ethanporcaro/eric-fulltext-meta huggingface dataset:
College Enrollment and Completion among Texas High School Graduates with a Disability. REL 2021-043
Author: Miller, Trey
Date: 2020-11-00
Type: Reports - Research
Subjects: High School Graduates,College Students,Students with Disabilities,Enrollment,Graduation,Public Schools,Two Year College Students,College Transfer Students,Associate Degrees,Bachelors Degrees,Low Income Students,Hispanic American Students,Speech Impairments,Visual Impairments,Hearing Impairments,Intellectual Disability,Learning Disabilities,Emotional Disturbances,Autism,Pervasive Developmental Disorders,Head Injuries,Neurological Impairments,Physical Disabilities,Educational Attainment,African American Students

In response to concerns raised by Texas higher education stakeholders about the limited information available on students with a disability who are attending college in the state, this study examined college enrollment and completion among Texas public high school graduates by disability status, student demographic characteristics, and primary disability type. Across four statewide cohorts of high school graduates (2006/07 through 2009/10), 31 percent of graduates with a designated disability in grade 12 enrolled in a Texas college within two years of graduation. Of those, 90 percent initially enrolled in a public two-year college. Enrollment in four-year colleges was substantially lower (by at least 0.25 standard deviation units) for high school graduates with a disability than for graduates without a disability. Among high school graduates with a disability who initially enrolled in a two-year college, 17 percent attained a credential (certificate or associate degree) or transferred to a four-year college within four years of enrollment. Among high school graduates with a disability who initially enrolled a four-year college or a two-year college with the intention of attaining a four-year degree, 16 percent attained a baccalaureate degree within seven years of enrollment. Attainment of an associate degree or especially of a baccalaureate degree was substantially lower for high school graduates with a disability than for graduates without a disability. College enrollment and degree attainment among high school graduates with a disability were substantially lower for graduates who had been eligible for the national school lunch program in high school than for graduates who had not been eligible; lower for Hispanic graduates than for White graduates; and higher for graduates with auditory, speech, visual, orthopedic, and other health impairments than for graduates with other types of disability. [For the appendixes, see ED608929; for the study snapshot, see ED608932.]
Hours Spent Building Skills and Employability. Research Report
Author: Foster, Rowan
Date: 2020-07-00
Type: Reports - Research
Subjects: Time on Task,Skill Development,Job Skills,Employment Potential,Secondary School Students,College Students,Homework,Independent Study,Foreign Countries,Extracurricular Activities,Intellectual Disciplines,Exit Examinations

This research, conducted in 2017, examines the amount of time students spend on building their skills and employability in pre-16 and post-16 education. It covers: (1) qualification hours; (2) non qualification hours; (3) homework and self-study; (4) activities outside of education; and (5) a typical week. Qualification hours are defined as the time that students spend in teaching and learning that counts towards their qualifications. Non-qualifications hours are organised by educational institutions and include time spent on activities that can be broadly categorised as employability, enrichment and pastoral.
Interactive E-Learning Portal for Enrichment of Conceptual Understanding of Grade 8 Learners in Physics
Author: Lubiano, Michael Leonard D.
Date: 2018-08-00
Type: Journal Articles
Subjects: Physics,Science Instruction,Scientific Concepts,Concept Formation,Grade 8,Educational Technology,Electronic Learning,Constructivism (Learning),Secondary School Students,Interactive Video,Foreign Countries

This study dealt with the use of interactive e-learning portal for the enrichment of Grade 8 learners' conceptual understanding in Physics at Luis Palad National High School for the School Year 2014-2015. This study utilized experimental method of research employing the use of post-test control group design. An interactive e-learning portal containing some hyperlinked lectures, interactive games, e-quizzes with rubrics and readily available answers, an e-dictionary in Physics, and the simulated demonstrations was developed for Grade 8 learners in Physics. Based on the findings, it was concluded that the interactive e-learning portal can enrich the learners' conceptual understanding of the students in Grade 8 Science-Physics. Therefore, the use of e-learning portal may be adopted not only in lessons in Physics but also in Biology, Chemistry and Earth Science. However still, further modification of the material may be done by providing add-ons aside from features presented in the current e-learning portal.
Irvine Valley College&apos;s Veterans Resource Center Operations and Spending Survey Results, 2019-2020
Author: Brohawn, Katie
Date: 2020-03-00
Type: Reports - Research
Subjects: Community Colleges,Veterans,Resource Centers,Educational Finance,Resource Allocation,Program Development,Student Personnel Services,Expenditures,Budgets,College Students,Academic Advising,Tutoring,Student Financial Aid,Mentors,Textbooks,Shared Resources and Services,Mental Health Programs

The 2017-18 State Budget Act allocated $5M to the Board of Governors of the California Community Colleges (CCC) to support a Veterans Resource Center (VRC) grant program designed to help CCC establish or enhance on-campus VRCs. In an effort to better understand the current state of VRCs in the wake of this funding, Irvine Valley College (IVC) contracted with The Research and Planning Group for California Community Colleges (RP Group) in fall 2019 to develop and administer a &quot;VRC Operations and Spending Survey&quot; focused on how Veteran Resource Centers (VRCs) operate, how they are utilized by students, and how they allocate their funding to support students. IVC sent this online survey to colleagues at the 114 California Community Colleges (CCC) with VRCs to gather information on VRC operations and budgeting. Personnel at 35 CCC VRCs completed the survey, a 30% response rate. The results from the fall 2019 VRC Operations and Spending Survey provided valuable insights into the state of VRCs at community colleges across California. While colleges vary in terms of how their VRCs are managed and utilized, they are quite aligned in their needs, notably the persistent need for additional staffing and space. Funding from the 2017-2018 State Budget Act was well-received and allowed VRCs to achieve compliance with many of the standards associated with high-functioning Veterans Resource Centers. More broadly, respondents reported that enhanced funding resulted in more positive, student-centered environments. Looking forward, respondents are eager for the security of sustained funding such that they can continue to provide (and improve) the diverse array of supports they offer to their Veteran students. They are willing to be held accountable to how they are spending these funds and are seeking a community of practice to learn best practices from their peers around the state.
College Enrollment and Completion among Texas High School Graduates with a Disability. Appendixes. REL 2021-043
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2020-11-00
Type: Reports - Research
Subjects: High School Graduates,College Students,Students with Disabilities,Enrollment,Graduation,Public Schools,Two Year College Students,College Transfer Students,Associate Degrees,Bachelors Degrees,Low Income Students,Speech Impairments,Visual Impairments,Hearing Impairments,Intellectual Disability,Learning Disabilities,Emotional Disturbances,Autism,Pervasive Developmental Disorders,Head Injuries,Neurological Impairments,Physical Disabilities,Educational Attainment,Racial Differences,Gender Differences

These are the appendixes for the report, &quot;College Enrollment and Completion among Texas High School Graduates with a Disability.&quot; The study used student-level administrative data from Texas, available through the data repository at the Texas Education Research Center at the University of Texas. The data repository contains administrative records for all students who enroll in a Texas public school or Texas college. The files required for this study were provided to the Texas Education Research Center by the Texas Education Agency, which collects K-12 accountability, performance, and financial data from Texas public school districts, and the Texas Higher Education Coordinating Board, which collects postsecondary enrollment and completion records from Texas public and private colleges. The Texas Education Research Center records contain a unique student identifier that permits linking of secondary and postsecondary records while maintaining student anonymity. Appendix A describes the data sources used, data procedures, population characteristics, and analysis methods. Appendix B includes supplemental findings for enrollment in Texas colleges and attainment of college outcomes among high school graduates with a disability, by Texas region. Appendix C provides the Cox index score for each group contrast presented in the main report. [For the full report, see ED608925; for the study snapshot, see ED608932.]
UNICEF Strategic Plan, 2018-2021
Author: United Nations Children's Fund (UNICEF)
Date: 2017-08-16
Type: Reports - Descriptive
Subjects: International Organizations,Strategic Planning,Children,Childrens Rights,International Law,Foreign Countries,Treaties,Sustainable Development,Child Welfare,Child Safety,Advocacy,Equal Education,Sex Fairness,Change Strategies

Seventy years after UNICEF was established, the organization's mission to promote the full attainment of the rights of all children is as urgent as ever. The UNICEF Strategic Plan, 2018-2021 is anchored in the Convention on the Rights of the Child, and charts a course towards attainment of the Sustainable Development Goals and the realization of a future in which every child has a fair chance in life. It sets out measurable results for children, especially the most disadvantaged, including in humanitarian situations, and defines the change strategies and enablers that support their achievement. Working together with Governments, United Nations partners, the private sector, civil society and with the full participation of children, UNICEF remains steadfast in its commitment to realize the rights of all children, everywhere, and to achieve the vision of the 2030 Agenda for Sustainable Development, a world in which no child is left behind. The Executive Board is requested to adopt the draft decision included in section IX. [This document was prepared by the United Nations Children's Fund's Executive Board and the United Nation's Economic and Social Council.]
Language Learning and Professionalization in Higher Education: Pathways to Preparing Learners and Teachers in/for the 21st Century
Author: Dupuy, Béatrice, Ed.
Date: 2020-11-16
Type: Books
Subjects: Second Language Learning,Second Language Instruction,Language Teachers,Professionalism,Work Environment,Lifelong Learning,Soft Skills,Multilingualism,Teaching Methods,Instructional Design,Higher Education,Computer Mediated Communication,21st Century Skills,Correlation,Teacher Education,Curriculum Design,Case Studies,Graduate Students,Teacher Attitudes,Needs Assessment,English (Second Language),Music Education,Parent Child Relationship,Story Reading,Kindergarten,Russian,Engineering Education,Videoconferencing,Personal Autonomy,Student Teacher Attitudes,Foreign Countries

In this volume, language learning and professionalization are explored by addressing the existing gap between pressing needs for enhanced soft skills in work environments wherein technology-mediated, multilingual communication is increasingly the norm, and current foreign language teaching and learning offerings in higher education. Considering theoretical, methodological, and pedagogical perspectives for preparing language learners and teachers in/for the 21st century, this volume's eight chapters underscore that research findings should inform the design of learning experiences so that people's communication needs in fast-changing work environments are met and the link between language education and professionalization, within a lifelong learning perspective, is sustained. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]
College Enrollment and Completion among Texas High School Graduates with a Disability. Study Snapshot. REL 2021-043
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2020-11-00
Type: Reports - Descriptive
Subjects: High School Graduates,College Students,Students with Disabilities,Enrollment,Graduation,Public Schools,Two Year College Students,College Transfer Students,Bachelors Degrees,Low Income Students,Hispanic American Students,Educational Attainment,African American Students

This study snapshot presents the key findings from the full study conducted in response to concerns raised by Texas higher education stakeholders about the limited information available on college outcomes among students with a disability. While most colleges provide services and accommodations for students with self-identified disabilities, many students do not report their disabilities, and colleges have limited means to gauge the prevalence of students with disabilities because of student privacy protections. This creates uncertainties for higher education leaders about how well their colleges serve students with different types of disability, as designated in high school, and those students' progress toward attaining college credentials and degrees. The Regional Educational Laboratory Southwest examined college enrollment and completion among four cohorts of Texas public high school graduates (2006/07 through 2009/10) by disability status in high school, student demographic characteristics, and primary disability type. The study provides new foundational evidence on college enrollment and completion for students with a disability. The findings can help secondary and postsecondary educators and administrators identify where students with different types of disability and different demographic characteristics might need additional support in the pipeline between high school graduation and college completion. [For the full report, see ED608925; for the appendixes, see ED608929.]
Embracing a Culture of Lifelong Learning: Contribution to the Futures of Education Initiative. A Transdisciplinary Expert Consultation
Author: UNESCO Institute for Lifelong Learning (UIL) (Germany)
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Lifelong Learning,Interdisciplinary Approach,Specialists,International Organizations,Educational Change,Futures (of Society),Educational Trends,Barriers,Educational Policy,Strategic Planning,Sustainability

This report, a contribution to the United Nations Educational, Scientific and Cultural Organization's (UNESCO's) Futures of Education initiative, reflects on the potential contribution of lifelong learning both in transforming the field of education and in creating a more sustainable, healthy and inclusive future. Drawing on the insights of 12 distinguished experts from different disciplines and countries, the report presents a compelling vision for lifelong learning and the values and principles that must underpin it. It calls on the international community to acknowledge the social and private dimensions of education, and to recognize lifelong learning as a new human right. Realizing this vision, it argues, requires adopting a transdisciplinary approach that can effectively grasp the complex, multidimensional nature of the challenges faced by humanity. The report outlines the main features of the 'enabling environment' needed to make lifelong learning the governing principle of education policy and to offer people opportunities to learn throughout life, whatever their background or context. It concludes with a set of key messages, complemented by specific action points and a discussion of selected policy measures. [Foreword written by David Atchoarena.]
The Role of Knowledge Management and Employee Competency towards Organization Performance with Innovation as a Mediating Variables in Local Water Company (PDAM) Ketapang Regency West Kalimantan
Author: Setyowati, Endah
Date: 2020-10-00
Type: Journal Articles
Subjects: Knowledge Management,Competence,Government Employees,Utilities,Public Agencies,Local Government,Water Quality,Performance Factors,Organizational Effectiveness,Foreign Countries,Innovation

This study aims to: (1) test and analyze the role of knowledge management and competence in innovation, (2) test and analyze the role of knowledge management and competence on organizational performance, (3) test and analyze the role of innovation on organizational performance, (4) test and analyze the role of management knowledge of organizational performance through innovation, (5) testing and analyzing the role of competence on organizational performance through innovation, and (6) testing and analyzing the role of knowledge management and employee competence on organizational performance through innovation at PDAM Ketapang Regency. The research was conducted by PDAM Ketapang Regency employees, totaling 71 employees. The sampling technique uses saturated samples. Methods of data analysis using descriptive analysis and quantitative analysis with path analysis. The results showed that: (1) there was an influence on the role of knowledge management and competence on innovation, (2) there was an influence on the role of knowledge management and competence on organizational performance, (3) there was an influence on the role of innovation on organizational performance, (4) there was an influence on the role of knowledge management on organizational performance through innovation, (5) there is an influence on the role of competence on organizational performance through innovation, and (6) there is an influence on the role of knowledge management and employee competence on organizational performance through innovation at PDAM Ketapang Regency.
Promoting Quality in TVET Using Technology: A Practical Guide
Author: UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training (Germany)
Date: 2020-00-00
Type: Books
Subjects: Vocational Education,Educational Quality,Technology Uses in Education,COVID-19,Pandemics,Technology Integration,Capacity Building,Electronic Learning,Teacher Competencies,Information Technology,Faculty Development,Lifelong Learning,Blended Learning,Integrated Learning Systems,Education Work Relationship,Distance Education,Special Needs Students,Student Centered Learning,Online Courses,Vocational Education Teachers

Technology has altered many aspects of life, including education and training. As a result of technological developments, technical and vocational education and training (TVET) has become more accessible to students, and the quality of education and training has improved too. Teachers and trainers can use digital tools to manage their tasks effectively and engage learners in digitally-rich environments. Learners can also use technology to learn new skills and to collaborate and interact with teachers and trainers. The COVID-19 pandemic has however underlined the current difficulties in effectively integrating technologies in the delivery of education and training. This practical guide helps TVET institutions to understand the organizational plans needed to build up their capacity to stimulate digital learning. It also guides teachers that want to develop their competencies, improve their pedagogical strategies with use of technology, and learn from existing practice. [This report was funded by OPEC Fund for International Development and the German Federal Ministry of Education and Research (BMBF).]
Enabling the Competitive Edge: Tennessee Higher Education in the New Economy. Master Plan Update 2020
Author: Tennessee Higher Education Commission, Tennessee Student Assistance Corporation (THEC/TSAC)
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Success,Labor Force Development,Postsecondary Education,Educational Objectives,Public Colleges,Student Characteristics,Undergraduate Students,Disproportionate Representation,Minority Group Students,At Risk Students,Racial Differences,Ethnicity,Educational Attainment,State Policy,Equal Education,College Readiness,Access to Education,Graduation Rate,Academic Persistence,Best Practices,Educational Finance,Student Financial Aid,State Aid,Tuition,Accountability,Outreach Programs,Adult Students,Job Skills,Vocational Education,Academic Education,Master Plans

The Tennessee Higher Education Commission (THEC) adopted the Master Plan for Tennessee Postsecondary Education 2015-2025 in 2015. Published as Tennessee was launching the Drive to 55, the 2015-2025 Plan includes state and system-level projections of the necessary degree production to reach our state's ambitious attainment goal. As a complement to the Plan, this update presents action-oriented, tactical strategies to support Tennessee's students and institutions toward greater success and improved workforce alignment, while continuing to focus on increasing the state's educational attainment. Following discussions of Tennessee's higher education landscape and progress toward the Drive to 55, this update is organized into three sections, focusing on critical constituencies served by public higher education in Tennessee: Student Success, Family Prosperity, and The Future Workforce. Each of these three sections is divided into subsections, highlighting success stories across campuses and presenting actionable, measurable goals toward which the state and its institutions will work over the next 10 years. Finally, THEC staff recommends strategies and best practices to progress toward each stated goal. While each strategy's implementation will look different campus-by-campus to meet the needs of each institution's unique student body, it is necessary to commit as a state and as a higher education enterprise to working collectively, cooperatively, and intentionally to best serve the needs of students, their families, and Tennessee's economy. [For &quot;Postsecondary Attainment in the Decade of Decision: The Master Plan for Tennessee Postsecondary Education 2015-2025,&quot; see ED572992.]
Skills Development for Renewable Energy and Energy Efficient Jobs: Discussion Paper on Solar Energy Demands
Author: UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training (Germany)
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Skill Development,Energy,Energy Conservation,Vocational Education,Job Skills,Labor Market,Labor Needs,Curriculum Development,Industry,Standards,Job Analysis,Teaching Methods,Quality Assurance

This paper discusses the developments in the renewable energy sector and their impact on jobs and training. It compiles and makes an analysis of how the available technologies in the market will further develop corresponding with global trends in the energy efficiency and renewable energy sectors, and the corresponding capacities that are needed to make the transition from fossil fuel-based consumption into another supported by renewable energy. The role of Technical and vocational education and training (TVET) in developing skills and qualified professionals for jobs in the renewable energy sector is a key vector of analysis. [ADENE - Agência para a Energia, Renewables Academy AG (RENAC), and Copenhagen Centre on Energy Efficiency (C2E2) were contributors to this report.]