Employment rates of recent tertiary education graduates aged 20 to 34 not in education and training, 2019

2021 ◽  
Keyword(s):  
Tertiary Education ◽  
Education And Training ◽  
Employment Rates ◽  
And Training

scholarly journals Education and Training in the Labour Force

1970 ◽  
Author(s):  
Raewyn O'Neill
Keyword(s):  
New Zealand ◽  
Formal Education ◽  
Tertiary Education ◽  
Labour Force ◽  
Education And Training ◽  
Green Paper ◽  
Sources Of Information ◽  
Market Outcomes ◽  
Capital Development ◽  
And Training

In their 1997 green paper on tertiary education the Ministry of Education said, "to ensure our prosperity New Zealand needs to be a 'learning society' recognising the importance for all of our people to continue to develop new skills and knowledge throughout a person’s lifetime." Given the importance of an educated and adaptable workforce, there is surprisingly little information available on education and training undertaken in New Zealand. While some information is collected on those enrolled in study towards formal education qualifications, there is little available information on human capital development beyond this. One of the few sources of information is the Education and Training Survey (ETS), conducted in September 1996. This paper uses information collected in the ETS to look at the characteristics of those participating in education and training as well as the barriers to and reasons for participation in education and training. lt then goes on to compare the labour market outcomes of those people who participated in education and training with those who did not.

Comparative advantages of school and workplace environment in skill acquisition

2017 ◽  
Vol 5 (1) ◽  
pp. 6-29 ◽  
Author(s):  
Thomas Bolli ◽  
Ursula Renold
Keyword(s):  
Human Resource ◽  
Skill Acquisition ◽  
Organizational Design ◽  
Business Processes ◽  
Soft Skills ◽  
Tertiary Education ◽  
Education And Training ◽  
Optimal Choice ◽  
Content Type ◽  
And Training

Purpose The purpose of this paper is to shed light on the questions as to how important skills are; which skills can best be learned at school, and which skills can be acquired better in the workplace. Design/methodology/approach The authors exploit data from a survey among professional tertiary education and training business administration students and their employers in Switzerland. Findings The authors find that skills used in the business processes strategic management, human resource management, organizational design, and project management are most suitable to be taught in school. However, the results further suggest that soft skills can be acquired more effectively in the workplace than at school. The only exceptions are analytical thinking, joy of learning and organizational soft skills, for which school and workplace are similarly suitable. Practical implications The paper provides empirical evidence regarding the optimal choice of the learning place for both human resource managers as well as educational decision makers who aim to combine education and training, e.g. in an apprenticeship. Originality/value Little evidence regarding the optimal learning place exists.

scholarly journals Continuing Education in Italy: A Case Study

2018 ◽  
Vol 7 (5) ◽  
pp. 29
Author(s):  
Sha Ha
Keyword(s):  
Adult Education ◽  
Continuing Education ◽  
Education System ◽  
Tertiary Education ◽  
Education And Training ◽  
Training System ◽  
Upper Secondary Education ◽  
Education Courses ◽  
And Training ◽  
The Eu

According to the ‘International Standard Classification of Education’ (ISCED), ‘Continuing Education’ is composed of the ‘Continuing Primary and Lower Secondary Adult Education’ (ISCED1, ISCED2), followed by the ‘Adult Education and Training’ System (ISCED3), including an ‘Upper Secondary Education System’ (ISCED4 and finally, the ‘Tertiary Education’ (ISCED5, ISCED6 and above). In 2016 the percent of ‘early leavers’ from education and training amounted in Italy to 13.8%, while the EU average amounted to 10.7%. In the same period the attendance to ISCED1-ISCED3 Adult Education Courses (age 25-64) amounted to 8.3%, while the EU average amounted to 10.8%. As for ‘Tertiary Education’, the percent attainment of a university degree amounted to 29.5% among Italians and to 13.4% among foreigners residing in Italy, while the EU averages amounted to 39.9% and 35.4% respectively. According to the Author, the relatively higher percent of early leavers from education and training in Italy and the relatively low attendance to ‘Continuing Education’ programs is due to the low employment rate in the Country, particularly significant in the age range 20-34, as a consequence of the severe economic crisis which hit the country in 2008 and still persists, causing the closure of many private enterprises and the block of the turn-over at public educational institutions. In spite of all that, the quality of the Italian Primary, Secondary and Tertiary Education System is of an excellent level, as compared with that of similar institutions all over the world. In Author’s opinion, increasing the investment in the educational system would increase the attendance to Secondary and Tertiary Adult Education courses, with a positive feedback on productivity.

scholarly journals Alternative Strategies for Higher Education Provision at TAFE Queensland

2020 ◽  
Author(s):  
Paul Wilson
Keyword(s):  
Higher Education ◽  
Vocational Education ◽  
Policy Change ◽  
Tertiary Education ◽  
Education And Training ◽  
Vocational Education And Training ◽  
State Governments ◽  
The Past ◽  
Public Provider ◽  
And Training

Australia’s tertiary education and training sector consists of Higher Education, predominantly funded and controlled by the Federal Government, and Vocational Education and Training (VET) where both the Federal and State Governments have policy and funding responsibilities.  While there has been increasing funding and stable policy in Higher Education over the past decade there has been significant change in the Australian VET sector in policy and reduced funding at the Federal and State levels.  TAFE Queensland, the public VET provider in the state of Queensland, has undergone a huge transformation of its own over this period of extensive policy change. As a result of policy and organisational changes TAFE Queensland has had to seek alternatives to ensure that students who choose to study at this public provider are able to access higher education courses. This paper outlines various policy change impacts over the past decade and TAFE Queensland’s innovative approach to ensuring that quality applied degrees are available to interested students who prefer to study with this major public vocational education provider.

scholarly journals The German system of vocational education and training: challenges of gender, academisation and the integration of low-achieving youth

2020 ◽  
Vol 26 (1) ◽  
pp. 57-71
Author(s):  
Simone R Haasler
Keyword(s):  
Young People ◽  
Vocational Education ◽  
Labour Market ◽  
Tertiary Education ◽  
Education And Training ◽  
Dual System ◽  
Vocational Education And Training ◽  
Apprenticeship Training ◽  
School Based ◽  
And Training

In Germany, the dual system of apprenticeship training has traditionally been very strong. The dominant position of the dual system, however, is being challenged by other training routes gaining significance, particularly tertiary education. This article investigates the extent to which this is leading to a restructuring of the dual system. Developments in school-based vocational programmes, trends of academisation and challenges deriving from qualifying low achievers are discussed. The growing significance of school-based programmes is linked to the gender impact of the vocational education and training (VET) system and the gender segmentation of the German labour market, while academisation reflects labour market demands for high skills. With dual study programmes and three and a half-year dual training, the dual system seeks to provide attractive training options for highly skilled young people. This, however, has made access to fully-qualifying vocational programmes very difficult for low-achieving young people, including migrants and refugees, thereby challenging the integration function of the German VET system.

A Comparative Study about Dance within Tertiary Education in England and in Greece

2009 ◽  
Vol 41 (S1) ◽  
pp. 171-180 ◽  
Author(s):  
Eleni Tsompanaki
Keyword(s):  
Comparative Study ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Learning Experiences ◽  
Dance Education ◽  
Education And Training ◽  
Further Education ◽  
The Status ◽  
Similarities And Differences ◽  
And Training

Acknowledging the value of dance within education and as an art, this study examines teaching and learning experiences and their effect in the status and ethos of dance. The main focus of this study was to examine dance education and training in tertiary education (further and higher) in England and in Greece. The aim was to find similarities and differences in teachers' approaches in order to improve understanding of what affects students' learning experiences and future choices. Methodology is based on a comparative study, predominately qualitative, that focuses on individuals' experiences. The methods used were documentations, interviews, observations, and questionnaires from people who experience and teach dance within further education dance institutions. This study is part of a Ph.D. thesis.

Promoting Indigenous Participation at Tertiary Institutions: Past Attempts and Future Strategies

1995 ◽  
Vol 23 (1) ◽  
pp. 36-43 ◽  
Author(s):  
Sue Whatman
Keyword(s):  
Torres Strait Islander ◽  
Tertiary Education ◽  
Education And Training ◽  
Torres Strait Islander People ◽  
Tertiary Institutions ◽  
National Statistics ◽  
Indigenous Participation ◽  
Torres Strait ◽  
Employment Education ◽  
And Training

Since 1967, enormous progress has been made by Aboriginal and Torres Strait Islander people in Australia in gaining access to, and participating in, tertiary education. National statistics provided by the Department of Employment, Education and Training (DEET, 1992), show that Aboriginal and Torres Strait Islander students are enrolling in, and graduating from, a wider variety of courses in ever increasing numbers.

Standards to assure quality in tertiary education: the case of Tanzania

2008 ◽  
Vol 16 (2) ◽  
pp. 164-180 ◽  
Author(s):  
Timothy Manyaga
Keyword(s):  
Tertiary Education ◽  
Good Practice ◽  
Education And Training ◽  
National Council ◽  
Academic Quality ◽  
Content Type ◽  
Regulatory Bodies ◽  
Training Programmes ◽  
Quality In Education ◽  
And Training

PurposeThe purpose of this paper is to provide information on development of standards in Tanzania which may be of help to training providers in other countries as they seek to improve the quality and standards of their provision.Design/methodology/approachThe need to provide quality assured tertiary qualifications in Tanzania to win both national and international recognition is explained. Processes of registration of institutions capable of delivering training programmes adequately and accreditation of the same to offer awards at appropriate levels as a means to ensure quality of provision are explored. Standards of good practice in Tanzanian tertiary education are surveyed and the challenges to their achievement are discussed based on the author's direct experience in Tanzania. Relevant and recent literatures on the topic are surveyed and some lessons drawn.FindingsAccreditation standards are useful in instilling best practices in education and training. However, education and training institutions need to understand and practice them over a period of time to bring about expected results. It is concluded that ensuring quality in education is a multifaceted phenomenon that calls for the joint efforts of all key stakeholders.Originality/valueThe paper illustrates that the National Council for Technical Education is one of the first regulatory bodies in Africa to introduce academic quality standards in tertiary technical institutions. Notable improvements have been recorded since its inception. The experience described is the paper is not very common, so other countries taking similar steps may find it useful.

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