ethanporcaro/eric-fulltext-meta huggingface dataset:
Apprentices and Trainees: September Quarter, 2009
Author: National Centre for Vocational Education Research
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Apprenticeships,Foreign Countries,Trainees,Comparative Analysis,Graduation Rate,Vocational Education,Trend Analysis,Dropout Rate,Age Differences,Gender Differences,Occupations,Certification,Business,Industry

This publication presents estimates of apprentice and trainee activity in Australia for the September quarter 2009. The figures in this publication are derived from the National Apprentice and Trainee Collection no. 62 (December 2009 estimates). There were 425,500 apprentices and trainees in-training as at 30 September 2009, a decrease of 2.4% from the previous year. In the 12 months to 30 September 2009, compared with the previous year: (1) commencements decreased by 6.9%, to 269,000; (2) completions increased by 5.8%, to 158,700; and (3) cancellations and withdrawals decreased by 4.8%, to 127,500. For seasonally adjusted data, comparing the September quarter 2009 with the June quarter 2009: (1) commencements in trades occupations decreased by 0.6%; (2) commencements in non-trades occupations increased by 1.0%; (3) completions increased by 1.1%; (4) cancellations and withdrawals decreased by 0.7%; and (5) in-training numbers decreased by 0.2%. (Contains 19 tables, 3 figures, and 5 notes.) [For the supporting documents, see &quot;Adjustment Notes for Apprentice and Trainee Estimates. Technical Paper&quot; (ED508818); &quot;ANZSCO Imputation in the National Apprentice and Trainee Collection. Technical Paper&quot; (ED508821); &quot;Estimation of Apprentice and Trainee Statistics. Technical Paper&quot; (ED508819); &quot;Apprentices and Trainees: September Quarter 2009. Terms and Definitions&quot; (ED508820); and &quot;Authentic Learning Environments in Higher Education&quot; (ED508837).]
Adjustment Notes for Apprentice and Trainee Estimates. Technical Paper
Date: 2010-03-00
Type: Numerical/Quantitative Data
Subjects: Vocational Education,Trainees,Apprenticeships,Contract Training,Data Collection,Statistical Data,Statistical Surveys,Computation,Prediction,Management Information Systems,Foreign Countries,Educational Research

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 6 figures.) [For the accompanying report, &quot;Apprentices and Trainees: September Quarter 2009,&quot; see ED508817.]
Estimation of Apprentice and Trainee Statistics. Technical Paper
Author: Harvey, Brian
Date: 2009-11-00
Type: Reports - Descriptive
Subjects: Vocational Education,Trainees,Apprenticeships,Data Collection,Information Processing,Occupational Surveys,Foreign Countries,Research Methodology,Statistics,Statistical Distributions,Computation,Mathematical Formulas,Educational Research,Contract Training

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. At the time of writing, the set of data being submitted is for the June 2009 quarter and is referred to as Collection 60. Of particular interest is 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. Between the occurrence of one of these events and the appearance of the corresponding datum in the national collection, there is a chain of administrative processes that must be followed. It is not unusual for some time to elapse before information about events appears in the national collection. These time gaps are referred to as &quot;reporting lags&quot;. Thus, data about events occurring in a given quarter might require several collections to be completely reported. As a result, accurate counts take time to accumulate. However, waiting for the all the data to be submitted reduces their usefulness. In order to get timely information that can be used for monitoring apprentice/trainee activity and formulating policy, a reliable estimate of the &quot;final&quot; counts is required as soon as possible after the quarter in which the events occur. The current method of calculating estimates from the Apprentice and Trainee collection was endorsed in September 2004 by the National Training Statistics Committee. The purpose of this technical paper is to describe: (1) the way data accumulate over many collections; (2) how items derived from the data change as the data accumulates; (3) the endorsed estimation method (developed from the analysis of the above); (4) the formulae for calculating the required estimates; and (5) potential weaknesses in the method. Supporting data is appended. (Contains 4 tables and 8 figures.) [For the accompanying report, &quot;Apprentices and Trainees: September Quarter 2009&quot;, see ED508817.]
Apprentices and Trainees: September Quarter 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,Research Reports,Information Sources,Guides

This document covers the data terms used in the "Apprentices and trainees September" quarter 2009 report and its associated data tables. The primary purpose of this document is to assist users of the report to understand the specific data terms used within it. Terms that appear in the report 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. Training packages grouped by industry skills councils is appended. [For the accompanying report, "Apprentices and Trainees: September Quarter 2009", see ED508817.]
ANZSCO Imputation in the National Apprentice and Trainee Collection. Technical Paper
Author: Harvey, Brian
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Classification,Foreign Countries,Databases,Trainees,Apprenticeships,Statistical Data,Coding,Metadata,Occupational Information,Program Implementation,Tables (Data),Program Descriptions,Information Processing,Data Collection,National Standards

Data relating to occupations has been collected in the national apprentice and trainee collection since 1994. The coding used conforms to classifications endorsed by the Australian Bureau of Statistics (ABS). The latest version issued from the ABS is the Australian and New Zealand Standard Classification of Occupations (ANZSCO). The classification previous to ANZSCO is the second edition of the Australian Standard Classification of Occupations (ASCO). Currently occupation data is collected using both ANZSCO and ASCO codes. Although ANZSCO was only introduced to the Apprentice and Trainee Collection in 2007, states and territories were asked to back-code ANZSCO on all contracts that were active as at 1 July 2000. Therefore while ASCO codes appear on records from the beginning of the collection, ANZSCO codes, only appear on records from 1 July 2000. Thus, although the database has a field for ANZSCO, the value is missing for all records prior to this date. This technical paper is a description of the methodology used to impute values for records in the National Apprentice and Trainee database that have missing ANZSCO codes. Appendices include: (1) Method (detailed); and (2) System charts. [For the accompanying report, &quot;Apprentices and Trainees: September Quarter 2009,&quot; see ED508817.]
Web-Based Evaluation System for Learning Management Systems
Author: Momani, Alaa
Date: 2010-01-27
Type: Reports - Research
Subjects: Electronic Learning,Management Systems,Databases,Internet,Evaluation,Programming Languages,Mathematics,Decision Making,Models

E-learning systems have become an issue in recent years. A learning management system (LMS) is an electronic environment helps the educational society to communicate, exchange information, manage, and schedule the learning process. This study has provided a web-based evaluation system that may help the users to choose the convenient system depending on their needs and their type of usage by using developed and intelligent decision making algorithm. This system was developed by using the MS-Visual Studio .NET and its database was designed by using MS-SQL Server. In order to evaluate the LMSs, we must consider the most important features of any LMS and classify them as unified criteria that may enable us to evaluate the systems. The system's database contains a full description on the most famous LMSs over the web and the widely-used over the world. (Contains 2 figures and 2 tables.)
Impact of Health on Education Access and Achievement. Policy Brief Number 3
Author: Pridmore, P.
Date: 2008-03-00
Type: Reports - Evaluative
Subjects: Indigenous Populations,Primary Education,Cultural Differences,Access to Education,Academic Achievement,Nutrition,Diseases,Acquired Immunodeficiency Syndrome (AIDS),Outcomes of Education,Cognitive Development,Stimulation,Poverty,Disadvantaged Youth,Intervention,Communicable Diseases,Young Children,Child Health,Health Services,Developing Nations,Gender Issues,Disadvantaged,Educational Attainment

Access to education is recognized as a basic human right and yet projections based on current trends show that more than 50 countries will not achieve universal primary education by 2015. This briefing paper looks at the role of malnutrition and diseases in the failure of countries to meet EFA targets. It is based on the CREATE Pathways to Access Research Monograph, "The Impact of Health on Education Access and Attainment: A Cross-National Review of the Research Evidence" (Pridmore, 2007) [ED508614]. (Contains 3 figures.)
&quot;No Fee&quot; Schools in South Africa. Policy Brief Number 7
Author: Motala, Shireen
Date: 2009-08-00
Type: Reports - Descriptive
Subjects: Educational Finance,Foreign Countries,Access to Education,Outcome Based Education,Educational Equity (Finance),Financial Support,State Aid,Student Costs,Educational Change

40% of schools in South Africa, namely the poorest two-fifths as determined by poverty indicators, were declared to be no fee schools as of 2007. These schools receive larger state allocations per learner than other schools, as well as a higher allocation for non-personnel, non-capital expenditure. In other schools parents may continue to apply for fee exemptions. The implications and extent of these efforts to promote equity and redress in education continue to generate much debate, among which are concerns that, while school fees may not keep children out of school, they do help to sustain a class-differentiated two tier education system. [This policy brief is based on: Sayed, Y. and Motala, S. (2009) &quot;Finance, Fee-free Schools and Access to Education in South Africa&quot; (forthcoming).]
Increasing Access through Multigrade Teaching and Learning. Policy Brief Number 5
Author: Little, Angela
Date: 2008-07-00
Type: Reports - Evaluative
Subjects: Low Income,Primary Education,Multigraded Classes,Rural Areas,Foreign Countries,Access to Education,Small Schools,Outcomes of Education

Multigrade teaching and learning--where a teacher is responsible for learners in two or more curriculum grades at the same time--is a frequent occurrence in small schools worldwide. These schools are particularly common in low income countries and in rural areas, making the provision of quality multigrade teaching and learning in them key to achieving Education for All and to increasing meaningful educational access. This policy brief outlines the challenges facing teachers and students in multigrade settings, key strategies for multigrade management, and examples of innovative practice. It is based on the CREATE Pathways to Access Research Monographs, &quot;Size Matters for EFA&quot; (Little, 2008) [ED508799] and &quot;Small, Multigrade Schools and Increasing Access to Primary Education in India: National Context and NGO Initiatives&quot; (Blum and Diwan, 2007) [ED508743]. (Contains 1 table.)
Children Out of School: Evidence from the Community Survey
Author: Fleisch, Brahm
Date: 2009-00-00
Type: Reports - Evaluative
Subjects: Community Surveys,Foreign Countries,Children,Compulsory Education,Family Characteristics,Individual Characteristics,Family Structure,Educational Improvement

Section 3(1) in the South Africa Schools Act requires that all children &quot;attend school from the first school day of the year in which such learner reaches the age of seven years until the last day of the year in which such learner reaches the age of fifteen years or the ninth grade  whichever comes first&quot;. This period of compulsory schooling from grades 1-9 corresponds to the right to basic education that is guaranteed by section 29(1)(a) in the Constitution. Since 1994, South Africa has made significant strides in improving access to basic education, yet a recent survey suggests that approximately 400,000 children are still out of school. This essay draws on a detailed analysis of the 2007 Community Survey to explore patterns of access and exclusion and focuses on four key questions: (1) How many children have access to basic education? (2) In which areas of the country are children most likely to be out of school? (3) What are the characteristics of children who are out of school? (4) What are the key factors that shape children's access to basic education? (Contains 14 sources, 8 tables, and 2 footnotes.) [In: Pendlebury S., Lake L., &amp; Smith C. (eds.) &quot;South African Child Gauge 2008/2009. Part Two: Meaningful Access to Basic Education.&quot; Children's Institute, University of Cape Town. pp. 41-45.]
Access, Age and Grade. Policy Brief Number 2
Author: Consortium for Research on Educational Access, Transitions and Equity (CREATE)
Date: 2008-03-00
Type: Reports - Evaluative
Subjects: Age Grade Placement,Student Promotion,School Entrance Age,Access to Education,Children,Enrollment,Gender Differences,Equal Education,Elementary Secondary Education

In many low enrolment countries children are over age for their grade. Conventional indicators of enrolment rates conceal this and better indicators are needed. Over age entry and progression disadvantages late starters; generates wide age ranges in classes and results in pedagogic difficulties; and is likely to especially disadvantage older girls. New efforts are need to ensure on age entry, progression close to age grade norms, and use of multi-grade methods where age in grade ranges remains wide. This policy brief draws on work in the CREATE Pathways to Access Research Monograph, "Improving Access, Equity and Transitions in Education: Creating a Research Agenda" (Lewin, 2007) [ED508613].
A Web-Based Tool for Oral Practice and Assessment of Grammatical Structures
Author: Torrie, Heather
Date: 2007-08-00
Type: Reports - Research
Subjects: Feedback (Response),Speech Communication,Grammar,Course Objectives,Teacher Surveys,Student Surveys,Program Effectiveness,Databases,Web Sites,Higher Education,Reliability,Validity,Teachers,Scoring Rubrics,Evaluation,Student Reaction,Language Acquisition,Formative Evaluation,Summative Evaluation,English (Second Language),Scores

The grammar course objectives at Brigham Young University's English Language Center (ELC) are a list of grammar structures for each level that students are expected to be able to master. These objectives currently are only measured by pencil-paper grammar tests, providing information regarding receptive grammar ability only. Therefore, there is a need for an oral grammar assessment to measure productive grammar ability, providing diagnostic and achievement information about the specific grammar objectives. This project is a web-based oral grammar assessment tool that enables teachers to assess students' mastery of the structures covered in the ELC grammar classes. The core of the project is an online database of speaking tasks designed to target specific grammar structures. Teachers can access the database through a website and create assessments using groups of selected speaking tasks. Then, students access the speaking tasks through a separate recording application that has been developed to display the prompts and record students' responses.  Teachers can access the recorded responses on the website and rate the responses, using a rubric to measure students' mastery of each grammar structure. An evaluation of the project reveals that students and teachers feel that it is beneficial in providing practice and self-assessment opportunities.  Most students like using the program and consider it helpful. However, a major challenge is the time required of teachers to listen to students' responses in order to use the program for actual assessment and give effective feedback. As the program is used more widely, future research needs to investigate the reliability and validity of the tasks and using the rubric for assessment. Four appendixes are included: (1) ELC Grammar Objectives; (2) Database Structure; (3) Teacher Survey; and (4) Student Survey. (Contains 2 tables and 37 figures.)
An Inquiry into Pragmatic Data Collection Methods
Author: Chang, Yuh-Fang
Date: 2006-06-00
Type: Reports - Research
Subjects: Speech Acts,Semantics,Data Collection,Pragmatics,Role Playing,Females,College Students,Validity,Researchers,Questionnaires,Cross Cultural Studies,Ethnography,Discourse Analysis,Higher Education

While the significance of validation of data collection instruments in speech act research has been recognized and has attracted considerable interest, most validation studies employed a between-subjects design. In so doing, it is possible that the differences were caused by the group effects rather than different data collection techniques. This study attempts to resolve the above-mentioned problems by employing a within-subject design and comparing refusal responses obtained from the written DCT [discourse completion test/task], closed role play (oral DCT), and open role play in terms of response length, frequency of semantic formulas and the combination pattern of the semantic formulas. Sixty female college students participated in the study. It was found that the three methods elicit similar samples in terms of response length, mean number of semantic formulas, frequency of semantic formulas and the combination pattern of the semantic formula. Two refusal situations are appended. (Contains 12 tables.)
Size Matters for EFA. Policy Brief Number 4
Author: Little, A.
Date: 2008-07-00
Type: Reports - Evaluative
Subjects: Small Schools,Class Size,Disadvantaged Youth,Economically Disadvantaged,Socioeconomic Influences,Access to Education,Educational Policy,Foreign Countries,Developing Nations,Academic Achievement,Cost Effectiveness,Equal Education

For millions of children worldwide the only type of schooling to which they will gain access will be in small schools. Economically and socially disadvantaged areas support disproportionate numbers of these schools. Although small schools have many advantages, they also face myriad problems. This policy brief explores the existing international research on school and class size and identifies a range of issues for policy and practice. It is based on the CREATE Pathways to Access Research Monograph, &quot;Size Matters for EFA&quot; (Little, 2008) [ED508799]. (Contains 1 figure.)
The Education Roadmap in South Africa. Policy Brief Number 9
Author: Bloch, Graeme
Date: 2009-09-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Public Education,Educational Policy,Public Officials,Teacher Role,Teacher Effectiveness,Teacher Qualifications,Educational Quality,School Administration,Educational Change,Student Evaluation,Accountability,Disadvantaged Schools,Disadvantaged Youth,Academic Achievement

A response to the precarious state of the public education system in South Africa, the  Education Roadmap and its 10 Point Programme is a multi-layered policy intervention intended to galvanise educational policymakers and practitioners into action, get schools the support they need, get teachers teaching and learners learning, and ultimately produce a functioning and good quality system of education.
Dropping out from School. Policy Brief Number 8
Author: Hunt, Frances
Date: 2009-09-00
Type: Reports - Evaluative
Subjects: Access to Education,Dropout Research,Dropouts,Dropout Rate,Cross Cultural Studies,Foreign Countries,Socioeconomic Influences,Family Income,Poverty,Costs,Migrants,Family Structure,Death,Educational Attainment,Child Health,Disadvantaged Youth,Pregnancy,Disabilities,Rural Areas,Urban Areas,Age Differences,Marriage,Cultural Influences,Geographic Location,Educational Quality,Low Achievement,Enrollment Trends,Attendance Patterns,Intervention,Educational Environment

While initial access to education is increasing in many countries, drop out rates continue to be high. This seriously affects MDG and EFA goals around educational access. This briefing paper looks at the issue of dropping out from school. It is based on the CREATE Pathways to Access Research Monograph, &quot;Dropping out from school: a cross country review of literature&quot; (Hunt, 2008) [ED504047].