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"education"

A complete and updated all-in-one guide to the Level 4 Certificate in education and Training, suitable for use with any awarding organisation. This fourth edition of the bestselling text for all those working towards the Level 4 Certificate in education and Training has been fully updated and tailored to meet the refreshed ETF Standards. It therefore provides an increased focus on subject pedagogy and covers information relating to a range of new and contemporary issues. It incorporates key information on reflective practice and study skills, and provides full coverage of all the mandatory units. Accessible language is combined with a critical approach that clearly relates practical examples to the required underpinning theory. Specifically, this fourth edition: takes into account the new Minimum Core incorporates Digital Skills and the ETF EdTech Strategy includes a new end of chapter feature to develop evidence-informed practice recognises the need to provide better support and guidance to learners around gender, sexuality, racism, mental health and well-being supports the revolution in online practices and implications for hybrid working and learning reflects the escalating importance of the sustainability agenda is suitable for use with all awarding organisations and HEIs provides the depth and criticality to meet level 4 requirements. User friendly, easy to read and covered a good range of material with good examples and case studies. Kerry Adam South Staffordshire College. The study skills section is very good - it picks up on the main issues facing trainees in education and Training contexts and ensures that the advice and guidance are directly relevant to these learners. Also good are the sections on teaching observations and progression. Paul G Daniels Dearne College. I will be recommending it for its simplicity as a core text for our new ITT introductory programme. Christian Beighton Canterbury Christchurch. © 2024 Lynn Machin, Duncan Hindmarch, Sandra Murray and Tina Richardson. All rights reserved.

This book links theory, policy and practice in a critical examination of the relationship between the professional identity, knowledge, learning needs and research experience of teacher educators. The book concludes by drawing these themes together as a means to support the induction and further professional development of teacher educators. Teacher educators have, until relatively recently, been invisible in the eyes of policy makers with little attention given to their induction and professional learning needs. This book draws on a growing body of research on this diverse profession within a context where, in many countries, the school practicum plays an increasing role in the training and education of teachers. The recent policy gaze of the European Commission has added further momentum to the attention being given to teacher education, its educators and the role they play in pupil achievement. However for many beginning teacher educators little support is offered at the start of their new career trajectories in schools, colleges or universities. This book examines some of the issues surrounding these career transitions and the implications they have for professional learning. It serves as an invaluable yet accessible source of knowledge for all those interested in the professional learning needs and recognition of this heterogeneous occupation. © 2018 Gerry Czerniawski. All rights reserved.

Using the social cognitive theory, this study examines the mediation role of 21st-century competencies in the relationship between student internship sxperience and employability of vocational students and the role of moderation of psychological capital on the relationship between SIE and 21stCE. This study aims to analyse the employability of vocational students through internship experience and 21st century competencies through a moderated mediation model. This study collected data through a direct survey of 266 vocational students in Aceh Province. SPSS V.25 and SmartPLS 4.1.0.3 are used to test the proposed hypothesis. The findings revealed that SIE positively increased EVS through the 21stCE. Further research shows that the effect of SIE on 21stCE is more significant for students with high PsyCap than for low PsyCap. This study expands the existing literature on the relationship between SIE and EVS by integrating SCT from the perspective of vocational education. These findings offer valuable insights and guidance for policymakers for education management regarding how and when SIE leads to better EVS among vocational students. This is one of the pioneering empirical studies highlighting SIE’s importance to EVS among vocational students in the developing Aceh Province in Southeast Asia. In addition, the study confirms that 21st-century competencies play an essential role in explaining how SIE drives EVS. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

This book explores key contemporary issues in education, featuring the latest theoretical perspectives and policies, aimed at supporting the professional development and understanding of those working or intending to work in the education sector. Both school-and college-based education have faced rapid change over the last few years. A strong research base around the impact of these changes is emerging, enabling a critically informed debate on policy and practice developments. The book provides an up to date evidence-based overview of key changes, their underlying rationale and an examination of alternative viewpoints. The content is concise and focused while still developing readers’ critical thinking skills through tasks embedded within each chapter as well as a distinct section on critical reflective thinking. Other key topics include inclusion, leadership, community education, comparative education, research and education futures. © 2017 Duncan Hindmarch, Fiona Hall, Lynn Machin and Sandra Murray. All rights reserved.

This essential text provides an accessible and up to date critical analysis of professionalism for student teachers and practitioners within the Further education (FE) sector. Professional values, knowledge, understanding and skills form the core of the standards against which teachers are measured and the framework for the teacher’s development, starting with initial qualifications and progressing through a career long process of continual professional development (CPD). The book introduces a range of theoretical models and examples of professionalism. It examines the critical importance of self-awareness and understanding of others as the basis for effective professional relationships with learners. The application of professional values, knowledge and skills, both in the teaching role and in the wider academic community, is discussed. Throughout the reader is encouraged to relate the theories to their own professional values and practice and to reflect on their own levels of professionalism and CPD requirements © 2014 Keith Appleyard and Nancy Appleyard. All rights reserved.

Australia’s system of vocational education qualifications, based on competency-based training, has delivered significant benefits to millions of Australians over recent decades. However, the dynamic nature of the economy and the nature of work requires a more agile system, shifting from binary compliance with sometimes rigid Standards for Registered Training Organisations and the qualifications they deliver to a space where training providers can innovate to respond to industry needs and learner requirements. A key recommendation of the Australian Universities Accord Final Report and NSW VET Review is delegating accreditation to select TAFEs and enabling some TAFEs to self-accredit certain higher education courses. These measures aim to streamline accreditation and improve integration between Vocational education and Training and Higher education. TAFE NSW is trialling Self-Accrediting Authority in VET operations, mirroring existing Higher education governance processes. This article outlines TAFE NSW’s education model for Higher Apprenticeships and efforts to respond innovatively to industry. © 2025 Association for Tertiary education Management.

Policies designed to cultivate talent within universities are central to China’s strategy for reforming and improving the quality of its higher education. This study develops a goal-instrument analysis framework for a content analysis of 113 such policies. Within the context of China’s Double First-Class construction, the analysis examines the selection and use of policy instruments for university talent cultivation in Henan Province. Using a value orientation analysis, the study also explores the rationality between policy goals and the selection of policy instruments. There are three main findings: (1) policy instruments for cultivating university talent are comprehensive, but their structural allocation is imbalanced; (2) the utilization of secondary policy instruments has some level of diversification, but there the path dependence is clear; (3) the selection of policy instruments is reasonably aligned with the achievement of policy goals, but there are still noticeable biases. To optimize the policies and improve the quality of cultivated talent, three measures should be taken: scientifically allocate the structure and further strengthen the mutual promotion of various types of policy instruments; break the path dependence and further optimize the collaborative combination of secondary policy instruments; and correct existing biases and further enhance the effectiveness of policies. © The Author(s) 2025.

This study conducts a bibliometric analysis of recent trends and emerging topics in the application of Artificial Intelligence (AI) in vocational education. AI technology holds significant potential to enhance accessibility, inclusivity, and equity in quality education. The research utilizes the Preferred Reporting Items for Systematic Reviews and Meta-Analyses approach to analyze publications from articles and conference papers published in the Scopus database between 2014 and 2023. The key findings indicate that AI is reshaping vocational education by personalizing learning experiences, improving curriculum development, and enhancing practical training through automation and robotics, particularly in the manufacturing and logistics sectors. Ethical issues, such as privacy and algorithmic bias, are also highlighted as key concerns. The bibliometric analysis reveals that journal articles have a higher citation count than conference papers, reflecting their greater influence in the field. Network visualization demonstrates the interconnection between AI, vocational education, and related concepts, such as e-learning and machine learning. Furthermore, AI contributes to the achievement of the United Nations Sustainable Development Goals (SDGs) 2030, particularly SDG 4 (quality education access), SDG 8 (decent work and economic growth), and SDG 9 (industry, innovation, and infrastructure). The study also identifies challenges that need to be addressed, including data privacy, infrastructure readiness, and teacher training, while providing guidance for future research and educational policy development. © 2025 The Authors