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2. What Happened to Casual Academic Staff in Australian Public Universities in 2020? Occasional Paper
- Author
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University of Melbourne (Australia), Melbourne Centre for the Study of Higher Education (CSHE), Baré, Elizabeth, Beard, Janet, and Tjia, Teresa
- Abstract
With the widespread onset of the COVID-19 pandemic in 2020, Australian universities anticipated a significant loss of students and revenue and hence forecast the need for significant job reductions. Using Higher Education Statistics (HES) data on student numbers and full-time equivalent (FTE) staff by field of study, we explored changes which occurred between 2019 and 2020, this data only becoming publicly available in 2022. Against expectations, and with the exception of the field of study of Management and Commerce, nationally student numbers did not decline, but increased marginally. Our interest lay in the impact of this on casual academic staff employment in Australia's public universities, noting institutional strategies of having a flexible pool of casual staff to manage fluctuations in student demand. While the HES data does not allow firm conclusions, trends may become clearer with the release of the 2021 data. Nonetheless, it appears that many universities reduced casual academic staff numbers and marginally increased full and part time appointments. Overall, there were fewer academic staff to teach a static or increased number of students. What this exercise suggests is that irrespective of student enrolments, some universities may have used the pandemic as an opportunity for restructures and academic renewal. It also highlights the difficulties that universities may experience in managing their academic workforce.
- Published
- 2023
3. When Practice Meets Policy in Mathematics Education: A 19 Country/Jurisdiction Case Study. OECD Education Working Papers. No. 268
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Organisation for Economic Cooperation and Development (OECD) (France), Directorate for Education and Skills, Schmidt, William H., Houang, Richard T., Sullivan, William F., and Cogan, Leland S.
- Abstract
The OECD Future of Education and Skills 2030 (E2030) project's overall goal is that of looking to the future in terms of how school curricula should evolve given the technological advances and other changes that societies are now facing. Towards that end, the E2030 project centres on the idea that education needs to equip students with the knowledge, skills, attitudes and values they need to become active, responsible and engaged citizens. Mathematics is considered a highly relevant subject for achieving the above stated goals, as such it requires further and more detailed analysis. As a result, it has been chosen as one of the E2030 project's subject-specific analyses. The project has been named the Mathematics Curriculum Document Analysis (MCDA) study as per the request of participating countries. This working paper presents the findings of the MCDA study, which involves participants from 19 countries and jurisdictions.
- Published
- 2022
- Full Text
- View/download PDF
4. Student Outcomes Survey: Self-Reported Graduate Model Review. Technical Paper
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National Centre for Vocational Education Research (NCVER) (Australia) and Sanders, Ben
- Abstract
The National Student Outcomes Survey (SOS) collects information about students who completed their vocational education and training (VET) in the previous calendar year. The gathered information on the surveyed VET students includes their reasons for training, employment outcomes, satisfaction with training, and further study outcomes. The survey covers students who have completed a qualification (graduates) and those who have completed only part of a course and then left the VET system (subject completers). The National Centre for Vocational Education Research (NCVER) has conducted the survey with government-funded VET students annually since 1999. In 2016, the scope of the survey was expanded to report on the outcomes of graduates whose training was Commonwealth--or state-funded as well as fee-for-service graduates. These graduates were referred to as total VET graduates. An explanation of the difference between total VET and government-funded student outcomes can be found in appendix A. The expanded scope was applied to the 2017 survey for graduates (following a successful trial in 2016) and for the first time for subject completers and the series renamed VET student outcomes. At the time of sample selection, insufficient information is available from the National VET Provider Collection to identify 'actual' subject completers. Instead, a sample of potential subject completers is chosen, which includes students who are continuing in the VET system. The status of respondents is determined through the survey responses. As such, respondents to the SOS include a number of students who were sampled as subject completers based on administrative data reported to the National VET Provider Collection, but self-identify in the questionnaire as graduates. For many years these 'self-reported graduates' (SRGs) were categorised as graduates in survey outputs, because the self-report was deemed to be more reliable than the collection data. However, it became apparent that many SRGs were not, in fact, graduates. In response to this issue, in 2012, NCVER created a logistic model that predicted the eligibility of a SRG being an 'actual' graduate based on their personal and training characteristics (Braysher 2012). This model has since been run annually for each SOS to assign group membership to SRGs. Those SRGs that were not predicted by the model to be a graduate were re-assigned to their original subject completer status. One of the conditions of the initial analysis was that the model should be reviewed at least every four years to assess its ongoing validity and to make possible modifications should demographics and administrative data change and alter the predictive power of the model. The model was reviewed by NCVER in 2015 (unpublished). The review found some changes in data quality, but found no evidence that these changes were affecting the estimates. At the time no changes were recommended to the logistic model or graduate reclassification procedure, but it was recommended that the model be reviewed again at a later stage. In relation to data quality, the proportion of subject completers claiming to be self-reported graduates has declined significantly since 2007, particularly from 2015 to 2017, highlighting the improvement in the quality of the National VET Provider Collection data since the need to run the model arose (appendix B). Hence, it was appropriate to review the model again. This report presents the findings of an additional comprehensive review of the model and methodology.
- Published
- 2018
5. Educational Program and Practice: An Analysis of Quality Area 1 of the National Quality Standard. Occasional Paper 1
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Australian Children’s Education and Care Quality Authority (ACECQA)
- Abstract
This occasional paper is the first in a series on the National Quality Framework (NQF). This paper offers detailed insights into education and care service quality ratings for Quality Area 1 -- Educational Program and Practice, which focuses on ensuring that educational program and practice is stimulating and engaging, enhances children's learning and development, and meets children's individual learning and development needs. Australian Children's Education and Care Quality Authority (ACECQA) has chosen to focus this first occasional paper on Quality Area 1 because of its vital contribution to child outcomes and because the evidence indicates that services are less likely to meet the National Quality Standard (NQS) in this Area. Additionally, the paper is timely given ACECQA's work in period 2014/15 with Regulatory Authorities and Professional Support Coordinators to deliver national workshops to educators to help them better understand and meet the requirements of Quality Area 1. The paper provides a brief overview of the NQS, its rating system, quality areas and overall ratings to date. It then examines Quality Area 1 looking at differences across jurisdictions, management types, service sub-types, and socioeconomic and remoteness classifications. The paper culminates by examining patterns in the distribution of Quality Area 1 ratings and discusses possible explanations for these variations, as well as implications of the report findings and future directions. The paper is intended to be of interest to people who deliver education and care services, people who provide training and professional development services to the sector, and to officers in the Regulatory Authorities that conduct quality rating. Unless otherwise stated, the paper draws on data from the National Quality Agenda Information Technology System (NQA ITS) as at 31 December 2015.
- Published
- 2016
6. Quarterly Reporting of Government-Funded Activity to the 2015 National VET Provider Collection. Technical Paper
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National Centre for Vocational Education Research (NCVER) (Australia) and Foley, Paul
- Abstract
The topic of more frequent and timely vocational education and training (VET) data has been an issue of interest for a number of years. Since 2015, the National Centre for Vocational Education Research (NCVER) has collected and reported data on government-funded students and courses on a quarterly basis. These quarterly data submissions are cumulative and allow additional data to be reported and corrections made to previously submitted data. The first year of quarterly reporting has provided a useful insight into how training activity is reported by the different jurisdictions over a calendar year. This paper presents the results of some initial analysis of that data using the reporting scope that was in place for 2015 reporting, broadly defined as all activity delivered by government providers and government-funded activity delivered by community education and other registered providers.
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- 2016
7. Attendance in Early Childhood Education and Care Programmes and Academic Proficiencies at Age 15. OECD Education Working Papers, No. 214
- Author
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Organisation for Economic Cooperation and Development (OECD) (France), Balladares, Jaime, and Kankaraš, Miloš
- Abstract
Early years are a critical period for skill development. In this sense, the Early Childhood Education and Care (ECEC) programmes have an important role in promoting children's learning during this period. This study aimed to explore the effectiveness of ECEC programmes by analysing the relationship between students' ECEC attendance and their later academic proficiency using PISA 2015 data. PISA results show that across the OECD countries, students who had attended ECEC tend to have higher scores in academic proficiencies at the age of 15. However, these differences in academic proficiencies between those who attended ECEC versus those who did not attend are almost nil when students' socio-economic status (SES) is considered. This relationship reflects differential access to learning opportunities for children from deprived contexts. Furthermore, results show that entering ECEC programmes earlier than the typical time is associated with lower proficiencies at the age of 15. Therefore, earlier entry to ECEC is not necessarily beneficial. Learning benefits of ECEC provision vary considerably across PISA countries illustrating the importance of a country-specific policy context and the quality of their ECEC provision. The analyses of several quality indicators point out that the improved quality of ECEC programmes is associated with higher academic skills at later stages. These results highlight that mere attendance to ECEC programmes is not enough to ensure better academic performance. The quality of the educational provision, especially concerning those students from disadvantaged backgrounds, should be ensured.
- Published
- 2020
- Full Text
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8. Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements C--Employment. Technical Paper 74C
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National Centre for Vocational Education Research
- Abstract
This is a support document to the "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide" report. Developed for users of LSAY, the user guide consolidates information about the LSAY 2009 cohort into one document. This support document provides employment information for the guide. [For the main report, "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide. Technical Paper 74," see ED536971. For other supporting documents, see "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements A--Demographics. Technical Paper 74A" (ED536979); "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements B1--Education (School and School Transition). Technical Paper 74B1" (ED536973); "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements B2--Education (Post-School). Technical Paper 74B2" (ED536975); and "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements D--Social. Technical Paper 74D" (ED536972).]
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- 2012
9. Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements B2--Education (Post-School). Technical Paper 74B2
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National Centre for Vocational Education Research
- Abstract
This is a support document to the "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide" report. Developed for users of LSAY, the user guide consolidates information about the LSAY 2009 cohort into one document. This support document provides post-school information for the guide. [For the main report, "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide. Technical Paper 74," see (ED536971). For other support documents, see "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements A--Demographics. Technical Paper 74A" (ED536979); "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements B1--Education (School and School Transition). Technical Paper 74B1" (ED536973); "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements C--Employment. Technical Paper 74C" (ED536974); and "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements D--Social. Technical Paper 74D" (ED536972).]
- Published
- 2012
10. Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements D--Social. Technical Paper 74D
- Author
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National Centre for Vocational Education Research
- Abstract
This is a support document to the "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide" report. Developed for users of LSAY, the user guide consolidates information about the LSAY 2009 cohort into one document. This support document provides social information for the guide. [For the main report, "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide. Technical Paper 74," see ED536971. For other supporting documents, see "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements A--Demographics. Technical Paper 74A" (ED536979); "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements B1--Education (School and School Transition). Technical Paper 74B1" (ED536973); "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements B2--Education (Post-School). Technical Paper 74B2" (ED536975); and "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements C--Employment. Technical Paper 74C" (ED536974).]
- Published
- 2012
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