- Australian National Training Authority (ANTA) (266)
- Organisation for Economic Co-operation and Development (OECD) (260)
- National Centre for Vocational Education Research (NCVER) (240)
- National Institute of Adult Continuing Education (England and Wales) (NIACE) (209)
- Great Britain. Department for Education and Skills (DfES) (177)
- European Centre for the Development of Vocational Training (Cedefop) (169)
- Australian Flexible Learning Framework (AFLF) (119)
- Institute for the Study of Labour (Germany) (IZA) (117)
- Billett, Stephen (112)
- Australian Council for Educational Research (ACER) (108)
- Learning and Skills Council (Great Britain) (LSC) (108)
- 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) (89)
- Guiding principles on professional development of trainers in vocational education and training
These guiding principles are a contribution of the European Commission, Cedefop and the thematic working group on professional development of trainers in vocational education and training (VET) to the objective set in the Bruges communique of collecting good practice and developing guiding principles on the changing roles, competences and professional development of VET teachers and trainers. The objectives of the paper are firstly, to attract attention to and increase knowledge of what these key agents between the worlds of education and work are and what makes them ‘trainers’, and secondly, to discuss existing practice and provide suggestions on how to support in-company trainers so they have opportunities to update their competences throughout their careers. After presenting the general context, the paper discusses the diversity of situations, titles, functions and roles of in-company trainers across member states [of the European Union] and focuses on two groups of specialists who provide training in companies: trainers who perform training tasks as the major part of their occupational role and employees whose occupational role includes a particular training-related function (for example, owners, general managers, supervisors and skilled workers). It also points out the common understanding that at least four groups of competences are important to a different extent for trainers in VET, including those who train in companies: technical/subject-related; company-specific; pedagogical-didactical; and transversal. The paper then identifies examples, areas and approaches in which interventions, or lack of such, have significant influence on in-company trainers so that stakeholders across companies, sectors and countries have reference points to look for further actions. Examples of competence requirements and profiles of VET trainers from Belgium, Finland, Germany and the Netherlands are presented in detail in the annex.
These guiding principles are a contribution of the European Commission, Cedefop and the thematic working group on ... Show Full Abstract
- Distance higher education programmes in a digital era: good practice guide
This guide sets out to clarify the key distinctions between distance and contact education provision in South Africa, and to provide guidelines on how general programme accreditation requirements need to be interpreted for a distance education context and the wide variations thereof, including the effective integration of supporting information and communication technologies (ICTs). The guide is divided into eight sections as follows: introduction and background; a conceptual framework for distance education in a digital era; curriculum design, development and delivery for distance education in a digital era; teaching and learning in distance education in a digital era; assessment in distance education in a digital era; partnerships and collaborations for distance education provision in a digital era; managing distance education provision in a digital era; and concluding remarks. These sections include examples of good practice in distance education. There is also a glossary of terms that are useful in the discussion of distance education provision, and a distance education bibliography.
This guide sets out to clarify the key distinctions between distance and contact education provision in South Africa, and to ... Show Full Abstract
- Learning begets learning: adult participation in lifelong education
Adult learning can play an important role in helping people to develop and maintain key information-processing skills and acquire knowledge and other skills throughout their lives. Workers need to adapt to changes in the course of their careers as the skills demanded by the labour market change. It is thus crucial for adults to have access to organised learning opportunities beyond their initial formal education. Such lifelong learning also contributes to non-economic goals, such as personal fulfilment, improved health, civic participation and social inclusion. [This paper shows] those who already have a high proficiency level in key skills such as literacy and numeracy, and high educational attainment, are those who are most likely to participate in adult education activities. These factors tend to create a virtuous circle for adults with high skills and educational attainment and a vicious circle of low educational attainment, low skills and a lack of access to education to redress skills deficiencies. However, countries like Denmark, Finland, the Netherlands, Norway and Sweden have been able to break the vicious circle and provide adult education and learning across all levels of skills.
Adult learning can play an important role in helping people to develop and maintain key information-processing skills and ... Show Full Abstract
Corporate authors: Organisation for Economic Co-operation and Development (OECD)
Geographic subjects: Australia; Austria; Belgium;Canada; Czech Republic; Denmark; Estonia; Finland; France; Germany; Ireland; Italy; Japan; Korea (South); Netherlands; Norway; Poland; Russia (Federation); Slovakia; Spain; Sweden; United States; Great Britain; Europe; North America; Oceania; Asia show more
Resource type: Paper
Series name: OECD education indicators in focus
Subjects: Lifelong learning; Teaching and learning; Literacy;
- Designing professional learning
This report is the result of the research partnership between the Australian Institute for Teaching and School Leadership (AITSL) and Learning Forward. The study was undertaken to give greater guidance around the ‘how’ of professional learning. Research has found that job-embedded professional learning is proving to be more effective in improving teacher practice in schools than many of the ‘traditional’ external professional learning opportunities. This means a shift towards professional learning that is primarily school-based and focused on improving teacher practice, where schools become learning communities and professional learning is part of teachers’ everyday work. This change creates a need for a greater understanding and awareness of learning design. This report provides a snapshot of the key elements involved in creating effective and engaging professional learning design. It provides detailed guidance on how to configure and/or evaluate context-specific model/s. Each learning design element is framed by a detailed series of questions to encourage refinement and clarification of aims, learning outcomes and the most effective ways in which to engage, taking into consideration the unique context for learning. The report is designed to be of use to teachers, school leaders, policy makers, system administrators and professional learning providers.
This report is the result of the research partnership between the Australian Institute for Teaching and School Leadership ... Show Full Abstract
- Meeting local skills needs: the responsiveness of further education and skills providers in Greater Manchester
This project forms part of Ofsted's improvement activity and professional engagement with Greater Manchester further education (FE) and skills providers, the Chamber of Commerce and New Economy. It was commissioned by Ofsted's North West Regional Director to identify and disseminate aspects of good practice and the barriers facing providers when developing their curriculum to meet local needs. The research methodology and the providers visited by the three of Her Majesty's Inspectors that completed the project are outlined in Annex A.
This project forms part of Ofsted's improvement activity and professional engagement with Greater Manchester further ... Show Full Abstract
- Mentor-mentee interactions in the practicum: whose/who's learning?
The present paper reports on a small-scale naturalistic research pilot project seeking to explore and understand the kinds of learning which ensue from the interaction between cooperating teachers acting as mentors and student teachers during their practicum in Uruguayan state schools. Through the use of a structured questionnaire to a randomly selected group of participants (both mentors and mentees), the researcher has tried to disclose themes that impinge on learning from the mentor-mentee interaction. This study was a pilot intended as fodder for a more in-depth analysis of the mentoring situation in Uruguay, as the country prepares to expand the mentoring model to in-service teacher development. Data were coded making reference to Wang and Odell's perspectives towards mentoring and a tentative explanation of the learning stemming from the interaction was attempted. Also, implications for further research and practice are outlined.
The present paper reports on a small-scale naturalistic research pilot project seeking to explore and understand the kinds ... Show Full Abstract
- Formalising informal learning: assessment and accreditation challenges within disaggregated systems
This report shares the findings and lessons learned from an investigation into the economics of disaggregated models for assessing and accrediting informal learners undertaking post secondary education. It presents some key economic and governance challenges for universities to consider in implementing [open educational resources] OER assessment and accreditation policies. It also includes discussion of findings 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, with a particular focus on the OER universitas (OERu) concept.
This report shares the findings and lessons learned from an investigation into the economics of disaggregated models for ... Show Full Abstract
- A framework for higher education labor market alignment: lessons and future directions in the development of jobs-driven strategies
The Great Recession and several other factors have heightened concerns among policymakers and the public at large about higher education's role in employment, leading to a renewed wave of pressures, policies, and incentives to create job-driven strategies at all levels. Policymakers and the public often assume that aligning higher education with the labor market is a simple effort, an act of engineering. However, alignment is a complex endeavor involving numerous stakeholders. And, scant evidence exists to link job-driven strategies to outcomes and to provide concrete guidance on how to effectively approach higher education-labor market alignment (LMA). This paper provides a framework for understanding LMA efforts across postsecondary education, providing a common language and key insights for practitioners, policymakers, and researchers to develop better policies and practices. Further, this paper assesses what is known based on current research and practice on LMA to provide guidance on moving from policy to action, as well as charting out priorities to future research to guide ongoing LMA efforts.
The Great Recession and several other factors have heightened concerns among policymakers and the public at large about ... Show Full Abstract
- Eliminating educational inequality through e-learning: the case of Virtual University of Pakistan
This study aims at examining the role of e-learning in combating the issues of inequality in terms of access and quality in the field of higher education in Pakistan. The education system in Pakistan is mainly characterized by educational disparity. The standard of education is directly proportional to the investment students make in the form of registration and fees. Another important issue is the non-availability of reputed educational institutes in small towns and villages. Unfortunately, very few people from rural areas have access to quality higher education. Virtual University of Pakistan through its distance e-learning mode has come forward to break this trend in social inequality by providing equal educational opportunities to all social classes through its affordable fee structure yet ensuring high standards of teaching.
This study aims at examining the role of e-learning in combating the issues of inequality in terms of access and quality in ... Show Full Abstract
- The igreen and Y Green projects: potential benefits from project expansion
This report outlines several possible scenarios of an expansion of the Y Green and igreen programs, and the potential benefits in terms of both skills development for youth and the reduction of greenhouse gas emissions. These programs, created through a partnership between the Dusseldorp Skills Forum and Steplight Pty Ltd have been operating on a small scale. Y Green aims to provide skills development, training and recognition for young people aged 15 to 25 years by providing them with training and paid employment to conduct home sustainability assessments and consultations in their local community. The consultations include providing advice and information on household energy and water efficiency and products available to reduce energy and water usage. In addition to improving the efficiency of local residential households, the program also aims to establish work experience and skills development for young participants, in an area of emerging employment opportunities. igreen is an accredited secondary school training program designed to provide students with the technical skills required to undertake a residential sustainability assessment, and practical experience in delivering sustainability assessments within their local community. Each student is required to conduct an environmental sustainability assessment of their own home, plus a minimum of 10 other homes within the school community. Basic skills in customer service, first aid and occupational health and safety are also developed. Students provide their clients with advice and information on household energy and water efficiency, in the form of an Energy and Water Action Plan. Three months later, a review of each home is conducted by the student to determine which actions have been implemented. This also happens in Y Green and both programs document the changes.
This report outlines several possible scenarios of an expansion of the Y Green and igreen programs, and the potential ... Show Full Abstract