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2. Parents, Schools and Human Capital Differences across Countries. CEP Discussion Paper No. 1617
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London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP), De Philippis, Marta, and Rossi, Federico
- Abstract
This paper studies the contribution of parental influence in accounting for cross-country gaps in human capital achievements. We argue that the cross-country variation in unobserved parental characteristics is at least as important as the one in commonly used observable proxies of parental socio-economic background. We infer this through an indirect empirical approach, based on the comparison of the school performance of second-generation immigrants. We document that, within the same host country or even the same school, students whose parents come from high-scoring countries in the PISA test do better than their peers with similar socioeconomic backgrounds. Differential selection into emigration does not explain this finding. The result is larger when parents have little education and have recently emigrated, suggesting the importance of country-specific cultural traits that parents progressively lose as they integrate in the new host country, rather than of an intergenerational transmission of education quality. Unobserved parental characteristics account for about 15% of the cross-country variance in test scores, roughly doubling the overall contribution of parental influence.
- Published
- 2019
3. Nursing Students' Perspectives on ePortfolios: Themes and Preferences Compared with Paper-Based Experiences
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Madden, Karyn, Collins, Emma, and Lander, Patrick
- Abstract
ePortfolios play an important role in tertiary education globally in the 21st Century. Several studies have advocated for the implementation of ePortfolios on the basis that they have the potential to integrate technology whilst making learning visible and meaningful for students. However, rarely is the implementation of ePortfolios, considered from the students' perspective. The development of web-based learning resources including ePortfolios platforms are often driven by software developers with an extensive degree of technical expertise, rather than teachers and educators and, without acknowledging potential difficulties this may create for students (Andrews & Cole, 2015; Beckers, Dolmons, & Merriënboer, 2016; Cordier et al. (2016); Leacock & Nesbit, 2007; Nam & Smith-Jackson, 2007). The aim of this study was to explore students' perspectives on the value of an ePortfolio platform in the final year for nursing students in the Bachelor of Nursing programme in a New Zealand tertiary institute. The data for this study were obtained through focus group sessions. Thematic analysis identified four themes from the data which were the importance of ease of use, feedback, transparency, and the role of supporting technology. This study aligns with previous literature in demonstrating students' preference for the use of ePortfolios but extends our knowledge by considering the value of ePortfolios from students' perspectives.
- Published
- 2019
4. Identifying Work Skills: International Approaches. Discussion Paper
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National Centre for Vocational Education Research (NCVER) (Australia), Siekmann, Gitta, and Fowler, Craig
- Abstract
The digital revolution and automation are accelerating changes in the labour market and in workplace skills, changes that are further affected by fluctuations in international and regional economic cycles and employment opportunity. These factors pose a universal policy challenge for all advanced economies and governments. In the workplace, people seek to acquire contemporary and relevant skills to gain employment and retain transferable skills to maintain employment. The central purpose of this paper is to investigate how other nations or regions are dealing with these issues. What approaches are they taking to understanding the mix and dynamics of the skills attained by individuals and, more broadly, the totality of skills that in aggregate constitute a highly capable and adaptable labour force, one that supports firm viability and greater national productivity. This research has examined a range of initiatives and approaches being developed or in use in selected countries, including the United States, Singapore and New Zealand, and agencies/organisations; for example, the European Commission and the Skills for the Information Age Foundation. In doing so, it showcases the good practices used to ensure that occupational-level skills information remains current and widely accessible. [For "Identifying Work Skills: International Case Summaries. Support Document," see ED579875.]
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- 2017
5. Global Labour Mobility and Mutual Recognition of Skills and Qualifications: European Union and Australia/New Zealand Perspectives. Working Paper No. 56
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Monash University, Centre for the Economics of Education and Training, Shah, Chandra, and Long, Michael
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The labour market is one the most significant markets in modern economies. Today labour embodies increasing amounts of human capital in the form of skills, talents and knowledge. Migration of workers between regions and countries can contribute to efficiency. People are moving from areas in which they are underemployed or unemployed to areas in which there is greater demand for their labour. Frequently the movement of people is across national or other administrative borders. Differences between jurisdictions in the way in which they recognise experience, skills and qualifications can subtract from the efficiency of the labour market. This paper outlines steps taken in the European Union (EU) to improve the mobility of skilled labour between EU countries. The interface between qualifications and the labour market is being addressed by the creation of extensive electronic networks providing workers with more information about potential jobs and employers with more meaningful information about potential applicants. Mobility of labour can be further enhanced by improving the portability of social security, health and pension benefits. The EU has also recognised that migrants are a substantial proportion of the EU workforce. In terms of mobility, they may be better placed than residents to take advantage of regional shifts in demand for labour, and impediments to their mobility between EU countries reduces the efficiency of the contribution they can make. The experience in both Australia and New Zealand recognises the economic benefits to be derived from geographic and jurisdictional labour mobility and especially of those aspects associated with the recognition of skills. It is different from the EU experience in two regards: (1) Cultural differences present in Europe are far less apparent in Australia and New Zealand; and (2) Registration in one jurisdiction was a basis for eligibility for registration in all jurisdictions. The Trans-Tasman Mutual Recognition Arrangement (TTMRA) and Mutual Recognition Agreement (MRA) between the Australian Government and the governments of the eight Australian states and territories are cited as potential models for other countries considering a similar strategy. (Contains 7 footnotes.) [Partial funding for this paper was obtained from a grant from the Monash Institute for the Study of Global Movements.]
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- 2004
6. Cross-Border Higher Education for Regional Integration:Analysis of the JICA-RI Survey on Leading Universities in East Asia. JICA-RI Working Paper. No. 26
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Kuroda, Kazuo, Yuki, Takako, and Kang, Kyuwon
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Set against the backdrop of increasing economic interdependence in East Asia, the idea of regional integration is now being discussed as a long-term political process in the region. As in the field of the international economy, de facto integration and interdependence exist with respect to the internationalization of the higher education system in East Asia. Based on the results of a comprehensive Japan International Cooperation Agency Research Institute (JICA-RI) survey of 300 leading higher education institutions active in cross-border higher education, located in ten Association of Southeast Asian Nations (ASEAN) member Southeast Asian countries and three Northeast Asian countries (China, Japan, and Korea), this paper examines universities perceptions of the degree of cross-border activities, the significance of their expected outcomes, and their regional preferences for partners. The objective is to envision a direction for a future regional higher education framework in East Asia and to consider the policy implications of the internationalization of higher education in East Asia in the context of regionalization. The findings related to the degree of cross-border activities suggest a current perception that there is more prominent in conventional than in innovative activities, but that innovation will rise considerably in the future. With respect to the significance of expected outcomes,academic and political expected outcome are perceived to be more significant than economic expected outcome, which are nevertheless expected to be more significant in the future. Finally, in terms of their preferred regions of partners, universities in East Asia overall place a high priority on building partnerships within their own region. Yet, among Northeast Asian universities, North America is perceived as the most active partner. (Contains 3 figures, 21 tables, and 13 footnotes.) [This paper was prepared as part of a Japan International Cooperation Agency Research Institute (JICA-RI) research project titled, "Cross-border Higher Education for Regional Integration and the Labor Market in East Asia."]
- Published
- 2010
7. Workforce Planning for the Community Services and Health Industry. Occasional Paper
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National Centre for Vocational Education Research, Karmel, Tom, and Blomberg, Davinia
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This paper aims to provide a picture of the occupations in the community services and health industry, and how the workforce obtains the required skills. The authors argue that planning for the industry should concentrate on occupations specific to the industry and those which require high skill levels. Findings suggest that the qualification levels of community services and health workers have increased substantially over the past decade. Furthermore, community services and health vocational education and training courses are well targeted, with most graduates finding employment in the industry. Appended are: (1) Employment within community services and health; (2) Mapping of ANZSCO (Australian and New Zealand Standard Classification of Occupations) to ASCO (Australian Standard Classification of Occupations); (3) Employed persons by the level of qualification; (4) Change in qualifications, 1996 and 2006; (5) Top destination occupations; and (6) Top intended occupations. (Contains 25 tables, 1 figure, and 13 footnotes.) [Funding for this paper provided through the Australian Department of Education, Employment and Workplace Relations.]
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- 2009
8. The Female 'Tradie': Challenging Employment Perceptions in Non-Traditional Trades for Women. Occasional Paper
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National Centre for Vocational Education Research and Shewring, Fiona
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The place of women in the manual trades is examined in this paper, which sets out strategies for encouraging them to study and work in areas such as building and construction. Such strategies include introductory and pre-apprenticeships courses, clustering female students, and support from teachers in opening up job opportunities. This paper is the result of a 2008 NCVER New Researcher Award. (Contains 2 tables.)
- Published
- 2009
9. Language of Instruction: Choices and Consequences. PREL Briefing Paper.
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Pacific Resources for Education and Learning, Honolulu, HI. and Simanu-Klutz, Fata
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This briefing paper focuses on the choices of instructional language in Pacific classrooms, as mandated by national or state policies, and discusses consequences of such choices on students' academic achievement and career preparation in the changing Pacific region. The paper first notes that in most South Pacific secondary schools, English is the language of the classroom, but for many upper grade students, English is their second language. The paper considers the misalignment of home and school languages, explaining that although the home languages of indigenous Pacific people are regarded by speakers and local authorities as an inherent part of indigenous culture and as the living language of the home, street, and community, they are rarely given a real role in academics. It then discusses some of the pros and cons of English as the language of instruction that Pacific educators must seriously consider. The paper goes on to discuss language and cognitive development and language policies across the curriculum, citing New Zealand as an example of a nation now using bilingual education in the development of ethnic preschools. (Contains 15 references.) (NKA)
- Published
- 1999
10. Dynamic Database for Quality Indicators Comparison in Education. Working Paper N. 04/2010
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Poliandri, Donatella, Cardone, Michele, Muzzioli, Paola, and Romiti, Sara
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The purpose of this study is to explore aspects and indicators most commonly used to assess the quality of education systems in different countries through the comparison of 12 national publications describing the state of the educational system. To compare indicators the CIPP model was chosen. This model is organized in four main parts: Context, Input, Process and Product. Each main part was then divided into categories based on the research literature (e.g., Input is divided into human, financial and material resources). Based on the CIPP model an electronic database for quality indicators comparison has been designed and implemented. This system is dynamic and easy to update. Using the database it is possible to compare countries according to several criteria (e.g., main parts and categories of the CIPP model, ISCED [International Standard Classification of Education] level, level of data collection). The database is available to the public and is designed for researchers and scholastic decision makers. A first comparison shows that processes at the classroom level are rarely considered, whereas public financial resources as well as achievement results are always included. The study concludes with a discussion of the findings of the comparison, as well as suggestions for future research aimed at further defining relevant indicators for the assessment of education quality." An appendix presents: "The on-line database: structure and functions. (Contains 5 figures and 7 footnotes.) [This paper was produced by INVALSI - National Institute for the Educational Evaluation of Instruction and Training.]
- Published
- 2010
11. ANZSCO Imputation in the National Apprentice and Trainee Collection. Technical Paper
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National Centre for Vocational Education Research and Harvey, Brian
- Abstract
Data relating to occupations has been collected in the national apprentice and trainee collection since 1994. The coding used conforms to classifications endorsed by the Australian Bureau of Statistics (ABS). The latest version issued from the ABS is the Australian and New Zealand Standard Classification of Occupations (ANZSCO). The classification previous to ANZSCO is the second edition of the Australian Standard Classification of Occupations (ASCO). Currently occupation data is collected using both ANZSCO and ASCO codes. Although ANZSCO was only introduced to the Apprentice and Trainee Collection in 2007, states and territories were asked to back-code ANZSCO on all contracts that were active as at 1 July 2000. Therefore while ASCO codes appear on records from the beginning of the collection, ANZSCO codes, only appear on records from 1 July 2000. Thus, although the database has a field for ANZSCO, the value is missing for all records prior to this date. This technical paper is a description of the methodology used to impute values for records in the National Apprentice and Trainee database that have missing ANZSCO codes. Appendices include: (1) Method (detailed); and (2) System charts. [For the accompanying report, "Apprentices and Trainees: September Quarter 2009," see ED508817.]
- Published
- 2010
12. External Quality Assurance of New Zealand Tertiary Education Providers Matters: Life Jacket or Strait-Jacket? AIR 2001 Annual Forum Paper.
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Weir, Annie
- Abstract
The reality of external academic/quality audit has arrived for all tertiary education providers in New Zealand under the umbrella of the New Zealand Qualifications Authority. This paper reviews the development over the past decade of external quality assurance of tertiary providers by quality assurance authorities and their associated bodies. The methodology included a literature review of the key influences and features of external quality assurance in the tertiary sector and an examination of the impact of external quality assurance processes on the development and delivery of courses and qualifications offered by the Open Polytechnic of New Zealand. The two main findings are that: (1) the development of external quality assurance of tertiary providers by quality assurance authorities and their associated bodies has been evolutionary and controversial; and (2) as a result of responding to the demands of external quality assurance, tertiary providers have experienced a significant increase in both their administrative workload and their compliance costs. Providers who have adopted a "life jacket" approach to external quality assurance have reaped the rewards of compliance, but those who have seen it as a strait jacket, are ceasing to exist. (Contains 23 references.) (SLD)
- Published
- 2001
13. Higher Education in TAFE: An Issues Paper
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National Centre for Vocational Education Research, Moodie, Gavin, Wheelahan, Leesa, Billett, Stephen, and Kelly, Ann
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Growth in mixed-sector institutions offering both vocational and higher education qualifications is expected to increase given recent and predicted policy changes. This issues paper focuses on the provision and management of higher education in technical and further education (TAFE) institutes. Issues raised for discussion include the governance of mixed-sector institutions as well as ensuring access and maintaining progression to higher education without sectoral division in the institution. Implications arising from the Bradley review of higher education are canvassed and the authors are inviting discussion on a range of questions related to the nature of policies and practices influencing the provision of higher education in TAFE. A section listing the TAFE institutes that have been registered to offer higher education qualifications and their accredited higher education qualifications, at February 2009 is appended. (Contains 5 tables and 3 footnotes.) [Funding for this document was provided through the Department of Education, Employment and Workplace Relations.]
- Published
- 2009
14. ICCE/ICCAI 2000 Full & Short Papers (Policies, Ethics, Standards, and Legal Issues).
- Abstract
This document contains the following full and short papers on policies, ethics, standards, and legal issues from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction): (1) "A Study on the School Information Technology Pilot Scheme: Possibilities of Creative and Lifelong Learning" (Siu-Cheung Kong, Wing-Kee Au, and Sai-Wing Pun); (2) "Health Risks with Computer Use in New Zealand Schools" (Kwok-Wing Lai); (3) "Information Technology Competency for Hong Kong Teachers--A New Era and a New Paradigm" (Wing Kee Au, Siu Cheung Kong, Kin Ping Leung, Eugenia Mee Wah Ng, and Sai Wing Pun); (4) "Present State and Future Direction of Woman Informatization Education in Korea" (In-Hwan Yoo, Chul-Hyun Lee, Soo-Bum Shin, and Tae-Wuk Lee); (5) "Space Plan for Effective Educational Software Utilization in Korea" (Soo-Bum Shin, Chul-Hyun Lee, In-Hwan Yoo, and Tae-Wuk Lee); and (6) "Using Learning Object Meta-Data in a Database of Primary and Secondary School Resources" (Daniel D. Suthers). (MES)
- Published
- 2000
15. Policy Developments in VET: Analysis for Selected Countries. Working Paper No. 54
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Monash University, Centre for the Economics of Education and Training, Noonan, Peter, Burke, Gerald, and White, Paul
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This paper is concerned with the strategies being adopted for vocational education and training (VET) in Australia and the lessons that could be learned for them from policies in other countries. Six issues are considered in the paper, each relates to or more of the objectives and particular strategies in the Australia's National Strategy for Vocational Education and Training 2004-2010: (1) Workforce/adult training and retraining in the light of ageing and shifting occupational structures; (2) Equity issues for indigenous and other groups; (3) Managing demand and funding so that priorities are met; (4) Developments in qualification structures and quality assurance; (5) Enhancing provider capacity to ensure quality and responsiveness; and (6) Regional and community capacity building. The approach taken was to analyse national strategies, policies, objectives and priorities of government agencies to provide a point of comparison with Australia's National Strategy for VET. Analysis was most focused on the United Kingdom and New Zealand, and limited for Canada, due to the decentralised nature of that system. Implications for Australia are set out by strategy. (Contains 6 footnotes and 2 boxes.)
- Published
- 2004
16. Scoping Paper--Shaping a Career Development Culture: Quality Standards, Quality Practice, Quality Outcomes
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Australian Department of Education, Science and Training and McMahon, Mary
- Abstract
This project on national standards and accreditation of career practitioners is set against a background of unprecedented interest by governments nationally and internationally in the provision of career guidance services. Currently more is known about the policy and delivery of career guidance than at any other time in history. There is growing interest in the relationship between career guidance and public policy because the benefits of career guidance to individuals, society and the economy have been recognised. In this regard, strategic alliances are being formed between career guidance practitioners and policy makers in order that policy commitments relating to the provision of quality career services are enhanced. Such an alliance is evidenced in the collaboration between the Department of Education, Science and Training and the Career Industry Council of Australia on this project. This project constitutes a very necessary step in a move towards a quality industry. The purpose of this scoping paper is to: (1) identify current standards guiding career practitioners in Australia; (2) review international work on standards including examples of best practice and advise on how this work might be relevant to the development of national standards and accreditation in the Australian context; (3) be informed by outcomes of national workshops, forums, and conferences 2000-2004; (4) identify the current membership requirements of professional career associations and bodies both nationally and internationally; (5) assess how prior learning or qualifications might be recognised and developed to fit within and meet the requirements of the quality standards; and (6) identify the issues that need to be addressed in the development of national standards. To achieve this purpose, this paper is structured around four main sections--international quality standards, national quality standards, standards guiding Australian professions, and the Australian career industry. Following this a number of themes related to the development and implementation of quality standards will be elaborated. A number of issues relating to the development and implementation of quality standards and accreditation in the Australian career industry will then be raised. Appended are: (1) Glossary of terms; (2) Table of Comparative Competencies; (3) Entry-level Qualifications of Australian Career Practitioner Associations; (4) Standards of Australian Career Practitioner Associations; and (5) Comparison of Quality Standards Across Career Case Studies.
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- 2004
17. Reflections on Equity, Adequacy and Weighted Student Funding. Working Papers Series. SAN08-04
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Duke University, Terry Sanford Institute of Public Policy and Ladd, Helen F.
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Within the context of the school finance literature, the concepts of equity and adequacy raise a number of complex definitional and pragmatic issues. The purpose of this paper is to clarify those issues and to use those concepts to evaluate the recent policy proposal called Weighted Student Funding (WSF). Though WSF contains some equity-enhancing elements, it is likely to fall short of its equity goals because the weights are likely to be inappropriate and the approach fails to take full account of the concentrations of challenging-to-educate students and their effects on the distribution of teachers. In addition, the WSF proposal can be faulted for paying no attention to adequacy, potentially stigmatizing individual students, and placing so much focus on individual schools. A more complete evaluation of WSF would require a broader institutional perspective that extends beyond the equity and adequacy considerations of this article. (Contains 8 footnotes.)
- Published
- 2008
18. Loans for Vocational Education and Training in Europe. Research Paper. Number 20
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Cedefop - European Centre for the Development of Vocational Training
- Abstract
This report reviews the use of loans for learning in 33 European countries and analyses the schemes in eight selected Member States: France, Hungary, the Netherlands, Austria, Poland, Finland, Sweden and the UK. The analysis shows that loan schemes vary considerably across Europe in terms of types and levels of learning covered, conditions of access, repayment and governance. Some loans aim to increase participation in learning in general, while others are designed to promote equity. The report attempts to assess the selected loans and discusses their strengths and weaknesses and determinants of performance, while considering if a given scheme operates on a large scale or targets niche groups. The evaluation results provide a basis for identifying good practice principles for designing and implementing loans. Policy recommendations are formulated based on these findings. Annexed are: (1) Methodology; (2) Key terms and definitions; (3) Information on countries/schemes selected for in-depth analysis; (4) Proposed typologies of VET loan schemes; (5) Tables and figures; (6) Tosmana truth tables; (7) Questionnaires; (8) Basic characteristics of non-European loan schemes. (Contains 37 tables, 5 figures, 20 boxes and 33 footnotes.)
- Published
- 2012
19. Teachers and Decentralisation. Papers Prepared for the National Industry Education Forum Seminar (Melbourne, Victoria, Australia, August 1994).
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Whitty, Geoff and Seddon, Terri
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This publication contains two papers on the implications of school decentralization for teacher education, student achievement, and democracy. The first paper, "Devolution in Education Systems: Implications for Teacher Professional Development and Pupil Performance" (Geoff Whitty), explores the way education reform movements for decentralization have developed generally by looking at how reforms have worked in England with some cross references to experiences in New Zealand and the United States. In doing so it reviews several studies and discusses the context in which reforms were installed. The conclusion notes that the overall benefits are not yet apparent and that reforms seem to intensify the links between educational and social inequality. The paper also notes that these reforms were part of a larger Thatcherite political project that must have influenced their effects. The second paper, "Decentralisation and Democracy" (Terri Seddon), argues that current educational reform is limited by its neglect of the interdependencies of development, democracy, and education; and that the character of decentralization is the key issue for debate. In three sections the paper comments on contemporary educational reform in Australia, discusses the consequences of decentralization for democracy, and suggests a way to reframe the problem of education reform to recognize the interdependency of development and democracy. (Contains 53 references.) (JB)
- Published
- 1994
20. Obstacles to the Integration of University Qualifications and Courses into the National Qualifications Framework. Nga Taumata Matauranga O Aotearoa Higher Education in New Zealand. Occasional Paper Number 1.
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Hall, Cedric
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This paper identifies some of the major obstacles to the integration of university qualifications into New Zealand's National Qualifications Framework. Currently, New Zealand's universities are under pressure to integrate their qualifications into the Framework which employs a method of unit design that is generally more suited to trade and technical training than the general and professional education programs typically offered at universities. The paper examines problems that would arise if the Framework method of defining unit standards were applied to the design of university programs and papers. Several pedagogical problems are identified along with philosophical differences between the New Zealand Qualifications Authority (NZQA) and the universities over matters such as the nature and structure of knowledge, credit transfer, the recognition of prior learning, the transfer of generic skills, and the primacy given by the NZQA to unit standards rather than to total qualification. Instead of universities following the unit standard model of development, an extended framework structure is suggested which emphasizes the total qualification. Such a structure is likely to allow for a more productive relationship to develop between the NZQA and universities. (Contains 21 references.) (JB)
- Published
- 1994
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