Copyright (c) 2009 All rights reserved. http://works.bepress.com/phil_mckenzie Recent documents in Dr. Phil McKenzie en-us Tue, 11 Aug 2009 21:19:18 PDT 3600 http://works.bepress.com/phil_mckenzie/135 http://works.bepress.com/phil_mckenzie/135 Tue, 11 Aug 2009 21:09:04 PDT The thesis led to the publication of the book Recurrent education: Economic and equity issues in Australia (Australian Education Review No. 20). In a review of the book, Dr George Psacharopoulos of the World Bank wrote "the author's taxonomic framework of issues provides a model to be adhered to I strongly recommend the book as "must" reading to anyone attempting to write a review of education sector issues in any country in the world" (International Review of Education, vol 30, 1984, p. 500). Phil McKenzie http://works.bepress.com/phil_mckenzie/134 http://works.bepress.com/phil_mckenzie/134 Tue, 11 Aug 2009 21:07:13 PDT Phil McKenzie http://works.bepress.com/phil_mckenzie/133 http://works.bepress.com/phil_mckenzie/133 Tue, 11 Aug 2009 20:01:39 PDT In April 2002 the OECD Education Committee launched the major Activity Attracting, Developing and Retaining Effective Teachers. This is a collaborative project to assist governments design and implement teacher policies to improve teaching and learning in schools. The project was concluded in June 2005 with the publication of the final synthesis report. Phil McKenzie http://works.bepress.com/phil_mckenzie/132 http://works.bepress.com/phil_mckenzie/132 Tue, 11 Aug 2009 19:21:21 PDT The relationship between prior educational attainment and participation in formal and On-the-Job Training (OJT) in Australia was examined through an analysis of unit record data from the 1993 Survey of Training and Education that was conducted by the Australian Bureau of Statistics. Univariate analyses were performed to document employee participation by level of educational attainment in three different types of training activities: external training, in-house training, and OJT. Multivariate analyses were then conducted to separate the effect of educational attainment from other variables (for example, age and occupation) that might affect training participation. Educational attainment was found to have a significant impact on employee participation in both formal and on-the-job training. Low levels of participation in training were particularly evident for individuals who had not completed secondary school and who held no postschool educational qualifications. Females, individuals in the 30-44 age bracket, individuals born in Australia or other English-speaking countries, individuals with their current employer for fewer than 3 years, individuals working in the public sector, and full-time employees in nonmetropolitan rural locations were most likely to participate in training. Note: ACER-CEET, Working Paper No. 4. Phil McKenzie http://works.bepress.com/phil_mckenzie/131 http://works.bepress.com/phil_mckenzie/131 Tue, 11 Aug 2009 19:10:30 PDT The paper discusses (i) evidence on the importance of human capital and lifelong learning for labour market outcomes; (ii) the barriers to lifelong learning that can arise in the transition from initial education to work; (iii) major features of the situation of poorly qualified adults and the barriers to lifelong learning that they face; and (iv) the role that Labour Ministers and labour market policies can play in facilitating lifelong learning. Phil McKenzie http://works.bepress.com/phil_mckenzie/130 http://works.bepress.com/phil_mckenzie/130 Tue, 11 Aug 2009 19:07:42 PDT The transition to work is "a key stage in laying the basis for continuing progression in learning and work throughout adult life" and "remains a key policy issue" among OECD members. For one thing, training and education--while presenting youth with diverse pathways--often fail to motivate youth, leaving them unsure of how to benefit from such opportunities. Those at greatest risk against the labour market must be taking seriously into account, but the same has to be done with those who have chosen to follow a tertiary education pathway. The transition process is tending to become longer. It is also complex, involving the interaction of different kinds of policies: those of education, the labour market, social and social welfare. The OECD is drawing conclusions on the situation of youth school-to-work transition, on a relatively global basis as well as looking at the particularity of certain themes within six countries reviewed in 1997, which are: Australia, Austria, Canada (Nova Scotia & Quebec), the Czech Republic, Norway and Portugal. The diversity of their social and economic contexts as well as their policy approaches was the reason for selecting this set of countries, though it is acknowledged that the generalizations which can be made on this initial basis are going to be limited, and will have to be carefully contrasted against the full group of 14 countries participating in the review when it concludes in 1999. Phil McKenzie http://works.bepress.com/phil_mckenzie/129 http://works.bepress.com/phil_mckenzie/129 Sun, 02 Aug 2009 10:24:33 PDT REPSF II Project No. 07/006. Phil McKenzie http://works.bepress.com/phil_mckenzie/128 http://works.bepress.com/phil_mckenzie/128 Mon, 27 Jul 2009 18:42:47 PDT Phil McKenzie http://works.bepress.com/phil_mckenzie/127 http://works.bepress.com/phil_mckenzie/127 Mon, 27 Jul 2009 01:27:46 PDT As ever greater value is placed on people's skills, knowledge and attitudes, the demand for learning and relearning over a lifetime is increasing. What are the current patterns of participation in education and other forms of learning, from infancy through adult years? What policy orientations have been adopted by governments to advance lifelong learning? To what extent do existing policies and practices take into account the new ways young people and adults will need to learn and the choices, interests, experiences and circumstances of learners themselves? These are some of the questions addressed in this new edition of Education Policy Analysis. In the light of OECD Education Ministers' forward-looking lifelong approach to learning, this book covers experience and policy in OECD countries on: - access and participation in education and training; - changes in the teaching process and new roles for teachers; - pathways through initial education to employment; - financing tertiary education through students. Phil McKenzie http://works.bepress.com/phil_mckenzie/126 http://works.bepress.com/phil_mckenzie/126 Mon, 27 Jul 2009 01:15:39 PDT Phil McKenzie