ethanporcaro/eric-fulltext-meta huggingface dataset:
Foreign Science and Engineering Students in the United States. InfoBrief. NSF 10-324
Author: Burrelli, Joan
Date: 2010-07-00
Type: Numerical/Quantitative Data
Subjects: Foreign Students,Graduate Students,Colleges,Engineering Education,Financial Support,Student Financial Aid,Science Education,Graduate Study,Enrollment Trends,Comparative Analysis,Surveys

In 2008, about 568,000 foreign students (those holding temporary visas) studied at U.S. universities and colleges, 248,000 of them in science and engineering (S&amp;E). There was an expectation that fall 2009 foreign enrollments might be negatively affected by the 2008-09 world financial crisis because of schools' restrictions on enrollment, declines in institutional funds available for graduate student financial support, and declines in the value of foreign home currencies compared to the U.S. dollar, as well as the price of education in the United States compared to other countries and the increased capacity for education in the home countries. A recent report from the Council of Graduate Schools showed no increase from fall 2008 to fall 2009 in first-time foreign graduate enrollment and only a slight increase in overall foreign graduate enrollment after several years of double-digit increases (CGS 2009). This InfoBrief addresses trends in foreign enrollment at all levels in S&amp;E fields as well as in all fields in U.S. institutions of higher education through fall 2009. Using data from the U.S. Immigration and Customs Enforcement's Student and Exchange Visitor Information System (SEVIS), this InfoBrief examines changes in S&amp;E enrollment by level, field, and country of origin from fall 2006 to fall 2009. (Contains 5 tables, 1 figure and 1 note.)
The Place of VET in the Tertiary Sector. Conference Paper
Author: Beddie, Francesca
Date: 2010-00-00
Type: Opinion Papers
Subjects: Credentials,Postsecondary Education,Qualifications,Foreign Countries,Vocational Education,Conference Papers,Academic Standards,Educational Policy,Technical Education,Definitions

The utilitarian spirit of Australian education has meant that since the nineteenth century the notion of tertiary education has embraced all post-school learning, delivered in sandstone universities or working men's institutes or on the job. This is not the definition the peak bodies TAFE (Technical and Further Education) Directors Australia (TDA) and Universities Australia (UA) proposed in late April. They see: &quot;Tertiary&quot; education qualifications as those at diploma level and above, including where these qualifications may embed pathways from the qualification level below. TAFE Directors Australia and Universities Australia say their definition is &quot;generally&quot; consistent with the Organisation for Economic Co-operation and Development's (OECD) International Standard Classification of Education (ISCED). At the same time, it is a departure from the understanding of tertiary education that has prevailed in Australia for the past two centuries, which has embraced the entire gamut of adult learning. In their proposal, they are explicit about certificates I and II, which they see as more equivalent to secondary school. They are silent about certificates III and IV, except to suggest these can be a stepping stone to a diploma... but not, it seems, to a degree. Yet the certificate III is a tertiary qualification in its own right, in high demand as the basis on which tradespeople, technicians and others launch their careers. To concentrate attention on higher-level qualifications is not the way to encourage commencements in the trades and to address the demand for skills. In this address, the author argues how all vocational qualifications should be included in the definition of tertiary education. The author is sceptical about a system that concentrates on acquiring higher qualifications to the exclusion of other credentials or indeed unaccredited skills.
Australian Vocational Education and Training Statistics: Apprentices and Trainees. Annual, 2009
Author: National Centre for Vocational Education Research
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Vocational Education,Trainees,Apprenticeships,Statistical Data,Incidence,Student Attrition,Student Characteristics,Age Groups,Sex,Skilled Occupations,Technical Occupations,Sales Occupations,Office Occupations,Professional Occupations,Managerial Occupations,Service Occupations,Regional Characteristics,Educational Attainment,Contract Training

This annual publication provides a summary of training activity in apprenticeships and traineeships in Australia, including information on training rates, completion rates, attrition rates, training within the trades and duration of training. The figures in this publication are derived from the National Apprentice and Trainee Collection no.63 (March 2010 estimates), which is compiled under the Australian Vocational Education and Training Management Information Statistical Standard (AVETMISS) for Apprentice and Trainee Collection Specifications, Release 6.0, March 2008. (Contains 23 tables and 5 figures.)
Apprentices and Trainees: Annual, 2009. Terms and Definitions. Support Document
Author: National Centre for Vocational Education Research
Date: 2010-00-00
Type: Reference Materials - Vocabularies/Classifications
Subjects: Vocational Education,Trainees,Apprenticeships,Definitions,Vocabulary,Classification,Foreign Countries,Glossaries,Occupational Clusters

This document covers the data terms used in the &quot;Apprentices and trainees: Annual 2009&quot; publication and its associated data tables. The primary purpose of this document is to assist users of the publication to understand the specific data terms used within it. Terms that appear in the publication are listed in alphabetical order with the following information provided for each: (1) Definition: a brief explanation of the term; (2) Classification categories: defined categories that apply to each term are listed where applicable; and (3) Source: a description of the source of this information, including details of any calculations or derivations. Unless stated otherwise, all data are sourced from the National Apprentice and Trainee Collection. Training packages grouped by industry skills councils is appended. [For the accompanying report, &quot;Australian Vocational Education and Training Statistics: Apprentices and Trainees. Annual, 2009&quot;, see ED510873.]
Apprentice and Trainee Statistics: Estimation of Contract Completion and Attrition Rates. Technical Paper
Author: Harvey, Brian
Date: 2010-06-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Vocational Education,Trainees,Apprenticeships,Statistical Data,Computation,Contract Training,Student Attrition,Educational Attainment

Apprentice and trainee data are reported by the State and Territory Training Authorities to NCVER (National Centre for Vocational Education Research) on a quarterly basis, starting at the September quarter of 1994. The set of data submitted that quarter is referred to as the National Apprentice and Trainee Collection 1. The sets of data submitted in subsequent quarters are referred to as Collection 2, Collection 3 and so on. At the time of writing, the set of data being submitted is for the March 2010 quarter and is referred to as Collection 63. The data consists of information about the contracts of training entered into by apprentices and employers. The remainder of this document details the method adopted by NCVER to calculate the proportions of attrition and completions that was first used in the 2009 Apprentice and Trainee Annual publication. The next section describes the method in overview and the following section describes the method in detail. (Contains 4 tables.) [For the accompanying report, &quot;Australian Vocational Education and Training Statistics: Apprentices and Trainees. Annual, 2009&quot;, see ED510873.]
Estimating Apprentice and Trainee Completion and Attrition Rates Using a &quot;Life Tables&quot; Approach. Technical Paper
Author: Karmel, Tom
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Vocational Education,Trainees,Apprenticeships,Statistical Data,Computation,Methods,Contract Training,Student Attrition,Educational Attainment

The proportion of apprentices and trainees completing their contract of training has received considerable attention in recent years. To support public discussion, the National Centre for Vocational Education Research (NCVER) has been publishing tabulations of both completion and attrition rates. Up until recently, the approach taken was to identify a commencing cohort and follow it over time. Currently, NCVER publishes completion and attrition rates which are calculated from tabulations of completions and cancellations/withdrawals within particular quarters. This technical paper details a methodological approach which constructs cross-sectional estimates of completion and attrition rates for the latest commencing cohorts. These reflect what completion and attrition rates would be if the patterns observed in a particular quarter remain unchanged for the life of the commencing cohort in that quarter. Throughout the paper, the authors use a simple and contrived example to illustrate the model, along with the formal mathematical notation. Finally, they apply the model to cohorts commencing in the December quarters of 2007 to 2009. (Contains 5 tables, 3 figures and 2 footnotes.) [For the accompanying report, &quot;Experimental Completion and Attrition Rates for Latest Commencing Apprentices and Trainees&quot;, see ED510878.]
Experimental Completion and Attrition Rates for Latest Commencing Apprentices and Trainees
Author: National Centre for Vocational Education Research
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Vocational Education,Trainees,Apprenticeships,Statistical Data,Computation,Contract Training,Student Attrition,Educational Attainment,Cohort Analysis,Skilled Occupations,Technical Occupations,Sales Occupations,Office Occupations,Professional Occupations,Managerial Occupations,Service Occupations

This publication presents experimental estimates of completion and attrition rates for the latest commencing apprentice and trainee cohorts. Such up-to-date estimates are possible by applying a &quot;life tables&quot; methodology to simple cross tabulations of commencements, completions and cancellations/withdrawals. The resultant cross-sectional estimates reflect what completion and attrition rates would be if the patterns observed in a particular quarter remain unchanged for the life of the commencing cohort in that quarter. The estimates are derived from the Apprentice and Trainee Collection no. 63 (March 2010 estimates), which is compiled under the Australian Vocational Education and Training Management Information Statistical Standard (AVETMISS) for Apprentice and Trainee Collection Specifications, Release 6.0, March 2008. (Contains 3 tables.)
Adjustment Notes for Apprentice and Trainee Estimates. Technical Paper
Author: National Centre for Vocational Education Research
Date: 2010-05-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Vocational Education,Trainees,Apprenticeships,Statistical Data,Computation,Contract Training,Regional Characteristics

Apprentice and trainee data are reported by the State and Territory Training Authorities to the National Centre for Vocational Education Research (NCVER) on a quarterly basis, starting at the September quarter of 1994. The set of data submitted that quarter is referred to as Collection 1. The sets of data submitted in subsequent quarters are referred to as Collection 2, Collection 3 and so on. NCVER publishes data on the numbers of contracts of training that commence, complete, cancel/withdraw, re-commence, expire or suspend and the time at which these events occur (referred to as the &quot;date of effect&quot;). From these events, the number of contracts in training at a given time can be calculated. Due to time delays in reporting data on the status of contracts to NCVER, the most recent data are estimated. The purpose of this technical paper is to document the adjustments that are made to the estimates at each collection, and produce a cumulative document of these adjustments, commencing at Collection 60, June 2009 estimates. (Contains 12 figures.) [For the accompanying report, &quot;Australian Vocational Education and Training Statistics: Apprentices and Trainees. Annual, 2009&quot;, see ED510873.]
Student Victimization in U.S. Schools: Results from the 2007 School Crime Supplement to the National Crime Victimization Survey. NCES 2010-319
Author: DeVoe, Jill Fleury
Date: 2010-07-00
Type: Numerical/Quantitative Data
Subjects: Weapons,Crime,Bullying,Criminals,Victims of Crime,Fear,Surveys,Drug Use,Educational Environment,Adolescents,Error of Measurement,Antisocial Behavior,Response Rates (Questionnaires),Interviews,School Security,Multivariate Analysis,Juvenile Gangs

Student victimization in schools is a major concern of educators, policymakers, administrators, parents, and students. Understanding the scope of the criminal victimization of students, as well as the factors associated with it, is an essential step in developing solutions to address the issues of school crime and violence. This report uses data from the 2007 School Crime Supplement (SCS) to examine student criminal victimization and the characteristics of crime victims and nonvictims. It also provides findings on student reports of the presence of gangs and weapons and the availability of drugs at school, student reports of bullying and cyberbullying, and fear and avoidance behaviors of crime victims and nonvictims at school. The results of this report are presented in five sections. The first two sections discuss the prevalence and type of student criminal victimization at school and selected characteristics of victims, including their demographic characteristics and school type. The third section explores crime victim and nonvictim reports of conditions of school climate, such as the presence of gangs and weapons and the availability of drugs. The fourth section examines criminal victimization and student reports of bullying and cyberbullying at school. The fifth section examines criminal victimization and student reports of security measures taken at school to secure school buildings and the use of designated personnel and the enforcement of administrative procedures at school to ensure student safety. The sixth section examines fear and avoidance behaviors of crime victims and nonvictims, such as skipping class or avoiding specific places at school. Five appendixes are included: (1) Technical Notes; (2) Standard Error Tables; (3) Selected Items From the 2007 National Crime Victimization Survey Basic Screen Questionnaire (NCVS-1); (4) Selected Items From the 2007 National Crime Victimization Survey Crime Incident Report (NCVS-2); and (5) 2007 School Crime Supplement to the National Crime Victimization Survey Instrument. The survey is designed to assist policymakers, as well as researchers and practitioners at the federal, state, and local levels, in making informed decisions concerning crime in schools. (Contains 16 tables, 5 figures, 16 tables, and 13 footnotes.)[To review &quot;Student Victimization in U.S. Schools: Results from the 2005 School Crime Supplement to the National Crime Victimization Survey. NCES 2009-306&quot; please see ED503000.]
Seasonality and Access to Education: The Case of Primary Education in Sub-Saharan Africa. Research Monograph No. 31
Author: Hadley, Sierd
Date: 2010-04-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Access to Education,Migration,Poverty,Educational Environment,Cultural Context,Child Health,Barriers,Models,Rural Areas,Educational Development,Elementary Education,Developing Nations,Gender Issues,Educational History,Educational Policy,Government Role,Public Education,International Education,Seasonal Employment,Seasonal Laborers,Child Labor,Student Costs,Family Financial Resources,Family Income,School Schedules,Comparative Education

This paper draws together research on seasonality, child labour and education in the context of primary education in sub-Saharan Africa. It describes how income poverty and demand for labour can fluctuate within and between years, affecting participation and progression through school systems. It highlights how analysis of the private and public costs of education frequently ignore the significance of seasonal patterns related to the agricultural cycle and migration. It argues that education policy and practice should be more clearly articulated with fluctuations in household income, demand for labour (especially school age children), and seasonal migration cycles. Educational reforms to improve school enrolment and lessen the burden of education on poor will not succeed unless seasonality is recognised. (Contains 2 tables, 18 figures, and 18 footnotes.)
Changing Framework of Local Governance and Community Participation in Elementary Education in India. Research Monograph No. 35
Author: Govinda, R
Date: 2010-05-00
Type: Reports - Evaluative
Subjects: Elementary Education,Community Involvement,Governance,Educational Change,Foreign Countries,Decision Making,Access to Education,Enrollment Rate,Enrollment Trends,Academic Persistence,School Holding Power,Local Government,Elementary School Students,Equal Education,Educational Quality,Educational Administration

In recent years, strengthening and better functioning of local governance have become prime concerns of educational reform agenda. Establishment of effective local governance has been part of overall changes in educational governance for several years in many countries including India. It is now widely recognized that effective local governance considerably impacts on access to education as well as the enrolment, retention and  learning experiences of children in school. It is in this context, that this paper provides an overview of the changing framework of governance of elementary education and community participation in India with a special focus on its role in improving the participation of children. An attempt has also been made to examine the extent to which grassroots level functionaries and local bodies like panchayat and VEC are able to get involved in decision making processes and different approaches that have been taken by different states in regards to local governance of education. Drawing references from recent efforts made by different states, the paper has tried to establish a link between effectiveness of local governance and issues regarding access, equity and quality of school education. While discussing the changing framework of local governance, the paper critically examines the guiding principles of governance reform from two perspectives. &quot;Top-down&quot; and &quot;bottom-up&quot; approaches are discussed, in terms of ensuring the effectiveness of the system and empowering people for active participation in decentralized decision making process. (Contains 46 footnotes.)
50 Years of Educational Progress and Challenge in Ghana. Research Monograph No. 33
Author: Akyeampong, Kwame
Date: 2010-04-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Developing Nations,Educational Change,Educational Development,Educational Finance,Investment,Graduation Rate,Educational Quality,Equal Education,Access to Education,Disadvantaged Youth,Adult Education,Vocational Education,Job Skills,Labor Force,Readiness,School Readiness,Higher Education,Elementary Secondary Education

In 2007 Ghana celebrated 50 years of independence from British colonial rule. The golden jubilee offered an opportunity to take stock of how the country had progressed in expanding education and the challenges for the future. This paper offers a critique of the journey, highlighting the challenges and progress. What reforms in education has taught Ghana is that it is much easier to fix the &quot;hardware&quot; than the &quot;software&quot; problems of education. With huge investments from internal and external sources structural and infrastructural problems of education can be fixed. With expanded facilities access can improve. However, completion rates remain the problem, especially at junior and senior secondary where low completion rates deprive the country of much needed educated youth prepared for work and for further education and training. TVET development plans faces the challenge of ensuring that sustainable capital and recurrent investment is available to improve infrastructural facilities and thereby improve the quality of products. Fifty years after independence, although Ghana has made good progress in expanding education provision, it is still faced with the problem of securing an education system that delivers on quality and provides equitable access for all, especially the poor and disadvantaged. Until and unless significant gains are made here, the goal of producing a workforce with the knowledge and skills for development would be hard to achieve. This is the task for the next fifty years. (Contains 3 tables.)
Debating Diversity in Provision of Universal Primary Education in Bangladesh. Research Monograph No. 34
Author: Sabur, Zia-Us-
Date: 2010-05-00
Type: Reports - Evaluative
Subjects: Educational Development,Elementary Education,Foreign Countries,Developing Nations,Student Diversity,Gender Issues,Equal Education,Educational History,Educational Policy,Government Role,Access to Education,Private Schools,Private Education,Public Education,Nongovernmental Organizations,Educational Cooperation,International Education

Multiple providers (including state, quasi-state and non-state ones) have contributed to raising initial enrolment and improving gender balance in Bangladesh. The critical question is how multiplicity and diversity of provision can contribute to achieving truly universal primary education with high completion rates and acceptable levels of learning. In this paper, these questions are addressed in the context of history and circumstances of educational development in Bangladesh, as the Government attempts to put into effect a new national education policy and design a five year (2011-15) national development plan. (Contains 5 tables.)
Access to What? Access, Diversity and Participation in India's Schools. Research Monograph No. 32
Author: Juneja, Nalini
Date: 2010-04-00
Type: Information Analyses
Subjects: Delivery Systems,Private Schools,Foreign Countries,Educational Development,Elementary Education,Developing Nations,Student Diversity,Equal Education,Educational Policy,Government Role,Access to Education,Public Education,International Education

India has witnessed substantial diversification of provision to basic education. Policy changes from 1980s onwards, has seen the creation of para-formal delivery systems and the inclusion in the system of non state providers. The Education Guarantee Scheme and the Alternate Initiatives in Education programmes have generated new pathways to access. The paper examines the different educational providers and looks at the spread of provision, the enrolment shares, the different structure, costs and facilities. It also looks at unrecognised schools, quasi-government schools, perceived hierarchies in government schools and English-medium private schools. Diversification is contributing to improved access, but is also generating new challenges for equity and meaningful participation. (Contains 10 tables, 2 figures, and 8 footnotes.)