Search Results | VOCEDplus, the international tertiary education and research database

National survey of workers in the domestic, family and sexual violence sectors

This report provides information about workers in services used by people affected by domestic and family violence ... Show more
This report provides information about workers in services used by people affected by domestic and family violence and sexual assault. Analysis of surveys of workers and service leaders along with stakeholder interviews provides detailed insight into models of provision, workforce strengths and gaps, workers' skills and skill development needs, and perceptions of service capacity and sustainability challenges. Overall, the information can be used to inform efforts to build capacity of the workforce and service system to improve responses to people affected by violence, to help achieve the objectives of the National Plan to Reduce Violence against Women and their Children (2010-2022).
Key findings include: the workforce is strongly female dominated - more than 4 in 5 workers identified as female; services located in major cities tend to employ higher proportions of workers from [culturally and linguistically diverse] CALD backgrounds, while those in remote areas employed higher proportions of employees from Aboriginal and Torres Strait Islander backgrounds; workers generally reported feeling confident identifying signs of abuse, however, fewer said they were confident identifying financial or sexual abuse, compared with physical or emotional abuse; many workers felt they needed additional training to support specific client groups, including Aboriginal and Torres Strait Islander people, [lesbian, gay, bisexual, transgender/transsexual, intersex and queer/questioning] LGBTIQ people affected by violence, asylum seekers, people with experience of homelessness, and perpetrators of violence; more than 90 per cent of workers reported having a post-school qualification (36.3 per cent had a bachelor level qualification and a further 30.5 per cent had a postgraduate degree), however, while the sector is highly qualified, not all workers felt their formal qualifications had provided good preparation for working with people affected by domestic and family violence or sexual assault; workers with the highest levels of contact with people affected by domestic and family violence and sexual assault were more likely to have participated in relevant training in the last 12 months; workers in frequent contact with victims of sexual assault were more likely than others to receive relevant training, and to have received larger amounts of training; among workers in leadership positions ([Chief Executive Officers] CEOs, senior managers, team leaders), three quarters of men had undertaken management or leadership training, but only two thirds of women had done so; and less than 2 in 3 felt they received appropriate induction when they commenced in the service.
Excerpts from publication. Show less

Authors: Cortis, Natasha; Blaxland, Megan; Breckenridge, Jan; Valentine, Kylie ... [+] Show more

Date: 2018

Geographic subjects: Australia; Oceania

Resource type: Government report or paper

Subjects: Industry; Employment; Workforce development ... [+] Show more
Adult and community learning: what? why? who? where?: a literature review on adult and community learning

This report summarises the findings of a literature review (ranging from academic studies to unpublished accounts o ... Show more
This report summarises the findings of a literature review (ranging from academic studies to unpublished accounts of local practice) on adult and community learning (ACL) based on a study undertaken between December 2000 and March 2001. Its aim is to inform policy and provide the Learning and Skills Council (LSC) and the Department for Education and Skills (DfES) with information on what works in ACL. Some key findings are: (1) excellence in ACL involves an approach that engages creatively with groups and individuals and meets them on their own terms and their own territory, involves the voluntary and community sectors in staff development, focuses on improving the retention of learners on the early stages of the learning experience, and helps individuals progress using accreditation where it motivates rather than deters the learner; (2) local authorities are the main players, but ACL takes place in a variety of settings; (3) the learning often has a significant impact on the skills and employability of individuals; (4) there are numerous social benefits; and (5) ACL is particularly suitable for outreach to disadvantaged people. The chapters of the report are: Introduction; The rationale for adult and community learning; Aspects of quality; Improving access; Achieving coherent provision; Discussion. Also included are a bibliography and three appendices: (1) Project methodology; (2) Case studies; (3) Some useful websites. Show less

Authors: Callaghan, George; Newton, Derek; Wallis, Emma; Winterton, Jonathan ... [+] Show more

Corporate authors: Eldwick Research Associates ... [+] Show more

Date: 2001

Geographic subjects: Europe; Great Britain

Resource type: Government report or paper

Series name: Research report

Subjects: Participation; Evaluation; Quality ... [+] Show more
The roles of NVQ internal verifiers

This report presents the findings of a research project which looked at the roles of internal verifiers in relation ... Show more
This report presents the findings of a research project which looked at the roles of internal verifiers in relation to the organisations that employ them in connection with the operation of National Vocational Qualifications (NVQs). The research was designed to look at the tangible benefits that accrue to the organisations when their employees act as internal verifiers, and the benefits that accrue to the individuals themselves. The project considered the operation of NVQs in colleges, training providers and workplaces, in the construction, business, retail and engineering sectors. Show less

Authors: Warmington, Paul; Wilmut, John

Corporate authors: Great Britain. Department for Education and Skills (DfES) ... [+] Show more

Date: 2002

Geographic subjects: Europe; Great Britain

Resource type: Government report or paper

Series name: DfES research report

Subjects: Assessment; Qualifications; Quality ... [+] Show more
Further education: raising skills, improving life chances

This White Paper builds on the existing 14-19 Education and Skills White Paper and Skills Strategy [available in VO ... Show more
This White Paper builds on the existing 14-19 Education and Skills White Paper and Skills Strategy [available in VOCEDplus at TD/IRD 88.163] to set out a series of reforms for the further education (FE) system, focusing on the role of the FE sector in raising the skills level of young people and adults in order to achieve productive sustainable employment in a modern competitive economy. The proposed changes will result in more choice for clients, services designed to meet individuals' needs, new, innovative providers being encouraged to enter the training market, and action to address poor quality provision. The reforms are designed to enable learners to acquire high-quality skills and to ensure that employers have the right skills for their business to be competitive in a global economy.
The policy measures include: new incentives for colleges to develop one or more areas of special excellence, with a new higher standard of accreditation (under the program of Centres of Vocational Excellence or CoVEs); a more direct role for employers and an extension of the National Skills Academies (NSAs) program; a trial program of learner accounts and a new entitlement to free training and education for the under-25s to gain level three qualifications, with the continued roll-out of the Adult Learning Grant to help with maintenance costs for those on low incomes; the creation of a single Quality Improvement Agency to oversee a new national strategy to raise the quality of FE provision and promote continuing professional development of teaching staff; improvement notices to be issued to colleges judged to be failing and requiring the problems to be addressed within a year; and a simplified system for planning and funding provision designed to reduce regulatory bureaucracy at all levels, with an enhanced strategic role for the Learning and Skills Council at the regional level, new opportunities for innovative providers to enter the sector with new competitive arrangements and open advertising, and funding geared towards demand, particularly through the Train to Gain program. Show less

Corporate authors: Great Britain. Department for Education and Skills (DfES)

Date: 2006

Geographic subjects: Europe; Great Britain

Resource type: Government information

Subjects: Sustainability; Quality; Skills and knowledge ... [+] Show more
Learning and Skills Beacons

Learning and Skills Beacon status recognises and celebrates high quality teaching and training and effective and we ... Show more
Learning and Skills Beacon status recognises and celebrates high quality teaching and training and effective and well managed institutions in the UK. The standard is deliberately high and Beacons are expected to promote innovation and share their good practice with the sector. This publication contains a number of case studies that provide a description of the work being undertaken and the achievements made by the first two rounds of Learning and Skills Beacons. These include sixth-form colleges, further education colleges, public and private sector businesses and training organisations. Show less

Corporate authors: Learning and Skills Council (Great Britain) (LSC) ... [+] Show more

Date: 2002

Geographic subjects: Europe; Great Britain

Resource type: Government report or paper

Subjects: Apprenticeship; Evaluation; Quality ... [+] Show more
Developing the University for Industry concept: an evaluation of ADAPT Round 3 projects

This report examines the impact of a series of development projects funded by the European Social Fund-sponsored AD ... Show more
This report examines the impact of a series of development projects funded by the European Social Fund-sponsored ADAPT initiative on the development of the University for Industry (Ufi) concept in the UK. Ufi was established to stimulate demand for lifelong learning and to improve access to higher quality and innovative learning opportunities, particularly through the use of information and communication technologies (ICTs). The report presents the main findings of final case studies of 10 successful projects, selected to present a variety of different kinds of project funded under this initiative. It tracks the development of the projects and examines their policy contribution in terms of project outcomes, factors affecting their achievements, implications for Ufi/learndirect and the processes in place to disseminate lessons learned.
The case studies are indexed at TD/TNC 74.149. Show less

Authors: Hillage, Jim; Atkinson, John; Barry, John; Dewson, Sara ... [+] Show more

Corporate authors: Great Britain. Department for Education and Skills (DfES) ... [+] Show more

Date: 2001

Geographic subjects: Europe; Great Britain

Resource type: Government report or paper

Series name: DfES research report

Subjects: Technology; Lifelong learning; Quality ... [+] Show more
Evaluation of Success for All: attributing impact to specific themes/initiatives: a final report to the Department for Education and Skills (DfES)

The Success for All program (policy document indexed at TD/TNC 72.207) was established by the Department for Educat ... Show more
The Success for All program (policy document indexed at TD/TNC 72.207) was established by the Department for Education and Skills (DfES) in November 2002. It represented a major set of policy reforms to the post-16 learning and skills sector to 2010 and beyond. The program aimed to raise standards, increase participation and improve outcomes through four interlocking themes. A monitoring and evaluation framework including separate but complementary evaluation plans for each of the four themes was also established. ECOTEC Research and Consulting were commissioned by the DfES in September 2004 to establish the feasibility of attributing impact to specific themes or initiatives within Success for All. This study is intended to support the existing monitoring and evaluation framework, by establishing a methodology for attributing impact, where targets and quantitative data collection are insufficient. This document is the final report of the study, which was completed in December 2004. A key conclusion is the varying degree to which attribution is likely to be possible for different aspects of the program. Any attribution framework will need several different elements. The report concludes by proposing a potential strategy for the development of an attribution framework, based on two related methodologies for modelling impact, one against the cross-cutting targets and the other against the theme level targets. Show less

Corporate authors: Great Britain. Department for Education and Skills (DfES) ... [+] Show more

Date: 2005

Geographic subjects: Europe; Great Britain

Resource type: Government report or paper

Subjects: Participation; Quality; Evaluation ... [+] Show more
Evaluation of post 16 learning arrangements

New arrangements for post-16 learning in the UK were developed in response to a number of perceived weaknesses in t ... Show more
New arrangements for post-16 learning in the UK were developed in response to a number of perceived weaknesses in the existing system. By November 2002, the implementation of new learning arrangements had resulted in policy, organisational and operational changes. This interim report is part of a two-year project to assess key stakeholder and partner opinions on key post-16 processes and their contribution to learner performance, quality and standards. Key organisations representing accountable stakeholders for the post-16 learning arrangements are: the Department for Education and Skills (DfES), the Learning and Skills Council (LSC), Jobcentre Plus, the Adult Learning Inspectorate, and the Office for Standards in Education (Ofsted). The report examines the development and changes since April 2001 in the funding, institutional structure and operation of learning for adults and young people over the age of 16. The qualitative evaluation focuses on five key areas: implementation of the LSC arrangements; raising standards; the Standards Fund; inspections; and Area Wide Inspections. The report suggests that there have been some difficulties associated with the changes but the key elements are in place. There is a high level of awareness among stakeholders of the need for improved performance and raised standards. Many new and improved processes have been and continue to be put in place. At this point, a systematic impact on learners appears limited apart from a few specific isolated instances of changes affecting learners. A final evaluation report will be compiled when the study is completed in January 2004. Show less

Authors: Wilson, Philip; Rodger, John; Hopwood, Vicky; Antill, Matt

Corporate authors: Great Britain. Department for Education and Skills (DfES) ... [+] Show more

Date: 2003

Geographic subjects: Europe; Great Britain

Resource type: Government report or paper

Series name: DfES research report

Subjects: Performance; Evaluation; Quality ... [+] Show more
Models of HE/FE mixed economy provision

The aim of this project was to evaluate combinations of mixed further education (FE) and higher education (HE) prov ... Show more
The aim of this project was to evaluate combinations of mixed further education (FE) and higher education (HE) provision in the following contexts: mergers of FE and HE institutions; transfers of FE institutions to HE status; and mixed economy FE colleges delivering substantial levels of HE provision. It intended to: evaluate the effects of FE/HE mergers and transfers of FE institutions to the HE sector on the structure and organisation of the institution; identify the issues arising from FE/HE mergers and transfers of FE institutions to the HE sector which relate to development of good policies and the identification of best practice; evaluate the effects of FE/HE mergers and transfers of FE institutions to the HE sector on the scale and scope of FE and HE provision; and identify the barriers to safeguarding FE provision in FE/HE mergers and transfers of FE institutions to the HE sector. The project involved eleven case studies. Show less

Corporate authors: KPMG Consulting ... [+] Show more

Date: 2003

Geographic subjects: Europe; Great Britain

Resource type: Government report or paper

Series name: DfES research report

Subjects: Quality; Providers of education and training; Higher education
Improving prisoners' learning and skills: a new strategic partnership

In the United Kingdom (UK), prisoners who are unemployed on their release are twice as likely to re-offend as those ... Show more
In the United Kingdom (UK), prisoners who are unemployed on their release are twice as likely to re-offend as those with stable employment. Success in the workplace is more likely if prisoners have the mix of vocational skills and personal qualities which employers are looking for. This statement outlines a plan to lift prisoners' knowledge, education and skills levels along with their self-esteem, both in prison and in the key period after their release, to enable them to succeed in the workplace on their release. The plan is to be achieved through a strategic partnership between the Department for Education and Skills (DfES) and the Prison Service and in cooperation with all the key agencies. The statement describes the partnership's aims and objectives and concludes with an outline of the new partnership model and priorities for immediate action in the first year. Show less

Corporate authors: Great Britain. Department for Education and Skills (DfES) ... [+] Show more

Date: 2000

Geographic subjects: Europe; Great Britain

Resource type: Government information

Subjects: Qualifications; Quality; Skills and knowledge ... [+] Show more