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Many Japanese women temporarily leave their jobs during the childrearing phase. In this paper, the author summarizes the present situation and causes of this interruption of work by Japanese women in the childrearing phase, mainly by re-aggregating the results of the National Survey of Households with Children conducted by the Japan Institute for Labour Policy and Training in 2012. This analysis revealed that 62 per cent of all women in the childrearing phase, and of these, 56 per cent of those with a university degree or higher educational background, are classified in 'interruption type' career courses. The regular employee ratio of women in 'interruption type' employment is 36 percentage points lower than those in '(job) continuation type' employment, and their average annual incomes are also only about half. Around 60 per cent of women in the childrearing phase think it ideal to continue working after childbirth, exposing a wide gap between ideals and realities when it comes to balancing work with childcare. Possible factors behind the expansion of job interruption in the childrearing phase to women from higher educational backgrounds include the fact that the gender-specific role expectations placed on women (responsibility for housework and childcare) remain as high as ever, and that job interruption is influenced by male-centered Japanese-style employment practices.

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The objective of this research was to study the existing financing mechanisms available to finance students for vocational training. It also aimed to identify scalable solutions and to develop a broad implementation roadmap to make finance available to students from diverse income-segments and education background. The contents of this paper include the broad approach of study, the methodology, two potential solutions, recommendations, and the roadmap. Show less

This regional synthesis report is a result of a collaborative research study conducted in nine countries in the Asia-Pacific region (Fiji, Indonesia, Mongolia, Pakistan, Philippines, Republic of Korea, Samoa, Sri Lanka, and Uzbekistan). It provides current information of the situation of teachers in the region and finds that, if teachers are to meet the education needs of 21st century learners, they require support in their professional development and career options suited to their areas of expertise. The countries were chosen to reflect the diversity of the region, both in terms of geography and education systems. The study focused on the types of career pathways currently available for teachers in the nine countries. It also investigated: how professional development is linked to career progression; the extent to which teachers receive career guidance; incentives used to reward good practice and additional responsibilities; types of promotion opportunities; support provided by principals to teachers in terms of their professional development and career advancement; and the extent to which the issue of gender affected career development.

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HERDSA offers an annual international conference on topical teaching and learning issues with opportunities to meet colleagues with similar interests, exchange ideas about teaching and learning and learn about current developments from experienced researchers and practitioners.

Papers in this volume include: Peer assisted teaching scheme: a way of creating, sustaining and developing new connections / A. Carbone; Intercultural interactions in university tutorials: a Bourdieusian analysis / C. Colvin, F. Fozdar, and S. Volet; Assessment of mechanical engineering final year projects using fuzzy multi-attribute utility theory / C. Dong; Student and staff perceptions of fieldwork experiences: assessing authentic learning / S. Ferns and J-A. Pegden; Establishing a regional enabling pilot programme through university-community engagement / M. Fleming, B. Cram, G. London, and C. Kayrooz; Using web-enhanced learning to connect with learners: student perceptions / K. Flowers, N. Gamble, M. Nebauer, T. Harding, and P. Schulz; A case study on providing international students the opportunity to enhance performance through online engagement / R. Gill, E. Verezub and X. Wang.

Connections through dis-identifications: the use of Cultural and Political Vignettes (CPVs) in teacher education / A. Goriss-Hunter; Connecting theory and practice: exploring the use of personal experiences in programme design / E. Govers; Reflective connections in an undergraduate architecture program / J. Grellier and L. Mackintosh; The emergence of 'I', 'you' and 'us' identities for, in and through work placements / K. Henschke; Why is it important for higher education to connect with the [vocational education and training] VET sector? / A. Langworthy and S. Johns; Undergraduate students' experience of research: findings from a cross-disciplinary analysis of students' perceptions / R. Lee, P. Myatt and G. Joughin; Enhancing intercultural competence among pharmacy students through the Excell Program / S. Maganlal, R. Hills, S. McMillan, M. Barker, N. Blauberg, and L. Shallcross.

Interdisciplinary threshold concepts in engineering / S. A. Male, A. L. Guzzomi and C. A. Baillie; Supporting and promoting reflective thinking processes in an undergraduate Medical Imaging program / S. Maresse, J. McKay and J. Grellier; A blind spot in higher education research?: a call for the explicit use of qualitative survey validation methods / C. McCormack; Using 'core academic literacy' course results to create a profile for potentially 'at risk' students / K. McNaught and F. McIntyre; The NAME four factor model for engaging students in academic support services / K. McNaught and E. Beal; A model promoting conceptual change in higher education: an integrated approach / T. Olsson and T. Roxa; Students, faculty and local community health professionals learning together / P. Paliadelis, I. Stupans, L. Turner, M. Puxty, A. Fagan, and J. Lea.

Building community, educational attainment and university aspirations through university-school mentoring partnerships / K. Pearce; Connecting research with carnival: developing critical business education through reflective writing / V. Pollard; Multiple-choice questionnaires and the success of law students: results of a preliminary evaluation / J. Prichard; Academic expatriation: an investigation into the importance of connections when entering expatriate life / K. Sanderson; The connection of reflective practice to management competency through a business simulation / M. Segon and C. Booth; Student engagement: what is stopping our international students from getting it? / K. Stratilas and J. Yong; How do we connect and engage students, learning in a distance mode, to develop verbal communication skills? / I. Stupans and L. Orwin.

Social ties as key knowledge transfer agents between Indonesian and Australian universities: perspectives from an Indonesian university / A. Sutrisno, Lisana, and H. Pillay; The potency of interdisciplinary collaboration to empower constructive dissenters / C. Symons, L. Almberg, E. Goh and J. McGowan; Graduate employability: interpretation and expectation / T. T. Tran; Outcomes and evaluations: is there a relationship between indicators of student success and student evaluations of learning? / B. Tucker, J-A. Pegden and J. Yorke; Understanding academic identity conflicts in the public university: importance of work ideologies / R. Winter and W. O'Donohue; Plagiarism across the academic disciplines / C. Zimitat; Connecting with the African-student diaspora in Australian higher education / C. Zufferey and D. Wache. Show less

This paper analyzes the returns to schooling among Chinese rural migrants using data from the 2002 and 2007 China Household Income Project. [The author’s] nonparametric estimates show substantial dispersion and heterogeneity in the schooling rates of return among migrant workers. While the returns to schooling for the overall sample have increased over time, this result is mainly driven by the substantial increase in female migrants’ schooling coefficients. The schooling rates of return are also found to increase with migrant workers’ education levels. [The] birth cohort analysis shows that the patterns of the evolution of schooling returns during 2002-2007 are still present even after considering the effects of changes in migrants’ age structure and in unobserved ability distribution during 2002-2007.

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Bangladesh is pledge bound to ensure the rights of persons with disabilities in the country. To support this commitment, the government has made the inclusion of persons with disabilities in skills training and employment a key priority and set a five per cent admission quota for students with disabilities in all technical and vocational training institutes. To help principals and teachers of technical and vocational training institutes overcome challenges towards becoming disability inclusive the Department of Technical Education has partnered with the International Labour Organization, Bangladesh - Skills for Employment and Productivity (B-SEP) Project, funded by the Government of Canada, to develop a guideline on disability inclusion. This guideline has been prepared based on pilot projects in this field and is meant to assist training institutions in their effort to promote equitable access to training opportunities for persons with disabilities. This is a practical guideline for [technical and vocational education and training] TVET principals and teachers that provides basic concepts of disability inclusion, what to consider when planning for inclusion, how to handle learning disabilities and provide reasonable accommodation and also the underpinning social aspects of inclusion.

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Adult learning today is of strategic importance with individuals everywhere aspiring to improve the quality of their life and living conditions through self-improvement and new skills. The main theme of this book is the challenge of liberating the creative forces. It is based on five years of empirical research involving countries from every region of the world with the aim of providing analytical and operational reference points for players involved in the development and implementation of new adult learning policies. The chapters are: Reconstructing the fragmented world of adult learning; The process of developing and implementing adult learning policies; The four functions of transition policies; Shifting perspectives 1: the development and liberalisation of adults' creative and productive capacities; Shifting perspectives 2: productivity and creativity: rediscovering the actor; The expression and management of social demand; Policies and measures promoting the expression and synergy of learning demand; Learning continuities and discontinuities; The transformation of the state's role; Promoting adult literacy: a revealing field; Conclusion. Included as appendices are: Adult learning policy framework; Tables (containing policy documents by country); Researchers participating in the country studies. Show less

Countries in the Association of Southeast Asian Nations (ASEAN) and their neighbours will undergo significant social, economic and industrial change over the coming decades. The emergence of these sunrise industries in the ASEAN region also presents opportunities for Australia. Consumer incomes will rise, advanced technologies will be cheaper and more accessible, and economies will shift from industrial production to the provision of services. These factors, among others, will drive future population and economic growth across the region. In the face of these changes, some industries will decline, while new 'sunrise industries' will emerge, generating new sources of long-term economic development.

This report identifies and profiles the following set of potential sunrise industries: (1) Artificial intelligence and autonomous systems: made up of large and small companies which design, construct, implement and operate automated systems, this industry emerges as a result of the increasing capabilities of automation and artificial intelligence to deliver benefits at lower costs; (2) Financial and regulatory services technology: enabled by technology and growing demand for innovative financial services, the FinTech and RegTech sector is made up of companies that provide digitally enabled financial and regulatory products and services; (3) High value nutrition: growing incomes, rates of chronic diseases and concerns about food safety and provenance have driven demand for healthy, traceable and trustworthy food products that are sustainably and ethically produced, giving rise to an industry focused on high value nutrition; (4) Next generation energy storage and distribution: improvements in the affordability and capability of batteries, other technological innovations, and consumer demand for clean energy solutions are fuelling demand for companies (both big and small) in the energy storage and distribution market; (5) Cyber-physical systems security: while cyber-physical systems (i.e. systems which have intertwined software and physical components) are becoming increasingly widespread, they can be vulnerable to hacking, creating new opportunities for the cyber-physical systems security industry; (6) Personal health and ageing: rapidly aging populations are creating demand for products and services related to personal health and ageing (e.g. apps, wearable devices and mobile/telehealth services) along with personalised health and aged care; (7) Digital infrastructure and connectivity: while the wider Asia Pacific region has some of the world's most digitally advanced nations, digital infrastructure is still lacking for many ASEAN members, creating opportunities for the digital infrastructure industry to respond to the growing connectivity demand.

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This study aimed to examine the relationships among prospective teachers' interest in teaching, professional engagement and career development aspirations, and career choice satisfaction. A total of 602 prospective teachers from various primary (for example, primary school teaching) and secondary (for example, English language teaching) teacher education programs of a large university in Turkey participated voluntarily in the study. The results show that, regardless of the effects of demographic variables such as gender, age, year of study or fields of study, the prospective teachers' interest in teaching can be identified through three distinctly different profiles: high, medium and low interest in teaching. Results of the present study also demonstrate that the profiles of prospective teachers' interest in teaching were significantly related to the career choice satisfaction and professional plans.

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This is a regional report presenting the conclusions of the 2014 Torino Process within the four participating central Asian republics. This regional report builds on the basis of the Torino Process reports and analyses prepared with [European Training Foundation] ETF support for Uzbekistan, Tajikistan, Kyrgyzstan and Kazakhstan. Publically available evidence and information on education for the region is drawn upon for the report, particularly from the Education Sector Plan prepared since 2012 in each of the countries and from World Bank data series. The 2014 Torino Process reports the direction and content of reform and also outlines the progress achieved in [vocational education and training] VET since the beginning of the Torino Process in 2010. The report also includes a list of the focus areas for each country and a summary of progress.

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