Search Results

The Warwick Institute for Employment Research (IER) was commissioned by the All Party Parliamentary Group (APPG) for Adult Education to undertake a study to scope the need, reach and areas for policy and practice development for adult education concerning disadvantaged adults. This evidence-based inquiry gathered the views of key stakeholders, partners and providers on their top priorities for adult learning in 2016 and over the next five to 10 years. Methodologically the research consisted of: a literature review; an online survey for adults; telephone interviews with leading senior policy makers; Town Hall meetings; and fieldwork visits in differing regions in England.

The focus of the research was on a wide range of adult learners who may be out of work, in work, transitioning between roles and those who are older learners. This involved analysing both quantitative and qualitative findings that fed into the APPG answering the following research questions: How can a greater priority be given to adults' views to support demand-led provision? What practices and models of learning best motivate non-traditional students to keep on going with their studies while other from a similar background drop out? What is already known about the added value, cost-effectiveness and impact of adult education? What policy development is needed to secure the future of adult learning? Overall, the research aims to contribute to an understanding of what motivates (and demotivates) adult learners and what can be done to increase participation and attainment levels.

Edited excerpt from publisher's website. Show less

Vocational education and training (VET) is very important for young people in South Australia. This paper seeks to establish how important. The paper focuses on two broad groups: (1) those who complete 12 years of schooling and then continue their education in VET; and (2) those who choose an alternative pathway and leave school before year 12 but continue their education in VET. As well as describing the VET activities of these students, the year 12 retention rate education indicator is scrutinised. This indicator has been commonly used to measure the success of a school system in providing young people with a sound educational foundation. Apart from the statistical issues surrounding this measure, it fails to recognise that VET provides an alternative pathway. It is not argued that mere attendance at VET provides an equivalent education to the completion of year 12, however it is argued that completion of a certificate III or better is certainly equivalent to completing year 12. If the number of a cohort that leaves school and subsequently studies for such a qualification could be added to the year 12 retention it would provide an arguably better based indicator of educational achievement. The proportion completing a certificate III or higher qualification, having not completed year 12 is estimated. A further dimension explored is the importance of VET for young people across regions. Considerable comment has been made about poor educational outcomes in some regions of South Australia and it is hoped that the data presented here will assist in an understanding of the issue. The paper is presented in three sections. First, young people in VET are described: what they are doing, what their educational backgrounds are and what they achieve after leaving VET. The second section focuses on indicators, particularly a proposed 'equivalent' year 12 retention rate. Finally, the regional dimension is considered. It should be noted that the analysis only takes account of those students enrolled in the publicly funded sector. Students who pay fees at private providers are not included in the data. Show less

The He Vaka Moana research fellowship is a strengths-based project framed by Oceanic principles and methodologies - connecting us as Maori and Pasifika peoples to what sustains us - the ocean. We draw from our shared history of our tupuna who navigated the vast Pacific Ocean on purpose-built vessels using Indigenous methods of navigating to successfully reach their destinations. Based on an internationally proven model, He Vaka Moana seeks to develop a sustainable fellowship of interdisciplinary academic and professional staff in teaching, learning, assessment and research. Through using robust processes that test, evaluate and reflect on Maori and Pasifika students' success, our fellows constructed innovative pedagogical projects to advance students' success, whilst ensuring significant and positive changes occurred institutionally.

He Vaka Moana was a two-year project with three aims: 1. To examine, improve and evaluate multiple interventions that develop and advance Maori and Pasifika learners' success; 2. To develop research capacity and capability amongst fellows around projects focused on Maori and Pasifika student retention, completion and successful outcomes; 3. To develop an Oceanic methodology - an approach we named Va-ka methodology, that recognises the interrelated connections that Maori and Pasifika experience as Indigenous peoples.

Excerpts from publication. Show less

The Access Economics report ‘The economic benefit of increased participation in education and training’ (indexed at TD/TNC 81.45), jointly commissioned by the Business Council of Australia (BCA) and the Dusseldorp Skills Forum (DSF), investigated the links between reducing the number of early school exits and increased economic prosperity. This document is the joint response by BCA and DSF to this report. It recommends the following as policy steps that are needed to capture the gains forecast in the report: Commonwealth-State agreements on youth transitions to work; Legislate to guarantee all young people have the right of access and support to complete 12 years in initial education or a vocational equivalent; Ensure stronger subject, teaching and learning choices for students during the early, middle and senior school years; Provide every early school leaver with personal assistance in the transition from school; Create a national system of second chance opportunities for early school leavers to achieve Year 12 or an apprenticeship; Systematically learn from local and international best practice. Show less

This report gives an overview of the literature on tertiary learners’ participation, retention and success in e-learning. It contains a large selection of research literature, consisting of both published research from journals, books and the internet and ‘grey’ literature that included project reports, unpublished theses and dissertations and reports commissioned by government agencies. The key findings of this annotated bibliography are that: (1) teaching practices and pedagogies, institutional support and student characteristics and attitudes are all critical in tertiary learners’ retention and success in e-learning; of particular importance are appropriate teacher-student interactions, and courses need to be designed to incorporate e-learning’s strengths; this includes selecting appropriate technology and ensuring that e-learning is linked to assessments and authentic learning experiences; (2) for best results, institutions need to provide ‘user-friendly’ systems, processes and appropriate pastoral and technical support; students also need motivation, self-direction and independence as well as having prior experience in e-learning; students with positive attitudes towards technology tend to do better in e-learning than learners with negative attitudes towards technology; (3) e-learning provides additional flexibility to traditional delivery by allowing students to study at a time, place and pace of their choosing; e-learning can also reduce isolation by better connecting learners to their peers, teachers and institutions, especially for learners studying part-time or through distance education; (4) e-learning can provide greater access to a wider range of resources and experts than is available through traditional delivery; the fact that all students can equally access these experts and resources is of benefit to non-mainstream learner groups e.g. disabled students; and (5) the evidence supporting younger learners being more successful than their older peers in e-learning is inconclusive; while some studies support the assertion that younger learners are more effective in e-learning, others do not.

Published abstract from Education Counts website. Show less

This study focuses on the contribution that vocational education and training (VET) can make to reducing early leaving from education and training (ELET). [The report] reviews VET-related measures to tackle ELET, either by preventing learners dropping out and/or by bringing those who have already left back to education and training. [The report] identifies and discusses the key features of successful policies and practices, plus the conditions necessary to evaluate and upscale successful regional and local practices to national strategies.

Edited excerpts from publisher's website.

Country reports developed as background material for this study are available in VOCEDplus at TD/TNC 130.578. Show less

Over the past four decades, community colleges have played an increasingly important role in higher education. Today, community colleges - which are accessible and affordable, relative to four-year institutions - enroll more than one in every three postsecondary education students. Unfortunately, among students who enroll in community colleges with the intent to earn a credential or transfer to a four-year institution, only 51 per cent achieve their goal within six years. These students may face fewer difficulties and make better academic progress if they had better access to, or more adequate, student services, but, as it stands, student-to-counselor ratios at community colleges are often more than 1,000 to 1, limiting the assistance that students receive. As part of MDRC's multisite Opening Doors demonstration, Lorain County Community College and Owens Community College in Ohio ran a program that provided enhanced student services and a modest stipend to low-income students. Students in the Opening Doors program were assigned to one of a team of counselors, with whom they were expected to meet at least two times per semester for two semesters to discuss academic progress and resolve any issues that might affect their schooling. Each counselor worked with far fewer students than did the regular college counselors, which allowed for more frequent, intensive contact. Participating students were also eligible for a $150 stipend for two semesters, for a total of $300. To estimate the effects of the program, MDRC worked with the colleges to randomly assign students either to a program group, whose members were eligible for the Opening Doors services and stipend, or to a control group, whose members received standard college services and no Opening Doors stipend. Any subsequent substantial differences in academic and other outcomes can be attributed to the program.

Excerpt from summary reprinted by permission of the copyright owner. Show less

The purpose of the Review of Years 9 to 12 in Tasmania was to 'identify opportunities to improve attendance, retention and attainment outcomes' (Contract between ACER and the Tasmanian Department of Education, 2016). The Tasmanian Government is currently implementing significant reforms to improve students' retention and attainment in Tasmania's schools. There is a concern in the Tasmanian community however, that their students' performances are among the lowest in the nation. Reasons nominated for these results include weak literacy and numeracy levels; low attendance rates; high anxiety around transitions between Year 10 and Year 11 by some students, especially among those living outside of the larger cities; students seeking alternative education options; and family, financial, health and carer based issues. It is against this backdrop that the Australian Council for Educational Research (ACER) was commissioned to undertake an independent review of Years 9 to 12 concerning the following issues: student and workforce data; curriculum policy and provision (including vocational education and training (VET); and design and delivery for Years 9 to 12 (which includes the three Tasmanian education sectors: the Tasmanian Catholic Education Office (TCEO), Independent Schools Tasmania (IST) and the Department of Education (DoE)).

This Report provides the following: an analysis of current student performance and aspirational data, workforce characteristics, and curriculum provision and design in Years 9 to 12; a report on VET and vocational education and learning (VEL) in Tasmania's government and non-government schools; and specific recommendations regarding: participation and transition policies and procedures that align with the findings of the report and the Education Bill, future curriculum provision and design for Years 9 to 12, future workforce characteristics, and VET and VEL in Tasmania's government and non-government schools.

Excerpt from publication.

Follow-up stakeholder workshops were held in 2018 to discuss a way forward to implement the recommendations in this report. The 'Years 9 to 12 Review Workshops, 19-20 February 2018: report' is available in VOCEDplus at TD/TNC 133.949. Show less

Those who have left out-of-home care - including foster, residential and kinship care - typically face extreme challenges to participate and succeed in higher education. Despite the severe educational and broader challenges faced by many care leavers, evidence also suggests that their participation in higher education can be increased rapidly through targeted policies and commitments. This report follows a multi-state, cross-institutional analysis of care leavers in Australian higher education and explores how universities attract and support care leavers. The study was funded by the Australian Government Department of Education and Training.

Research for the current project was led by La Trobe University in partnership with Federation University of Australia, Queensland University of Technology, and Western Sydney University. Two primary research questions were addressed: How can universities increase access to higher education for care leavers? How can universities support care leavers who are studying at university? The five main components of the project were: (1) a review of international research, policy, and legislation relating to care leavers in higher education; (2) development of methods for higher education institutions to collect data on care leaver students; (3) in-depth interviews with care leavers in higher education about their views and experiences; (4) development of guidelines for people from out-of-home care backgrounds considering higher education; (5) development of guidelines for university staff delivering outreach to young people in out-of-home care and providing support for care leavers in higher education.

Edited excerpts from publication. Show less

In July 2009, President Barack Obama set out a bold higher education agenda for his administration and promised that the [United States] US would once again lead the world in college degree attainment. Given the nation’s current level of college completion, it is reasonable to wonder whether such ambitions are feasible. While there is a sense that the country needs to recreate the ‘Golden Age’ of American higher education, where high completion rates were the norm, few have bothered to ask whether this era was actually as golden as the conventional wisdom would suggest. In one of the few efforts to examine this question, John R. Thelin, research professor at the Education Policy Studies School at the University of Kentucky, reevaluates the idyllic image of university life in an earlier period and uncovers the historical roots of America’s ‘attrition tradition’. Thelin finds that not only did university students often drop out at a high rate in the early 1900s, but also that college attrition was largely ignored until the last few decades. If we are to tackle the challenge of raising graduation rates in an era of increased access - a strikingly modern goal - it will require fine-grained, institution-level analysis, Thelin argues, in addition to significant investments in improved data systems for America’s colleges and universities. Using detailed cohort tracking data and a seasoned historical perspective on the origins of today’s ‘war on attrition’, this AEI working paper should give pause to ambitious completion promises and prod university leaders to reflect on their own performance data to map a better course for serving students. Without an accurate sense of how far we have come in our higher education aspirations - how difficult and costly it has been to get there - we cannot strategically plot the road ahead.

Edited excerpt from publication. Show less