- 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)
- The state of entrepreneurship education in Ontario's colleges and universities
The purpose of this study was to identify how entrepreneurship education is delivered in Ontario colleges and universities. In Ontario, as in the rest of Canada, the increase in the number of entrepreneurship courses at universities and colleges, and the concurrent popularization and maturation of entrepreneurship programming, contribute to fostering entrepreneurial skills and mindsets, and the creation of businesses. The overall aim of this report is to inform debate and decision-making on entrepreneurship education through a mapping and assessment of existing programs in the province. Three main research questions guided this study: How have postsecondary institutions defined 'entrepreneurship' in the programs and initiatives they offer that purport to teach entrepreneurship? What are the range and type of programs and initiatives that aim to teach entrepreneurship skills? How are institutions measuring the impact of such programs and initiatives?
The purpose of this study was to identify how entrepreneurship education is delivered in Ontario colleges and universities. ... Show Full Abstract
- Challenges and strategies in technical and vocational education and training
This article discusses some of the challenges to be faced and addressed by technical and vocational training in support of the [Malaysian] Government's efforts to achieve a developed nation status by 2020. [The] author also highlights the steps and strategies set by the Ministry of Education to implement a technical and vocational training curriculum able to produce skilled workforce based on three main factors: attitude; quality; and quantity.
This article discusses some of the challenges to be faced and addressed by technical and vocational training in support of ... Show Full Abstract
- Quality and equity: what does research tell us?
An important conclusion from the OECD's Programme for International Student Assessment (PISA) is that some countries are succeeding not only in raising overall levels of national performance, but also in improving levels of equity over time. As Australia grapples with the question of how to achieve improvements in both quality and equity in education, Research Conference 2014 brings together leading researchers and practitioners to share their evidence and experience in relation to this important challenge. The papers from Research Conference 2014 report on Australian and international research into such topics as learning in the early years, the wide spread in achievement between [the] highest and lowest performing students at any year level, and re-emerging gender issues in mathematics. Research presented at this conference includes evidence from both large and small scale studies of quality and equity, including for Maori and Aboriginal and Torres Strait Islander peoples.
An important conclusion from the OECD's Programme for International Student Assessment (PISA) is that some countries are ... Show Full Abstract
Conference name: ACER Research Conference
Corporate authors: Australian Council for Educational Research (ACER)
Geographic subjects: Oceania; Australia; New Zealand
Resource type: Conference
Subjects: Quality; Performance; Equity;Disadvantaged; Teaching and learning; Outcomes; Research; Indigenous people; Secondary education; Primary education; Assessment; Demographics show more
- Closing the gap: the challenge of certification and credentialing in adult education
This report is the final outcome of a Council for Advancement of Adult Literacy (CAAL) project to consider the state of adult education certification and credentialing in America. It summarizes a roundtable discussion of experts held in New York City on June 22, 2010 and sets forth findings from that meeting and other CAAL research. It considers short- and long-term issues in teacher credentialing, aiming to help improve programs and student outcomes. Adult education is undergoing fundamental transformation in the US as this report makes clear, teacher training and qualification issues should be addressed as an important strand of federal and state planning to make the adult education and workforce skills system responsive to 21st century needs.
This report is the final outcome of a Council for Advancement of Adult Literacy (CAAL) project to consider the state of ... Show Full Abstract
- What is an internship?: an inventory and analysis of 'internship' opportunities available to Ontario postsecondary students
The connection between classroom learning and practical experience in the workplace has been recognized as a significant aspect of student development in postsecondary institutions (Kuh, 2008). Internships have been associated with many benefits for each party involved, including the student, postsecondary institution and industry professional. Internships provide opportunities for students to transfer theoretical knowledge to a practical setting; they serve as recruitment avenues for postsecondary institutions and provide industry professionals with access to high-quality students with current academic knowledge. Despite the perceived importance of internships for student development, researchers and practitioners have a limited understanding of what constitutes an 'internship' and of how to deliver these experiences effectively. Therefore, the purpose of this research was to examine the internship opportunities currently offered by direct-entry programmes (e.g. undergraduate degree or diploma) in Ontario postsecondary institutions.
The connection between classroom learning and practical experience in the workplace has been recognized as a significant ... Show Full Abstract
- 'What about the boys?': an overview of gender trends in education and the labour market in Ontario
Ontario's educational sector has experienced numerous changes in recent years, with increasing rates of participation in postsecondary education (PSE), declining secondary school drop-out rates, and strong performance by Ontario students on international academic assessments. Within these signs of progress, however, are indications that all students are not advancing equally (McMullen, 2004). The example that has attracted attention from the media as well as from educators and policy makers is the male population. This research paper provides an overview of gender patterns in educational participation, performance, and attainment in PSE within the Ontario context, and examines what implications these patterns have for labour market choices and outcomes. In addition, the note explores how gender patterns in students' early educational experiences at both elementary and secondary levels may affect their decisions to participate and succeed in PSE.
Ontario's educational sector has experienced numerous changes in recent years, with increasing rates of participation in ... Show Full Abstract
Authors: Kerr, Angelika
Geographic subjects: Canada; North America
Resource type: Paper
Series name: @ issue paper (Higher Education Quality Council of Ontario)
Subjects: Gender; Labour market; Employment;Outcomes; Performance; Participation; Teaching and learning; Income; Primary education; Secondary education show more
- AHELO: the Ontario experience
In 2011 Ontario joined the Organisation for Economic Co-operation and Development's (OECD) Assessment of Higher Education Learning Outcomes (AHELO) feasibility study. The Higher Education Quality Council of Ontario (HEQCO) led the project on behalf of the Ministry of Training, Colleges and Universities (MTCU) and in cooperation with the Council of Ministers of Education, Canada (CMEC). Initiated in 2006, AHELO was a feasibility study to determine if standard generic and discipline-specific tests could be used in different countries to measure what university students know and are able to do. Intending to contribute to the international conversation on establishing better indications of learning quality, the study aimed to develop common learning outcomes and assess student performance at the end of a bachelor's degree (first cycle) in a variety of educational cultures, languages and institutions through standard tests. The feasibility study developed three assessments: one for generic skills and two for discipline-specific skills in economics and civil engineering. The following report reviews the experience of Ontario's participation in the feasibility study, focusing primarily on the implementation and administration activities and the value to institutions. While the institutions did not gain specific insight into their programming, AHELO generated considerable interest in international assessments and comparative understanding and provided significant experience in the administration of large-scale assessments.
In 2011 Ontario joined the Organisation for Economic Co-operation and Development's (OECD) Assessment of Higher Education ... Show Full Abstract
- WBL: a new learning paradigm: the learner, employer and facilitator experience
This document reports on the findings of the Ako Aotearoa funded research project investigating the learner, employer/sponsor and facilitator experience of the degree programmes offered by Otago Polytechnic in the work-based learning (WBL) mode. This research project follows an earlier [pilot] research project, also funded by Ako Aotearoa, which investigated: the impact of WBL on learners, facilitators and employers; and the implications for Otago Polytechnic institutional policies and practices that emerged from a WBL pilot it undertook for the Bachelor of Applied Management. The purpose of the research project reported on here, was to investigate and evaluate the learner, employer/sponsor and facilitator experience of their involvement in WBL degree programmes and to explore: (1) What, if any, benefits and value the learner's WBL experience has added to the workplace? (2) What benefits and value, if any, the learner feels they have gained in terms of career enhancement, greater levels of skills knowledge and employability and a stronger sense of professional identity? (3) The implications for work-based learning processes, particularly focusing on learning agreement (contract) development and assessment? (4) What has been the impact on capable NZ facilitators as WBL has moved into a business as usual phase? The findings from this research are consistent with the findings for the WBL pilot, that this is a very effective form of higher education and that learners both enjoy the experience of the process, the relevancy of the learning to their workplace challenges and the professional and personal growth that accrues to them. The perspectives of those involved, learners, employers and facilitators 18 months on from the previous research has provided a clear picture of the value and possibilities of the WBL approach.
This document reports on the findings of the Ako Aotearoa funded research project investigating the learner, ... Show Full Abstract
- National actions for promoting recognition of prior learning
This publication gives a general introduction to the Danish actions for promoting recognition of prior learning. It defines what is recognition of prior learning and it gives a short review of the policy process leading up to new regulations for recognition of prior learning. It describes the political process from legislation to implementation of the new regulations for recognition of prior learning. In details it goes through each of the initiatives that the Danish Ministry of Education has carried out to promote recognition of prior learning within the adult and continuing education system.
This publication gives a general introduction to the Danish actions for promoting recognition of prior learning. It defines ... Show Full Abstract
- Disability in Ontario: postsecondary education participation rates, student experience and labour market outcomes
The Ontario government recognizes the importance of ensuring equality of access to postsecondary education (PSE). One group that has been and continues to be underrepresented in PSE is students with disabilities.In [Higher Education Quality Council of Ontario] HEQCO's early research and review plans, students with disabilities were highlighted as a group that is underrepresented in PSE, particularly in university (HEQCO, 2008; 2009). HEQCO subsequently funded several research studies on disability, both directly as a focus of the research and indirectly as a segment within larger studies. This paper will summarize what has been learned by: (1) describing how and what information is collected pertaining to participation and attainment rates; (2) describing the in-school experiences of students with disabilities, including their engagement and service usage; (3) describing research findings for specific types of disability; (4) describing these students' labour market outcomes and experiences.
The Ontario government recognizes the importance of ensuring equality of access to postsecondary education (PSE). One group ... Show Full Abstract