The report offers strategic guidance to policymakers who seek to emerge from the pandemic with a stronger, more capable, and more equitable K-12 education system.
https://aurora-institute.org/blog/education-policy-issues-for-the-covid-19-era/
This research examines parallel multilevel political entities as they competitively position education within a global education policyscape.
https://www.voced.edu.au/content/ngv%3A81300
From a long term perspective, an economic growth policy is largely an education policy. With the running speed of the economy slowing down due to demographic realities, the margin for error on Canada’s education policy has never been narrower. Rethinking the relevance of today’s education system to the workplace of tomorrow is essential for Canada’s future economic growth.
https://economics.cibccm.com/economicsweb/cds?ID=3640&TYPE=EC_PDF
The toolkit is a resource to improve the design and implementation of apprenticeship systems and programmes. It provides a comprehensive but concise set of key information, guidance and practical tools for policy-makers and practitioners who are engaged in designing and implementing Quality Apprenticeships.
http://www.ilo.org/skills/pubs/WCMS_607466/lang–en/index.htm
In this report, Cedefop has selected a set of 33 indicators to quantify some key aspects of VET and lifelong learning. The selection is based on the indicators’ policy relevance and their importance in achieving the Europe 2020 objectives. This publication should be regarded as a valuable tool to help policy-makers better understand and assess VET developments in each country.
http://www.cedefop.europa.eu/en/publications-and-resources/publications/5545
Given different national contexts, individual countries’ reform challenges cannot be simply transposed into a different country or system. Nevertheless, countries face many similar challenges and implement reforms in similar areas. The 2015 edition of the Education Policy Outlook provides a comparative review of policy trends. It explores specific reforms adopted across the OECD over the past seven years to help countries learn from one another and choose the reforms best adapted to their needs and context.
http://www.keepeek.com/Digital-Asset-Management/oecd/education/education-policy-outlook-2015_9789264225442-en#page1
En français. Perspectives des politiques de l’éducation 2015: Les réformes en marche
The report provides a menu of policy options for consideration among policy makers in the Government of Afghanistan, including the Ministry of Finance and the Ministry of Higher Education, as well as stakeholders and beneficiaries of the higher education sector such as public and private higher education institutions, members of the academic community, development partners, and employers and business leaders. The information and analysis presented in the report can contribute to the preparation and implementation the next phase of the higher education development strategy for Afghanistan.
http://www-wds.worldbank.org/external/default/WDSContentServer/WDSP/IB/2013/09/05/000333037_20130905112816/Rendered/PDF/809150WP0Afgha0Box0379822B00PUBLIC0.pdf
The Singapore Government believes in and has invested continuously and heavily in education and training, not only in the universities and polytechnics but especially so in vocational and technical education under the Institute of Technical Education (ITE).
http://unesdoc.unesco.org/images/0021/002178/217863e.pdf
An analysis of the provision, governance and financing of policies, strategies and programmes to promote the employability and skills development of youths.
http://unesdoc.unesco.org/images/0021/002178/217878e.pdf
15 conditions and measures designed to promote a structured approach to implementation of ECVET, including a bigger role for peer learning. This document is aimed primarily at education policymakers and bodies responsible for developing ECVET in education and training systems.
http://www.cedefop.europa.eu/en/news-and-press/news/necessary-conditions-ecvet-implementation-conditions-ncessaires-la-mise-en
The publication helps to identify the challenges and offer solutions to skills and labour-market forecasting in general and to Cedefop projections in particular; it also discusses various national approaches, methods and results and their comparisons. It provides sound evidence and suggests innovative ways of thinking about future skills needs and supply. The findings will inspire further development of Cedefop methodology used to project future skill demand and supply.
http://www.cedefop.europa.eu/en/publications-and-resources/publications/5518
This report contains a critical review of the literature on field studies of vocational education and training (VET) related issues for learners with special educational needs, covering two priority areas: (1) the key factors that facilitate VET for learners with special education needs; and (2) the relationship with the labour market and key challenges.
https://www.european-agency.org/publications/reviews/vet-policy-and-practice-in-the-field-of-sne-literature-review
The study analyses how EU cooperation strategies in the realms of employment, innovation and education and training interact in shaping labour market dynamics and influence the quantity and quality of new jobs. It attempts to give an assessment of whether the current policies pursued at the EU level are appropriate to reach the objectives of generating higher growth and more and better jobs.
http://www.europarl.europa.eu/thinktank/en/document.html?reference=IPOL-EMPL_ET(2010)440273
The knowledge and skills needed for Thailand to succeed is changing. There is demand for reform of the traditional teaching-learning process and supportive policies for teachers are needed to provide an environment conducive for improving access to quality education. Thailand strives to increase both the quality of existing education services and to expand education to reach universal secondary education.
http://unesdoc.unesco.org/images/0021/002151/215102e.pdf
This report examines the school-to-work transition process, a survey of the main barriers to employment for young people, an assessment of the adequacy and effectiveness of existing measures to improve the transition from school-to-work, and a set of policy recommendations for further action by the public authorities and social partners.
http://www.keepeek.com/Digital-Asset-Management/oecd/employment/off-to-a-good-start-jobs-for-youth_9789264096127-en
The Bruges Communiqué on enhanced European cooperation in VET for 2011-2020. The Communiqué defines common objectives for 2020 and an action plan for the coming years, combining national measures with European support.
http://bookshop.europa.eu/en/supporting-vocational-education-and-training-in-europe-pbNC3211708/
A study on skill needs and training has wider lessons for successful transition to a green economy.
http://www.cedefop.europa.eu/en/publications-and-resources/publications/9067
Policy implementation research in general and educational policy in particular is loosely connected to policy-making processes. There is a gap particularly in the field of vocational education. This often leads to conflicts and contradictions between policy-maker objectives and end-user implementation. To avoid such a disconnect, the relation between the world of end users and the world of decision-makers should be carefully constructed.
http://www.springerlink.com/content/0513182q2t5w7832/fulltext.pdf
Every student should go on an internship giving them up to 12 weeks of work experience while they study for their degree, a top-level government inquiry recommended.
http://www.independent.co.uk/news/education/education-news/government-report-says-all-students-should-sign-up-for-internships-7447151.html
In OECD countries, many young people enter vocational programmes at upper secondary level. Sometimes these programmes are linked to workplace training, and sometimes they are formal apprenticeships, alternating on-the-job learning with school-based training.
http://www.oecd.org/document/26/0,3746,en_2649_39263238_43736986_1_1_1_1,00.html
The objective of Erasmus for All is to improve people’s skills, personal development and employability. Investing in high quality education and training for all is essential to achieve our Europe 2020 goals for growth, jobs and innovation. Up to 5million people will receive EU grants to study, train or volunteer abroad in 2014-2020, which is nearly twice as many as today.
https://bookshop.europa.eu/en/erasmus-for-all-pbNC3011348/
If applied properly, the impacts of neuroscience could be highly beneficial in schools and beyond. The report argues that our growing understanding of how we learn should play a much greater role in education policy and should also feature in teacher training. The report also discusses the challenges and limitations of applying neuroscience in the classroom and in learning environments throughout life.
http://royalsociety.org/uploadedFiles/Royal_Society_Content/policy/publications/2011/4294975733.pdf
The study shows that creating a larger number of more productive jobs for a growing labor force calls for a multisectoral reform agenda that includes improving access to electricity for firms across all sectors in urban and rural settings, dealing decisively with issues of governance and corruption, improving access to land and transport links between town and country, improving nutrition in early childhood, equipping workers with skills relevant for the world of work, and reorienting labor market regulations and programs to protect workers rather than jobs.
https://openknowledge.worldbank.org/handle/10986/2391
In vocational education and training (VET), the EU has developed a platform for voluntary cooperation and coordination between Member States called the Copenhagen process. Successful implementation depends on a clear understanding of how they relate to each other.
http://www.cedefop.europa.eu/en/news-and-press/news/briefing-note-shaping-lifelong-learning-making-most-european-tools-and
