scholarly journals New Zealand’s 1989 skill ecosystem reform: preparations, implementation, outputs and outcomes

2021 ◽  
Author(s):  
javier alfonso luque gianella
Keyword(s):  
New Zealand ◽  
Education And Training ◽  
Training System ◽  
Necessary Condition ◽  
Post Secondary ◽  
Education Act ◽  
High Level ◽  
International Shocks ◽  
The Impact ◽  
And Training

<p>This thesis assesses the impact of the 1989 skill ecosystem reform, whereby New Zealand initiated a comprehensive reform of its skill ecosystem. The reforms radically transformed the education and training system and were driven primarily by the approval of the Education Act 1989 and the Industry Training Act 1992 and their amendments. For this thesis, the reform ended in 2020 with the approval of the Education and Training Act 2020. The reforms were part of a broader political transformation in New Zealand that ended up embarking on market policies to increase its productivity. Education and training were identified as a necessary condition to achieve that goal. New Zealand’s skill ecosystem has its foundations in the strong system built in the country since the arrival of the first settlers, but that had slowed its dynamism in the 1970s, with enrollment rates lagging behind comparable countries and concerns about the ability of the skill ecosystem to respond to current and future skill needs. The reform decentralized the education system at the primary / secondary and post-secondary levels but created an institution, the New Zealand Qualification Authority (NZQA) that should allow students and trainees a seamless navigation across it. The reform had a strong involvement of the private sector. To evaluate the impact of the reform, the thesis faces several challenges: there is no adequate counterfactual, the design is continually changing, and the country experienced a series of international shocks during its implementation. To address these challenges, the thesis presents a comprehensive set of indicators to evaluate the reform's outputs and outcomes at different levels. In terms of outputs, which include the reform, enrollment in education and training, participation rates increased. In terms of outcomes, which include indirect and behavioural changes, the measures are mixed. At the end of the reform, the ease of finding high-level skills in New Zealand is similar to its long-term trend despite the more sophisticated economic structure, albeit with significant differences by firm size and industries. And the ease is lower than in comparison countries, raising questions about whether that level could change given the small size and remoteness of New Zealand's economy.</p>

scholarly journals New Zealand’s 1989 skill ecosystem reform: preparations, implementation, outputs and outcomes

2021 ◽  
Author(s):  
javier alfonso luque gianella
Keyword(s):  
New Zealand ◽  
Education And Training ◽  
Training System ◽  
Necessary Condition ◽  
Post Secondary ◽  
Education Act ◽  
High Level ◽  
International Shocks ◽  
The Impact ◽  
And Training

<p>This thesis assesses the impact of the 1989 skill ecosystem reform, whereby New Zealand initiated a comprehensive reform of its skill ecosystem. The reforms radically transformed the education and training system and were driven primarily by the approval of the Education Act 1989 and the Industry Training Act 1992 and their amendments. For this thesis, the reform ended in 2020 with the approval of the Education and Training Act 2020. The reforms were part of a broader political transformation in New Zealand that ended up embarking on market policies to increase its productivity. Education and training were identified as a necessary condition to achieve that goal. New Zealand’s skill ecosystem has its foundations in the strong system built in the country since the arrival of the first settlers, but that had slowed its dynamism in the 1970s, with enrollment rates lagging behind comparable countries and concerns about the ability of the skill ecosystem to respond to current and future skill needs. The reform decentralized the education system at the primary / secondary and post-secondary levels but created an institution, the New Zealand Qualification Authority (NZQA) that should allow students and trainees a seamless navigation across it. The reform had a strong involvement of the private sector. To evaluate the impact of the reform, the thesis faces several challenges: there is no adequate counterfactual, the design is continually changing, and the country experienced a series of international shocks during its implementation. To address these challenges, the thesis presents a comprehensive set of indicators to evaluate the reform's outputs and outcomes at different levels. In terms of outputs, which include the reform, enrollment in education and training, participation rates increased. In terms of outcomes, which include indirect and behavioural changes, the measures are mixed. At the end of the reform, the ease of finding high-level skills in New Zealand is similar to its long-term trend despite the more sophisticated economic structure, albeit with significant differences by firm size and industries. And the ease is lower than in comparison countries, raising questions about whether that level could change given the small size and remoteness of New Zealand's economy.</p>

scholarly journals Comparative analysis of indicators the assessment of the effectiveness of vocational education and training

2021 ◽  
Author(s):  
Ю.В. Маркелова
Keyword(s):  
Vocational Education ◽  
Education And Training ◽  
Training System ◽  
Vocational Education And Training ◽  
Educational Organizations ◽  
Scientific Methods ◽  
Expert Assessments ◽  
General Scientific ◽  
High Level ◽  
And Training

Рассматриваются задачи, которые встают перед государством при разработке сопоставимых индикаторов оценки эффективности системы среднего профессионального образования. Показана проблема сопоставимости различных показателей и их влияние на оценку среднего профессионального образования. Проанализированы перспективы разработки сопоставимых индикаторов для понимания степени, в которой образовательная система обеспечивает максимально возможную отдачу при минимально возможном вкладе, а именно показывает высокий уровень эффективности системы. Использовались общенаучные методы познания: аналитический метод, конкретизации теоретических знаний, метод экспертных оценок, обобщение. Результаты исследования отражают возможность дополнения мониторинга качества подготовки кадров в образовательных организациях, реализующих образовательные программы среднего профессионального образования сопоставимыми индикаторами оценки технического и профессионального образования и обучения по версии UNESCO для оценки эффективности системы СПО России. The tasks that the state faces when developing comparable indicators for assessment effectiveness of the vocational education and training are considered. The influence of various indicators on the assessment of the effectiveness of vocational education and training system is shown. The prospects of developing comparable indicators for understanding the degree to which the educational system provides the maximum possible return with the minimum possible contribution, namely, it shows a high level of system efficiency, are analyzed. General scientific methods of cognition, analytical method, concretization of theoretical knowledge, method of expert assessments, terminological analysis, generalization were used. The results of the study reflect the possibility of supplementing the monitoring of the quality of personnel training in educational organizations implementing educational programs of vocational education and training system with comparable indicators for evaluating technical and vocational education and training according to the UNESCO version to assess the effectiveness of the Russian VET system.

National Vocations Qualifications (NVQs) in Prisons: A Reflection of Effort and Achievement or the Perpetuation of Existing Patterns of Discrimination?

1996 ◽  
Vol 1 (4) ◽  
pp. 353-368
Author(s):  
Vera Bermingham
Keyword(s):  
Education And Training ◽  
Training And Education ◽  
Higher Education Act ◽  
Work Training ◽  
Vocational Qualifications ◽  
Education Act ◽  
Legislative Reforms ◽  
The Many ◽  
The Impact ◽  
And Training

The purpose of this article is to examine the extent to which gender or racial stereotypes are used to categorise or stigmatise inmates in the allocation of work, training and education in prisons. In setting out the impact of recent legislative reforms, the article begins by outlining the effects of the Further and Higher Education Act 1992 and the changes resulting from the introduction of National Vocational Qualifications (NVQs) to the prison regime. The requirement, for the purposes of Sentence Planning, of documentary evidence of an inmate's education and training profile will be seen to have far reaching effects at all stages through a prisoner's sentence; and beyond, for the many prisoners who will be subject to a period of compulsory supervision after release. Yet, it will also be shown that the system operates to allow highly discriminatory decisions to be taken without proper accountability. The effectiveness and implementation of the Prison Department's equal opportunities policy will be considered. The article will conclude by recommending further research that specifically focuses on the allocation of opportunities for education and training for prisoners.

scholarly journals Globalization and Post-Secondary Education Policy in Canada:A Review of Trends

2008 ◽  
Vol 37 (2) ◽  
Author(s):  
Dale Kirby
Keyword(s):  
Secondary Education ◽  
Newfoundland And Labrador ◽  
Economic Globalization ◽  
Training System ◽  
Workforce Training ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Review Reports ◽  
The Impact ◽  
And Training

In 2005, provincial governments in Ontario and Newfoundland and Labrador each commissioned comprehensive public post-secondary education and training system reviews. While there are considerable differences between the systems and policy approaches in these jurisdictions, the final reports of each of these reviews provide an interesting repository of current post-secondary policy tendencies in Canada. The principal arguments and recommendations put forward in the review reports demonstrate the pervasive influence of economic globalization and the continuing shift to a more utilitarian and market-oriented ideological outlook on post-secondary education’s raison d'être. The policies advocated by both reviews illustrate, to varying extents, the impact of dominant influences on modern post-secondary policies including workforce training, privatization, marketization, internationalization and quality assessment mechanisms. En 2005, les gouvernements provinciaux de l'Ontario et de Terre-Neuve et Labrador ont commandé séparément des comptes-rendus détaillés sur les systèmes publiques d'enseignement et de formation au niveau post- secondaire. Quoiqu'il y ait bien des différences entre les systèmes et les approches politiques des deux provinces, chacun des comptes-rendus finals devient un répertoire intéressant des tendances en cours de la politique de l’éducation post-secondaire. Les recommendations et arguments principaux présentés dans ces comptes-rendus démontrent l'influence envahissante de la mondialisation économique et le changement continu vers une perspective idéologique plus utilitaire et plus orientée vers la commercialisation sur la raison d'être de l'enseignement post-secondaire. Les recommandations de ces deux comptes-rendus démontrent l'effet des influences dominantes sur la politique de l’éducation post-secondaire moderne pour y incorporer la formation de la main-d'œuvre; la privatisation et la commercialisation et les mécanismes d'évaluation de la qualité.

scholarly journals Education and Training Japanese Government Officials: Current Trends and Policy Study Aspects

2016 ◽  
Vol 3 (3/4) ◽  
pp. 71
Author(s):  
Tatsuo Oyama
Keyword(s):  
Evaluation System ◽  
Formal System ◽  
Education And Training ◽  
Training System ◽  
Japanese Government ◽  
Government Officials ◽  
Policy Studies ◽  
The Government ◽  
High Level ◽  
And Training

We explain the recruiting and promoting system for high-level Japanese government officials showing the trend of numbers of applicants for the recruitment examination, those who passed the examination, and also those who were employed by some ministries in the last 17 years. We describe the major characteristics of the promotion system for Japanese government officials. Educating and training Japanese government officials in the area of policy studies have been conducted in both university schools, governmental training centers, governmental schools and colleges. An education and training system for government officials needs to be developed so that each government official is equipped with a certain specialty and expertise. A formal system for evaluating individuals and programs has not been common in Japan, especially for evaluating individual work and contribution. We need to “invent” an evaluation system that will make the government officials’ decision-making system work more efficiently. Public and private universities, in particular, have been very active in creating many policy-related schools and departments in the last 20 years. Policy studies, which have been conducted in various schools in the university and government research institutes, are described in detail with their objectives, curriculums, and requirements.

Determinants of participating in training: a Canadian-based analysis

2017 ◽  
Vol 37 (1/2) ◽  
pp. 69-85
Author(s):  
Robert Weaver ◽  
Nazim Habibov
Keyword(s):  
Adult Education ◽  
Education And Training ◽  
Content Type ◽  
Post Secondary ◽  
Policy Paradigm ◽  
Statistics Canada ◽  
Time Changes ◽  
Developed Nations ◽  
The Impact ◽  
And Training

Purpose The purpose of this paper is to estimate and compare the across-time individual and contextual factors influencing the participation of Canadian residents in adult education and training during the 1990s and the early twenty-first century. This era is characterized by the social investment state (SIS), a policy paradigm adopted by various developed nations throughout the world, including Canada, during the latter part of the twentieth century. Design/methodology/approach The authors analyzed data obtained from the 1994, 1998, and 2003 versions of the Adult Education and Training Survey, which is administered by Statistics Canada. They employed binomial logit regression so as to predict the likelihood of the respondents participating in training. Findings Participants whose level of education was below the post-secondary level were less likely to participate in training, as were adult residents of households in which pre-school children also lived. These findings occurred across all three periods of data collection. Furthermore, urban residents exhibited an increasingly greater likelihood to participate in training across-time. Research limitations/implications Future studies should consider the funding source for training, be it from the public or private sector, and how this may affect participation. The impact that various types of training have on employment and earning patterns in developed nations should also be further assessed. Originality/value This study, with its use of the most recent available data to analyze across-time changes in the determinants of participating in training in Canada, has contributed to the knowledge base regarding the SIS in Canada and how it compares to its European counterparts.

scholarly journals Inculcating Learners’ Listening Motivation in English Language Teaching: A Case Study of British Education and Training System

2020 ◽  
Vol 11 (4) ◽  
pp. 409-425
Author(s):  
Muhammad Ajmal ◽  
Tribhuwan Kumar
Keyword(s):  
Treatment Period ◽  
English Language ◽  
Strategy Instruction ◽  
Education And Training ◽  
Training System ◽  
English Language Teaching ◽  
Control Group ◽  
The Impact ◽  
British Education ◽  
And Training

Motivation plays a significant and crucial role in ELT and it boosts up the level of aplomb and interaction during learning English language. It creates sense of respect inside learners and makes them on the right direction. This research attempted to identify the impact of motivation on listening skills of students enrolled in English Language Course at British Education and Training System (BETS) Lahore, Pakistan during January to February, 2020. The learners for this class look forward to hone their speaking skills by listening as much as they can. The results show that there is a positive correlation between listening strategy instruction and motivation. Listening motivation was recorded utilizing the English Listening Comprehension Motivation Scale (ELCMS) and strategy use was tracked with the Metacognitive Awareness Listening Questionnaire (MALQ). Pre- and post-test scores of 36 participants (control group, n=20; experiment group, n=16) were analyzed using a mixed-effects regression and paired t-test to determine differences after a four-week treatment period. The results revealed that the participants’ motivation level in both groups decreased over the treatment period, with the experiment group seeing a smaller decrease than the control group.

scholarly journals Inculcating Learners’ Listening Motivation in English Language Teaching: A Case Study of British Education and Training System

2021 ◽  
Author(s):  
Muhammad Ajmal ◽  
Tribhuwan Kumar*
Keyword(s):  
Treatment Period ◽  
English Language ◽  
Strategy Instruction ◽  
Education And Training ◽  
Training System ◽  
English Language Teaching ◽  
Control Group ◽  
The Impact ◽  
British Education ◽  
And Training

Motivation plays a significant and crucial role in ELT and it boosts up the level of aplomb and interaction during learning English language. It creates sense of respect inside learners and makes them on the right direction. This research attempted to identify the impact of motivation on listening skills of students enrolled in English Language Course at British Education and Training System (BETS) Lahore, Pakistan during January to February, 2020. The learners for this class look forward to hone their speaking skills by listening as much as they can. The results show that there is a positive correlation between listening strategy instruction and motivation. Listening motivation was recorded utilizing the English Listening Comprehension Motivation Scale (ELCMS) and strategy use was tracked with the Metacognitive Awareness Listening Questionnaire (MALQ). Pre- and post-test scores of 36 participants (control group, n=20; experiment group, n=16) were analyzed using a mixed-effects regression and paired t-test to determine differences after a four-week treatment period. The results revealed that the participants’ motivation level in both groups decreased over the treatment period, with the experiment group seeing a smaller decrease than the control group.

‘Apprenticeship’ in the Italian approach to the dual system

2020 ◽  
Vol 26 (1) ◽  
pp. 91-103 ◽  
Author(s):  
Lisa Rustico ◽  
Ramona David ◽  
Antonio Ranieri
Keyword(s):  
Secondary Level ◽  
Education And Training ◽  
Training System ◽  
Dual System ◽  
Vocational Education And Training ◽  
Educational Value ◽  
Post Secondary ◽  
German Speaking ◽  
And Training

Since 2003, Italy’s legislation on apprenticeships has regulated a scheme under which candidates can obtain upper- and post-secondary-level qualifications – type 1 apprenticeship – that share features with the dual system of vocational education and training (VET) to be found in German-speaking countries. This scheme has never been extensively implemented, not even in the wake of its latest reform in 2015, which made the scheme part of what might be termed the ‘Italian dual system’. The Cedefop review of type 1 apprenticeship identifies several challenges related to features of the scheme’s governance and design that still hamper its full implementation. In a European perspective, these challenges are common to an emerging approach to apprenticeship, characterised by a lack of clarity about its purpose and place within the education and training system. This may cast a shadow over the educational function of apprenticeships, especially as EU policy is to strengthen their educational value by linking them to schooling and formal qualifications.

The Impact of Industrialization on Human Resource Development in Malaysia

1998 ◽  
Vol 12 (5) ◽  
pp. 313-321
Author(s):  
Moha Asri Abdullah
Keyword(s):  
Economic Growth ◽  
Human Resource Development ◽  
Human Resource ◽  
Resource Development ◽  
Education And Training ◽  
Training System ◽  
Asia Pacific ◽  
Economic Sectors ◽  
The Impact ◽  
And Training

Over the last three decades, many countries in the Asia Pacific have experienced phenomenal economic growth and rapid industrialization. Malaysia has been no exception. Rapid economic growth has shifted the base of its economy from agriculture to the manufacturing sector. This process of industrialization has had considerable impact on the demand for labour in various economic sectors and thus carries with it significant implications for human resource development. This article examines the relationship between industrialization and the education and training system in the context of the growth in demand for various skills, trends in workforce participation, labour shortages and prospects in specific sectors, and changes in occupation, wage levels and productivity. Against this background the author assesses the implications for human resource development issues and strategies and points up future challenges for the country's education and training policies.

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