- European Centre for the Development of Vocational Training (Cedefop) (42)
- Australian Flexible Learning Framework (AFLF) (38)
- Organisation for Economic Co-operation and Development (OECD) (34)
- Twining, John (33)
- Australian National Training Authority (ANTA) (30)
- National Institute of Adult Continuing Education (England and Wales) (NIACE) (27)
- Tea Tree Gully College of TAFE (24)
- Great Britain. Department for Education and Skills (DfES) (22)
- Joint Information Systems Committee (Great Britain) (JISC) (22)
- National Centre for Vocational Education Research (NCVER) (21)
- Canberra Institute of Technology. School of Management and Business Studies (19)
- Australian Institute of Training and Development (AITD) (18)
- Great Britain. Department for Education and Employment (DfEE) (18)
- Downie, Andrew (16)
- Institute for the Study of Labour (Germany) (IZA) (16)
- IT governance in the context of HE governance in South Africa
This article refers to four different, but related, levels of governance that span the landscape of public [higher education] HE: firstly, within the global context; secondly, in the context of the country with all of its government ministries; thirdly, the 'system' of education in the context of legislative governance within the public higher education sector in South Africa; and finally, the institutional governance arrangements required in terms of legislation or regulation, which will be reviewed with particular attention being given to information technology (IT) governance. The layered approach to governance investigated in the article provides insight into the factors that influence the ability to govern subsystems, particularly the IT subsystem, in the public HE sector in South Africa.
This article refers to four different, but related, levels of governance that span the landscape of public [higher ... Show Full Abstract
- Introduction to MOOCs: avalanche, illusion or augmentation?
The New York Times labeled 2012 'The Year of the MOOC'. Less than 24 months after the launch of the first massive open online course (MOOC) at Stanford University and with potentially over five million students around the world now registered with a MOOC platform, massive open online courses would appear to be a new and significant force within higher education (HE). However, it is still unclear what effect, if any, MOOCs will have on the HE sector in the longer term and whether their explosion in popularity has enough momentum to sustain their method of educational delivery. This policy brief aims to provide a background to the expansion of MOOCs, explain their differences and similarities, identify the types of students using MOOCs, investigate their business models and potential direction, and finally to scope the risks and benefits associated with their development.
The New York Times labeled 2012 'The Year of the MOOC'. Less than 24 months after the launch of the first massive open ... Show Full Abstract
- Changing course: ten years of tracking online education in the United States
This document reports on the state of online learning among higher education institutions in the United States. The study is aimed at answering some of the fundamental questions about the nature and extent of online education. Based on responses from over 2,800 colleges and universities, the report addresses the following key issues: (1) massive open online courses (MOOCS); (2) are we heading for online 2.0?; (3) is online learning strategic?; (4) how many students are learning online?; (5) who offers online?; (6) does it take more faculty time and effort to teach online?; (7) are learning outcomes in online comparable to face-to-face?; (8) has faculty acceptance of online increased?; and (9) barriers to widespread adoption of online learning.
This document reports on the state of online learning among higher education institutions in the United States. The study is ... Show Full Abstract
- Oxford review of education, vol. 40, no. 4. August 2014
This special issue entitled 'Contributions to the sociology of education: past, present and future: a festschrift for John Furlong' is guest edited by Ingrid Lunt and Geoffrey Walford. It includes the following feature articles: Anansi's still at school: John Furlong's contribution to school and classroom ethnography / Sara Delamont (pages 415-429); The study of talk between teachers and students, from the 1970s until the 2010s / Neil Mercer and Lyn Dawes (pages 430-445); Evolving theories of student disengagement: a new job for Durkheim's children? / Roger Slee (pages 446-465); Recent developments in teacher training and their consequences for the 'university project' in education / Geoff Whitty (pages 466-481); The sociology of education and digital technology: past, present and future / Neil Selwyn and Keri Facer (pages 482-496); Teachers' professional knowledge and state-funded teacher education: a (hi)story of critiques and silences / Alis Oancea (pages 497-519); John Furlong and the 'university project' / David Watson (pages 520-524).
This special issue entitled 'Contributions to the sociology of education: past, present and future: a festschrift for John ... Show Full Abstract
- Introducing MOOCs to Africa: New Economy Skills for Africa Program - ICT
MOOCs (massive open online courses) are highly interactive online courses open to all on the World Wide Web. Some use [open educational resources] OER and others rely on commercial content that can include video, multimedia and computer applications as well as text and graphics. MOOCs have the potential to enhance online education in developing countries by facilitating collaboration between people, places and technology. In fact, Coursera, the American MOOC platform provider, has recently partnered with the World Bank and the Tanzanian government to provide MOOCs to African students in an [information and computer technology] ICT education initiative. In this paper, the Tanzanian pilot project is investigated as a lens through which to examine the strengths and weaknesses of MOOCs in the developing world.
MOOCs (massive open online courses) are highly interactive online courses open to all on the World Wide Web. Some use [open ... Show Full Abstract
- New forms of delivery for TAFE course provision
This paper discusses alternative delivery systems for technical and further education (TAFE) course provision from the standpoint of the educational technologist. It discusses the application of individual or self-paced learning, resource based learning, and intermediate and high technology. It examines the potential impact of new technological developments and presents for consideration a number of initiatives which could be taken to use technology to improve the efficiency and effectiveness of the teaching/learning process.
This paper discusses alternative delivery systems for technical and further education (TAFE) course provision from the ... Show Full Abstract
- A survey of the furniture trades industry: training requirements for cabinet making
The major purpose of the survey was to provide valid information for reviewing current courses in cabinetmaking. The study covered old ground by examining the relevance of 'traditional' skills and knowledge as well as new ground by examining three new possibilities: (1) consideration of the introduction of basic management skills training; (2) the need for some form of general education in areas such as personal development and appreciation of industry requirements; and (3) the need to accommodate technological change in industry. The survey indicated the need to introduce training in the use of particular machinery in the basic trade course and the reorganisation of priorities in the presentation of skills and knowledge. It also confirmed the necessity for the Department of Technical and Further Education to monitor technological change in the industry and support for the concept of industrial leave for lecturers. Employers strongly supported the introduction of 'general education' in the basic trade course.
The major purpose of the survey was to provide valid information for reviewing current courses in cabinetmaking. The study ... Show Full Abstract
- The development of the School of Graphic Arts composing syllabus (theory and practical)
The purpose of this research was to update the syllabus for composing apprentices attending the School of Graphic Arts in Adelaide. The syllabus reflects a coordinated span of three years theory and practical basic trade training. Changing technology forced the change together with a lift in the quality of training generally. The problem required the understanding of industry trends on a local, interstate and overseas basis. The syllabus is presented in yearly sections on a block-by-block basis. The result is a teachers' handbook to serve as a guide to teachers and training personnel within industry.
The purpose of this research was to update the syllabus for composing apprentices attending the School of Graphic Arts in ... Show Full Abstract
- Technical and vocational education and training (TVET) and career guidance: the interface
The effect of globalization on the economic and social changes which have caused career guidance to become increasingly a sociopolitical instrument has also created new dimensions of potential interface between [technical and vocational education and training] TVET and career guidance. This new paradigm has started to shift the mode of delivery from the traditional psychological model to a more pedagogical or hybrid model. This means a gradual move from an approach of psychological 'testing' of the individual to 'tasting' the world of work and an increase in emphasis on career information and contextual labor market realities. Furthermore, these changes have started reducing reliance on external expert support in favor of the empowerment of the individual through career self-management skills; moving from career guidance provision at only key points in life to a lifelong guidance perspective.
The effect of globalization on the economic and social changes which have caused career guidance to become increasingly a ... Show Full Abstract
- Proceedings: EADTU 25th anniversary conference 2012: the role of open and flexible education in European higher education systems for 2020: new models, new markets, new media
Educational models are changing increasingly. More universities are embracing open and flexible learning and as a consequence, the creation of international student markets is becoming a reality. The Conference presents the most recent results of task forces and projects with regard to quality assurance in e-learning; networked curricula involving strategic partnerships between universities; online or virtual mobility; and knowledge sharing with business.
Educational models are changing increasingly. More universities are embracing open and flexible learning and as a ... Show Full Abstract
Conference name: European Association of Distance Teaching Universities' Annual Conference
Corporate authors: European Association of Distance Teaching Universities
Geographic subjects: Europe
Resource type: Conference
Subjects: Higher education; Teaching and learning; Technology;