Education & Employers Research Digest
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Education and Employers
Research Digest - September 2023
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
Child protection in digital education
UNICEF
This policy brief and accompanying technical note are intended to assist governments in ensuring that the introduction and use of digital learning tools in schools promote equal and accessible education for all children and ensure the protection of children from the risks that the technology may introduce or amplify. While the primary audience is ministries and departments of education and ministries of children or equivalent, these documents may also be useful for other public and private providers of educational and extra-curricula services and activities for children.
Labour market value of higher and further education qualifications: A summary report
Buttar, Jaspal; Alonso, Rosa; Martin, Kayleigh; Donkor, Edward; Guy, Jacalyn
This report is to develop our understanding of the evidence on the labour market value of qualifications to help inform how we can proceed to meet Action 53. As we improve our understanding of the evidence on labour market returns, we want to identify how we can improve access to information for all students, especially those from disadvantaged backgrounds. This will help prospective students, particularly those from more deprived backgrounds, to choose the right course and to boost their employment prospects.
Shaping digital education enabling factors for quality: Equity and efficiency
This report seeks to support governments in shaping digital education by analysing digitalisation policies and enabling factors that can support quality, equity and efficiency. The report covers school education at the primary and secondary level, vocational education and training (VET) (including initial school-based VET), and higher education offered by education institutions. Digital technologies are broadly defined to include networks (such as the Internet), hardware, software and technology-related services. The report focuses on their uses in the context of teaching and learning.
Education Sub-Sahara Africa
Education Sub-Saharan Africa commissioned IPSOS-Ghana in 2021 to conduct data collection activities in Ghana, Kenya and Uganda. The data collection focused on higher education students, recent graduates, faculty members and education decision-makers. This report explores the data and sheds light on the views of students and recent graduates on access to higher education and its quality, as well as on the school-to-work transition in the three countries under consideration.
Student mobility in Ireland and Northern Ireland
Emer Smyth & Merike Darmody
This study focuses on mobility for a whole undergraduate course (rather than
mobility for an academic year or semester). It draws on administrative data,
Central Applications Office (CAO) microdata, interviews with key stakeholders and a consultation event with stakeholders to address the following research
questions:
• What is the level of student mobility between Ireland and Northern
Ireland (and between NI and the other countries of the UK)? How has this
changed over time, in particular during the pandemic?
• What factors are associated with student mobility?
• To what extent is there potential to increase student mobility across the
island? And is this seen as a desirable objective by stakeholders?
Comments
With hope and courage, they inspire us
Yasmine Sherif
Events
Redesigning your school to become more sustainable
16 November 2023, 09:30 am – 3:30 pm GMT
The Edge Foundation
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.
