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2. The Changing Nature and Role of Vocational Education and Training in Europe. Volume 7: VET from a Lifelong Learning Perspective: Continuing VET Concepts, Providers and Participants in Europe 1995-2015. Cedefop Research Paper No. 74
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Cedefop - European Centre for the Development of Vocational Training, Department for VET Systems and Institutions (DSI)
- Abstract
This research paper is one in a series produced as part of the Cedefop project The changing nature and role of VET (2016-18). The aim of the paper is to provide an overview of how CVET is conceptualised in various international level policy documents and how it is referred to across countries. It discusses national conceptions of CVET, the providers, participation by IVET graduates in non-formal education and training (NFE), and participation of adults in VET education institutions in European Union Member States, Iceland and Norway. The paper describes how the provision of CVET by different types of provider has changed over the past two decades, discussing the main drivers of this change and speculating about possible future trends. One of the main findings is that there are many dominant conceptions of CVET across Europe and the use of this term is not consistent, sometimes not even within countries. [The research was carried out by a consortium led by 3s Unternehmensberatung GmbH, led by Dr Jorg Markowitch; the consortium includes the Danish Technological Institute, the Institute of Employment Research (University of Warwick), the Institute of International and Social Studies (Tallinn University) and Fondazione Giacomo Brodolini. The Federal Institute for Vocational Education and Training (BIBB) in Germany is supporting the project as a subcontractor.]
- Published
- 2019
3. The Changing Nature and Role of Vocational Education and Training in Europe. Volume 5: Education and Labour Market Outcomes for Graduates from Different Types of VET System in Europe. Cedefop Research Paper. No 69
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Cedefop - European Centre for the Development of Vocational Training, Department for VET Systems and Institutions (DSI)
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This research paper is the fifth in a series produced as part of the Cedefop project The changing nature and role of VET (2016-18). Based on comparative analysis of labour force survey data from 2014, the report analyses the vocational effect on labour market and education outcomes, asking whether any advantages conferred by vocational qualifications in early career would be offset by disadvantages later in life. The report explores the functioning of the safety net and the diversion effects across countries, demonstrating how these vary considerably with the specific institutional structure of schooling and work-based training. The results indicate that VET graduates are potentially sacrificing the longer-term gains associated with further education in favour of short-term benefits. [This research was carried out by a consortium led by 3s Unternehmensberatung GmbH and including the Danish Technological Institute, the Institute of Employment Research (University of Warwick), the Institute of International and Social Studies (Tallinn University) and Fondazione Giacomo Brodolini. The Federal Institute for Vocational Education and Training (BIBB) in Germany is supporting the project as a subcontractor.]
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- 2018
4. Paying for Higher Education. Paper No. EA026
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London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP) and Wyness, Gill
- Abstract
The United Kingdom (UK) has dramatically increased the supply of graduates over the last four decades. The university system has successfully produced a huge increase in mass higher education over the last 40 years to meet an increased demand for skilled workers. It is one of the UK's most successful export industries in terms of attracting foreign students and is second only to the US in terms of scientific prestige. The coalition government's efforts to transfer the financial burden of higher education away from the taxpayer and towards graduates, and create a more efficient, competitive sector, have not yet materialised. In fact, the current system has almost no price variation and is almost as expensive as the one it replaced. This report discusses the costs and growth of higher education in the UK.
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- 2015
5. School Structure, School Autonomy and the Tail. Special Paper No. 29
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London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP), Machin, Stephen, and Silva, Olmo
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In this paper, we survey the UK-based literature on school structures and school autonomy to identify settings in which alternative and more autonomous school arrangements can improve the educational attainments of pupils in the bottom tail of the achievement distribution. We also present new evidence on the effect of school academies on the age-16 GCSE attainment of students of different abilities up to 2009, before the Coalition Government changed the nature of the Labour academy programme. Within the UK education system, academies enjoy substantial autonomy in terms of management of their staff, taught curriculum, length of the school day and other aspects of their day-to-day functioning. Our results show that schools that converted to academies between 2002 and 2007 improved their overall age-16 GCSEs results by further raising the attainments of students in the top half of the ability distribution, and in particular pupils in the top 20% tail. Conversely, we find little evidence that academies helped pupils in the bottom 10% and 20% of the ability distribution. Finally, we find little evidence that late converters (2008 and 2009) had any beneficial effects on pupils of any ability. We conclude our research by comparing the experience of UK academies to that of US charter schools and Swedish free schools, and by providing some insights into the reasons why UK academies did not serve "the tail" as is the case for some US charter schools. An appendix presents Table 1: Academies and GCSE Performance--Teh Effect of Academy Conversion on Pupils of Different Abilities.
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- 2013
6. Renewing VET Provision: Understanding Feedback Mechanisms between Initial VET and the Labour Market. Research Paper No 37
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Cedefop - European Centre for the Development of Vocational Training
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A strong VET system is increasingly seen as essential to overcoming the current economic crisis in Europe. VET is seen as a powerful tool to assist in balancing labour market inefficiencies, increasing youth employment possibilities, and reducing skills mismatch. Its inherent flexibility and closeness to the labour market place VET in a good position to contribute to a faster economic recovery and long-term sustainable development. However, crucial for this role is continuous and systematic VET renewal that assures its relevance for the labour market. This publication explores 15 European national approaches to feedback mechanisms between VET and the labour market. It illustrates the diversity of solutions currently applied across Europe and how they are embedded in national traditions and education philosophy. The study asks three fundamental questions: how inclusive are national mechanisms for feedback between the VET system and the labour market; how responsive are existing mechanisms; and how transparent? Three annexes provide: (1) Case Studies; (2) List of interviewees; and (3) List of experts responsible for the country overviews. Bibliography and references are included. [This paper is the result of a team effort reflecting the work of a research consortium led by Jörg Markowitsch from 3s Research Laboratory who together with Tanja Bacher, Carol Costley, David Etherington, Gerhard Geiger, Günter Hefler, Jelena Helemäe, Triin Roosalu, Ellu Saar, Auni Tamm, and Odd Bjørn Ure conducted the research and fieldwork and drafted the report. This work was carried out under Cedefop's service contract No 2011-0161/AO/ECVL/JB-IPS/Cooperation Labour market--VET/007/11.]
- Published
- 2013
7. Education across the UK Nations: Performance, Inequality and Evidence. Program on Education Policy and Governance Working Papers Series. PEPG 12-08
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Harvard University, Program on Education Policy and Governance, Machin, Stephen, McNally, Sandra, and Wyness, Gill
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The four "home countries" of the United Kingdom are becoming increasingly different with regard to education policy. Nevertheless, they are still highly comparable as compared to education systems elsewhere. Over time, they have had a similar legislative framework (particularly in England, Wales and Northern Ireland) and, in a broader sense, there is a similar social context across the four countries. For example, there is a comparable level of inequality across many education indicators, with similar trends emerging in recent times. In-depth analysis by the National Equality Panel (2010) attributed this to the fact that policies most important for influencing distributional outcomes (such as tax and benefits) are UK-wide. In this paper, the authors take the opportunity to appraise differences and similarities in educational policies and outcomes in the four UK nations. The fact that England has pursued very different policies in the recent past than Scotland, Wales and Northern Ireland provides a good testing ground to undertake such a comparative review of what has and has not worked so well in terms of the education reforms that have taken place. The content of the paper is structured as follows. In Section 2, the authors discuss some key areas of education policy in England, Wales, Scotland and Northern Ireland. In Sections 3 and 4, they compare the countries in terms of educational performance and inequality. In Section 5, the authors then discuss evaluation evidence as it relates to key educational issues and the differences and similarities in educational outcomes across the different UK nations. Section 6 offers some concluding remarks. Data Appendix is included. (Contains 8 tables, 1 figure and 6 footnotes.)
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- 2012
8. Education in a Devolved Scotland: A Quantitative Analysis. Report to the Economic and Social Research Council. CEP Special Paper No. 30
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London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP), Machin, Stephen, McNally, Sandra, and Wyness, Gill
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Education is an area that is highly devolved in the UK, and the fact that all four constituent countries have pursued very different policies in the recent past provides a good testing ground to undertake a comparative review of the merits or otherwise of the education reforms that have taken place. There is, of course, an important policy context to such an analysis. Examining the performance of children educated in the devolved Scottish system in comparison to those educated in England, Wales and Northern Ireland has potential to offer a unique and valuable insight into the impact of Scottish devolution in a high profile area of public policy. When deciding whether or not to seek independence from the UK, the Scottish electorate will need to consider how a devolved Scotland has fared in educating its nation under its own terms--and hence how they might fare when taking ownership of other policy areas. In examining the key differences in attainment bearing in mind these differences, this report will help answer this question.
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- 2013
9. Taking 'Innovation' on the Road. Occasional Paper
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National Centre for Vocational Education Research, Figgis, Jane, and Hillier, Yvonne
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This paper is based on a series of workshops about innovation in teaching and learning in vocational education and training (VET) which the authors conducted in March 2009. This paper addresses some of the underlying questions that practitioners have about innovation. The paper is structured in four sections: (1) a comparison of the trends in innovation identified in the two research papers: Australia in one; the United Kingdom and Europe in the other; (2) the workshop task that practitioners undertook: to design and take an innovation to market; (3) the questions and hopes of workshop participants: hidden dimensions of "innovation" and of being "innovative"; and (4) thoughts on expanding the pool of innovative VET practitioners. (Contains 7 footnotes and 1 table.)
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- 2009
10. Quality Control in K-12 Digital Learning: Three (Imperfect) Approaches. Creating Healthy Policy for Digital Learning. A Working Paper Series from the Thomas B. Fordham Institute
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Thomas B. Fordham Institute and Hess, Frederick M.
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Digital learning makes possible the "unbundling" of school provisions--that is, it allows children to be served by providers from almost anywhere, in new and more customized ways. At the same time, because it destandardizes and decentralizes educational delivery, digital education is far harder to bring under the yoke of the quality-control systems and metrics that have been devised for traditional school structures. In this paper, Hess explores the pros and cons of input regulation, outcome-based accountability, and market signals as solutions to the quality challenge. In the end, he recommends using all three approaches in careful combination so as to leverage their strengths and offset their weaknesses. In practice, that means demanding transparent financial information from providers, holding them to account for student achievement gains whenever possible, and developing "crowd-sourcing" reporting systems to help educators, parents, and students identify the most effective purveyors of online learning. (Contains 14 footnotes.)
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- 2011
11. A New Cycle Of UK Higher Education Reforms: New Labour And New Fees May Foster Mission Differentiation. Research & Occasional Paper Series: CSHE.12.04
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California Univ., Berkeley. Center for Studies in Higher Education. and Douglass, John Aubrey
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A White Paper issued by the Labour government--under Prime Minister Tony Blair--in January 2003 outlines potentially sweeping changes in how British universities might be funded and regulated. These changes would build on three major paradigm shifts and experiments in system building in higher education in the United Kingdom since World War II: the creation and subsequent collapse of a binary system of higher education that included both universities and polytechnics; a decrease in governmental funding and an increase in regulations; and the introduction of student fees into the previously exclusively government-funded higher education sector. The Labour government's new White Paper proposes both to increase funding and to diversify the sources, and more controversially, to allow universities to set their own fees. At the same time, it continues to rely on an accountability and regulatory bureaucracy, and incentive funding, to encourage enrollment growth and to expand access to underserved populations.
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- 2004
12. Lifelong Learning: Making It Work. An Adult Learning Australia Discussion Paper.
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Adult Learning Australia, Inc., Jamison. and Brown, Tony
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This discussion paper is from the Adult Learners Week National Seminar on Lifelong Learning Policy (Canberra, Australia, September 1999) that identified a number of ideas about how to foster national policy development on lifelong learning. It consists of three sections. Part 1 contains "A National Lifelong Learning Policy for Australia?" (Tony Brown), an introduction to lifelong learning policy with a list of questions to focus future discussion; two discussion starters, "Is Lifelong Learning Critical, Desirable, or Just a Good Idea?" (Philip C. Candy) and "A Vision for the Future of Australian Education and Training" (Moira Scollay), each with a list of questions to focus future discussions; and "Discussion and Recommendations of the Seminar Working Groups." Part 2 provides these examples of statements on lifelong learning from Australia and around the world: "Key Issues and Characteristics of Lifelong Learning" (National Board of Employment, Education, and Training, Australia); "Five Key Dimensions of Lifelong Learning in a Learning Society" (Peter Kearns); "Why We Need Lifelong Learning" (Australian National Training Authority [ANTA]); "The Attributes of a Lifelong Learning Policy Framework" (ANTA); "Lifelong Learning for All" (Donald J. Johnston); "Aims and Ambitions for Lifelong Learning" (G8 Summit Koln Charter, Germany); "The Learning Age: Towards a Europe of Knowledge" (Paul Belanger); "Learning to Succeed: A New Framework for Post-16 Learning" (United Kingdom policy document summary); "Lifelong Learning Summit" (Al Gore); and "Launch of Manpower 21 Plan" (Singapore government policy document). Part 3 has these appendixes: seminar program, seminar participants, and references. (Contains 31 references.) (YLB)
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- 2000
13. Adult Education at the Margins and towards New Paradigms. Occasional Paper Number 2.
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Exeter Univ. (England). Centre for Research in Continuing Education., Benn, Roseanne, Benn, Roseanne, and Exeter Univ. (England). Centre for Research in Continuing Education.
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This document contains four papers that examine four diverse topics from the field of adult education: multiculturalism, ageism, mathematics, and new paradigm research. In "Editorial Introduction," Roger Fieldhouse gives an overview of the papers and the experience of their authors. The first paper, "Multi-Cultural Perspectives on Adult Education: Putting Policy into Practice" (Nancy Gidley), discusses the need for multicultural education and issues of curriculum, access, staff development, resources, and management. The role of nurse education in challenging ageist attitudes among student nurses in the delivery of health care to older adults is examined in Catherine Cadman's paper "Ageist Practice in Nursing: The Challenge to Professional Education." In her paper "Transposing Mathematics from the Margins to the Centre," Roseanne Benn discusses the links between democracy, adult education, and mathematics. Allen Parrott's paper "Adult Education and New Paradigm Research" describes new paradigm research and suggests that adult education would be an especially fertile ground for new-style inquiry methods and philosophy because of their accord with adult education values. (MN)
- Published
- 1996
14. Evidence for Action. Papers Prepared for FEFC's Learning & Technology Committee. FEDA Paper.
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Further Education Development Agency, London (England)., Gray, Lynton, and Warrender, Ann-Marie
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This document contains four reports on technology and further education (FE) that Lynton Gray and Ann-Marie Warrender prepared for the Further Education Funding Council's Learning and Technology Committee. The first report, "Main Themes from Learning & Technology Committee Press Surveys," examines three themes that were identified during a review of British press coverage of the role of information/learning technologies in FE: technological developments, organizational changes and learning applications. "Learning and Technology in American Community Colleges," which is based on materials presented at an American Association of Community Colleges convention, discusses the following topics: technology and teaching, distance learning, technologies and the Internet, and industry and student-centered learning. "Multimedia and Education," which is based on materials presented at an Association for the Advancement of Computing in Education conference, examines the following topics: technology for teachers, breaching the technological barriers, the impact of national initiatives, publishing and multimedia, and Canada's Open Learning Agency. "Learning Technologies in Industrial Training" explains the uses of information and learning technologies by a small sample of British companies in their own training programs. The implications of the four papers for reform of FE are summarized in a final section titled "Evidence for Action." (MN)
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- 1996
15. A Critical Assessment of Adult Continuing Education Curriculum Development in Practice. Occasional Paper Number 3.
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Exeter Univ. (England). Centre for Research in Continuing Education., Benn, Roseanne, Fieldhouse, Roger, Benn, Roseanne, Fieldhouse, Roger, and Exeter Univ. (England). Centre for Research in Continuing Education.
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This document contains six papers examining the theoretical and practical development of university adult continuing education (ACE) curricula in the late 1990s. The following are among the factors considered in "An Exploration of the Factors Affecting the Adult Continuing Education Curriculum" (Roseanne Benn): goals; cultural, political, and educational forces; and experiences or philosophies of knowledge. "Word-Power: The Influence of Language on Practice in Curriculum Development" (Simon Trezise) explores the power of the dominant discourse and the power of individuals to resist or change it. The drive toward vocational relevance in ACE in the last 2 decades and its effect on curriculum development is analyzed in "A Re-formation of Liberal Values: Embedding Transferable Skills in the Adult Continuing Education Curriculum" (Roger Fieldhouse). The trend toward a "skills-based" history in ACE is traced in "Developing a History Curriculum for Adult Learners--A Case Study" (Lynne Thompson). "A Part-time Humanities Degree off Campus: Factors in Curriculum Design" (Ella Westland) describes efforts at the University of Exeter's outpost in Cornwall to respond to changing student demands and funding formulas. "Widening Access: A Curriculum for Distance Learning" (Caroline Whiting) outlines the process of setting up distance learning provision in ACE at Exeter. (MN)
- Published
- 1998
16. Assuring Coherence in Individual Learning Programmes. FEDA Paper.
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Further Education Development Agency, London (England)., Bennett, Jim, and Davidson, Ian
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The structures/systems required to ensure the quality of individual learning programs in further education (FE) in Britain and the coherence of learner achievement were examined through a study in which data were obtained from a survey of students in individual learning programs at two FE colleges and a literature review. At both colleges, personal tutors played the key role in ensuring ongoing guidance/support and access to central college services for all students. Neither college allocated personal tutors to part-time students, however. The subject tutors who acted as personal tutors for part-time students did not necessarily know about possible progression routes or central services within their college. Existing systems for part-time students did not systematically collect information about student purpose, and there was no central system for ensuring coherence for students studying units from different courses or across qualification routes. Most students considered the help they received in choosing their courses adequate; however, only 55% considered the various parts of their program to be linked together properly. (Concluding this document are checklists for evaluating coherence of student purpose, program design, and the learning experience and assessment. Appended are the student questionnaire and a summary of questionnaire responses.) (MN)
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- 1997
17. Transforming Teaching: Selecting and Evaluating Teaching Strategies. FEDA Paper.
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Further Education Development Agency, London (England). and Mitchell, Carole
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This journal issue, which is intended for individuals engaged in planning, providing, and evaluating learning opportunities in British further education (FE) colleges, provides a framework for selecting and evaluating teaching strategies for different learning situations. Among the topics discussed in section 1 are the following: key elements of change in FE; managing change; learner and teacher dimensions in the new FE; individual needs and flexibility; technology; and National Vocational Qualifications, General National Vocational Qualifications, core skills, and learning. The following topics are examined in section 2: designing learning events; general principles of teaching and learning; considerations in selecting teaching strategies; major teaching strategies (case study, coaching, demonstration, discussion, open and flexible learning, gaming and quizzes, group work, laboratory science teaching, lecture, role play, rote learning, simulation, skills practice, individual tutorials, and workshops); and combinations of teaching and learning strategies. The following aspects of evaluating teaching strategies are covered in section 3: purpose of evaluating teaching; evaluation methods; action research and the reflective process; and reflective practice and teacher development. Contains 10 figures and 69 references. Appended are two teacher evaluation checklists and two self-evaluation checklists for teachers. (MN)
- Published
- 1997
18. Give Us the Credit: Achieving a Comprehensive FE Framework. FE Matters. FEDA Paper.
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Further Education Development Agency, London (England)., Coady, Sally, Tait, Tony, and Bennett, Jim
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It is widely agreed that the United Kingdom's post-16 qualification system must be made coherent and intelligible to users. Developing a credit-based certification system is the key to increasing participation in further education (FE) and achieving a broader, more flexible curriculum. The benefits of a credit-based certification framework for learners, providers, and employers are evident in case studies of eight FE colleges in Wales that participated in a 3-year pilot project to embed credit-based certification systems in FE. The case studies provide important lessons on the following aspects of development and implementation of credit-based certification: designing programs, assessing on a continuous basis; planning across colleges; offering sampler courses; reaching the disaffected; unitizing access programs; mapping common elements; and improving life chances. The benefits of credit-based certification in FE are also evident in six case studies that were conducted in England to examine the application of a credit-based certification framework to accomplish the following: develop learning materials and improve quality; use a discrete generic model to unitize the curriculum; facilitate progression from school to work; facilitate progression from FE to higher education; base resourcing on credit; and promote institutional change. (Contains 20 references) (MN)
- Published
- 1997
19. 'Knowledge about Language,' Language Learning, and the National Curriculum. Final Report. Occasional Papers, 19.
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Southampton Univ. (England). Centre for Language Education. and Mitchell, Rosamond
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The report summarizes a British research project, part of a larger initiative on educational quality, concerning the extent of secondary students' knowledge about the nature of language, native and foreign, alongside development of practical language skills. The main study was an empirical investigation of the teaching of English and foreign languages at year 9 in three schools. It documented teachers' beliefs and practices with regard to knowledge about language (KAL) and the current state of year 9 pupils' knowledge in five areas (language as a system, language learning/development, language variation by use and by user, language change). The pupils' use of KAL in language performance and the relationship between their developing understanding of language and language learning were also studied. Results of another study were also re-analyzed for data concerning these issues at year 7. Overall, the project revealed substantial levels of KAL-related activity in English and foreign languages within the schools, and some suggestions of its positive contribution to learning, especially in writing. It is concluded, however, that given the fragmented and episodic nature of mush KAL work, its full potential contribution to pupils' development as language users is not being realized. Suggestions for improvement are made. (MSE)
- Published
- 1994
20. Good Practice in University Continuing Vocational Education. UCACE Occasional Paper No. 13.
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Universities Council for Adult and Continuing Education, Leicester (England)., Geale, John, and Duke, Chris
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A project was conducted to identify good practice in continuing vocational education (CVE) and the barriers to increasing the quantity and quality of CVE provided by universities in the United Kingdom. During the project, 6 research briefing seminars were attended by 46 persons, 13 researchers conducted case studies, 17 researchers conducted key issue investigations, and 21 universities participated in visits/seminars conducted by the project manager. The study found that all UK universities are committed to providing more CVE, tending toward more integration with degree teaching and research. Good practices identified for senior management include the following: staff motivation, effective financial systems, financial incentives, accreditation of CVE, and recognition for teaching. For CVE directors, these good practices were recommended: departmental coordination and information sharing, good links with central administration, coordinated external networking, and change management. Good practices for department heads were as follows: making CVE a normal academic duty and being selective about collaborators. (Eight appendixes provide the following: an extended project description; a project outline and methodology; lists of steering committee members, case studies, key issues, a list of related projects, and statistical data on CVE in 1990-91 and 1991-92.) (MN)
- Published
- 1992
21. New Technology and Its Impact on Conventional and Distance Education. Papers on Information Technology No. 237.
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Open Univ., Walton, Bletchley, Bucks (England). Inst. of Educational Technology. and Bates, A. W.
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This position paper explores the potential of new technology to radically alter both distance education and conventional higher education. It hypothesizes that technological developments could even lead to the demise of the conventional campus-based higher education institution by the year 2000. Instead, people of all ages would be able to study at any period of their life through a mixture of home learning, study at work, and occasional visits to "old" campuses, whose primary function by then would be research and curriculum development. It is predicted that the determining factors for the materialization of this scenario will be political and institutional, not technological or even financial. The following sections are discussed in the context of this hypothesis: Print, Television and Culture; New Communications Technologies (Cable Television and Video-Cassettes, Computer Conferencing, and Computer-Based Audio-Graphic Systems); New Institutional Models; and Political and Institutional Barriers. (THC)
- Published
- 1984
22. A Bad White Paper and a Bad Education Bill
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Chitty, Clyde
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In this article, the author argues that the provisions in the White Paper and the Education and Inspections Bill mean the end of a coherent system of state education, locally administered. The education proposals are clearly part of the Government's ongoing transformation of the public sector. It is argued that the Government's education agenda is all about selection, segregation, fragmentation and privatisation.
- Published
- 2006
23. The Future Shape of Continuing Education and Universities: An Inaugural Lecture. Papers in Continuing Education Number 1.
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Warwick Univ., Coventry (England). Dept. of Continuing Education. and Duke, Chris
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Like the rest of British life around them, Great Britain's universities of adult and continuing education are currently in the midst of a period of great change. There has been much debate surrounding the relative importance of instruction, research, and community service in the overall mission of adult and continuing education in universities. It appears clear that university adult education still has a significant contribution to make. Universities need the kind of experiences and approaches in the university adult education tradition to manage their new circumstances. Industrial partnerships, community and commercial consultations, and continuing education of professionals can and do enhance the life and work of universities. Universities need older students for two reasons: for their motivation to learn and for the financial gains continuing education programs bring universities. Besides being able to respond to changing community needs by providing a variety of course lengths and formats, continuing education can offer and revive a recurrent education market. Perhaps one job of universities from the standpoint of their continuing education programs is to help breathe new life into social movements as vehicles for learning that can, in turn, define and codefine what Great Britain in the nineties needs of its universities. (MN)
- Published
- 1988
24. Economics in the General Curriculum 14-18. Curriculum Paper.
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London Univ. (England). Inst. of Education., Hodkinson, Steve, and Thomas, Linda
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Intended to introduce educators in secondary schools and colleges to discussion promoting economic literacy for all students, this paper offers a critique of the typical economics curriculum, a rationale for economics education, and a working definition of economic literacy. The first section reviews and critiques current curriculum planning in the United Kingdom's secondary schools, questioning the basis on which some writers have justified the inclusion of economics in the curriculum. In the second section, it is argued that inclusion of economics understanding in "core" curriculum would be too overwhelming, based on the rationale that it is only through an economics perspective that students can achieve sufficient objectivity to ensure realistic scrutiny and evaluation of economic issues, problem experiences, and policies that confront individuals and nations. The third section translates themes from this argument into a working definition of economic literacy. Appendices containing examples of economics reasoning conclude the publication. (LH)
- Published
- 1984
25. International Perspectives on Education. BCES Conference Books, Volume 10
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Bulgarian Comparative Education Society (BCES), Popov, Nikolay, Wolhuter, Charl, Leutwyler, Bruno, Hilton, Gillian, Ogunleye, James, Almeida, Patrícia Albergaria, Popov, Nikolay, Wolhuter, Charl, Leutwyler, Bruno, Hilton, Gillian, Ogunleye, James, Almeida, Patrícia Albergaria, and Bulgarian Comparative Education Society (BCES)
- Abstract
This volume contains papers submitted to the 10th Annual Conference of the Bulgarian Comparative Education Society, held in Kyustendil, Bulgaria, 12-15 June 2012. The overall goal of the 10th BCES conference is to facilitate discussion of different perspectives on international education providing a forum for scientific debate and constructive interaction in a multi cultural social environment such as Bulgaria. This is a jubilee conference. Ten might not mean too much for large scholarly societies in other countries, especially in the Western world. However, for a small society like BCES, ten means a lot. It means trust, international recognition, constant interest, well-developed academic cooperation, and the most important--it means an established conference tradition. The following papers are included in this volume: (1) Foreword: Remembering the Past--Anticipating the Future: Reflections on the BCES's Jubilee Conference (Karen L. Biraimah); (2) Editorial Preface: An Established Conference Tradition (Nikolay Popov, Charl Wolhuter, Bruno Leutwyler, Gillian Hilton, James Ogunleye, and Patrícia Albergaria Almeida; and (3) Introduction: A Framework for Understanding International Perspectives on Education (Alexander W. Wiseman). Part 1: Comparative Education & History of Education: (4) Also a door to the inside of a new house --yet another use for Comparative Education (Charl Wolhuter); (5) Structures of School Systems Worldwide: A Comparative Study (Nikolay Popov); (6) The Role of Comparative Pedagogy in the Training of Pedagogues in Serbia and Slovenia (Vera Spasenovic, Natasa Vujisic Zivkovic, and Klara Skubic Ermenc); (7) Konstantinos G. Karras & Evanthia Synodi Comparative and International Education and the teaching profession. The case of Marc-Antoine Jullien (Konstantinos G. Karras and Evanthia Synodi); (8) Comparing management models of secondary schools in Tamaulipas, Mexico: An exploration with a Delphi method (Marco Aurelio Navarro-Leal, Concepción Niño García, and Ma. Luisa Caballero Saldivar); (9) Classroom and Socialization: a case study through an action-research in Crete, Greece (Pella Calogiannakis and Theodoros Eleftherakis); (10) E-learning, State and Educational System in Middle East Countries (Hamid Rashidi, Abbas Madandar Arani, and Lida Kakia); (11) Approaches to internal testing and assessment of knowledge in relation to the pupils' achievements in national assessment of knowledge (Amalija Žakelj, Milena Ivanuš Grmek, and Franc Cankar); (12) The Stereotypes in Pupil's Self Esteem (Franc Cankar, Amalija Žakelj, and Milena Ivanuš Grmek); (13) Insecure identities: Unaccompanied minors as refugees in Hamburg (Joachim Schroeder); (14) The origins of religion as an historical conundrum: pedagogical and research methodological implications and challenges (Johannes L. van der Walt and Ferdinand J. Potgieter); (15) A brief overview of the history of education in Poland (Katarzyna Charzynska, Marta Anczewska, and Piotr Switaj); (16) "Everybody is given a chance, my boy … everybody who is willing to work for socialism": An Overview of English Textbooks in the Postwar Period in Hungary (Zsolt Dózsa); and (17) Situated literacy practices amongst artisans in the South West of Nigeria: developmental and pedagogical implications (Gordon O. Ade-Ojo, Mike Adeyeye, and F. Fagbohun). Part 2: Pre-Service and In-Service Teacher Training: (18) Constructivist Foundations of Intercultural Education: Implications for Research and Teacher Training (Bruno Leutwyler, Danijela S. Petrovic, and Carola Mantel; (19) Theory in Teacher Education: Students' views (Leonie G. Higgs); (20) Policy and practice of pre-service and in-service teacher training programmes and facilities in Nigeria (Stephen Adebanjo Oyebade); (21) Student Perceptions of the Distance Education Mode Compared with Face-to-Face Teaching in the University Distance Education Programme (Claudio Rafael Vásquez Martínez, Graciela Girón, and Antonio Ayón Bañuelos); (22) Environmental Education: From the Perspective of Scientific Knowledge for Constructivist Learning (Graciela Girón, Claudio Rafael Vásquez Martínez, Juan Sánchez López, and Antonio Ayón Bañuelos); (23) The Competencies of the Modern Teacher (Olga Nessipbayeva); and (24) Pre-service teacher action research: Concept, international trends and implications for teacher education in Turkey (Irem Kizilaslan and Bruno Leutwyler). Part 3: Education Policy, Reforms and School Leadership: (25) Changing policies changing times: initiatives in teacher education in England (Gillian L. S. Hilton); (26) Dealing with Change in Hong Kong Schools using Strategic Thinking Skills (Nicholas Sun-Keung Pang and John Pisapia); (27) Institutions' Espoused Values Perceived by Chinese Educational Leaders (Nicholas Sun-Keung Pang and Ting Wang); (28) Social Service Community Education as an area of training and participation for social development (Amelia Molina García); (29) English Language Education Policy in Colombia and Mexico (Ruth Roux); (30) Compensatory Programs in Mexico to Reduce the Educational Gap (Emma Leticia Canales Rodríguez and Tiburcio Moreno Olivos); (31) Changing times, Changing roles: FE Colleges' perceptions of their changing leadership role in contemporary UK politico-economic climate (Aaron A. R. Nwabude and Gordon Ade-Ojo); (32) Role perceptions and job stress among special education school principals: Do they differ from principals of regular schools? (Haim H. Gaziel, Yael Cohen-Azaria, and Klara Skubic Ermenc); (33) Multiculturalism: challenge or reality (Olivera Knezevic Floric and Stefan Ninkovic); (34) Privatization of higher education in Nigeria: Critical Issues (Phillips Olayide Okunola and Simeon Adebayo Oladipo); (35) Policies and initiatives: reforming teacher education in Nigeria (Martha Nkechinyere Amadi); and (36) Leadership in Educational Institutions (Esmeralda Sunko). Part 4: Higher Education, Lifelong Learning and Social Inclusion: (37) Validation of skills, knowledge and experience in lifelong learning in Europe (James Ogunleye); (38) Empowering women with domestic violence experience (Marta Anczewska, Joanna Roszczynska-Michta, Justyna Waszkiewicz, Katarzyna Charzynska, and Czeslaw Czabala); (39) Sixty Five Years of University Education in Nigeria: Some Key Cross Cutting Issues (Aloy Ejiogu and Sheidu Sule); (40) Brain Drain in Higher Education: Lost Hope or Opportunity? (George Odhiambo); (41) Searching for the Dividends of Religious Liberty: Who Benefits and Who Pays? (Donald B. Holsinger); (42) More than Mere Law: Freedom of Religion or Belief (Ellen S. Holsinger); (43) Intergenerational Learning in the Family (Sabina Jelenc Krašovec and Sonja Kump); (44) Students' Views on Important Learning Experiences--Challenges Related to Ensuring Quality of Studies (Barbara Šteh and Jana Kalin); (45) Campus life: The impact of external factors on emotional health of students (Dalena Vogel); (46) Education and Lifelong Learning in Romania--Perspectives of the Year 2020 (Veronica Adriana Popescu, Gheorghe N. Popescu, and Cristina Raluca Popescu); (47) Scientific reputation and "the golden standards": quality management system impact and the teaching-research nexus (Luminita Moraru); (48) The implementation of the Validation of Acquired Experience (VAE) in France would be a cultural revolution in higher education training? (Pascal Lafont); (49) Hilary English Transition of students from economically disadvantaged backgrounds to research led Universities (Hilary English); (50) Attitudes of Parents towards Contemporary Female Higher Education (Miss Shamaas Gul Khattak); (51) Structured Peer Mentoring: Enhancing Lifelong Learning in Pakistani Universities (Nosheen Rachel Naseem); (52) The Rise of Private Higher Education in Jamaica: Neo-liberalism at Work? (Chad O. Coates); (53) Educational Developments in the British West Indies: A Historical Overview (Chad O. Coates); (54) Focus Learning Support: Rising to Educational Challenges (Elizabeth Achinewhu-Nworgu, Gertrude Shotte, and Queen Chioma Nworgu); (55) Distance Education in Higher Education in Latvia (Daina Vasilevska); (56) Evidence-based research study of the Russian vocational pedagogy and education motivational potential in the internationalisation projection (Oksana Chigisheva); (57) Healthy lifestyle formation within the extra-curricular activities of students at universities (Saltanat Tazhbayeva) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]; (58) Management based organisation of school's educational process (Tursynbek Baimoldayev) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]; (59) Modernization of higher education in the context of the Bologna Process in the Republic of Kazakhstan (Sanim Kozhayeva) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]; and (60) About the problem of self-definition of personality (G. T. Hairullin and G. S. Saudabaeva) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]. Part 5: Learning and Teaching Styles: (61) Learning Styles and Disciplinary Fields: is there a relationship? (Patrícia Albergaria Almeida); (62) ICT competences for teachers in 21st Century--a design framework for science primary teacher education courses (Cecília Guerra, António Moreira, and Rui Marques Vieira); (63) Teacher Education in the context of international cooperation: the case of East Timor (Patrícia Albergaria Almeida, Mariana Martinho, and Betina Lopes); (64) How would Virtual Learning Environment (VLE) Enhance Assessment for Learning Mathematics by the Special Education Needs Students (SENs) in Secondary Education Sector (Aaron A. R. Nwabude); (65) A gender perspective on student questioning upon the transition to Higher Education (Mariana Martinho, Patrícia Albergaria Almeida, and José Teixeira-Dias); (66) Student-Centred Learning: A Dream or Reality (Sandra Ozola); (67) Problems of development of E-Learning content in historical education on the Republic of Kazakhstan (Gabit Kapezovich ?enzhebayev, Saule Hairullovna Baidildina, and Tenlik Toktarbekovna Dalayeva) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]; and (68) The world pedagogical idea in the context of comparison: Confucius--Al Farabi--Ibn Sina--Balasaguni (Aigerim Kosherbayeva, Kulmeskhan Abdreimova, and Asem Anuarbek) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]. A list of contributors in included. (Individual papers contain references.)
- Published
- 2012
26. A Basis for Skills Coherence and Quality or Relevance and Flexibility in Vocational Qualifications? Part of an LSDA Collection.
- Author
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Learning and Skills Development Agency, London (England). and Hughes, Maria
- Abstract
In response to an initial soundings paper issued by the United Kingdom's Qualifications and Curriculum Authority, the Learning and Skills Development Agency (LSDA) presented its views on ways of enhancing the United Kingdom's existing vocational qualifications system. Selected points of the position that LSDA presented are as follows: (1) the time has come for radical rethinking of the system for designing and regulating vocational qualifications; (2) the terminology associated with qualifications and awards must be clarified; (3) local authoring and local generation of qualifications within a nationally agreed upon framework for quality assurance is needed; (4) the vocational qualification system should aim to secure qualifications that would be fit for purpose, demonstrate vocational learning and skills, have credibility with users, support development of an educated and skilled workforce, and (when appropriate) provide licenses to practice; (5) a wide range of parties must have opportunities to participate in securing a relevant and comprehensive system of vocational qualifications; (6) suitable learning opportunities for 14- to 19-year-olds are needed; (7) for many adults in the workplace, units will be more accessible than whole qualifications; (8) regulating more devolved systems of quality assurance to allow local flexibility and responsiveness should be a key focus; and (9) the funding system should support development of a credit framework. (Contains 16 endnotes. An introduction to the series is appended.) (MN)
- Published
- 2003
27. The Changing Academic Profession over 1992-2007: International, Comparative, and Quantitative Perspectives. Report of the International Conference on the Changing Academic Profession Project, 2009. RIHE International Seminar Reports. No. 13
- Author
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Research Institute for Higher Education, Hiroshima University
- Abstract
The Research Institute for Higher Education (RIHE) in Hiroshima University started a program of research on the Changing Academic Profession (CAP) in 2005. This research is funded by the Ministry of Education and Science as a grant-in-aid for scientific research headed by Professor Akira Arimoto, Director of the Research Institute for Higher Education, Hijiyama University and Professor-Emeritus of Hiroshima University. Before the conference in 2009, they had already held three international conferences in this topic. The fourth conference was held in Hiroshima in January 2009. This conference was organized by RIHE in cooperation with Hijiyama University, Japan. The conference addressed issues concerning the following three specific themes: (1) Internationalization of the profession; (2) Education and research activities of the profession; and (3) Personal characteristics or careers of the profession. This publication contains the following papers: (1) Changing Academic Profession in the World from 1992 to 2007 (Akira Arimoto); (2) Teaching "versus" Research in the Contemporary Academy (William K. Cummings); (3) Biographies, Careers and Work of Academics (Ulrich Teichler); (4) International Dimensions of the Australian Academic Profession (Leo Goedegebuure, Hamish Coates, Jeannet van der Lee, and Lynn Meek); (5) The Internationalization of Japan's Academic Profession 1992-2007: Facts and Views (Futao Huang); (6) The Internationalization of the American Faculty: Where Are We, What Drives or Deters Us? (Martin J. Finkelstein, Elaine Walker, and Rong Chen); (7) The Academic Profession in a Diverse Institutional Environment: Converging or Diverging Values and Beliefs? (Simon Schwartzman and Elizabeth Balbachevsky); (8) Education and Research Activities of the Academic Profession in Japan (Hideto Fukudome and Tsukasa Daizen); (9) The Academic Profession in Mexico: Changes, Continuities and Challenges Derived from a Comparison of Two National Surveys 15 Years Apart (Jesus F. Galaz-Fontes, Manuel Gil-Anton, Laura E. Padilla-Gonzales, Juan J. Sevilla-Garcia, Jose L. Arcos-Vega, and Jorge G. Martinez-Stack); (10) Teaching and Research across Academic Disciplines: Faculty's Preference, Activity, and Performance (Jung Cheol Shin); (11) Teaching and Research in English Higher Education: New Divisions of Labour and Changing Perspectives on Core Academic Roles (William Locke and Alice Bennion); (12) The Changing Employment and Work Situation of the Academic Profession in Germany (Anna Katharina Jacob and Ulrich Teichler); (13) The Changing Academic Profession in Japan (Yusuke Hasegawa and Naoyuki Ogata); and (14) What Changes Happened to the Academic Profession over 1992-2007? (Futao Huang). Appended are: (1) Conference Program; and (2) List of Participants. Individual papers contain figures, tables, footnotes and references. [This paper was co-created with Research Institute for Higher Education, Hijiyama University.
- Published
- 2009
28. Decolonising History Teaching in the United Kingdom: Movements, Methods, and Curricula
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Gábor Szabó-Zsoldos
- Abstract
Toppling the statue of the slave merchant Edward Colston in Bristol, removing the monuments of King Leopold II from public places in Belgium, Black Lives Matter protests, and mass demonstrations targeting remembrance of certain chapters of the history of the Global North -- these are some of the significant events that drew attention to the ongoing disputes around the legacy of colonialism during the summer of 2020. These developments form an integral part of the long-drawn-out process of decolonisation: decolonising the culture of the former mother countries. From museology through the natural sciences and linguistics to visual arts, vast areas of the academic, scientific, and cultural scene of the Global North are crucially affected by decolonizing tendencies, with the teaching of history arguably among the most disputed ones. This paper reviews the key decolonising aspirations of history teaching in the United Kingdom by studying the goals, messages, methods, and endeavours of three movements: "Why Is My Curriculum White?," "The Black Curriculum," and "Rhodes Must Fall Oxford," address different levels of education and urge the transformation of numerous aspects of history teaching (teacher training, curricula, teaching methodology, etc). Source materials examined include the work, teaching aids, and written, audio, or video content published on various social media platforms by these three organisations, as well as parliamentary papers and reports of public and non-governmental bodies.
- Published
- 2023
29. The Quest for Quality--Towards Joint European Quality Norms.
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National Careers Guidance Information Centre, Leeuwarden (Netherlands)., Bartholomeus, Yvonne, Bartholomeus, Yvonne, and National Careers Guidance Information Centre, Leeuwarden (Netherlands).
- Abstract
This book contains the following papers about considerations in developing joint European quality norms for vocational guidance: "Joint Quality Norms in Guidance"; "Careers Guidance in the Information Society" (Frans Meijers); "The Changing Nature of Guidance" (J. Chamberlain); "Quality with Policy: Beyond Calimero?" (Saskia den Broeder); "Ethical Guidelines for Guidance Counsellors. Discussion Paper Draft Version" (Danish National Council for Vocational and Educational Guidance); "Ethics in Careers Guidance" (Frans Meijers); "Internationalisation: Economy and Ecology" (Peter Plant); "Deregulation and Quality" (Frans Meijers); "Quality and Careers Guidance in the UK" (Cliff Spracklen); "Quality Issues for Guidance Counsellors in Ireland: Perspective of the Institute of Guidance Counsellors" (Breeda Coyle); "Quality Management in Vocational Guidance" (Mariet Herle); "ISO [International Standards Organization] 9000 in Vocational Guidance" (Soren Borch); "Quality Improvement and Quality Assurance in Knowledge Intensive Service Organisations" (Eric Mooijman, Ronald Stevens); "Quality Management and ISO Standards in the PMS Centres for Community Education in Flanders" (Anita Faucompret); "Quality Management in a Danish Technical College" (Lisbeth Hojdal); "The Employment Office and ISO Certification" (Frank Witkamp); "Assessing Course Information Material" (Dutch National Careers Guidance Information Centre); "Complaints about Course Information Material"; "A Case Study of Course Information Material--with Transnational Comparison" (John McCarthy); "Quality Norms for Written Information in Denmark" (Ole Dibbern Andersen); "Summary of Contribution to the Enigma Expert Meeting on Quality in Information" (Anne van der Meiden); and "The Enigma [ENhancing the quality of Information and Guidance MAterial] Group." (MN)
- Published
- 1995
30. Exploring the Changing Modes of Learning and Teaching in Campus-Based Curricula during and Post-COVID-19
- Author
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Aisling Keane, Kathyrn McFerran, Blaise Acton, Samantha Taylor, and Declan McLaughlin
- Abstract
The rise in technology-rich learning environments is reflective of a global trend in higher education (HE), recently accelerated because of necessary digital teaching and assessment practices embraced during the COVID-19 pandemic. This qualitative study facilitated through focus groups and an interview explores the teaching and learning experiences of tertiary level students in the COVID-19 era. Data from 24 students based within a UK Higher Education Institution highlights how an expanded digital environment can optimise conditions for some students to independently practise and apply what they are learning at their own pace. Digitally enhanced opportunities to interact with teaching staff and learning resources also increased the options for these students to experience themselves as competent members of the HE community. This was particularly relevant for first-year students new to the processes and practices of tertiary education. In contrast, third year students with more experience of HE appeared less reliant on the provision of online learning resources. Participants also identified some potential problems associated with the enhanced flexibility of online teaching and learning resources in relation to students' ability to be self-regulated. This paper rationalises the need for educators and educational and learning developers who teach and undertake scholarship in teaching and learning to consider the sociocultural context of the student and their learning environment when designing teaching activities and curricula. The data presented here highlight the need for a clearly defined framework to underpin the integration of digital technologies with on-campus activities.
- Published
- 2024
31. Challenging the Discourses of Inclusion and Exclusion with Off Limits Curricula.
- Author
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Preece, Julia
- Abstract
Educational strategies for social inclusion are based on particular definitions that do not always take account of the complexities of exclusion and inclusion. By attempting to "normalize" the unemployed and disaffected, social inclusion efforts often legitimate the status quo of systems that might otherwise be regarded as contributing to social exclusion. Among the issues that are often ignored in attempts to address social exclusion through education and training are structural unemployment, age, social values, institutional provision, and the notion of what counts as worthwhile learning. These issues were addressed successfully in an action research project in the north of England. The project, which was a partnership between a university and local community organizations, catered to various adults, including men in prison, young mothers, disaffected youth, unwaged people with disabilities, and young Pakistani Muslim women. The courses were validated through the university via an accredited skills framework. According to the information gathered during 50 interviews and 12 focus groups conducted throughout the project, the project's success in helping participants achieve social inclusion can be attributed to the positive student-teacher and student-student relationships cultivated through an educational strategy based on the principle of teaching engaged pedagogy. (Contains 49 references.) (MN)
- Published
- 2000
32. Strategic Approaches to Processes, Culture and Structures.
- Author
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Further Education Development Agency, London (England). and Dixon, Stella
- Abstract
Recent national policies and legislation have made it imperative for the United Kingdom's further education (FE) institutions to adopt strategic approaches to the management of quality, change, and organizational development. It is necessary that any strategic approach developed by an FE college integrate processes, culture, and structure into a coherent whole. The following activities are key processes within FE colleges: strategy development; admissions; college promotion; human resource management; teaching and learning; and curriculum design/development. If they are to respond effectively to national requirements and grow with fewer resources, FE colleges must establish a more self-critical, improving, and responsive culture. Among the characteristics of successful organizational cultures are the following: customer focus; general commitment to common organizational goals; shared values; teamwork; critical self-assessment; good two-way communication; sound decision making and problem solving; acknowledgment of success; and forward-looking approach to change. Although many FE colleges have reorganized their structures in response to national requirements, no major quality approach used to date has structure as its main focus. To survive and prosper, FE colleges must map and streamline their key processes, establish a self-critical and responsive culture, and realign their structures to make them truly coherent and reflect the college's key processes. (MN)
- Published
- 1997
33. Labour's New Education Policy Document: Tensions, Ambivalences and Silences
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Hatcher, Richard
- Abstract
This article critically examines the Labour Party's policies for local school systems, focusing on its proposals for regional Directors of School Standards, for academies and free schools, and for local democracy, and offers an alternative approach.
- Published
- 2015
- Full Text
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34. Thoughts on the Future of Higher Education in the UK: A Personal View with a Historical Context
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Blackledge, Jonathan
- Abstract
Before the effect of the COVID-19 Pandemic, there had been continued debate about the future of Higher Education (HE) in the UK. It is now accepted that the effect of the pandemic will have a long-lasting effect on HE in the UK and elsewhere. This paper addresses the changes that are currently taking place, based on a strategy that aims to develop a future knowledge-based economy, following the UK governments 2019 landmark review of HE. It explores the underlying parallels between the current situation and certain historical events that catalysed the development of a new approach to HE in the past, which is very relevant today. In this context, the paper discusses why major changes in UK HE provision is now required as a response to the fact that although the cost of education is rising, employers are reporting that graduates are increasingly unprepared for the workplace. In this respect, the paper addresses a model for HE that focuses on 'earn-as-you-learn' apprenticeships and work-place-based learning. The key to this is the emphasis that the UK government is now placing on funding new 'Technological Colleges', in which students are trained by experts from the industry on a contractual basis, rather than by university academics with tenured positions.
- Published
- 2021
35. COVID-19's Impact on Higher Education: A Rapid Review of Early Reactive Literature
- Author
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Khan, Muzammal Ahmad
- Abstract
This rapid systematic review aims to examine emerging evidence on the effects of COVID-19 on educational institutions and assess the prevalence of e-learning changes in the sector. This paper reviews literature on learning, teaching, and assessment approaches adopted since the COVID-19 outbreak, and assesses the impact on the sector, staff, and students, summarizing findings from peer-reviewed articles. It categorizes these into five key themes: (1) digital learning; (2) e-learning challenges; (3) digital transition to emergency virtual assessment (EVA); (4) psychological impact of COVID-19; and (5) creating collaborative cultures. This represents the first systematic review of COVID-19's impact on education, clarifying current themes being investigated. The author suggests that the term 'emergency virtual assessment' (EVA) is now added for future research discussion. Finally, the paper identifies research gaps, including researching the impact on lesser developed countries, the psychological impact of transition, and the important role of leadership and leadership styles during the transition and handling of the pandemic.
- Published
- 2021
36. New Challenges to Education: Lessons from around the World. BCES Conference Books, Volume 19
- Author
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Bulgarian Comparative Education Society (BCES), Popov, Nikolay, Wolhuter, Charl, de Beer, Louw, Hilton, Gillian, Ogunleye, James, Achinewhu-Nworgu, Elizabeth, Niemczyk, Ewelina, Popov, Nikolay, Wolhuter, Charl, de Beer, Louw, Hilton, Gillian, Ogunleye, James, Achinewhu-Nworgu, Elizabeth, Niemczyk, Ewelina, and Bulgarian Comparative Education Society (BCES)
- Abstract
This volume contains a collection of selected papers submitted to the 19th Annual International Conference of the Bulgarian Comparative Education Society (BCES) held in June 2021. The 19th BCES Conference theme is "New Challenges to Education: Lessons from around the World." The book includes 40 papers written by 66 authors from 15 countries. The volume starts with an introductory piece co-authored by Zoltán Rónay and Ewelina K Niemczyk. The other 39 papers are divided into 6 parts representing the thematic sections: (1) Comparative and International Education & History of Education; (2) International Organizations and Education; (3) School Education: Policies, Innovations, Practices & Entrepreneurship; (4) Higher Education & Teacher Education and Training; (5) Law and Education; and (6) Research Education & Research Practice. The papers included in this year's conference volume outline a variety of challenges all actors in the education process (students, teachers, administrators, policy decision makers) at all levels of the education systems have recently faced. Readers can find conceptual and empirical studies, quantitative and qualitative methods, descriptive and analytical approaches, and even pessimistic and optimistic authors' views. This volume presents how novel concepts, ironical definitions, and provoking considerations are born in difficult times, when restricted life meets unrestricted spirit. [Individual papers are indexed in ERIC.]
- Published
- 2021
37. Putting Professional Development Centre Stage
- Author
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Brighouse, Tim
- Abstract
All countries in the developed world aspire to ever higher standards of education and training. Clearly this depends, at least in part, on having a sufficient supply of high-quality schoolteachers. In the UK on the two occasions in the last 75 years when there were reviews of this need (the McNair report of 1944 and the James Committee of Enquiry 1971), more attention was paid to the recruitment and initial education and training of teachers than to the need for their continuous professional development. Moreover, what priority afforded to the issue was largely ignored by governments of the day whose successors have continued to pay most attention to tinkering with the supply routes and the initial training of teachers rather than their in-service professional development once they have been appointed. This paper, having accepted the crucial importance of the sustaining of teaching quality to the call for ever higher standards of pupil outcomes, sketches and evaluates the history and the present needs and proceeds to set out a menu of measures which should be considered by a third commission/committee of enquiry along the lines of its two predecessors. (Contains 4 notes.)
- Published
- 2008
- Full Text
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38. A Better Future for Our Schools
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Bolt, John, Harris, Richard, Lichman, Keith, Mansfield, Melian, Martin, Paul, and Pennell, Imogen
- Abstract
The purpose of "A Better Future for our Schools" is to contribute to the debate about what a new government after 2015 should seek to achieve. It identifies 10 areas where current policies are clearly inadequate and damaging and identifies a range of actions to address each area. The manifesto is the outcome of debates organised by the Campaign for State Education and the Socialist Educational Association over the last 18 months. The authors are grateful for the contributions that have been made by many people during this process. The proposals are rooted in core values such as democracy, equality and inclusion as well as in the need to maximise the achievement of all our young people. Above all, they are designed to ensure that our schools prepare young people better for life in an increasingly complex and diverse society.
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- 2013
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39. Does Gove Really Want to Set Us Free?
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Berry, Jon
- Abstract
This article argues that one of the central paradoxes of neo-liberalism is currently being played out in the UK Coalition Government's education policy. Rhetoric that talks of freedoms to be enjoyed by schools and teachers is at variance with a centrally imposed, reductive view of the curriculum, continuing high-stakes scrutiny and the forcing of schools towards academy status. The coalition's hastily constructed legislation reveals a view of education that bears the hallmark of pragmatic marketisation with such limited freedoms as may be enjoyed existing in the context of reward for the compliant and acquiescent. The article concludes with a brief--and necessary--consideration of possibilities for resistance.
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- 2012
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40. Challenging Representations: Constructing the Adult Literacy Learner over 30 Years of Policy and Practice in the United Kingdom
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Hamilton, Mary and Pitt, Kathy
- Abstract
This article addresses the question, How do changes in policy discourses shape public representations of literacy learners and the goals of adult literacy education? It examines specifically how the agency of adult literacy learners is constructed. We carry out a critical discourse analysis of two key adult literacy policy documents from the U.K.: the manifesto "A Right to Read" (British Association of Settlements,) and "Skills for Life: The National Strategy for Improving Adult Literacy and Numeracy Skills" (Department for Education and Skills,). We describe the overall structure and genre of the documents and analyze the semiotic resources in the texts to explore the discursive shaping of adult literacy learners. Our analysis shows that, while a functional discourse of individual deficit is prominent throughout the texts, each document expresses it differently. A discourse of rights and participation in the earlier text changes to a discourse of social inclusion, conditional on duty and responsibility and narrowed to the sphere of paid employment. The profiles of individual learners are heavily framed by the dominant discourses of literacy and education that constitute the texts. We argue that the discursive shifts we trace in these national documents relate to wider changes in notions of social disadvantage, rights and citizenship, and the emergence of literacy as a key indicator of progress. Our analysis demonstrates the powerful ways in which policy documents articulate relationships between national and transnational literacies.
- Published
- 2011
- Full Text
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41. Literature in Language Learning in the UK Context: From Current A-Levels to University
- Author
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Puig, Idoya
- Abstract
The aim of this paper is to look at the impact of recent reforms to the General Certificate of Secondary Education (GCSE) and Advanced Subsidiary (AS) curriculum in the UK, which included the teaching of literature in the language classroom in an attempt to make the study of languages more attractive and to better prepare students for university. The delivery of the new GCSEs and A-Levels has served to highlight new challenges, which are hampering the intended purpose of the reforms: language GCSEs and A-Levels are perceived as more difficult than other subjects and severe grading has been confirmed. Moreover, most teachers do not view the compulsory literature element positively. Conversely, academic studies confirm the value of literature in the study of languages and various initiatives demonstrate the attractiveness and effectiveness of literature in terms of increasing motivation and enhancing language skills. In this paper, we suggest some final proposals to improve this situation. [For the complete volume, "Literature in Language Learning: New Approaches," see ED608008.]
- Published
- 2020
42. Educational Research: What Strategies for Development in the European Research Area?
- Author
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Brown, Alan
- Abstract
This is a report of the "European Educational Research Journal" (EERJ) Roundtable that sought to describe what national educational research programmes are doing, how they are working together, and how they might contribute to the developing European Educational Research Space. The Roundtable was an opportunity for one large consortium of national programmes to explain their intentions and create an opportunity for dialogue. Researchers from six national research programmes (United Kingdom, Finland, Sweden, Netherlands, Norway and France) have been working closely to develop a cooperative decision-making system; web-based knowledge-sharing; cooperative analyses of best practice; joint examination of common policy problems and opportunities; and pilot implementation of new approaches to research training and dissemination. The discussion, chaired by Martin Lawn ("EERJ" Editor), was introduced by short contributions from Andrew Pollard (University of Cambridge), Kirsti Klette (University of Oslo) and Hannele Niemi (University of Helsinki). A response was given by Filip Dochy (University of Leuven), President of the European Association for Research on Learning and Instruction (EARLI). There appeared to be almost universal agreement that the educational research community needs to pay greater attention to internationalisation of research processes. To this end, the collaboration of national research programmes did offer one way of achieving this through progressive interaction between partners and their associated research communities.
- Published
- 2004
43. Further Investigation into the Reuse of OERs for Language Teaching
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Pulker, Hélène
- Abstract
The use of Open Educational Resources (OERs) to support language teaching and learning in higher education has become standard practice in recent years. While OER initiatives have given considerable attention to teacher's engagement as well as the sharing of culture and the creation and uploading of OERs, there is little evidence about specific reuse by teachers in the classroom. This paper builds on a previous study conducted in December 2012 and presents further reflection on the reuse of OERs for teaching French beginners online. The initial enquiry was a case study based on interviews with four teachers of an online beginners' French course at a distance education institution, the Open University, UK. The results of the initial study show that even when resources meet all the criteria teachers are looking for, material adaptation is still occurring. Teachers adapt the resources to fit their own teaching styles and gain ownership of the materials, but above all, materials are adapted according to teachers' own beliefs about online teaching. This paper revisits the types of changes made to original resources and provides further observation about the changes, suggesting that whatever the modification made to the original resource as, the pedagogical intent will always be changed. This paper is of relevance to language teaching practitioners as well as course developers who are interested in reuse of language teaching materials for online language teaching. [For full proceedings, see ED565044.]
- Published
- 2013
44. HRD: Past, Present and Future. Symposium.
- Abstract
This document contains three papers from a symposium on the past, present, and future of human resource development (HRD). "Revisiting the New Deal: A Longitudinal Case Study" (Judy Pate, Graeme Martin, Jim McGoldrick) draws upon data from a longitudinal case study of the links between job security and HRD to examine the new psychological contract between employers and employees in the context of changing economic circumstances. "R. Wayne Pace, First President of the Academy of Human Resource Development: An Historical Perspective" (Heather Hanson, Gary N. McLean) uses information from original documents, a historical video, and electronic conversations with R. Wayne Pace, first president of the Academy of Human Resource Development, and six of his colleagues to provide a brief history of Pace's activities as a leader in school, church, and the field of HRD, with special attention to his eclectic background in organizational communication and HRD. "HRD: A Perspective on the Search for New Paradigms in a Time of Crisis" (Ross E. Azevedo, Gary N. McLean) uses Kuhn's and Nagel's frameworks to explore the death of a mixed paradigm for HRD and proposes 18 activities to help identify new paradigms for the field of HRD. All three papers include substantial bibliographies. (MN)
- Published
- 2002
45. 'Sizing Up' the Online Course: Adapting Learning Designs to Meet Growing Participant Numbers
- Author
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Watson, Julie
- Abstract
Online course design has experienced an upheaval recently with the arrival of Massive Open Online Courses (MOOCs), turning the model which underpins many online courses on its head. In contrast to MOOCs, conventional online courses have usually been designed for small private groups of participants, giving access to closed content and online tutors able to cater for individual needs and provide personalised feedback on tasks. What principles and practical considerations underlie these different design approaches? The development of a pre-arrival online distance learning course for international students offered by an elearning unit in Modern Languages between 2005 and 2014 illustrates interesting aspects of this evolution. This course, focusing on English language development and transitions to UK academic culture, reflects an historical design shift from accommodating small tutored groups of 25 to an open student-driven course for over 2500 participants which exhibits features of emerging MOOCs. This paper will describe the evolution of this course design to allow a flexible response to needs in a changing learning context. Specific features of the learning design which have changed or remained constant will be identified and adaptations made to "size up" the course and cater for growing numbers of participants will be highlighted. [For full proceedings, see ED565087.]
- Published
- 2014
46. Developing a 'Conjecturing Atmosphere' in the Classroom through Task Design and Enactment
- Author
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Mathematics Education Research Group of Australasia and Hunter, Jodie
- Abstract
In recent years there has been an increased emphasis on algebraic reasoning in primary school classrooms. This includes introducing students to the mathematical practices of making conjectures, justifying and generalising. Drawing on findings from a classroom-based study, this paper explores one teacher's journey in shifting her task design and enactment to develop a "conjecturing atmosphere" in the classroom. The findings affirm the important role of the teacher in introducing mathematical practices. Careful task design and enactment, teacher questioning, and noticing and responding to student reasoning were important elements in facilitating conjecturing, justifying and generalising.
- Published
- 2014
47. Changing Conceptions of Academic Standards: Quality Support Centre Higher Education Report No. 4.
- Author
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Open Univ., London (England). Quality Support Centre. and Brennan, John
- Abstract
Five papers address issues in the current debate in the United Kingdom over standards in higher education, especially the "Graduate Standards" program of the Higher Education Quality Council. The first paper, an introduction by John Brennan, identifies key issues in the standards debate such as the role of mass education, the various types of standards (academic, service, program, graduate, process, outcomes, intrinsic, extrinsic, explicit, and implicit), standard setting versus assessing the standard of achievement, issues of explicitness in standards, the stigma of failure, and comparability in standards. The next paper, "Academic Standards and the External Examiner System," by Harold Silver and Ruth Williams, discusses whether the external examiner has a role in ensuring comparability of academic standards across the higher education sector and reports on a survey of educators in which most respondents indicated their belief that the present system is becoming unworkable. The third paper, "Standards and Employment," by Malcolm Frazier, focuses on occupational standards at the graduate or professional level and compares these with academic qualifications. In the fourth paper, "Degree Standards and Quality Assurance: A Discussion," Robin Middlehurst identifies issues on the Graduate Standards Program which are being addressed by the Higher Educational Quality Council and offers a framework for the ongoing articulation, assurance, and development of standards. (Individual papers contain references.) (DB)
- Published
- 1996
48. Cultural Politics and Education in the 1990s.
- Author
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Jones, Ken
- Abstract
This paper begins by discussing reasons for the failure of important aspects of Conservative education policy in the United Kingdom and finds them in contemporary Conservatism's "fundamentalist" handling of questions of culture and tradition. The term "fundamentalist" refers to certain religious, cultural, and political ideologies that invoke a narrow and authority-centered account of tradition without attempting to enter into discourse about its value or premises. The paper then discusses the cultural meaning of teachers' opposition to Conservatism, as manifested in the national testing boycott of 1993-94. The paper suggests that aspects of social-movement theory can illuminate the achievements of this opposition. It concludes by considering what space for cultural action is offered by the educational policies of the new Labour Party. A problem with the Labour Party's agenda is that it discounts the intellectual work of teachers as well as the persistence and increasing sophistication with which questions relating to learning, cultural difference, and inequality have been pursued in schools. (Contains 24 endnotes.) (LMI)
- Published
- 1995
49. Education and New Developments 2017
- Author
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Carmo, Mafalda
- Abstract
This book contains a compilation of papers presented at the International Conference on Education and New Developments (END 2017), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2017 received 581 submissions, from 55 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 176 submissions (30% acceptance rate). The conference also includes a keynote presentation from an internationally distinguished researcher, Professor Lizbeth Goodman, Chair of Creative Technology Innovation and Professor of Inclusive Design for Learning at University College Dublin; Founder/Director of SMARTlab, Director of the Inclusive Design Research Centre of Ireland, Founder of The MAGIC Multimedia and Games Innovation Centre, Ireland, to whom we express our most gratitude. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program we have chosen four main broad-ranging categories, which also covers different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity; Extra-curricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change, Corporate Education. This book contains the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, and of course, to our organizing and administration team for making and putting this conference together. [This document contains the proceedings of END 2017: International Conference on Education and New Developments (Lisbon, Portugal, June 24-26, 2017).]
- Published
- 2017
50. Teacher Fellow Accreditation -- A Madrigal of Voices! But Is It the Right Tune? Tensions of Standardisation, Engagement and Neoliberalism
- Author
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Kershaw-Solomon, Hazel, Beech, Nick, Gold, Jeff, Claxton, Julia, Auty, Tricia, and Beech, Susan
- Abstract
Purpose: The purpose of this paper is to explore the impact competency frameworks as standardisation can have on the employee engagement of academic staff within higher education (HE) through their employment as managerial tools. Design/methodology/approach: A literature review is conducted from which the conditions for effective competency frameworks are evaluated and the influence of changes in the HE environment in the form of political agendas and tight resources are explored. Findings: This paper provides insights into the dynamics of public service modernisation and the tensions between the dominant discourse of managerialism and the degree of agency afforded to professional academics. It highlights the relevance of informal peer relationships in setting the climate to generate collegial bonding and professional engagement that underpin successful teacher fellowship accreditations. It further highlights the key role managers play in this process and provides a conceptual framework highlighting the dynamics and combined effect of employee engagement and competency frameworks set within complex HE environment. Practical implications: This paper brings together the prerequisites for effective implementation of competency frameworks to implement successful employee engagement strategies set within the complexities of the HE context, which has not been studied to date. Armed with such insights, Human Resource Development (HRD) departments and universities can implement competency assessments that generate greater staff engagement. Originality/value: The paper provides a critical approach in reviewing the impact of Continued Professional Development and its link to professional status and thus helps British Universities and others to understand how the mechanisms at work affect engagement levels of academic staff. Armed with this depth of understanding of how the change initiative works, with whom and under what circumstances, universities will be better able to meet target UK Professional Standards Framework membership levels required by the higher education academy (HEA) and, subsequently, the HEA to meet their targets for the government.
- Published
- 2021
- Full Text
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