International Research Snapshot
RESEARCH SNAPSHOT | Marjan Mckeough , Senior Librarian, ETIS (Education and Training Information Service) Centre for Learning & Innovation, DET
The ETIS intranet is available to TAFE NSW staff.
This eZine feature is brought to you by ETIS - the Education and Training Information Service for the Department of Education and Training. ETIS manages the NSW Vocational Education and Training Database linking in with the national vocational education database managed by NCVER. They are effectively placed and qualified to identify and share with us these key recent reports and articles with particular relevance to VET teaching and learning. (Ed)
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OECD, Centre for Educational Research and Innovation (CERI). Trends Shaping Education.
Paris: OECD, 2008. 86 p.
This new biennial publication presents the latest available information on 26 major current trends in education, grouped in 9 broad themes (ageing, global challenges, the new economic landscape, work and jobs, the learning society, ICT, citizenship and the state, social connections and values, and sustainable affluence). For each trend, there is a two-page spread, containing a short introduction, two figures with accompanying text followed by three key questions about the impact of the trend on the future of education. A dynamic link (StatLink) is provided for each figure, which directs the user to a web page where the corresponding data are available in Excel®.
Adult learning in focus: national and state-by-state data / CAEL in partnership with NCHEMS.
Chicago, Ill.: CAEL, 2008. 76 p.
This comprehensive US report contains national and state-by-state data on adult learning. Included are data and comparative charts on adult educational attainment, adult learning participation, affordability, accessibility and aspiration. Also discussed are data gaps that need to be addressed and next steps for state education leaders.
Vignoles, Anna; de Coulon, Augustin; Marcenaro-Gutierrez, Oscar.The value of basic skills in the British labour market: Research report [PDF 38 p.]. UK National Research and Development Centre for Adult Literacy and Numeracy, October 2008.
Findings of this report imply that literacy and numeracy skills are still very much valued in today’s UK labour market. Even if there have been substantial gains in the skills of the UK workforce over the last decade, it appears this has not been sufficient to reduce the price paid for these skills by employers. These results imply that continued efforts to improve the skills of the UK workforce are needed, and that investment in initiatives that genuinely do improve individuals’basic skills are likely to yield relatively high wage (and potentially employment) returns.
Saunders, Ron.Employer investment in workplace learning: report on the Yellowknife roundtable. [PDF 17p.]. Ottawa: Work and Learning Knowledge Centre & Canadian Policy Research Networks, September 2008.
The issue of employer investment in workplace learning has been the subject of recent discussions at the national level. However, since the nature of the labour market and the institutional structure of education and training systems vary from province to province, it is important to gain an understanding of these differing provincial or regional perspectives. The Work and Learning Knowledge Centre (WLKC) of the Canadian Council on Learning (CCL) is partnering with Canadian Policy Research Networks (CPRN) to convene a series of roundtables on employer investment in workplace learning, involving senior government officials and senior representatives from business, labour, colleges/universities and nongovernmental organizations (NGOs) from a particular province or region. The goal of the roundtables is to identify practical steps to ensure that the quantity and quality of workplace learning in Canada matches the needs of the economy and maximizes the potential of Canadian workers. The first of these roundtables was held in Toronto on December 6, 2007. This report presents the highlights of the discussion at the Yellowknife roundtable.
Jobs for youth: Norway. Paris: OECD, September 2008. 140 p.
With the labour market becoming increasingly selective, relevant work skills are becoming increasingly necessary to combat high youth unemployment in OECD countries. This requires co-ordinated policies linking education to the requirements of the labour market and the provision of appropriate training courses. This report focuses on Norway, and assesses the efficacy of existing measures which aim to improve the school to work transition, as well as providing policy recommendations for further action.
NCEE - recommendations [PDF 18p.], October 2008.
UK National Council for Educational Excellence has now published its recommendations about school and college links with businesses and HE institutions, and about how early years, schools and colleges can work together to help raise standards.
Delivering 14-19 Reform: Next Steps [PDF 90p.].
Nottingham, Department for Children, Schools and Families October 2008.
This is an update to the 14-19 Implementation Plan published in 2005. It brings together all the changes, looks at progress since 2005, and sets out the next steps and timetable to 2015 to ensure that all young people have the right learning opportunities and support to continue in education or training until at least 18.
Implementation of 14-19 reforms : an evaluation of progress [PDF 25p.].
London, OFSTED, September 2008.
This report evaluates the progress being made in implementing 14–19 reforms, based on visits to 16 local authority areas from April 2007 to March 2008. Partnerships were well established in almost all the areas visited and collaboration was effective in providing a broad range of courses, particularly in Key Stage 4. However, progression from 14 to 19 needs to be made clearer and more coherent, particularly for those on vocational programmes.
Further Education Colleges – Models for Success .UK Department for Innovation, Universities and Skills, August 2008.
This document sets out the range of levers and mechanisms available to the FE college sector, to enable it to respond to and meet the needs of learners, employers and the wider community.
Career development at work: a review of career guidance to support people in employment. [PDF 136p.].
Luxembourg: Office for Official Publications of the European Communities, 2008.
This report presents the findings from a research study that set out to review the range of career guidance provision supporting workforce development across the EU-25 Member States and to identify innovative or best practice provision. The report includes 35 case studies which provide accounts of practice by employers, trade unions and the public sector as well as other intermediary organisations, such as outplacement consultancies, professional associations and industry sector bodies. How should career development support be provided in the workplace? This review of current practice across the EU identifies several key issues emerging from the research including: how to build the capacity to deliver more effective support; the impact of new modes of delivery, such as ICT, on career development practice; the disconnect between provision inside and outside the workplace; and the increasing role played by intermediaries, such as trade unions, recruitment consultancies and private/independent providers, in career development support to employed people. Much career support for the employed is informal and a key challenge is how best to support and enhance the capability of those who deliver it. Successful career development practice involves building both human and social capital.
CEDEFOP Working paper No 1.Systems for anticipation of skill needs in the EU Member States. [PDF 37p.]
Pylea, Thessaloniki, CEDEFOP - European Centre for the Development of Vocational Training, October 2008.
This working paper has been prepare in the context of the ‘New skills for new jobs ‘ initiative which was introduced and presented in the July 2008 communication on the renewed social agenda for opportunities, access and solidarity (European Commission, 2008).
Briefing note - Europe’s potential skills deficit. Future skill needs in Europe – Focus on 2020 [PDF 4p.].
Pylea, Thessaloniki, CEDEFOP - European Centre for the Development of Vocational Training, September 2008.
This briefing gives a forecast about a major skills problem in Europe in the near future and states that a European labour market requires European-level information.
Saunders, Ron. Pathways for youth to the labour market: a synthesis report [PDF 34 p.].
Ottawa: Canadian Policy Research Networks, 2008.
This report summarizes the findings of eight CPRN [Canadian Policy Research Networks] studies carried out over the past two years on the school-to-work transition and identifies the policy implications of this research. The report notes the traditional straight-line path from school to work has given way to a non-linear path that sees young people 'zigzag' between schooling and work as they seek to find their way. Students are taking longer to complete their education and become established in the workforce. A key finding is that career development programs and services can reduce dropout rates, increase aspirations and achievement, help people find jobs that match their talents and interests and help employers meet skill needs. The best programs begin early (by grade six).
Michelle Van Noy ... [et al.]. Noncredit enrollment in workforce education: state policies and community college practices.
New York: AACC and CCRC, 2008. ii, 59 p.
This report provides detailed findings on state policies and community college practice from Community College Research Center's (CCRC's) study of community college noncredit workforce education. Drawing on interviews with state policymakers in all 50 states and case studies of 20 community colleges in 10 states, the report offers recommendations for policy and practice. Noncredit workforce education can play an important role in responding to local labor market demands, while also connecting students to long-term educational opportunities and documenting outcomes in a meaningful way.
Establishing and developing national lifelong guidance policy forums: a manual for policy-makers and stakeholders [PDF 70p.].
Luxembourg: Office for Official Publications of the European Communities, 2008.
Many European countries are trying to improve coordination and coherence in policies and systems for career guidance provision. Formation of national forums and similar policy coordination mechanisms is an important feature of these efforts, bringing together actors and stakeholders in guidance on a shared platform. In this manual, the roles, functions, structures and operations of national forums are discussed and illustrated with examples of practice drawn from experience to date across Europe. Finally, 10 key messages derived from these experiences are outlined.