- 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)
- The 21st century classroom: integrating educational technology with 21st century competencies in support of workforce development
Information and communication technology demands are increasing across a range of occupations, creating intense global competition for highly skilled workers. In order to meet the economic needs of the next century, education reform must prioritize student-directed learning that fosters innovation and creativity, enabling the United States to compete internationally in attracting and creating high-quality jobs for its citizens. [The] system must strive to create lifelong learners and ensure equity in preparing all students for college- and career-readiness, which increasingly, are considered one in the same.
Information and communication technology demands are increasing across a range of occupations, creating intense global ... Show Full Abstract
- Digital skills for tomorrow's world
The independent UK Digital Skills Taskforce aimed to highlight practical solutions to enable UK business to meet persistent skills gaps by identifying, developing and using home-grown talent. Digital skills are needed not only by the fast growing digital sector but across all industry and education. Many people with the potential to do well, particularly those from disadvantaged backgrounds, will miss out on new opportunities without intervention.
The independent UK Digital Skills Taskforce aimed to highlight practical solutions to enable UK business to meet persistent ... Show Full Abstract
- Skilling and mature aged workers
In recent years skills shortages have been an issue of concern for industry particularly the ageing of the population causing workers to leave at a faster rate than they can be replaced and the increasing demand for technologically skilled workers in manufacturing. This paper provides a reflection of the views of the members of the Australian Industry Group (Ai Group) on skilling and mature aged workers which have been gathered through a series of research projects in recent months and also in the course of the work of Ai Group education and training advisors. The paper includes issues for industry, enterprises and individuals.
In recent years skills shortages have been an issue of concern for industry particularly the ageing of the population ... Show Full Abstract
- Modeling preservice teachers' TPACK competencies based on ICT usage
The purpose of this study was to build a model that predicts the relationships between the technological pedagogical content knowledge (TPACK) competencies and information and communication technology (ICT) usages. Research data were collected from 3105 Turkish preservice teachers. The TPACK-Deep Scale, ICT usage phase survey and the ICT usage level survey were used to collect the research data. The structural regression model was conducted to test the model regarding the fact that ICT usage phases and ICT usage levels were predictors of TPACK competencies.
The purpose of this study was to build a model that predicts the relationships between the technological pedagogical content ... Show Full Abstract
- Curricular innovation and digitisation at a mega university in the developing world: the UNISA ‘Signature Course’ project
As part of the endeavor to reposition itself in the open distance and e-learning arena, the University of South Africa (UNISA) has designed and developed six modular courses (one module per College) referred to as ‘Signature Courses’. The focus of these modules is on a student-centred online teaching and learning approach; extensive student online mentoring and support; and alternative online assessment practices, while also developing prototypes for fully online courses as the University advances in its digitisation objectives. This paper presents a case study of the achievements of the project thus far. It reports challenges the project has been facing and anticipates the trajectory the University will be following in the future as it moves decisively towards online teaching and learning.
As part of the endeavor to reposition itself in the open distance and e-learning arena, the University of South Africa ... Show Full Abstract
- Web 2.0 applications as alternative environments for informal learning: a critical review
Enthusiastic educational commentators are casting the internet in a new light through the emergence of so-called 'Web 2.0' technologies, which place learners at the centre of online activities and facilitate supposedly new forms of creation, collaboration, and consumption. [Some] educationalists have even heralded a 'Web 2.0 transformation of learning' with 'potentially groundbreaking implications for the field of education' (Thomas 2008). Yet such enthusiasm has been tempered by a more sceptical reaction throughout other sectors of the educational and technology communities.
Enthusiastic educational commentators are casting the internet in a new light through the emergence of so-called 'Web 2.0' ... Show Full Abstract
Authors: Selwyn, Neil
Conference name: CERI-KERIS International Expert Meeting on ICT and Educational Performance
Resource type: Conference
Subjects: Technology; Teaching and learning; Research
- The demand for skills 1995-2008: a global supply chain perspective
[The authors] propose a new method to analyse the changing skills structure of employment in countries based on the input-output structure of the world economy. Demand for jobs, characterized by skill type and industry of employment, is driven by changes in technology, trade and consumption. Using structural decomposition analysis, [the authors] study the relative importance of these drivers for the period 1995-2008. In doing so, [the authors] derive a new measure of technological change in vertically integrated production chains and show that it has been skill-biased. [The authors] find that skill-biased technological change has played the most important role in the different employment growth rates of high-skilled, medium-skilled and low-skilled labour in advanced countries. For emerging countries, the patterns of employment growth are very heterogeneous.
[The authors] propose a new method to analyse the changing skills structure of employment in countries based on the ... Show Full Abstract
- Technology leadership and ICT use: strategies for capacity building for ICT integration
Technology leadership is a fairly new concept in school leadership focus. It has become a concern for study in recent times, in tandem with the pedagogical change of integrating [information and communications technologies] ICT in teaching and learning especially in the developed nations. However, few such studies have been done in Africa. A number of studies in the developed countries have advanced descriptive approaches on how educators should go about the using of ICT in education. Teachers, therefore, need to have prerequisite skills to integrate ICT in teaching and learning and school leaders have a role in enabling the effective use of ICTs. This study aimed at investigating how school leaders help build capacities of teachers to be able to effectively integrate ICT in their teaching and learning, at school level, in a public secondary school in Kenya. Using a qualitative case study approach, five school leaders involved in the capacity building, were purposively sampled for interviews, four teachers were engaged in a focus group discussion and two teachers were observed engaged in classroom practice. Further data was obtained by analysing official school documents. The data analysed indicate the school leaders facilitated increased access to ICT facilities to the teachers and supported them, alongside training, to enable them [to] explore various ways of integrating ICT in teaching and learning.
Technology leadership is a fairly new concept in school leadership focus. It has become a concern for study in recent times, ... Show Full Abstract
- Using community radio in a rural women's post-literacy programme in Nepal
The paper examines the literacy and post-literacy needs of rural women in Nepal, describes a pilot study in using community radio to supplement a classroom-based post-literacy programme for these women, analyses the findings of this intervention and considers the implications for similar programmes in other settings.
The paper examines the literacy and post-literacy needs of rural women in Nepal, describes a pilot study in using community ... Show Full Abstract
- MOOCs in vocational education and training and higher education
This paper offers a brief overview of innovations in education, specifically massive open online courses (MOOCs), and proposes MOOC research and applications in tertiary education. The overview helps to inform funding bodies, educators and administrators on MOOCs. The paper uses the Diffusion of Innovations theory to contextualise research into MOOCs and other future scientific endeavours. The overview also illustrates two effects in the organisational diffusion of educational technologies - bandwagon and leapfrog effects. Bandwagon effects stem from social pressure rather than strategic planning driving the adoption of innovations. This 'me-too' behaviour often results in poor innovation use. In contrast to bandwagon effects, leapfrog effects hinder adoption and improve innovation use relative to early-adopter organisations. Leapfrogging organisations take a wait-and-see attitude towards adopting new technologies, and then use the technology more efficiently than many early-adopter organisations.
This paper offers a brief overview of innovations in education, specifically massive open online courses (MOOCs), and ... Show Full Abstract