Supporting the Welsh Lifelong Learning System

2021 ◽  
Author(s):  
Susan Pember ◽  
Helen Tilley ◽  
Jack Price ◽  
Larissa Peixoto Gomes
Keyword(s):  
Public Policy ◽  
Lifelong Learning ◽  
Tertiary Education ◽  
Learning System ◽  
Governance Structures ◽  
Barriers To Learning ◽  
Roles And Responsibilities ◽  
Evidence Review ◽  
The Uk ◽  
Learning Institutions

To assist the Welsh Government in balancing the productivity-related objectives with the societal objectives of lifelong learning, the Wales Centre for Public Policy was asked to conduct an evidence review into lifelong learning. This review aims to inform policy discussions and support the implementation of the Tertiary Education and Research (Wales) Bill published on 1st November 2021 which renews the emphasis on lifelong learning in Wales through the establishment of the Commission for Tertiary Education and Research (CTER). The report is structured around key areas of lifelong learning: the context in which it takes place; lifelong learning in visions and strategies; rights and entitlements to lifelong learning; the need to strike the balance between targeting and universal provision; barriers to learning; balancing the economic and social objectives; the roles and responsibilities of different stakeholders and lifelong learning governance structures; effective forms of support for learning institutions; and comparing lifelong learning in Wales with other parts of the UK. The report concludes with a set of consolidated recommendations to the Welsh Government.

scholarly journals Needs of lifelong learning for professionalisation of industrial workers: Opportunities and challenges

2019 ◽  
Vol 25 (1) ◽  
pp. 65-73
Author(s):  
Zarina Kassim ◽  
Nor Aishah Buang ◽  
Lilia Halim
Keyword(s):  
Lifelong Learning ◽  
Tertiary Education ◽  
Higher Learning ◽  
Personal Satisfaction ◽  
Industrial Workers ◽  
Face To Face ◽  
Perceived Needs ◽  
Human Resource Department ◽  
The Government ◽  
Learning Institutions

Only 23% of Malaysian workforce has tertiary education compared to Organisation for Economic Co-operation and Development countries such as Singapore and Finland that have tertiary education with an average of 28% and around 35%, respectively. This study investigates perceived needs lifelong learning programmes for professionalisation among the workers. A survey was conducted on workers from the industries. Most of the workers felt that lifelong learning programmes provide personal satisfaction. In terms of perceived needs, workers from higher positions in industries need lifelong learning programmes to get better positions and better salaries as compared to those with lower positions in industries to get better job and education. Both groups have different preferences for means of learning whether face-to-face or online learning. The implications are that the government has to change their policy in terms of requirement for these companies to register with the Human Resource Department Fund so that their workers be subsidised for attending lifelong learning programmes and to encourage the participation of public higher learning institutions for providing online and weekend lifelong learning programmes to the workers.

scholarly journals Definitely Maybe: New Governance of Uncertainty and Risk in Patient Group Involvement with UK Guidance on Testing for Lyme Disease

2021 ◽  
pp. 097172182096024
Author(s):  
Alex Faulkner ◽  
Kate Bloor ◽  
Vahsti Hale
Keyword(s):  
Lyme Disease ◽  
Patient Group ◽  
New Governance ◽  
Difficult Patient ◽  
Consultation Process ◽  
Diagnostic Uncertainty ◽  
Policy Actors ◽  
Patient Groups ◽  
Evidence Review ◽  
The Uk

States that claim responsibility for citizens’ healthcare try to deal with knowledge uncertainties while preserving a duty of care. Production of clinical guidelines in disputed medical conditions or where uncertainty is high, is difficult. Patient groups may advocate non-credentialed evidence, contribute to debates and form alliances with established policy actors. In this context, Lyme disease, especially highly contested ‘chronic’ Lyme disease is a good case with which to examine how official governance institutions are managing diagnostic uncertainty and evidence for tests. The healthcare state has been provoked to develop extensive policy for Lyme disease. In the UK, national Health Technology Assessment agency, NICE, began a consultation process in 2016. NICE and other policy actors are moving towards more participatory modes of decision-making. The article analyses NICE’s recently published guidelines and consultation documents; patient groups’ contributions; observations of consultations and of evidence review processes; and recent Department of Health systematic reviews, including patient group participation. We draw on concepts of participatory governance, patient group activism and guideline involvement. We find an increased level of participation by patient groups in recent policy and evidence review processes, and hence legitimation of them as ‘stakeholders’, alongside a strengthened state position on pre-existing diagnostic and testing standards.

An Exploratory Study of Organizational Governance in Publicly-Quoted Professional Service Firms

2015 ◽  
Vol 36 (6) ◽  
pp. 779-807 ◽  
Author(s):  
Mark E. Pickering
Keyword(s):  
Professional Service ◽  
Governance Structures ◽  
Service Firms ◽  
Professional Service Firms ◽  
Organizational Governance ◽  
Factors Affecting ◽  
Ultimate Failure ◽  
Publicly Owned ◽  
The Uk ◽  
Interpretive Scheme

There has been a trend of large professional service firms (PSFs) to move from the partnership form of ownership to alternative ownership forms. As part of this trend large, publicly-quoted accounting companies have emerged in Australia, the US and the UK. Research on how publicly-owned PSFs, including accounting companies, are governed, whether aspects of the governance of partnership persist, why particular governance interpretive schemes and associated structures and systems are implemented and implications for performance is sparse. This study explores the interpretive scheme of governance in two Australian publicly-quoted accounting companies and finds one of the companies to have mimicked the major attributes of the partnership interpretive scheme while the other company moved to a corporate form of governance eliminating all vestiges of the partnership interpretive scheme. Governance was found to have significant implications for the performance of the companies with moving from a partnership interpretive scheme contributing to the ultimate failure of one of the companies. The cases suggest that failed experiments in the governance of publicly-owned PSFs, a relatively recently emerged ownership form in some professions, may contribute to conflicting prior findings on the implications of ownership form for the performance of PSFs. Two alternative approaches to the introduction of corporate style governance structures and systems were identified with the findings suggesting potential benefits of evolution rather than revolution. Based on the findings, a theoretical model of the interpretive scheme of governance of publicly-traded PSFs is developed including factors affecting the interpretive scheme implemented and the introduction of more corporate-like governance structures and systems, potential performance implications of PSFs moving away from a partnership interpretive scheme and the conditions and contingencies under which the relationship may hold. The paper also extends the application of agency theory to publicly-owned PSFs.

An evaluation of public policy student placements: outcomes of a Malta-based study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Anne Marie Thake
Keyword(s):  
Public Policy ◽  
Tertiary Education ◽  
Real Life ◽  
Added Value ◽  
Academic Disciplines ◽  
Online Questionnaire ◽  
Content Type ◽  
Course Content ◽  
Mandatory Requirement ◽  
Practical Implications

PurposeThe purpose of this paper is to evaluate short-term, unpaid placements offered to students reading for a degree in public policy. They provide added value to their tertiary education experience. Elective placements were offered in 2012 and became a mandatory requirement for students reading for a three-year bachelor of commerce degree in public policy in 2018. To date, no research has been carried out on these placements and this may serve as a model for a post-evaluation assessment.Design/methodology/approachData were collected from students who undertook placements, embedded in the public policy undergraduate programme. A document analysis of selected student and placement provider's reports was carried out to complement the students' responses to an online questionnaire.FindingsPlacements are of value to students as they served as an introduction to the working world. They enable students to establish connections with the course content and carry out research. They were exposed to real-life situations, developing their knowledge, acquiring soft skills and learning new tools, sought after by employers. These placements were valued as a route to graduate employment tailor-made to the degree's requirements. Students were able to embark on a soul-searching, introspective discovery and journey which made them mature and shed light in the direction of future work prospects.Research limitations/implicationsPlacements give students the opportunity to gain insights into real-work environments and are able to link theories learnt in the class-room with real-life situations. Placements have positive implications on students adjusting to their work life easily after graduation. The limitations are that the sample size was small and that the reflective reports which were randomly selected may not have necessarily been representative of the full complement.Practical implicationsThe practical implications are that the placements system and process can easily be implemented and replicated in other academic disciplines and universities as a compulsory component of their studies.Social implicationsPlacements gave students the opportunity to reflect on their learning, develop non-technical skills and enhance their confidence levels. They were also able to network and communicate with different employees.Originality/valuePlacements provided exposure to relevant organisations and personal enrichment in terms of acquiring skills, autonomy and independence. Students with placement experience are also more likely to secure future employment, relevant to their undergraduate degree.

Deconstructing Professionalism

2011 ◽  
Vol 3 (4) ◽  
pp. 22-31 ◽  
Author(s):  
Jonathan Tummons
Keyword(s):  
Professional Development ◽  
Lifelong Learning ◽  
Network Theory ◽  
Lived Experiences ◽  
Professional Knowledge ◽  
Actor Network Theory ◽  
Professional Standards ◽  
Actor Network ◽  
The Uk

The problematisation of the professional standards for teachers in the UK lifelong learning sector tends to focus on the discourses that the standards embody: discourses that are posited as being based on a restricted or technicist model of professionalism, that fail sufficiently to recognise the lived experiences of teachers within the sector both in terms of professional knowledge and competences, and professional development. This paper takes a different approach, drawing on a branch of material semiotics – actor-network theory – in order to shift the locus of problematisation away from what the standards might mean, to how the standards are physically assembled or instantiated. The paper concludes by suggesting that a first point of problematisation rests not in the discourses that the standards embody, but in the inherent fragilities of any material artefact that has the intention of carrying meaning across spatial, institutional or temporal boundaries.

scholarly journals PENDIDIKAN KARAKTER DAN EKSISTENSI PEMUDA

2018 ◽  
Vol 19 (2) ◽  
Author(s):  
Arhanuddin Salim
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Character Education ◽  
Education System ◽  
Tertiary Education ◽  
National Development ◽  
Learning System ◽  
National Education ◽  
Childhood Education ◽  
National Education System

To realize the vision of national development, namely to realize a society of noble character, morality, ethics, culture and civilization based on the Pancasila philosophy, the national education system must be the main focus that must be addressed. Based on the functions and objectives of national education, it is clear that education at every level must be organized systematically to achieve that goal. This concerns the reality of education in educational units from early childhood education to tertiary education which is currently experiencing fading and degradation in terms of forming the character of its students. All of this is due to the absence of a learning system focused on the direction of the formation of superior character values. Keywords:education, character education, youth and the future of the nation Untuk mewujudkan visi pembangunan nasional, yaitu mewujudkan masyarakat berakhlak mulia, bermoral, beretika, berbudaya dan beradab berdasarkan falsafah Pancasila, maka sistem pendidikan nasional harus menjadi fokus utama yang harus dibenahi. Berdasarkan fungsi dan tujuan pendidikan nasional, jelas bahwa pendidikan di setiap jenjang, harus diselenggarakan secara sistematis guna mencapai tujuan tersebut. Hal ini menyangkut realitas pendidikan di dalam satuan pendidikan dari pendidikan usia dini sampai perguruan tinggi yang saat ini mengalami pemudaran dan degradasi dalam hal pembentukan karakter peserta didiknya. Semua ini disebabkan karena tidak adanya sistem pembelajaran yang terfokus pada arah pembentukan nilai-nilai karakter unggul. Kata Kunci:pendidikan, pendidikankarakter, pemuda dan masa depanbangsa

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