This is a slide presentation by Prof. Christopher Colclough delivered at the FoE staff meeeting on 30 June 09, Cambridge. The presentation covers some broad aspects of RECOUP research and provides highlights of its oreliminary findings focusing on the rates of return to education debate
Curriculum Development for Online Learning: Considerations and Lessons from t...Gabriel Konayuma
The aim of the presentation is to identify key considerations and lessons from a Zambian perspective in the TVET sector of the role of curriculum development for online learning
Curriculum Development for Online Learning: Considerations and Lessons from t...Gabriel Konayuma
The aim of the presentation is to identify key considerations and lessons from a Zambian perspective in the TVET sector of the role of curriculum development for online learning
Connecting Students with People who Care(er): Post-Secondary Professionals as...BCcampus
Presentation by Candy Ho, Faculty, Educational Studies, Kwantlen Polytechnic University and Dr. Cindy Xin
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Increasingly students begin their post-secondary experience with a career in mind, and two recent studies (Environics Research Group, 2011; Ho, 2017) suggest that those paths are largely influenced by educators (e.g. Faculty) before a student even considers visiting a career centre. Consequently, these professionals have the inherent capacity to extend their care for students beyond their teaching roles: as Career Influencers, defined by the EdD study as individuals working in a higher education institution who informally provide career-related advice, guidance, and/or counselling to prospective and current students and/or alumni.
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Current planned activities include having the attendees:
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-Consider how their current activities and interactions with students (e.g., curriculum, office hours conversations) help students develop employability skills
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How do they currently serve as Career Influencers and demonstrate a sense of care for student career development?
How might they further their practice as Career Influencers?
What opportunities and/or challenges do they face as Career Influencers within their institutions? What can they do to take advantage and/or overcome them?
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How do post-secondary education professionals conceive their influence in student career development?
How do they conceptualize the term “career”?
How do they see their role as having an impact on student career development?
How do they see themselves as individuals as having an impact on student career development?
What resources and/or competencies do they believe are important in furthering their impact on student career development?
Festival of Learning 2018 - May 28 – 30 at the Pinnacle Hotel Harbourfront in Vancouver, B.C.
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Presentation by Dirk Van Damme, Head of the Innovation and Measuring Progress Division, OECD Directorate for Education and Skills, during the meeting of the OECD Global Parliamentary Network in Mexico City (23-24 June 2014).
PowerPoint by Mr. Andreas Schleicher, OECD Director for Education and Skills, Skills Summit 2018, Porto.
SESSION 2: DESIGN – Rethinking education and lifelong learning policies
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The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
More information on leaders wanting to build an organization culture for analytics. Participants will learn where to start and how to prioritize implementation of analytics initiatives.
This breakout session was hosted at the Civitas Learning 2015 Winter Summit, by Dr. Linda Baer and Dr. Mark Milliron.
Connecting Students with People who Care(er): Post-Secondary Professionals as...BCcampus
Presentation by Candy Ho, Faculty, Educational Studies, Kwantlen Polytechnic University and Dr. Cindy Xin
Director of Research, Simon Fraser University
Increasingly students begin their post-secondary experience with a career in mind, and two recent studies (Environics Research Group, 2011; Ho, 2017) suggest that those paths are largely influenced by educators (e.g. Faculty) before a student even considers visiting a career centre. Consequently, these professionals have the inherent capacity to extend their care for students beyond their teaching roles: as Career Influencers, defined by the EdD study as individuals working in a higher education institution who informally provide career-related advice, guidance, and/or counselling to prospective and current students and/or alumni.
This session has two goals. It aims to help attendees recognize their influence in student career development, and consider how they can incorporate career development components into their teaching practice. Findings and implications from Ho’s (2017) EdD study will serve as a backdrop of the session (research questions are included at the end*), while attendees are guided through reflective and discussion activities that enhance the awareness of their influence in student career development.
Current planned activities include having the attendees:
-Reflect on their “constellation of life roles” (Magnusson, 2014) and how roles, events, and experiences contribute to their approach as educators
-Consider how their current activities and interactions with students (e.g., curriculum, office hours conversations) help students develop employability skills
-Discuss their impressions on the notion of the ‘Everyday Career Influencer’, pondering on questions such as:
How do they currently serve as Career Influencers and demonstrate a sense of care for student career development?
How might they further their practice as Career Influencers?
What opportunities and/or challenges do they face as Career Influencers within their institutions? What can they do to take advantage and/or overcome them?
-EdD study research questions and sub-questions:
How do post-secondary education professionals conceive their influence in student career development?
How do they conceptualize the term “career”?
How do they see their role as having an impact on student career development?
How do they see themselves as individuals as having an impact on student career development?
What resources and/or competencies do they believe are important in furthering their impact on student career development?
Festival of Learning 2018 - May 28 – 30 at the Pinnacle Hotel Harbourfront in Vancouver, B.C.
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The Review offers a broad analysis of school education in Colombia, from funding and educational provision to teacher policy. The report focuses on rural-urban gaps within the context of Colombia’s peace agreement and makes recommendations on how to advance in narrowing these gaps.
Presentation by Dirk Van Damme, Head of the Innovation and Measuring Progress Division, OECD Directorate for Education and Skills, during the meeting of the OECD Global Parliamentary Network in Mexico City (23-24 June 2014).
PowerPoint by Mr. Andreas Schleicher, OECD Director for Education and Skills, Skills Summit 2018, Porto.
SESSION 2: DESIGN – Rethinking education and lifelong learning policies
Objective: Discuss how education and skills policies need to be redesigned to make the most of the digital transformation; discuss whether digitalisation is creating the need to adopt a lifelong learning approach to skills development
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
More information on leaders wanting to build an organization culture for analytics. Participants will learn where to start and how to prioritize implementation of analytics initiatives.
This breakout session was hosted at the Civitas Learning 2015 Winter Summit, by Dr. Linda Baer and Dr. Mark Milliron.
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Better Together: Title I & II Serving Low-Skilled AdultsNell Eckersley
This slide show was presented at the New York Coalition for Adult Literacy (NYCAL) meeting on February 4th, 2010, by Amy Ellen Duke-Benfield and Neil Ridley,
senior policy analysts from CLASP. It reviews how WIA Title I and Title II could work together ti improve service to adults.
Send school leaders presentation july 2014 DfEAmjad Ali
A detailed presentation highlighting the important elements of the new SEN Code of Practice- which came into force June 2014.
Are you, your school, your local area ready for the changes which should start being enacted from September 2014?
Follow me on Twitter- @ASTSupportaali
Similar to RECOUP research - objectives, methods and preliminary findings (rate of return to education) (20)
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This paper investigates the economic outcomes of education for wage earners in Pakistan and India. This is done by analysing the relationship between schooling, cognitive skills and ability on the one hand, and economic activity, occupation, sectoral choice and earnings, on the other. In the economics of education literature for South Asia, an important question remains largely unaddressed: what does the coefficient on ‘schooling’ in conventional earnings function estimates measure? While human capital theory holds that the economic return to an extra year of schooling measures productivity gains acquired through additional schooling, the credentialist view argues that it represents a return to acquired qualifications and credentials while a third, the signalling hypothesis, suggests that is captures a return to native ability. This paper seeks to adjudicate between these theories using data from unique and comparable surveys of more than 1000 households each in Pakistan and India, collected in 2007-08. The paper also examines the shape of the education-earnings relationship as a way of testing the poverty reducing potential of education in South Asia.
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RECOUP research - objectives, methods and preliminary findings (rate of return to education)
1. Centre for Education and
International Development
Director: Christopher Colclough
Deputy Director: Madeleine Arnot
1
2. Centre for Education and
International Development
Established within the Faculty of Education to
• Investigate the ways in which education contributes to the
socioeconomic development of nations and the well-being
of their peoples
• Explain patterns of access to and outcomes of education in
developing countries and to demonstrate how they can be
improved
Via research, teaching, dissemination and advisory work
2
5. Partners
• Centre for Education and International Development, University
of Cambridge – lead partner
• School of Social and Political Studies, University of Edinburgh
• Centre for the Study of African Economies (CSAE), University of
Oxford
• Collaborative Research and Dissemination (CORD), India
• Mahbub Ul Haq Human Development Centre, Pakistan
• Associates for Change, Accra, Ghana
• Kenyatta University, Nairobi, Kenya
5
6. Research Objectives
•To understand what explains the relationships between
education and poverty
•To understand how better outcomes of education can
best be promoted
•To elucidate how educational policy can be optimised to
help achieve social and economic transformation
6
7. Methods
• The research agenda is being addressed via both
quantitative and qualitative enquiries, and the
generation of knowledge will be based upon new data
collected by the consortium
• A set of innovative household surveys are being
conducted in the countries where our southern
partners are based
• Qualitative enquiries, with common designs, are also
being conducted across each location
7
8. Themes and Projects
Social and human development outcomes of education
• Disability and poverty study
• Health and fertility study
• Youth gender and citizenship study
• Education and market outcomes
• Skill acquisition and its impact on livelihoods
• Outcomes from different national and international
partnerships
• Outcomes of Public private partnerships
• Aid partnerships and educational outcomes
8
9. Growth, Skills and Education
The case so far:
• Education is productive so it helps growth
• Education at all levels brings personal returns, and highest at
primary. Balance needed, but even primary level helps all society
and directly helps the poor
• Non-market effects and externalities (literacy, numeracy, health and
fertility behaviour) are delivered even by primary and particularly for
girls
• So UPE is a pro-poor, pro-growth strategy
9
10. Some Emerging Results
In the context of educational expansion world-wide:
• Certification provided by formal system remains powerful, even for
minority groups such as the disabled, because it gives chance, however
slim, of integration and social mobility
• This is true too of training systems: eg apprenticeships in west Africa
used as means of securing job access rather than self-employment; and in
India both formal and informal skills training amongst the poor do not bring
returns on their own. Other conditions are needed for training to bring
returns.
• Education thresholds for achieving behavioural change may be rising
• The pattern of returns to education is changing
10
11. Changing Patterns of returns to schooling
Earnings
concave
mixed
convex
S1 S2 S3 S4 Years of schooling
Relationships have been changing from concave towards convex. However, positive returns to primary still mean that primary schooling reduces
poverty and supports growth. Other non-earnings benefits from literacy and numeracy probably remain strong. Source: Colclough, Kingdon and
Patrinos 2009
12. Do changes to the pattern of returns
change the earlier logic?
• Evidence that private returns to sec/higher ed are
increasing, and often greater than those at primary
• Evidence that some behavioural changes are
increasingly associated with secondary
• Why? Supply-side changes in quantity and quality
reduce returns at primary and increase returns at higher
levels
12
13. Policy Choices in Education
• Emphasis on quantity will not solve the quality crisis
• True returns depend on costs, which are tiny for primary, very
high for tertiary. Most data cover only the wage-employed.
Returns in self-employment may be different, and higher for
primary.
• Where returns to primary remain positive, priority for
EFA/primary remains necessary on poverty and growth grounds.
Some obsolescence over time, but human capital, once given to
the poor, cannot be taken away. Its advantage is there for life
• High sec/tertiary returns may imply under-expansion and skill
constraint. Increased supply may boost production and
employment, thereby increasing opportunities for the poor.
Balance obviously required
• The rights case remains fundamental
13