- National Centre for Vocational Education Research (NCVER) (232)
- 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)
- South Australia. Department of Employment and Technical and Further Education (70)
- European Centre for the Development of Vocational Training (Cedefop) (69)
- 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)
- National Institute of Adult Continuing Education (England and Wales) (NIACE) (62)
- Great Britain. Office for Standards in Education (England) (Ofsted) (61)
- 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)
- Establishing a pan-Canadian credential assessment centre for internationally educated teachers
This report describes the findings from a feasibility study on establishing pan-Canadian centres for the assessment of the credentials of internationally educated teachers (IETs). The study developed summary profiles for each Canadian province and territory, identifying commonalities and differences in the current processes and practices for IET credential assessment across Canada and evaluated best practices in other contexts of credential assessment. It then drew upon previous reports, as well as focus groups, to synthesize its findings into a proposed model for the country. The study was designed to provide recommendations for a pan-Canadian method of assessing the credentials of IETs. The report was funded by the Government of Canada's Foreign Credential Recognition Program.
This report describes the findings from a feasibility study on establishing pan-Canadian centres for the assessment of the ... Show Full Abstract
- Education and enterprise: learning at the interface
Enterprise education can encompass a variety of different educational emphases, ranging from simply understanding how businesses works, to learning entrepreneurial skills to enable people to start and manage businesses, to learning how to become a person who is enterprising in all aspects of their life. The Regional Education for Enterprise (E4E) Clusters Initiative was a New Zealand Trade and Enterprise (NZTE) and Ministry of Education (MOE) partnership, supported by the Tindall Foundation. Beginning in 2007, four regional clusters of schools in West Coast, Nelson, Manukau and Northland participated in the initiative through the Enterprise Culture and Skills Activities (ECSA) Fund administered by NZTE. This initiative was intended to step beyond existing initiatives in enterprise education with the goal of encouraging whole-school changes to develop an enterprising approach to all teaching and learning. This report presents overall findings from a two-year evaluation, paying particular attention to impacts and outcomes.
Enterprise education can encompass a variety of different educational emphases, ranging from simply understanding how ... Show Full Abstract
- Europe’s universities: main drivers in achieving the European Research Area (ERA): progress report on the implementation of the actions agreed in the Memorandum of Understanding signed between the European Commission and the European University Association
Results have been achieved by [European University Association] EUA, with its large membership, in moving forward the implementation of European Research Area [ERA] policies and raising further awareness of their importance. Survey results from a representative sample of EUA membership show that [European Commission] EC ERA initiatives on researcher career conditions, open recruitment and human resources excellence are being taken up in a substantial manner. On cross-border and regional cooperation, EUA has forged an innovative partnership with the Joint Research Centre (Seville)/[Directorate General] DG Regions Smart Specialisation Platform, focusing on existing ‘good practices’, their experience and lessons, and how universities could enhance their contribution in developing national and regional ‘Smart Specialisation Strategies’ for future maximisation of the use of the [European Union] EU regional funds for research and innovation activities leading to economic and social development. Finally, EUA has worked collectively with all Stakeholder Organisations (SHOs) who on 17 July 2012 signed the Memoranda of Understanding (MoUs)/Joint Statements in achieving agreement on ‘Common Principles’ governing Open Access, and has presented an agenda for a high-level dialogue with scientific publishers on the need for new business models that reflect the impact of digital technological developments on the process of the production of scientific knowledge for scientific publishing. Presented here is a progress report on these achievements made by EUA in the implementation of the actions agreed in the voluntary MoU.
Results have been achieved by [European University Association] EUA, with its large membership, in moving forward the ... Show Full Abstract
- Recognising and reconciling differences: mental health nurses and nursing students' perceptions of the preceptorship relationship
The main purpose of this study was to develop a substantive theory to describe the preceptorship relationship as informed by the study participants, student nurses and mental health nurses. Results show the core category identified for mental health nurses was 'attempting to accomplish connectedness' and for the students, 'coping with uncertainty'. There were also many sub-categories, one of which was identified by both groups. This category is the main focus of this paper; reconciling difference. Thus dealing with the uncertainty of, and reconciling differences between, the general and mental health environments emerged as a strong theme from the research. Student nurses were faced with confronting situations within the environment and made various suggestions for improvement so that their learning could be enhanced rather than inhibited.
The main purpose of this study was to develop a substantive theory to describe the preceptorship relationship as informed by ... Show Full Abstract
- Stakeholders' views in relation to curriculum development approaches for Australian clinical educators
Clinical educators in nursing perform a crucial role in facilitating effective learning for students of nursing. They have the potential to act as a catalysing agent for learning - motivating students to make links between theory and practice, moving students safely from the known to the unknown, developing clinical skills and reflective practice. Whilst their role is extremely important, clinical educators in Australia are undervalued and under-supported. They are isolated and fragmented, and lack a unifying professional body and infrastructure to assist them in education, research and practice development. This paper reports on a study to explore what educational solutions could help to resolve the problem. The authors conclude that there is strong support for a curriculum focused on clinical education and centred on the concept of a learning community in order to provide community and build capacity in the specialty group so that they become self-reliant and their achievements and contributions are sustainable.
Clinical educators in nursing perform a crucial role in facilitating effective learning for students of nursing. They have ... Show Full Abstract
- Improving young people’s educational outcomes through school business community partnerships: the Smith Family’s Partnership Brokers
In recognition of the need to lift Australia’s Year 12 or equivalent completion rates, the Council of Australian Governments (COAG) agreed to a National Partnership on Youth Attainment and Transitions in July 2009. The School Business Community Partnership Brokers program is one of the programs administered by the federal government as part of this partnership. The Partnership Brokers program aims to build partnerships to improve education and transition outcomes for all young people, with a particular emphasis on supporting young people to achieve Year 12 or equivalent qualifications. Partnership Brokers form locally relevant partnerships that harness community resources and share responsibility for young people’s learning and development. They encourage the development of partnerships between education and training providers, business and industry, parents and families, and community groups. The Smith Family is the provider of the Partnership Broker program in six regions (Brisbane North and West, Brisbane South East and Redland City, Gold Coast and Darling Downs in Queensland, the Illawarra in New South Wales and Darwin and Tiwi Islands in the Northern Territory). This report examines 11 partnerships that have been developed and supported by some of the Smith Family Partnership Brokers across the six regions in which it operates. The partnerships focus on improving student wellbeing, empowering communities, and introducing young people to the world of work.
In recognition of the need to lift Australia’s Year 12 or equivalent completion rates, the Council of Australian Governments ... Show Full Abstract
- VET funding in Australia and the role of TAFE
In this speech, presented at the TAFE Directors Australia (TDA) conference in Sydney on 2 September 2014, the author discusses the role of vocational education and training (VET) and highlights the need for a sustainable investment base for VET and a more coherent funding model across the tertiary education system in Australia.
In this speech, presented at the TAFE Directors Australia (TDA) conference in Sydney on 2 September 2014, the author ... Show Full Abstract
Authors: Noonan, Peter
Conference name: National Conference for TAFE Directors Australia
Geographic subjects: Australia; Oceania
Resource type: Conference
Series name: Mitchell Institute conference presentation
Subjects: Finance; Providers of education and training; Vocational education and training;
- Applying quality principles to Australian university transnational teaching and learning
This report is of a project to apply a framework of quality principles to Australian university transnational teaching and learning, that is, to educational practices in Australian university programmes delivered and conducted 'offshore'. It is documented that the quality of Australian transnational higher education is uneven. Flawed quality puts at risk the reputation and financial security of Australian universities, the goodwill of host-countries and institutions and education's position as Australia's largest service export industry. In 2006, Australian universities called for the development of principles of quality to inform transnational teaching and learning practice. The 'Quality Principles' were subsequently developed. The project reported here transported the Principles into practice.
This report is of a project to apply a framework of quality principles to Australian university transnational teaching and ... Show Full Abstract
- A review of graduate nurse transition programs in Australia
Despite nearly two decades of experience with graduate transition programs in Australia little evidence exists regarding the effectiveness of these programs as interventions that enhance the transition from nursing student to professional practitioner. There is general acknowledgment that this is a crucial time for people entering the profession and yet there is little agreement on what constitutes best practice for nurses' transition to the workforce. This paper challenges the status quo through a review of current programs and questions whether primacy should be given to formal transition programs or to the development of educationally supportive clinical learning environments. The authors conclude that there is sufficient doubt in the efficacy of formal transition programs to at least investigate potential alternatives such as concentration on the development of a supportive practice culture conducive to learning.
Despite nearly two decades of experience with graduate transition programs in Australia little evidence exists regarding the ... Show Full Abstract
- I will survive: strategies for improving lawyers' workplace satisfaction
This paper discusses proposed research on the wellbeing of Australian lawyers in the workplace. It examines what is known about workplace satisfaction for lawyers in Australia, compared with the worrying findings about the legal profession in the United States. The paper examines the likely causes of dissatisfaction including how universities traditionally teach law and what students are not told about legal practice. The authors discuss the need to investigate the wellbeing and satisfaction levels among newly admitted lawyers, and to consider ways to teach law that could help lawyers not only make wise career choices but develop strategies to cope better with stressors in their workplace. Clinical legal education could help students develop professionally as well as personally in order to improve their chances of having a happy and productive life at work.
This paper discusses proposed research on the wellbeing of Australian lawyers in the workplace. It examines what is known ... Show Full Abstract
Authors: James, Colin; Finlay-Jones, Jenny
Conference name: Asia-Pacific Educational Integrity Conference
Geographic subjects: Oceania; Australia; North America;
Resource type: Conference
Subjects: Industry; Employment; Workforce development;Higher education; Teaching and learning; Outcomes; Career development; Students; Providers of education and training show more