Author(s): |
N/A |
Source: |
OECD Publishing |
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Pub Date: |
2011-00-00 |
Pub Type(s): |
Numerical/Quantitative Data; Reports - Descriptive |
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Descriptors:
Teacher Salaries; Class Size; Elementary Secondary Education; Educational Benefits; Charts; Foreign Countries; Educational Environment; Tables (Data); Comparative Analysis; Educational Attainment; Age Differences; Outcomes of Education; Graduation Rate; Adults; Academic Achievement; Educational Indicators; Educational Policy; Trend Analysis; Access to Education; Employment Level; Teacher Student Ratio; Adult Education; Education Work Relationship; Expenditure per Student; Educational Demand; Study Abroad; Postsecondary Education; Income; Gender Differences; Vocational Education; Socioeconomic Background; Educational Finance; Student Evaluation; Faculty Workload; Labor Force; Enrollment Trends; Educational Quality; Economic Climate; Private Education; Unemployment
Abstract:
"Education at a Glance 2011: Highlights" offers a reader-friendly introduction to the Organisation for Economic Cooperation and Development's (OECD's) collection of internationally comparable data on education. As the name suggests, it is derived from "Education at a Glance 2011", the OECD's flagship compendium of education statistics. However, it differs from that publication in a number of ways, most significantly in its structure, which is made up of five sections that explore the following topics: (1) Education levels and student numbers: This section looks at education levels in the general population, how and where young people are studying, when they graduate, and how well they make the transition into the world of work; (2) The economic and social benefits of education: This section looks at the extent to which education brings economic gains to individuals, in the form of higher incomes and lower unemployment rates, and at how these benefits serve as an incentive for people and societies to invest in education. It also examines the societal benefits related to having a highly educated population; (3) Paying for education: This section looks at how much countries spend on education, the role of private spending, what education money is spent on and whether countries are getting value for money; (4) The school environment: This section looks at how much time teachers spend at work, and how much of that time is spent teaching, class size, teachers' salaries and the age and gender distribution of teachers; and (5) PISA: This special section introduces findings from the 2009 round of the OECD's Programme for International Student Assessment (PISA), which examines the abilities of 15-year-old students in dozens of countries around the world. Tables and charts in this volume are all accompanied by a dynamic hyperlink, or StatLink, that will direct readers to an Internet site where the corresponding data are available in Excel[TM] format. In addition, reference is sometimes made in text to charts and tables that appear in "Education at a Glance 2011". (Contains 69 figures and 1 table.) [For the full report, "Education at a Glance 2011: OECD Indicators," see ED524202.]
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Pub Date: |
2012-00-00 |
Pub Type(s): |
Reports - Research |
Peer Reviewed: |
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Descriptors:
Foreign Countries; Knowledge Management; Creativity; Human Capital; Innovation; Organizational Development; Case Studies; Human Resources; Capacity Building; Work Environment; Workplace Learning; National Surveys; Interviews; Business; Correlation; Organizational Culture; Business Administration; School Business Relationship; Postsecondary Education; Training; Vocational Education; Higher Education; Role of Education; Organizational Effectiveness; Personnel Management; Employment Practices; Organizational Climate; Economic Development
Abstract:
This report examines the link between human resource management practices and innovation. It is based on a conceptual framework in which "human resource stimuli measures"--work organisation, working time, areas of training and creativity--feed into innovative capacity or innovation. Of course, having innovative capacity does not necessarily mean that a firm will be innovative. One of the issues of this approach is that, while innovation can be directly observed, innovative capacity is a more abstract concept. The study comprises a survey of firms as well as some case studies, and the survey captures data on innovative capacity through a series of questions relating to a firm's perception of its capacity to innovate. Based on the survey data, the authors find that certain human resource practices do improve innovative capacity (or at least firms' prediction of their capacity) but they have a very weak link with innovation directly. Therefore appropriate human resources practices and the capacity to innovate can be thought of more as necessary conditions for innovation rather than as sufficient. This leads to thinking about the mediating factors that transform the capacity to innovate into innovation. The purpose of the case studies was to throw some light on these mediating factors. Key messages from this report include: (1) Human resource practices, creativity management and knowledge management impact on innovation indirectly through their effect on innovative capacity rather than impacting directly; (2) Three sets of management practices assist the development of innovative capacity: (a) people management; for example, practices such as team-based work organisation, support for training and flexible work practices; (b) the development of a learning culture; and (c) external linkages, especially with educational institutions; and (3) In the case studies the one factor that appears to assist innovative capacity translating to innovation is links with the tertiary education sector. Assistance from universities or the VET system can facilitate training and recruitment and the development of applied research to assist product innovation. (Contains 7 tables, 2 figures and 1 footnote.) [For "Building the Capacity to Innovate: The Role of Human Capital--Support Document," see ED529888.]
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Author(s): |
Smith, Erica |
Source: |
International Journal of Training Research, v10 n3 p153-163 Dec 2012 |
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Pub Date: |
2012-12-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Vocational Education; Foreign Countries; Research Methodology; Qualitative Research; Researchers; Research Problems; Research Projects; Barriers; Performance Factors; Corporations; School Business Relationship; Case Studies; Phenomenology; Educational Opportunities; Organizational Climate
Abstract:
This paper examines what is arguably the most important issue in qualitative research--access to willing participants--specifically in the context of companies. This is of considerable importance in vocational education and training (VET) as workplaces are the site of much VET activity. While research textbooks discuss many issues in research, few address this topic explicitly or in depth. From those textbooks aimed at undergraduate students (e.g., Polonksy and Waller, 2005) to the more scholarly books such as the "Sage Handbook of Organisational Research Methods" (Buchanan & Bryman, eds., 2009) there is scarcely a mention of the problem of gaining access to organisations. Yet access is the major hurdle for most researchers, particularly when researching in companies. Attempting to gain access is a lengthy and sometimes dispiriting activity with outcomes that are often satisficing rather than optimal. The paper, based on Australian researchers' experiences, reports on the difficulties of gaining access to suitable sites, and the ways in which access were gained, and reflects on the outcomes of the access process. This is undertaken partly through the author's self-reflection on her own experiences in carrying out three VET research projects during 2010, requiring access in total to 13 case study sites and 20 phone interview participants, and partly through email interviews with other VET researchers who have researched within companies during three recent years. (Contains 3 tables and 1 footnote.)
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Pub Date: |
2012-00-00 |
Pub Type(s): |
Reports - Research |
Peer Reviewed: |
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Descriptors:
Educational Policy; Postsecondary Education; Financial Services; Vocational Education; Articulation (Education); Foreign Countries; Industry; Community Services; Education Work Relationship; Labor Force Development; Labor Force; Labor Market; Agricultural Occupations; Engineering; Health Services; Recruitment; Career Development
Abstract:
This is a report of the first year of a three-year project entitled "Vocations: the link between post-compulsory education and the labour market." The project's aim is to research how pathways can be improved within education, within work, and between education and work. There are three strands in the project; the first strand is researching entry-level vocational education and training (VET), particularly VET in Schools; the second is researching the role of educational institutions in tertiary education in fostering vocations; and the third is researching how to improve flows within work and how to improve occupational pathways and vocations within the labour market. This report outlines Strand 3's initial findings. The research seeks to understand the presence of vocational pathways in core sectors of the Australian labour market--agriculture, financial services, engineering and trades, and healthcare and community services. A vocation emerges from fields of practice where there are commonalities; for example, the commonalities between nursing, aged care and childcare. A vocation groups together related clusters of knowledge and skills that allow individuals to progress and/or specialise within a field of practice or to move laterally into linked occupations. The key finding from this analysis is that enabling vocational pathways is not simply about promoting articulation pathways within education and building a more highly qualified workforce. Rather, the greater issue is one of how employers recruit, develop and promote skills in their organisation and in markets. Given these diverse settings, we suggest that a uniform policy approach would not be possible for supporting vocational pathways in different areas of the economy. Moreover, any differentiated policy response would need to integrate elements of not only educational policy, but also industrial relations, industry and other economic policies, all of which have direct and indirect effects on labour market demand and supply. Appended are: (1) Optimal Matching Analysis; (2) Vocational cluster trajectories; and (3) Additional descriptive table. (Contains 9 figures, 9 tables, and 11 footnotes.)
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