'wounded learners', 'organic intellectual growth' and 'emerging teacher leaders through professional development engagement'.
For the past decade, [the author has] been observing, researching and reporting on a group of Scottish further education ... Show Full Abstract
- Relevance of computer assisted instruction (CAI) for effective skill development among technology education students in Nigeria
The main purpose of the study reported is to show how computer assisted instruction (CAI) has significantly impacted on all aspects of our lives particularly on education, it has radically influenced the way knowledge and information are generated, developed and transmitted in technology education. Every technology teacher must be acquainted with how to apply CAI in teaching technology education programme since teachers have a vital role in trainees skill development. Therefore, this study was designed to determine [the] relevance of computer assisted instruction for effective skill development among technology education students in Nigeria. A descriptive survey research design was adopted. The study was guided by two research questions and two hypotheses, tested at 0.05 per cent level of significance. The respondents for the study comprised of 310 technology vocational teachers. Mean and standard deviation were used to analyse the research questions, while t-test statistics was employed to test the hypotheses. The findings of the study among others revealed that technology vocational teachers should be skilful in using CAI in the production of teaching materials that can be used in developing appropriate skills, incorporate the use of media and technology for teaching where appropriate and technology vocational teachers teaching and managing courses through web-based system. It was recommended that [the] federal government should ensure that [the] policy statement regarding the provision of necessary infrastructure and training for use of computer[s] in the school system is effectively implemented and making it mandatory for technology vocational teachers in developing computer skills needed in [the] classroom environment. This could be achieved through adequate financial provision for tools and resources.
The main purpose of the study reported is to show how computer assisted instruction (CAI) has significantly impacted on all ... Show Full Abstract