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The European Association for the Education of Adults (EAEA) reviewed adult education trends in the European Union (EU) member countries and beyond, identifying key issues requiring the development of new policy. Strengthening the European dimension must be achieved without weakening the grounded diversity of different countries' approaches and traditions. Deep philosophical differences about values and priorities are reflected in the use and connotation of different terms, complicating discussion. Established values and principles need to be reinvigorated and applied to the new global context of the enlarged EU. The objective of the study was to identify trends and issues in Europe in the field of adult learning based on the existing studies and surveys. This included the identification, collection and analysis of existing international sources and data, focusing on outcome, access, quality of diverse European adult education practices dealing with challenges and perspectives. Its aim was also to make a review of national regulatory frameworks, structures, policies and practices. This review would include statistics, providing indicators on rates of participation and provision. As well, there would be an emphasis on recent political statements on needs and priorities. Based on the findings the project aimed to offer recommendations for policy priorities and actions mainly at national and European level. The study found that, while many countries appreciate the efficacy of vocational education and training (VET) in encouraging the employability capacities of all people including disadvantaged groups, less attention has been given to the transformative and integrative power of broader, non-vocational learning opportunities which can improve the motivation, health and self-esteem of disadvantaged people, providing a route into the mainstream. There needs to be more rebalancing within most parts of enlarged Europe, not only between the economic and the social, but also between collective group-oriented efforts to nurture lifelong learning culture and practice and the present more ascendant individual orientation. Show less

The Enterprise & Career Education Foundation (ECEF) Lighthouse Disability Initiative is a disability action research project designed to contribute to an understanding of creating pathways into vocational education and training (VET) for people with a disability. The Initiative has evolved to address the under-representation of students with disabilities in the Australian VET system, particularly the 'VET in schools' program. It has employed a strategy to intervene at the upper secondary school level to provide support, structured VET opportunities and work placement to ensure that pathways into VET and employment are created for students with disabilities. The Initiative has been designed to complement the Australian National Training Authority (ANTA) Disability Forum's 'Bridging pathways' strategy (indexed at TD/TNC 62.912) and the implementation of its accompanying 'blueprint' (indexed at TD/TNC 63.291) by the Australian Disability Training Advisory Council (ADTAC). The Initiative has funded three Lighthouse projects to trial different models for intervention to support students with a disability to participate in 'VET in schools' and 'Structured workplace learning' opportunities, and to document key lessons learned in the process. This document contains the case studies of the three projects: (1) GATE - Gateway to Awareness for Employment and Training, Tasmania; (2) WAVES - Western Area Vocational and Enterprise Services, South Australia; and (3) Work-Out New South Wales. The three projects were selected for their ability to identify best practice for others to follow, to develop a range of models which can be incorporated into generic structured workplace learning programs, and to forge strong partnerships between schools, registered training organisations, employers and specialist employment agencies. The case studies provide information about the projects, their progress to the end of 2001 and the key lessons learned thus far.

The ECEF Lighthouse Disability Initiative evaluation report is indexed at TD/TNC 72.196. Show less

This paper uses data from the Census of Population and Housing to examine trends between 2006 and 2016 in post-school educational attainment and participation among the Indigenous population. Indigenous vocational attainment increased considerably between 2006 and 2016. The gap in vocational attainment between Indigenous and non-Indigenous men shrank considerably and Indigenous women are now more likely than non-Indigenous women to have a vocational qualification. Relatively little of the growth in Indigenous vocational attainment between 2011 and 2016 can be attributed to Indigenous identification change. While Indigenous university participation has increased over the past decade, Indigenous university participation and attainment has failed to keep pace with non-Indigenous growth. As a result, there is a large and growing gap between Indigenous and non-Indigenous university attendance and attainment of qualifications at degree level and above. A relatively large proportion of the observed growth in Indigenous university attainment between 2011 and 2016 was the result of increasing Indigenous identification in the census.

The importance of vocational-to-university pathways for Indigenous students appears to have been increasing in importance. These types of pathways are particularly important for Indigenous students who face some of the highest barriers to university participation: those from remote and disadvantaged areas and women with children.

Published abstract. Show less

More than one million high school students enroll in some type of dual enrollment (DE) college coursework in partnership with a college or university before completing high school every year in the US. The benefits of participating in one of these programs have been well documented, but so too have the gaps in participation among Black and Hispanic students, English learners, students with disabilities, and other groups not well served in the high school-to-college transition. Researchers have documented how college and K-12 practitioners in the US are reforming DE to focus on broadening its benefits for all students. This report, co-authored with the College in High School Alliance, aims to amplify the work of these practitioners by providing research-based recommendations for states and systems to support practitioner efforts to strengthen dual enrollment. Drawing on findings from interviews with college and K-12 leaders and reformers described in the Aspen Institute and [Community College Research Center's] CCRC's The Dual Enrollment Playbook [available in VOCEDplus at TD/TNC 142.941] and in CCRC's research on Dual Enrollment Equity Pathways (DEEP) practices, the report provides state leaders with recommendations for improving DE programming in ways that support practitioners' efforts.

Recommendations are presented in accordance with the three areas of DE improvement: expanding access, strengthening on-ramps to postsecondary pathways, and building and sustaining strong partnerships. For each recommendation, sample approaches that states across the country have used to aid practitioners in their reform efforts are highlighted. There are six general mechanisms through which these approaches may be undertaken, three that employ formal policy action - legislation, funding, and regulation - and three that do not - guidance, engagement, and resources.

Edited excerpts from publication and publisher's website. Show less

The study involved a review of the experience of three representative Training and Enterprise Councils (TECs) in introducing open and flexible learning (OFL) programmes as complements to their more conventional training programmes.

The study evaluated the relative cost-effectiveness of OFL for the TECs in terms of reduced unit costs, greater effectiveness in achieving jobs and qualifications and improvements to the local learning infrastructure.

The study concluded that OFL had achieved 10-50 per cent reductions in unit costs, significant improvements in outcomes and the widening and integration of the local provider network. Show less

This short article describes how the landscape of Massive Online Open Courses (MOOCs) is broadening out from the initial three platform providers (Coursera, Udacity, edX) and further addresses a core issue identified earlier: the long-term process of integrating MOOC completion certificates into formal university credit.

Excerpt from published abstract. Show less

This report responds to the key themes identified in an independent evaluation of the [Office for Students] OfS's reforms to access and participation. The evaluation, carried out by the Nous Group (the evaluation) [available in VOCEDplus at TD/TNC 142.637 and TD/TNC 146.632], examined how far the reforms led to ambition and positive change in provider behaviour necessary for equality of opportunity in higher education and gathered feedback on the OfS's approach to assessing plans. This report summarises the key themes that appear in the independent evaluation and should be read alongside the evaluation's full report. It sets out our response to the key themes raised in the evaluation by reference to our current policy position and the relevant legislative requirements for access and participation plans (APPs). It is not intended as guidance.

Excerpt from publication. Show less

Some learners are unable to access the current academic and vocational framework in the United Kingdom (UK) and the Open College Network (OCN) offers a broad range of programs at all levels to learners with learning difficulties and disabilities. Further education (FE) colleges are increasingly using OCNs to meet the accreditation needs of these learners. This document reports on a 1995 Further Education Development Agency (FEDA) project on OCN accreditation and learners with learning difficulties and disabilities. The project aimed to investigate the forms of OCN accreditation available and the reasons for offering it, the currency of OCN accreditation and the possibilities for progression and links to other forms of accreditation and qualifications. In addition, the project examined OCN assessment and quality assurance processes and evaluated the strengths and weaknesses of OCN accreditation for learners with learning difficulties and disabilities. Show less

Competenz is the industry training organisation (ITO) for the engineering, manufacturing, baking, and food and beverage manufacturing industries. This report presents the findings of [New Zealand Institute of Economic Research's] NZIER's study for Competenz on issues of under-representation as they relate to Competenz. The study comprised a structured literature review and an analysis of data from Competenz and from Statistics New Zealand's 2006 Census. The demographic scope of the study covered gender, ethnicity and age, and the scope in relation to under-representation covered occupational employment and industry training participation and completion. The objectives of the study were to examine the following: (1) the extent of occupational segregation and low industry training participation and completion by gender, ethnicity and age among Competenz-related occupations; (2) the underlying causes of occupational segregation and low industry training participation and completion by gender, ethnicity and age; (3) proven strategies to address occupational segregation and to lift industry training participation and completion by gender, ethnicity and age; and (4) implications for Competenz - which strategies (if any) are relevant to Competenz, what is their likely cost effectiveness, who else may play a role in tackling the issues, and what that role might be. This report is structured around the above objectives.

Excerpts from publication. Show less

Indicators of academic activity and performance are at the heart of a higher education data collection. This report provides a sample of these indicators: (1) Access rate of new students; (2) Transfer of students; (3) Clusters; (4) Selectivity; (5) Satisfaction; (6) Progress and success.

Edited excerpts from publication. Show less