- 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)
- VET e-standards for training: recommendations for 2014
The vocational education and training (VET) e-standards were developed by the E-standards for Training business activity under the Australian Flexible Learning Framework, and continue to be maintained under the National VET E-learning Strategy. The e-standards are reviewed and ratified by the E-standards Expert Group (EEG), which is the National Senior Officials Committee (NSOC) endorsed technical standards body for the VET sector. Standards ratified by the EEG are endorsed by the Flexible Learning Advisory Group (FLAG) for implementation by the states and territories and relevant national agencies. This document provides a summary of the VET e-standards. The e-standards recommendations are intended to remove barriers to e-learning, and ensure maximum interoperability of VET systems and content. The e-standards maximise the viability, integrity and portability of e-learning resources and are developed with the aim to ensure that resource development follows internationally accepted specifications. The technologies and applications used to build and deliver the resources ensure the most consistent operation and widest possible use and reuse of those resources.
The vocational education and training (VET) e-standards were developed by the E-standards for Training business activity ... Show Full Abstract
- Gender analysis of open and distance learning in the Caribbean region
This report provides an overview and analysis of the existing literature on open and distance learning (ODL) in the Caribbean from a gender perspective. It covers a wide range of themes encompassing the socio-cultural and economic factors. For some there was no data or analysis available directly related to gender issues or the data available is over 10 years old. In these instances, the report summarized key ODL issues in that area and assessed the relevant gender equality issues and questions influencing the related current practices and status.
This report provides an overview and analysis of the existing literature on open and distance learning (ODL) in the ... Show Full Abstract
- VET e-learning content development guidelines
This guide, originally developed by the Australian Flexible Learning Framework's E-standards for Training activity, provides information on how to develop and customise e-learning content according to the e-learning standards (e-standards). These e-standards have been endorsed by the National Senior Officials Committee (NSOC) for use in all Australian states and territories. This guide has been updated to reflect the recently released e-standards for 2014. This guide is aimed at anyone involved in the planning, management or development of vocational education and training (VET) e-learning resources.
This guide, originally developed by the Australian Flexible Learning Framework's E-standards for Training activity, provides ... Show Full Abstract
- Not a waste of space: professional development for staff teaching in New Generation Learning Spaces
The project responded to the critical need to focus on improving teaching in [Next] Generation Learning Spaces, since billions of dollars have been spent on designing or retrofitting these spaces. Next Generation Learning Spaces are specifically designed to increase active learning and to support a more student-centred approach to teaching and learning. While these spaces vary in their exact characteristics, they typically are: carefully planned to facilitate interactions between students and promote active learning; designed to allow for flexible use and arrangement of furniture; constructed without a lectern or single whiteboard/screen at the front of the space to enable teaching from anywhere in the room; and technology-enabled to encourage active, connected and collaborative learning. Despite considerable investment, there is evidence that their full potential has not yet been fully realised. Additionally, there is limited evidence that current approaches to professional development for academic staff teaching in these spaces are effective. The project has made a difference in a number of ways. It has contributed to the substantive body of literature on how to engage academic staff in professional learning to enhance their teaching. It has identified why current practice is not working and proposed a way forward. Over 200 academic staff at RMIT found the professional learning activities useful and indicated that they would trial a change to their teaching as a result. The project has supported a change in the way universities involved in the trials will provide professional learning for academic staff teaching in New Generation Learning Spaces using the innovative and an alternative approach to traditional professional development.
The project responded to the critical need to focus on improving teaching in [Next] Generation Learning Spaces, since ... Show Full Abstract
- The future of work: what it means for individuals, businesses, markets and governments
This report examines the challenges to conventional notions of work and organization brought on by new digital technologies and trends. As the velocity of change increases, institutions and individuals must adapt. Yet many structures, including those in education, government, business and the economy, often remain rooted in the past. The report captures the insights of the 19th Annual Aspen Institute Roundtable on Information Technology, where business leaders, technologists, international politicians, academics and innovators explored how global structures and institutions are being confronted by the 21st century realities of distributed knowledge, crowdsourcing, open platforms and networked environments. The report shares the solutions these leaders proposed for preserving individual well-being and defining a future world of work that benefits everyone involved.
This report examines the challenges to conventional notions of work and organization brought on by new digital technologies ... Show Full Abstract
- Policy for the provision of distance education in South African universities in the context of an integrated post-school system
This policy seeks to resolve areas of uncertainty and provide strong support for the progressive development of South African university distance education as an indispensable and integral component of the national post-school education system. The policy is part of a broader focus on building the capacity of the post-school system but focuses primarily on university education because of its unique features. The development of this policy has taken place in the context of two important factors: the development and release of the ‘White paper on post-school education and training’ with its imperative to expand the system dramatically; and increasing, but by no means ubiquitous, penetration and affordability of information and communication technologies (ICTs) across South Africa. Both factors have a seminal impact on the provision of distance education in the public and private university sector.
This policy seeks to resolve areas of uncertainty and provide strong support for the progressive development of South ... Show Full Abstract
Corporate authors: South Africa. Department of Higher Education and Training
Geographic subjects: Africa; South Africa
Resource type: Policy document
Series name: Government gazette = Staatskoerant (South Africa. Department of Higher Education and Training
Subjects: Policy; Teaching and learning; Higher education;
- Policy brief on entrepreneurship for people with disabilities
This policy brief was produced by the OECD and the European Commission on entrepreneurship by people with disabilities. It presents data on the scale of self-employment and entrepreneurship activities undertaken by people with disabilities and discusses the barriers to entrepreneurship that are unique to people with disabilities. The policy brief also discusses policy approaches to support entrepreneurship for people with disabilities, including increasing awareness about the feasibility of entrepreneurship; developing entrepreneurship skills; supporting the development, acquisition and use of assistive technologies; ensuring access to appropriate financial support; and, improving Internet and [information technology] IT accessibility. The brief provides examples of successful policy approaches used in the [European Union] EU as well as inspiring stories about entrepreneurs with disabilities.
This policy brief was produced by the OECD and the European Commission on entrepreneurship by people with disabilities. It ... Show Full Abstract
- Advanced manufacturing: a smarter approach for Australia
In this chapter, the author proposes that advanced manufacturing is about the approach to creating value around any manufactured product. He argues that, even though sound macroeconomic policies such as taxation settings and regulatory reform underpin the growth of advanced manufacturing in Australia, skills, collaboration and innovation are also important. He recommends improvements in the skills and knowledge of manufacturing employees, in the relationship between industry and research institutions and in the perception of manufacturing in Australia for the success of the industry.
In this chapter, the author proposes that advanced manufacturing is about the approach to creating value around any ... Show Full Abstract
- Next Gen: next steps
Only two years after publication, the ‘Next Gen’ review has influenced policy, rallied industry and galvanised educators to improve computer science teaching. This paper identifies further findings and reports on how recommendations in the 2011 review have been addressed and implemented. Further recommendations that build upon the imperatives of Next Gen include: (1) learners should be able to develop and apply computer science and other digital skills across the curriculum, at all Key Stages; (2) the Department for Education and schools should address shortfalls to [science, technology, engineering, and mathematics] STEM and creative subjects participation by supporting interdisciplinary learning through making, exploring and/or inquiry which ties in ‘real-world’ applications; (3) the digital industries and professional organisations should increase and diversify the range of opportunities available for learners to build their programming and digital skills in formal and informal educational settings.
Only two years after publication, the ‘Next Gen’ review has influenced policy, rallied industry and galvanised educators to ... Show Full Abstract
- Productivity concepts and policy directions
During the 1990s Australia and other major developed economies experienced strong growth in measured productivity. In Australia's case, this is often attributed to a combination of the microeconomic reforms of the 1980s and 1990s and the rapid uptake of new enabling technologies - especially information and communication technologies (ICT). Since the new millennium, however, measured productivity growth in Australia and across the developed world has slowed markedly. Since the new millennium Australian incomes have been boosted by the record-high terms of trade associated with the once-in-a-generation mining boom. The 'Millennium Mining Boom' also accelerated the structural change that was already under way across other sectors of the Australian economy, especially in manufacturing. Despite this significant income boost, productivity remains the single most important determinant of income over the long term. In this paper [the authors] describe the concept of productivity in plain English and show how it relates to policy directions in Australia. While the basic idea behind productivity is simple enough, the practical difficulties in its measurement and in establishing the drivers behind measured productivity trends give rise to a range of alternative interpretations. The relevant data and information are often limited or lacking. As a result, there seems to be little agreement about what, if anything, should be done on the policy front about the recent slowing of Australia's measured productivity growth.
During the 1990s Australia and other major developed economies experienced strong growth in measured productivity. In ... Show Full Abstract