Lifelong Learning Networks have worked with worked with UVAC and Construction Skills to facilitate and support the development of a Construction Higher Level Apprenticeship Framework (to include Foundation Degrees) as part or all of the Technical/Competence Qualification required by the Specification of Apprenticeship Standards for England (SASE).
The project was initiated by the LLN National Forum following the publication of their paper ‘Developing Higher Apprenticeships in England’, published in May 2010. Below are some additional relevant papers:
- The construction Higher Apprenticeship
- The Foundation degree Framework Specification for Construction Operations Management. This is provided for guidance purposes. The Foundation degree(s) developed for the Higher Apprenticeship would offer core and specialist pathways and include bridging modules to support learners used to a competency based and not academic model of learning. Progression arrangements will also need to be developed to enable seamless progression from level 3.
- A Transferable Model for the Development of a Higher Level Apprenticeship
For more information, or to get involved, please contact: Adrian Anderson, UVAC Chief Executive firstname.lastname@example.org, Jill Ward, Project Chair email@example.com, Claire Newhouse, LLN National Co-ordinator firstname.lastname@example.org.
Developing Higher Apprenticeships in England.
The Construction Higher Apprenticeship.
Foundation Degree Framework Specification.
Construction Project Summary and ToR.
HEFCE has made project capital allocations in support of learning and teaching and research since 1999.
This evaluation covers the 2006 to 2008 round of funding for research capital. The evaluation is UK wide and was carried out jointly with the other UK higher education funding bodies and with the Department for Business, Innovation and Skills. The total HEFCE allocations for this round were £903 million.
The capital funding provided by this third round of the Science Research Investment Fund has contributed to raising research capability, research capacity and the quantity and quality of research output, thereby stimulating and supporting innovation and driving productivity and growth across the UK economy.
The funding has helped to lever in other funding. Consequently, the scale, reach and timeliness of research capital investments were greater than would otherwise have been possible. The evidence also shows that the funded investments are now more strategically focused to help support research goals.
The investment has continued to improve the quality of research and has supported new areas of research for almost all universities and colleges. Improved student and staff morale, better quality and quantity of research training and increasing interdisciplinary collaboration are also benefits associated with these capital investments. Additionally the facilities funded have contributed to attracting and retaining top quality researchers and have had a positive impact on the research skills of staff. Download: Main report, Case studies.
This is a key step in its transition to meet the needs of the many communities it serves for 2013 and beyond. The new Jisc is owned by the Association of Colleges, GuildHE and Universities UK. It will continue to receive funding from HEFCE and all the other UK higher and further education funding bodies as it continues to develop. Jisc is a company limited by guarantee and a charity, owned by UUK, GuildHE and the AoC. This company wholly owns a subsidiary company, Jisc Collections and Janet Ltd, which will continue to provide the network and content services they have successfully provided for many years.
HEFCE welcomes this development, which includes the appointment of trustees to Jisc and the appointment of Martyn Harrow as its first Chief Executive.
Heather Fry, Director for Education, Participation and Students at HEFCE, said:
‘Jisc has been working hard for some time to prepare for its important transition into a separate legal body from 1 December. This announcement recognises that a key milestone has been reached. What is vital is that Jisc continues to provide a high-quality dedicated service to the higher and further education communities, for education and research and focuses its business to meet the needs of all its users including students and academics. HEFCE is confident that Jisc will do this, and we will continue to support Jisc as it develops its role for 2013 and beyond.
'HEFCE is grateful to the dedication and hard work of Jisc staff under the leadership of Malcolm Read over many years and under Martyn Harrow more recently to build Jisc into a world-renowned organisation. We encourage institutions to work with Jisc to fully realise its potential as a contributor to the delivery of their own objectives.’ More about the review process.
Après plus de 25 ans de plans d’équipements, de volontés politiques affichées, d’incitations, d’innovations, le numérique peine à entrer dans les usages scolaires. Si les établissements sont en général assez bien équipés, les TIC utilisées en classe restent limitées à la navigation sur internet, à des usages bureautiques, parfois agrémentés de vidéo-projection et de tableaux blancs interactifs.
Mais les TIC ne sont pas venues changer les paradigmes pédagogiques. Quelle est donc leur efficacité? Les méta-analyses qui ont été menées depuis les années 1980 indiquent qu’elles n’ont pas d’impact significatif sur la réussite scolaire des élèves. Pourtant elles soulèvent beaucoup d’espoirs en terme de motivation des élèves et d’approche pédagogique différente, davantage centrée sur les apprenants La question qui s’impose ne concerne donc plus l’impact des TIC, mais plutôt de savoir quelles solutions technologiques peuvent soutenir efficacement les apprentissages, et quelle pédagogie doit être mise en place pour profiter pleinement des possibilités offertes par le numérique. Le débat est d’ordre pédagogique.
Le rapport au savoir est modifié par le numérique, les lieux scolaires sont interrogés par la prise en compte et l’accompagnement d’apprentissages connectés.
Comment l’école secondaire peut-elle profiter du numérique pour se refonder? Ceci pose la question de la réflexion pédagogique, de la formation des enseignants mais aussi des nouveaux outils de mobilité qui s’imposent dans la société.
Ce nouveau dossier d’actualité n° 79 (novembre 2012) intitulé « Pédagogie + Numérique = Apprentissages 2.0 » examine ces questions à la lumière d’une sélection de travaux de recherche sur les usages du numérique dans les établissements scolaire du secondaire, en France et à l’international. Nous remercions Jean-Louis Durpaire pour ses conseils avisés.
Μετά από περισσότερα από 25 χρόνια σχεδιασμού εξοπλισμού, πολιτική βούληση που επέδειξαν, τα κίνητρα, την καινοτομία, την ψηφιακή απλά να εισάγετε το σχολείο χρησιμοποιεί. Αν τα σχολεία είναι γενικά εξοπλισμένα και χρήση των ΤΠΕ στην τάξη περιορίζονται σε περιήγηση στο Internet, χρήση γραφείου, μερικές φορές στολισμένη με προβολή βίντεο και διαδραστικούς πίνακες. Περισσότερα...
Fostering Quality Teaching in Higher Education: Policies and Practices - An IMHE Guide for Higher Education Institutions
Quality teaching in higher education matters for student learning outcomes. But fostering quality teaching presents higher education institutions with a range of challenges at a time when the higher education sector is coming under pressure from many different directions. Institutions need to ensure that the education they offer meets the expectations of students and the requirements of employers, both today and for the future. Yet higher education institutions are complex organisations where the institution-wide vision and strategy needs to be well-aligned with bottom-up practices and innovations in teaching and learning. Developing institutions as effective learning communities where excellent pedagogical practices are developed and shared also requires leadership, collaboration and ways to address tensions between innovators and those reluctant to change.
This Guide has been developed by the OECD’s Programme on Institutional Management of Higher Education (IMHE) to assist higher education institutions, university leaders and practitioners in fostering quality teaching. Provosts, vice-rectors of academic affairs, heads of teaching and learning improvement centres, deans and programme leaders, supporting staff, members of internal and external quality assurance bodies, and researchers may find inspirational content in this report. Drawing upon case studies of institution-wide quality teaching policies conducted by the OECD, this Guide provides exposure to new approaches and practices and the corresponding policy levers likely to help improvement happen. Illustrations offer a unique opportunity for learning through international experiences and sharing insights with institutional leaders involved in quality teaching...
Self-assessment and questions for further reflection
This section has been designed for you, the reader, to use as a self-assessment and reflection tool as an aid to deciding what your priorities should be for fostering quality teaching and what actions you might take. There are no right or wrong answers and it is intended to be adapted to take account of your institution’s mission, strategic objectives and context.
It is intended for use by anyone within the institution (or its stakeholders) with a role to play in fostering quality teaching, including institution leaders, deans and heads of programmes or individual teachers and researchers. It can be used by an individual or as part of a collaborative reflection and dialogue. It’s up to you.
The self-assessment scale invites you to evaluate the current situation on a scale of 1-5, where 1 is very poor and 5 is very good. However, you may consider that in your particular circumstances some aspects are very important while others are not at all. This is important to bear in mind when considering priorities for action – a dimension that is poor, but also not important, does not need to be addressed.
The self-assessment and questions for further reflection for each policy lever is self-contained, so you may choose to work through all seven policy levers, or simply use the individual policy lever that most directly relates to your current challenges and priorities... Download Fostering Quality Teaching in Higher Education: Policies and Practices - An IMHE Guide for Higher Education Institutions.
Links have also been found between training and improved individual performance; for example in the semi-conductor industry where investment in training improved the problem-solving skills of machine operators and was found to reduce the number of production defects (Hatch and Dyer, 2004). The same study showed that training can have a strong positive effect on productivity. Company productivity was measured using a production function to estimate the value added per employee, designed to measure productivity rather than profitability to discount impacts beyond companies’ control. They found the effect of extensive training was both statistically and substantively significant, representing a gain of over 6% in value added per employee. Similarly, analysis of the ECS shows that provision of training has links to improved productivity and self-reported perceptions of organisational financial performance (Eurofound, 2011b). More specifically, studies have shown that training plays a significant role in developing innovation and organisations providing training benefit from enhanced knowledge and skills and ‘innovative capability’ in performing work tasks (Chen and Huang, 2009). Therefore it is through training that companies develop the ‘organisational expertise in terms of demand and content for the innovation’ (Weisberg, 2006; cited in Chen and Huang, 2009, p. 106). Training investment increases employees’ skills across all levels of the organisation and this can help grow a ‘source of ideas for further innovation’ (Torraco and Swanson, 1995; cited in Chen and Huang, 2009). This is supported by further evidence showing the importance of developing workforce skills in order to be able to reap the benefits of HPWPs. The EPOC survey found that managers believed a well-trained workforce was vital to securing the effectiveness of participatory workplaces; the proportion of workplaces using direct participation methods requiring highly trained staff was double that of those who did not use such techniques. Furthermore, the number of managers reporting direct participation measures had been a complete success was more than double among those with a highly skilled workforce than those with low-skilled employees (Eurofound, 1997, p. 171). Download Work organisation and innovation.
UNESCO Institute for Lifelong Learning, together with the National Institute for Adult Education in Mexico (INEA), the UNESCO office in Mexico, and the Organization of Ibero-American States’ (OEI) office in Mexico, took part in a working session in Mexico City on 14─16 November 2012 to prepare for the launch of the Observatory website. The Observatory is part of the follow-up of CONFINTEA VI in the Latin America and the Caribbean region.
During this working session, the main functions of the Observatory were defined. These are:
- To collect and disseminate objective, reliable and relevant information on the status and progress of youth and adult education in the region,
- To monitor public policies for youth and adult education in the region, and
- To establish a baseline of content for comparative study.
The Observatory will also help to build and strengthen relationships between different information systems for youth and adult education in the region, and to promote exchange among countries, researchers, academics, and participants in youth and adult education.
The coming weeks will be devoted to receiving information from partners for upload to the website. The launch is planned for January 2013 to coincide with the meeting of the Regional Education Project for Latin America and the Caribbean (PRELAC).
According to the proponents of the budding “slow science” movement, the increasingly frenetic pace of academic life is threatening the quality of the science that researchers produce. As harried scientists struggle to churn out enough papers to impress funding agencies, and as they spend more and more of their time filling out forms and chasing after increasingly elusive grant money, they aren’t spending nearly enough time mulling over the big scientific questions that remain to be solved in their fields. This slow science movement is patterned, to some extent, on the Slow Food movement, born in Italy in the 1980s. Read more...
What annoys many academics, including me, about the baldly economic description of education as an “investment” is that modelling teachers as producers and students as consumers not only demeans both parties to the relationship but also reduces learning to a purely passive activity: mere absorption of knowledge, pre-digested and individually wrapped. The problem is that budgets are budgets, and if all we can provide are fiscal metrics, there will always be a tendency to use a model that conforms to what can be measured. Read more...
Once upon a time, the university was a place where professors professed (“declared publicly”); they professed original understandings of ideas fundamental to the societies of their times; they professed through lectures because printing was late in developing in Europe – the lectures were in lieu of books which students could not afford. Now, it has been suggested that professors no longer profess what they have learned to be passed on to the next generation. Instead, they are to digest and regurgitate what others have learned and published, and pass that along through now counter-productive lectures. Those who advance knowledge and understanding are expected not to profess those understandings but rather to leave it to others to relate their findings to students. Read more...