- Australian National Training Authority (ANTA) (266)
- Organisation for Economic Co-operation and Development (OECD) (258)
- National Centre for Vocational Education Research (NCVER) (241)
- National Institute of Adult Continuing Education (England and Wales) (NIACE) (208)
- Great Britain. Department for Education and Skills (DfES) (177)
- European Centre for the Development of Vocational Training (Cedefop) (168)
- Australian Flexible Learning Framework (AFLF) (119)
- Institute for the Study of Labour (Germany) (IZA) (117)
- Billett, Stephen (111)
- Learning and Skills Council (Great Britain) (LSC) (108)
- Australian Council for Educational Research (ACER) (107)
- Australia. Department of Education, Science and Training (DEST) (100)
- Tea Tree Gully College of TAFE (98)
- National Center for Research in Vocational Education (U.S.) (NCRVE) (93)
- European Training Foundation (ETF) (88)
- Massive open online course (MOOC) report 2013
The University of London International Programmes launched four massive open online courses (MOOCs) on the Coursera platform in June 2013. Each of the MOOCs lasted six weeks and was designed to offer a short introduction to subjects the university offered as full degrees. The initial offering of four MOOCs attracted over 210,000 initial registrations, over 90,000 active students in their first week, from over 160 countries and lead to 8,843 Statements of Accomplishment being attained. The programmes offered achieved an aggregate student satisfaction rating of 91 per cent (ranging from good to excellent). While it is still too early to evaluate the conversion of students completing a MOOC to enrolment on a University of London International Programmes degree, over 30 students who applied to the university's 2013/14 fee-paying programmes have indicated that they took one of the MOOCs beforehand.
The University of London International Programmes launched four massive open online courses (MOOCs) on the Coursera platform ... Show Full Abstract
- Performance indicators: a report on where we are and where we are going
This performance indicator report reviews the performance of the Ontario postsecondary education system. There is a new generation of quality measures emerging in the form of learning outcomes and informed perspectives on employer needs. This report reinforces the importance of better alignment between postsecondary skills and labour market needs, as well as a greater focus on defining and measuring learning outcomes. With new and improved data, more will be known about quality in Ontario's postsecondary system. This report speaks equally to what can be measured successfully and what cannot and it proposes a way forward to enhance the understanding and measurement of performance in Ontario's postsecondary system.
This performance indicator report reviews the performance of the Ontario postsecondary education system. There is a new ... Show Full Abstract
Corporate authors: Higher Education Quality Council of Ontario (HEQCO)
Geographic subjects: Canada; North America
Resource type: Report
Subjects: Performance; Teaching and learning; Higher education;Quality; Research; Equity; Outcomes; Providers of education and training; Culture and society show more
- Report on the assessment and accreditation of learners using open education resources (OER)
This report shares the findings and lessons learned from an investigation into the economics of disaggregated models for assessing and accrediting informal learners, with particular attention to the [open educational resources] OER University (OERu) consortium. It also relies on data from a small-scale survey conducted by two of the authors on perceptions, practices and policies relating to openness in assessment and accreditation in post-secondary institutions (Murphy and Witthaus, 2012). These investigations include the perceptions of stakeholders in post-secondary education towards the OERu concept, combined with a look at economic models for universities to consider in implementing OER assessment and accreditation policies.
This report shares the findings and lessons learned from an investigation into the economics of disaggregated models for ... Show Full Abstract
- Leading WIL: a distributed leadership approach to enhance work integrated learning
Work integrated learning (WIL) has rapidly expanded as a curriculum approach in Australia in recent decades. This rapid growth has meant tertiary institutions, employers, and the academic and professional staff of those organisations have had to quickly adapt and enhance their skills to ensure quality student learning through a curriculum which relies on shared oversight and direction of the student's learning experiences. This project, in response to an identified need for professional development of WIL staff, developed, trialled and validated a WIL leadership framework and associated suggested uses. The project responded to the need to support WIL leadership capacity building in universities and industry and set out to describe the characteristics of WIL leadership; to develop and test a WIL leadership framework which was underpinned by a distributed leadership approach; and to nurture communities of practice for WIL leaders.
Work integrated learning (WIL) has rapidly expanded as a curriculum approach in Australia in recent decades. This rapid ... Show Full Abstract
Authors: Patrick, Carol-joy; Fallon, Wayne; Campbell, Malcolm;Devinish, Ian; Kay, Judie; Lawson, Justin; Russell, Leoni; Tayebjee, Freny; Cretchley, Patricia show more
Geographic subjects: Australia; Oceania
Resource type: Report
Subjects: Teaching and learning; Management; Workforce development;
- Shared vision, strong systems: the Alliance for Quality Career Pathways Framework version 1.0
The Alliance, or [Alliance for Quality Career Pathways] AQCP, is a partner-driven, [Center for Law and Social Policy] CLASP-led initiative funded by the Joyce Foundation, the James Irvine Foundation, and the Greater Twin Cities United Way. The Alliance's goal is to help state and local/regional partnerships strengthen their career pathway systems. In 2012, CLASP invited 10 leading career pathway states - Arkansas, California, Illinois, Kentucky, Massachusetts, Minnesota, Oregon, Virginia, Washington, and Wisconsin - and their local/regional partners to join Phase I of the Alliance (2012-2014). CLASP and the Alliance partners jointly developed and provided consensus support for the Alliance for Quality Career Pathways Framework 1.0, which establishes a common understanding of quality career pathways and systems. The Alliance framework provides a clear set of criteria and indicators for what constitutes a quality state and local/regional career pathway system, as well as metrics to assess participant progress and success. The framework is designed to help career pathway partners continuously improve their systems. It also can serve as a collaborative, comprehensive strategy for policymakers and funders to align and enhance their investments, technical assistance, and guidance for building, scaling, and sustaining career pathway systems.
The Alliance, or [Alliance for Quality Career Pathways] AQCP, is a partner-driven, [Center for Law and Social Policy] ... Show Full Abstract
- Expanding opportunities for graduate studies: the recent experience of Ontario
Focusing on graduate enrolment in Ontario's master's and doctoral programs from 1999-2000 to 2008-2009, this paper explores the recent growth in master's and doctoral degree programs in the province, the demographic characteristics of graduate students, where the growth took place; examining growth in universities, and in fields of study. The report utilizes data from three sources: the 2006 Census to provide overall measures of degree holders in Ontario; the Postsecondary Information System (PSIS) for current enrolments; and the Ontario Council on Graduate Studies (OCGS) for data on new programs. The research shows that there has been a huge growth in enrolments from students who are 22 to 29 years of age and that more graduate students are studying full time. The research also indicates that Ontario universities responded to the enrolment growth by creating new programs and broadening field of study choices.
Focusing on graduate enrolment in Ontario's master's and doctoral programs from 1999-2000 to 2008-2009, this paper explores ... Show Full Abstract
- Building leadership capacity in undergraduate students
This Fellowship addressed the significant issue of leadership. Its primary focus was researching and developing leadership skills in undergraduate students. The Fellowship was designed to develop and trial a leadership program specifically to enhance the competencies and skills of undergraduate students beyond their discipline knowledge. Over 100 students engaged with the program over a period of nine months. All students completed a pre- and post-program questionnaire identifying their leadership knowledge and skills. Analysis of the data indicated that 100 per cent of participating students increased their leadership knowledge and skills. Overwhelmingly, both staff and students suggested that the leadership program be offered to all undergraduate students prior to graduating from an undergraduate degree. If possible, the leadership program should be incorporated into the undergraduate curriculum.
This Fellowship addressed the significant issue of leadership. Its primary focus was researching and developing leadership ... Show Full Abstract
- Community college men and women: a test of three widely held beliefs about who pursues computer science
Efforts to increase the number of women who pursue and complete advanced degrees in computer and information sciences (CIS) have been limited, in part, by a lack of research on pathways into and out of community college CIS classes. This longitudinal study tests three widely held beliefs about how to increase the number of CIS majors at four-year universities, particularly among females. Data were collected from 741 women and men from 15 community colleges in California who enrolled in an introductory programming class. The results highlight the importance of preparation and interactions with professors for male students, and of motivational, relational, and behavioral factors for female students, specifically peer support, expectations for success in computing, and computer gaming.
Efforts to increase the number of women who pursue and complete advanced degrees in computer and information sciences (CIS) ... Show Full Abstract
- Towards a more telling way of understanding early school leaving
This paper is concerned with research into early school leaving. A narrative interview approach was used to document and analyse the experiences, processes and decisions that a small sample of boys made prior to leaving school, in this case, before completing Year 10 and 11. Data collected in 2004 indicate that schools along with students co-construct the decisions and educational pathways that many students find themselves on, pathways which sometimes lead to withdrawal, disengagement, and, finally, leaving school. On the surface, it can appear as though early school leaving is an individualised and rational phenomenon, associated perhaps with easy-to-define events that precipitate the action of leaving school. This paper suggests that early school leaving has contradictory and institutionalised histories, and that ‘winnowing’ may be an apt metaphor to describe this process.
This paper is concerned with research into early school leaving. A narrative interview approach was used to document and ... Show Full Abstract
- Issues and perspectives in combining career skills and life skills in education
Education in the 21st century is a blend of career skills and life skills which involves enabling today's students to be academically competitive in global situations; good citizens within their community, country, and world; and effective within their workplace. It means that education must engage new technologies, equip students with rigorous academic coursework, and foster innovation and creativity. The present scenario in the Indian context is that, while addressing issues and perspectives in combining career skills and life skills in education, the most important facts to be comprehended are: (a) these issues have been arising out of the changing social ethos from 1990, i.e. post [liberalization, privatization and globalization] LPG era and policies; and (b) these issues are pertaining to striking a balance between social changes and the mandate of development before one of the largest democracies of the world. Considering these two important points, education - that too of combining life skills and career skills - is a major factor, which would go a long way towards achieving the objectives of higher education in India. This paper makes a sincere attempt to probe into these areas and proposes to examine the possibility of developing a model, which would be suitable for Indian learners and teachers initially and become adaptable to other developing societies in due course.
Education in the 21st century is a blend of career skills and life skills which involves enabling today's students to be ... Show Full Abstract