- Organisation for Economic Co-operation and Development (OECD) (265)
- National Centre for Vocational Education Research (NCVER) (243)
- Australian National Training Authority (ANTA) (242)
- National Institute of Adult Continuing Education (England and Wales) (NIACE) (209)
- Great Britain. Department for Education and Skills (DfES) (176)
- European Centre for the Development of Vocational Training (Cedefop) (173)
- Institute for the Study of Labour (Germany) (IZA) (117)
- Billett, Stephen (113)
- Australian Council for Educational Research (ACER) (108)
- Learning and Skills Council (Great Britain) (LSC) (108)
- Tea Tree Gully College of TAFE (98)
- Australia. Department of Education, Science and Training (DEST) (96)
- National Center for Research in Vocational Education (U.S.) (NCRVE) (93)
- European Training Foundation (ETF) (89)
- Great Britain. Learning and Skills Development Agency (LSDA) (80)
- The journey from novice to expert: becoming curriculum designers and learning facilitators in Singapore’s Diploma of Adult and Continuing Education (DACE) programme
This research is part of a project that investigated issues related to the effectiveness of [Diploma in Adult and Continuing Education] DACE graduates in designing, implementing and facilitating quality [Workforce Skills Qualifications] WSQ curricula, and also traced their professional development journey before, during and after participation in the DACE programme. The aim of this two-pronged approach was to assess the readiness of DACE learners for their roles post-2015 as mandated Approved Training Organisation (ATO) curriculum designers, which requires providers to employ at least one DACE graduate to manage the development and implementation of WSQ-related programmes. This report is divided into three sections. First, the authors introduce the DACE programme and its context within the continuing education and training (CET) sector and Workforce Skills Qualifications (WSQ) framework. This is followed by a brief outline of the research questions, project methodology and data analysis approach. Second, the authors describe and analyse the ‘novice to expert’ literature and make some claims in relation to its strengths and weaknesses. Third, the authors provide a detailed summary and analysis of the collected interview data. The report concludes with recommendations for course designers, learning facilitators, and CET managers and employers.
This research is part of a project that investigated issues related to the effectiveness of [Diploma in Adult and Continuing ... Show Full Abstract
- 1974-1976: the seeds of longevity in a pathway to tertiary participation at University of Newcastle, NSW
By the 1960s equality of opportunity was a dominant theme in social science research, and in keeping with this trend, the Whitlam Labor Government abolished university fees in 1974 to open university access, especially to talented women and men who otherwise would not contemplate a university career. In the same year also the University of Newcastle instituted a radical new plan to open up its doors to the wider community of 'non traditional students'. This paper explores the history of the enabling program that resulted, the Open Foundation Program, focusing on the 1974 pilot program and its first two years of full operation. Thought at the time likely to 'drain its market' within five years, the Open Foundation Program has flourished and grown for 40 years. The analysis focuses on hitherto unexplored aspects of the program and canvasses three key themes: curriculum and pedagogy, access and success, and support and retention, in order to understand the seeds of this longevity.
By the 1960s equality of opportunity was a dominant theme in social science research, and in keeping with this trend, the ... Show Full Abstract
- Education for All 2000-2015: achievements and challenges
This edition of the [Education for All] EFA Global Monitoring Report marks the 2015 deadline for the six goals set at the World Education Forum in Dakar, Senegal, in 2000 and provides a considered and comprehensive accounting of global progress. As the international community prepares for a new development and education agenda, this report takes stock of past achievements and reflects on future challenges. There are many signs of notable advances. The pace towards universal primary education has quickened, gender disparity has been reduced in many countries and governments are increasing their focus on making sure children receive an education of good quality. However, despite these efforts, the world failed to meet its overall commitment to Education for All. Millions of children and adolescents are still out of school, and it is the poorest and most disadvantaged who bear the brunt of this failure to reach the EFA targets. The report provides a comprehensive assessment of country progress towards the EFA goals and highlights the work that remains. It highlights effective policies and makes recommendations for monitoring and evaluating education targets after 2015. It also provides policy-makers with an authoritative source with which to advocate that education be a cornerstone of the post-2015 global development architecture.
This edition of the [Education for All] EFA Global Monitoring Report marks the 2015 deadline for the six goals set at the ... Show Full Abstract
Corporate authors: United Nations Educational, Scientific and Cultural Organization (UNESCO)
Resource type: Statistical resource
Series name: EFA global monitoring report
Subjects: Equity; Teaching and learning; Outcomes;
- Learning-to-be in two vocationally-oriented higher education degrees
Purpose - This paper aims to explore the pedagogical approach of two higher education programmes aiming to develop both discipline-specific and key employability skills in graduates. Design/methodology/approach - This paper presents two case studies of degree programs in the broad field of the creative industries and focusses on the innovative pedagogy adopted based on a 'learning to be' approach (McWilliam, 2008). Findings - The two case studies describe a different type of pedagogy taken up at one mixed-sector institution over two degree programs. The degrees offered within this institution are recognised as being vocationally oriented yet productive of the higher-order skills expected of degree programs. The case studies illustrate this through a pedagogy designed to orientate the students towards the development of a sense of identity whilst also placing them within the broader professional context of the discipline. Practical implications - The paper has practical implications for educators in the field and points towards the need to consider the broader professional context of the students in the course design and review phases of programmes in the creative industries. Originality/value - It is hoped the findings will be useful to educators and curriculum developers in other creative industries' higher education programs with a vocational orientation to inform future course design, review and planning.
Purpose - This paper aims to explore the pedagogical approach of two higher education programmes aiming to develop both ... Show Full Abstract
- Polytechnic development project: tracer study (volume 1 of 2): executive summary and final project report
The objectives of the project were to: conduct a tracer study of polytechnic graduates of six polytechnics; and develop research capability and the training of research counterparts in the polytechnics and the Planning and Research Division. Accordingly two reports on the project were completed: volume 1, which presents the executive summary and reports on the conduct of the project and the development of research capability; and volume 2, which presents basic results from the tracer study.
The objectives of the project were to: conduct a tracer study of polytechnic graduates of six polytechnics; and develop ... Show Full Abstract
- A level playing field: a communications resource for the National Sport and Recreation Industry Training Packages
This workbook was designed for vocational education and training (VET) trainers and assessors, including those in VET in Schools programs. Specifically, the workbook: examines the communication skills content of units of competency for Certificates I and II within the National Sports Industry and Outdoor Recreation Training Packages; identifies language, literacy and numeracy issues associated with delivering and assessing such units; and provides strategies for dealing with these issues. It can be used in formal group training sessions and individually. Effective communication is vital to the instructing and mentoring components of this field of work.
This workbook was designed for vocational education and training (VET) trainers and assessors, including those in VET in ... Show Full Abstract
- 'What's the sign for 'catch 22'?': barriers to professional formation for deaf teachers of British Sign Language in the further education sector
In 2007, Qualified Teacher Learning and Skills standards (QTLS) were introduced for all teachers working in UK further education (FE) institutions, with the expressed aim of improving professional standards within the sector. British Sign Language (BSL) teaching is largely delivered by deaf native signers through evening classes at local FE colleges, but the majority hold no formal teaching qualifications. Therefore this initiative provided BSL teachers with an opportunity to enhance their skills and practice, but also presented a formidable barrier to achieving qualified teacher status. Two research projects undertaken by the University of Central Lancashire in 2009 and 2010 assessed the suitability of training courses designed to help FE teachers achieve these new qualifications, with particular emphasis on whether these courses meet the specific pedagogic needs of deaf learners. The shortcomings in training provision that were found illustrate the invidious position deaf learners find themselves in, on the one hand wanting to enhance their skills and qualifications whilst at the same time being effectively barred from doing so by a lack of adequate and appropriate training opportunities. This article highlights some of the experiences of deaf BSL teachers seeking to gain these awards and illustrates the ways in which the delivery of training courses fails on virtually every level to respond to the different learning requirements of sign language users.
In 2007, Qualified Teacher Learning and Skills standards (QTLS) were introduced for all teachers working in UK further ... Show Full Abstract
- The relative importance of adolescent skills and behaviors for adult earnings: a cross-national study
Seeking convergent findings in five data sets from four countries, [the authors] assess the relative importance of adolescent skills and behaviors for completed schooling and labor market success in adulthood. [The authors] provide a framework for classifying 'noncognitive' skills and use data designed by developmental psychologists to provide reliable measures of a variety of achievement and behavioral skills assessed between ages 13 and 16. Results show that adolescent achievement, particularly math achievement, is a stronger predictor of completed schooling than measures of noncognitive skills. Achievement skills also out-predict noncognitive skills with regard to adult earnings, although the differences are not as striking.
Seeking convergent findings in five data sets from four countries, [the authors] assess the relative importance of ... Show Full Abstract
- Workplace learning in informal networks
Learning does not stop when an individual leaves formal education, but becomes increasingly informal, and deeply embedded within other activities such as work. This article describes the challenges of informal learning in knowledge intensive industries, highlighting the important role of personal learning networks. The article argues that knowledge workers must be able to self-regulate their learning and outlines a range of behaviours that are essential to effective learning in informal networks. The article identifies tools that can support these behaviours in the workplace and how they might form a personal work and learning environment.
Learning does not stop when an individual leaves formal education, but becomes increasingly informal, and deeply embedded ... Show Full Abstract
- Japanese working life profile 2014/2015 - labour statistics
The aim of this booklet is to present a profile of average Japanese workers through selected statistical figures. It contains labor statistics relevant to successive stages of a worker's life from school graduation and entering an enterprise to reaching their retirement age and receiving retirement allowances. Almost all the statistics are based upon official sources. The statistics on employment, wages and working hours constitute the core of this booklet. As it is a matter of great concern presently, the booklet also contains statistics on the increase of female and non-regular staffs, as well as changes in the employment structure. Tables and graphs are utilized for aiding visual understanding, and statistics of major countries are included to enable international comparisons to be made.
The aim of this booklet is to present a profile of average Japanese workers through selected statistical figures. It ... Show Full Abstract