- Australian National Training Authority (ANTA) (266)
- Organisation for Economic Co-operation and Development (OECD) (255)
- 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) (106)
- 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)
- Embedding quality culture in higher education: a selection of papers from the 1st European Forum for Quality Assurance
This publication provides a representative sample of papers presented at this forum, mostly focusing on institutional case studies displaying ways in which institutions, students and quality assurance agencies ensure quality. The papers are as follows: Higher education and quality assessment: the many rationales for quality / Alberto Amaral; Quality assurance and the Bologna and Lisbon objectives / Eric Froment; What is quality? / Jethro Newton; Dealing with ambivalences: strategic options for nurturing a quality culture in teaching and learning / Oliver Vettori, Manfred Lueger and Monika Knassmuller; Steering by engagement: towards an integrated planning and evaluation framework in higher education institutes / Deirdre Lillis; Instruments for raising quality culture in a network of universities / Karin Fischer-Bluhm; Promotion of quality culture in international cooperation with special focus on joint programmes / Axel Hunger and Ina Skalbergs; Student involvement in university life and quality processes: results of thematic audit on student involvement in university governance and decision-making / Andy Gibbs and Christina Ashton; Student participation in [quality assurance] QA: strengths and challenges / Sanja Brus, Janja Komljenovic, Daithi Mac Sithigh, Geert Noope and Colin Tuck; Impact of quality processes / Bjorn Stensaker; The impact of quality culture on quality of teaching: a case of business higher education in Poland / Anetta Kowalkiewicz; Embedding graduate survey indicators into internal quality assurance systems: what can institutions learn from graduate surveys? / Anna Prades and Sebastian Rodriguez; Practice and effects of self-evaluation in the institutional evaluation processes of [Centre National d'Entrainement] CNE: a study based on 17 evaluation reports of higher education institutions of Ile-de-France / Fabrice Henard.
This publication provides a representative sample of papers presented at this forum, mostly focusing on institutional case ... Show Full Abstract
Authors: Bollaert, Lucien; Brus, Sanja; Curvale, Bruno;Harvey, Lee; Helle, Emmi; Jensen, Henrik Toft; Komljenovic, Janja; Orphanides, Andreas; Sursock, Andree show more
Conference name: European Forum for Quality Assurance
Geographic subjects: Europe; France; Poland
Resource type: Conference
Series name: EUA case studies
Subjects: Quality; Higher education; Providers of education and training;
- Theorising research with vulnerable people in higher education: ethical and methodological challenges
University students experience varying forms of vulnerability, which could have negative consequences for fulfilling their academic potential. The voices of these vulnerable students have not been adequately captured in existing research and can be best sought through qualitative research which targets the very students experiencing such vulnerabilities. This article, framed within the conceptual theory of vulnerability, uses Narrative Theory as a methodological approach to explore how university students experience the phenomenon of being at risk; how they cope with it; and how their narratives of vulnerability can inform student retention and support in higher education institutions (HEIs). Being at risk is a multidimensional concept, which is dealt with inadequately in institutional ethics policy and practice. The preliminary findings suggested that students at risk feel marginalised [from] mainstream support services. Further, the evidence suggested that doctoral students' training reproduces the marginalisation of vulnerability through inadequately addressing ways of researching with vulnerable people.
University students experience varying forms of vulnerability, which could have negative consequences for fulfilling their ... Show Full Abstract
- Promise and/or peril: MOOCs and open and distance education
This paper provides an introduction to [massive open online course] MOOCs with a special focus on distance educators and institutions. The paper begins with a short description of the characteristic of the four words included in the MOOC acronym and then tries to show how each contributes to the complexity of this education phenomena. The paper concludes with discussions of MOOC business models and the implications for open and distance education institutions.
This paper provides an introduction to [massive open online course] MOOCs with a special focus on distance educators and ... Show Full Abstract
- Initial trends in enrolment and completion of massive open online courses
The past two years have seen rapid development of massive open online courses (MOOCs) with the rise of a number of MOOC platforms. The scale of enrolment and participation in the earliest mainstream MOOC courses has garnered a good deal of media attention. However, data about how the enrolment and completion figures have changed since the early courses is not consistently released. This paper seeks to draw together the data that has found its way into the public domain in order to explore factors affecting enrolment and completion. The average MOOC course is found to enroll around 43,000 students, 6.5 per cent of whom complete the course. Enrolment numbers are decreasing over time and are positively correlated with course length. Completion rates are consistent across time, university rank, and total enrolment, but negatively correlated with course length. This study provides a more detailed view of trends in enrolment and completion than was available previously, and a more accurate view of how the MOOC field is developing.
The past two years have seen rapid development of massive open online courses (MOOCs) with the rise of a number of MOOC ... Show Full Abstract
Authors: Jordan, Katy
Journal title: International review of research in open and distance learning
Resource type: Article
Subjects: Participation; Higher education; Outcomes;
- Quality assurance of teacher education in Africa
This publication attempts to contribute to bridging the existing knowledge gap in relation to mechanisms of quality assurance of teacher education in Africa. It starts with the evolution of the concept of quality of education in general and goes on to discuss the teachers' role in improving the quality. It highlights indicators for identifying effective teachers and the factors that determine the quality in teacher education so that the appropriate mechanisms of assurance can be derived from these factors. The publication identifies three mechanisms for quality assurance of a teacher education institution in terms of programme or as a course. It discusses in details, the implementation of the process of accreditation in the context of teacher education at different levels specifying the criteria of accreditation, giving the steps to set up a quality assurance agency and its management including the challenges of the accreditation process. It has also collected examples of quality assurance of teacher education in Africa, which are limited to quality audit and quality assessment. These form a part of the initial process of accreditation. The publication attempts to improve upon the mechanisms of quality assurance through accreditation to derive the benefits it could provide. It concludes by recommending a set of strategies for the government, the accreditation agency and the teacher educational institutions for successful implementation of the accreditation process for quality assurance of teacher education in Africa.
This publication attempts to contribute to bridging the existing knowledge gap in relation to mechanisms of quality ... Show Full Abstract
- Distance learning in adult basic education: a review of the literature
The purpose of this literature review is to provide background information about distance learning (DL) in adult basic education (ABE), specifically, to identify program design and policy implications to inform the use of [distance education] DE for [general educational development] GED students in rural Pennsylvania. Adult educators have long sought to encourage greater participation in, and more equitable access to, educational opportunities for adult learners. This literature review examines how DE can help adult educators address issues of equity and participation, especially in rural areas with restricted educational opportunities. In Pennsylvania, for example, rural residents tend to have lower educational attainment and more limited access to adult education services than their urban counterparts.
The purpose of this literature review is to provide background information about distance learning (DL) in adult basic ... Show Full Abstract
- Linkages of VPL: validation of prior learning as a multi-targeted approach for maximising learning opportunities for all
With this book, the aim is to show that lifelong learning is possible in any context, country and culture, and that there are always shared elements that make it possible to make a manageable tool for lifelong learning out of the methodology of [validation of prior learning] VPL. The reasons why this is so relevant and of value to the citizens and their organisations across the globe is explained in the variety of approaches, practices and visions, presented in this book.
With this book, the aim is to show that lifelong learning is possible in any context, country and culture, and that there ... Show Full Abstract
Authors: Duvekot, Ruud; Kang, Dae Joong; Murray, Jane
Conference name: Validation of Prior Learning Biennale
Geographic subjects: Asia; Europe; Switzerland;Korea (South); Iceland; Honduras; Central America and the Caribbean; Italy; Slovenia; France; Netherlands show more
Resource type: Conference
Subjects: Pathways; Lifelong learning; Policy;Teaching and learning; Employment; Adult and community education; Skills and knowledge; Higher education; Equity; Research; Quality show more
- Opportunities to improve skills and to teach and train others: employee outcomes in the United States and Japan
Opportunities to improve skills and opportunities to teach or train others may be associated with job satisfaction, work engagement and organizational commitment. The analysis reported in this paper used a subsample of 823 employees within two Japanese and three American worksites. [The authors] tested not only the direct relationships of each type of training opportunity (to improve skills and to teach or train others) with each of three outcomes (job satisfaction, work engagement and organizational commitment) but also the potential moderating roles of performance orientation, job security and age. The relationships were assessed separately for Japanese and American respondents. The results highlight the importance of opportunities to improve skills for all three outcomes and of opportunities to teach and train for job satisfaction and work engagement. Performance orientation, job security and age generally were not significant moderators and, when they were, the effects were typically restricted to one country. The consistently positive coefficients for training opportunities should provide insight for cross-national organizations seeking to identify human resource policies effective across varying cultural, economic and demographic contexts.
Opportunities to improve skills and opportunities to teach or train others may be associated with job satisfaction, work ... Show Full Abstract
- Disruptive education: technology-enabled universities
This report examines technology-enabled higher education in general, with a focus on massive open online courses (MOOCs) in particular. Australia's successful export model of international education has come under stress since the global financial crisis, with improved quality in overseas universities and a high Australian dollar diminishing Australia's advantages over universities in other English-speaking countries. Changing technology may offer other opportunities for Australian universities to grow and engage with clients.
This report examines technology-enabled higher education in general, with a focus on massive open online courses (MOOCs) in ... Show Full Abstract
- What do they mean by skilled?: a critical discourse analysis of skills policies for apprenticeship in Canada and British Columbia: 1980-2010
Apprenticeship has long been viewed as a way of filling gaps for skilled workers in Canada and British Columbia. Political, economic and ideological perspectives of both federal and provincial governments of skills policies in apprenticeship have resulted in dysfunction and disjunctures at both the development and implementation stages. There is evidence that governments and industry play powerful roles in developing skills policies in apprenticeship, leaving post-secondary institutions to implementation while not respecting their role in training and development. A critical examination of texts was completed to identify the contexts of specific political periods, resulting in the identification of the central themes of skilled labour shortages at the development phase and skilled workforce development at the implementation phase. Unemployment, return on investment, industry and training, and barriers and perceptions are significant and contributing discursive themes. Overall the texts show a marked divide between the intentions of skills policy in apprenticeship and the delivery by post-secondary institutions. The intentions of skills policy in apprenticeship appear to be in responding to economic, not social, conditions.
Apprenticeship has long been viewed as a way of filling gaps for skilled workers in Canada and British Columbia. Political, ... Show Full Abstract