Education & Employers Research Digest
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Education and Employers
Research Digest - December 2022
Full summaries of all publications contained in the Digest are available by clicking the link embedded titles.
We are always looking to promote the work of others in related fields. To share your publications, conferences, events, or blog posts with our network please email: research@educationandemployers.org
In case you haven’t seen it, our free, searchable online library of research from around the world is available here: Research library
Publications
Pulse check: on digital learning
Rachel Cooper, Juan-Pablo Giraldo, Anusha Ramakrishnan, Auken
Tungatarova, Patrick Walugembe & Haogen Yao,
This report aims to take the pulse of each vital element of digital learning and offer steps to recovery through child-centred, equity-driven and innovative solutions,
particularly as technologies and digital learning have come center stage since COVID-19.
Ofsted
This report describes the shadow cast by the pandemic on education and children’s social care and how that was addressed over the last year. In doing so, it reflects the considerable efforts made by everyone
working in these sectors.
Global Education Monitoring Report Team, Bangladesh Rural Advancement Committee, Institute for Integrated Development Studies (Nepal), Institute of Policy Studies of Sri Lanka, Idara-E-Taleem Oaagahi (Pakistan), Central Square Foundation (India), & Centre for Policy Research (India)
This regional report focuses on South Asia, the world region with the strongest presence of non-state actors in education, and looks at their activities, primarily through the lens of equity and inclusion. It covers nine countries: Afghanistan, Bangladesh, Bhutan, India, the Islamic Republic of Iran, Maldives, Nepal, Pakistan and Sri Lanka.
Childcare and early education systems: A comparative literature review of liberal welfare states
Lizzie Ville, Catherine Marren, Dr Julie Rose, Sarah Parsons and Andrew Bazeley
This literature review explores England's childcare and early education systems and comparable liberal welfare states: Australia, Canada, Japan, New Zealand, and Switzerland. We look at structures, funding, quality inputs and their links with child development and women’s labour market outcomes to draw out the following lessons for reform in England. Where comparable England-specific data is not available, UK-wide data is provided instead.
Education 4.0 India insight report
World Economic Forum
This report builds on efforts by the central and state governments and leverages
their interventions. It presents a roadmap to enhance India’s school education ecosystem and gives out a call to action to all stakeholders in the Edtech space
to come together to transform the sector.
Matt Giani
This study examines how industry-recognized credentials (IRCs) completed in high school affect students’ later education and employment outcomes. It uses individual-level data on more than one million students who graduated from public high schools in Texas from 2017 to 2019 to
examine the relationship between earning IRCs and college enrollment and workforce outcomes.
Adding value to competency-based training
Josie Misko, Michelle Circelli
This report presents research that investigated the strengths and weaknesses of CBT as it is currently applied to the Australian VET system and whether there is cause to consider a broader approach to defining and describing competence and, hence, considering how teaching and learning in VET are most effectively delivered and assessed.
Comments
Understanding the costs of accessible EdTech solutions for learners with disabilities
Hanna Alasuutari,Maria Barron, Cristóbal Cobosophia, D' Angelo, Changha Lee & Yilin Pan
Going digital: How learning and employment records shape access to quality education and jobs
Annelies Goger, Allyson Parco, Rohan Carter-Rau, Jessa Henderson, Kazumi Homma, Ani Meliksetyan & Natalie Milman
Events
Homeroom with Education Leaders | Navigating Education Policy in 2023 and Beyond
12th January 2023, 2:00 PM EST
Hunt Institute
We believe no child should be constrained by stereotypes or the expectations of others. We know that if young people hear firsthand about the world of work, they work harder, get better grades and are more likely to break down barriers.
They should have the chance to start as early as possible, and that is why we launched the national I am #InspiringTheFuture campaign.
Any views expressed in the publications featured in this newsletter are those of the authors and do not reflect the views of Education and Employers.
