Relevant bibliographies by topics / Post-compulsory education

Academic literature on the topic 'Post-compulsory education'

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Published: 4 June 2021
Last updated: 10 March 2023

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Journal articles on the topic "Post-compulsory education"

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Halliday, John. "Post-modernism and Post-compulsory Education." Paideusis 14, no. 1 (October 30, 2020): 31–47. http://dx.doi.org/10.7202/1072823ar.

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This paper examines and elaborates upon the work of two writers, Usher and Edwards who have explored the significance of post-modernism for those involved in the post-compulsory sector of education. They argue that postmodernism signals an increasing interest in this sector of education and a major challenge to the idea of compulsory schooling. In this paper it is argued that postmodernism challenges the very distinction between compulsory and postcompulsory education. It problematises and disturbs a number of entrenched assumptions about education, teaching and learning in interesting ways. The paper concludes with an outline of what formal education might become as a result of such problematisation and disturbance.
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Brugård, Kaja Høiseth, and Torberg Falch. "Post-compulsory education and imprisonment." Labour Economics 23 (August 2013): 97–106. http://dx.doi.org/10.1016/j.labeco.2013.05.001.

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Phoenix, Dave A. "Post compulsory education — form and function." Journal of Biological Education 33, no. 3 (June 1999): 123–24. http://dx.doi.org/10.1080/00219266.1999.9655649.

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Cooper, Samuel. "Post-Compulsory Education for Disabled People;." Economics of Education Review 19, no. 4 (October 2000): 470–71. http://dx.doi.org/10.1016/s0272-7757(99)00064-3.

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Sheridan, Mark. "Post-compulsory Education in Scottish Schools." British Journal of Music Education 9, no. 3 (November 1992): 217–31. http://dx.doi.org/10.1017/s0265051700009104.

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With the introduction of the new Revised Higher Grade Examination in Music, the proposed Certificate of Sixth Year Studies in Music and the plethora of modules and short courses available from the Scottish Vocational and Educational Council and the Scottish Examination Board, teachers now have the opportunity to tailor courses to suit individual student needs. Those involved in planning have been meticulous in ensuring that performing, inventing and listening are present at all stages of certification. This ‘comprehensive musician’ approach ensures that students have breadth of experience in playing more than one instrument and that they are all involved in inventing – improvising, composing or arranging. In addition, having adopted a concept-based approach to the acquisition of knowledge and understanding, the whole process is very clearly associated with the philosophy of the ‘spiral’ curriculum.
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Anderberg, Dan. "Post-compulsory education: Participation and politics." European Journal of Political Economy 29 (March 2013): 134–50. http://dx.doi.org/10.1016/j.ejpoleco.2012.10.006.

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Elliott, Geoffrey. "Critical practice leadership in post-compulsory education." Educational Management Administration & Leadership 43, no. 2 (November 7, 2013): 308–22. http://dx.doi.org/10.1177/1741143213494891.

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Eicher, Jean-Claude, and Thierry Chevaillier. "Rethinking the Financing of Post-Compulsory Education." Higher Education in Europe 27, no. 1-2 (April 2002): 69–88. http://dx.doi.org/10.1080/0379772022000003233.

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Eicher, Jean‐Claude, and Thierry Chevaillier. "RETHINKING THE FINANCING OF POST‐COMPULSORY EDUCATION." Higher Education in Europe 17, no. 1 (January 1992): 6–32. http://dx.doi.org/10.1080/0379772920170103.

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Eicher, Jean-Claude, and Thierry Chevaillier. "Rethinking the financing of post-compulsory education." Prospects 21, no. 2 (June 1991): 258–75. http://dx.doi.org/10.1007/bf02336066.

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Dissertations / Theses on the topic "Post-compulsory education"

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Matheson, David J. "Post-compulsory education in Suisse romande." Thesis, University of Glasgow, 1992. http://theses.gla.ac.uk/3591/.

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This thesis sets out to describe and discuss, to analyse and criticise post-compulsory education in the francophone part of Switzerland, or Suisse romande. A further object is to see whether this part of the oldest confederation in the world might have lessons on the educational front to offer the European Community or indeed whether there might be practices in the EC whose adaptation to Suisse romande's situation and circumstances might be beneficial. The remaining object is to propose a series of models for educational structures - autonomous, synthetic and pluralist - and to determine which model fits which part of Suisse romande's post-compulsory education. After describing the rationale behind the work, the thesis moves on to set out the historical, geographical, economic and cultural background to the area in question in order to provide a context for the main body of the discussion. This reduces the need for tangential digressions to explain particular aspects of education in Suisse romande. The main text covers post-compulsory school (with a description of the end of compulsory school), vocational training, adult education and higher education with a concluding chapter devoted to drawing together some of the threads spun in the course of the thesis. The writer found that Suisse romande in particular and Switzerland in general have much experience which the EC might do well to examine. There is, for example, the creation of national certificates in vocational training which, although of equal value throughout the country, bear the clear stamp of their Canton of origin. Autonomous structures have been brought together, in the case of schools, by negotiation between Cantonal authorities (with the encouragement of Federal government).
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Lenton, Pamela. "An economic evaluation of post-compulsory education." Thesis, Lancaster University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.418860.

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Graham, Suzanne. "Foreign language learning processes in post-compulsory education." Thesis, University of Bath, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.261182.

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Pennington, Barrie Tinsley. "Post-compulsory education : an alternative discourse? 1750-2001." Thesis, University of Liverpool, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250401.

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Biggart, Andrew John. "Social change, post-compulsory education and the youth labour market." Thesis, University of Ulster, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.428401.

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Wootton, Sally Anne. "An inductive inquiry into managing tutorial provision in post-compulsory education." Thesis, Sheffield Hallam University, 2007. http://shura.shu.ac.uk/20569/.

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This research explores aspects affecting the management of tutorial provision in post-compulsory education. The inquiry has been designed to inductively explore tutorial provision using grounded theory methodology. The research participants were either students or tutors in post-compulsory education, as they were in a position to contribute their personal experiences and perceptions in relation to the research phenomena. Three aspects of tutorial provision were explored during this study. Firstly, the nature and purpose of tutorial provision was explored to ascertain the participants' perceptions of tutorial needs and expectations. The rationale for this was to address the low profile tutorial provision suffers at national and institutional levels across the sector, and because the confusing range of definitions imply a need for the objectives of tutorial provision to be more clearly articulated. Secondly, the personal tutoring role was explored in order to understand what students' and tutors' perceived the key aspects of the role to be, and to understand the value placed upon it by the students, the tutors and the institution. The rationale behind this aspect was to address the lack of confidence and commitment many tutors demonstrate when undertaking the role, due in part, to arbitrary recruitment and insufficient personal tutor training. Finally, a third aspect emerged during the inductive inquiry, which led to the exploration of feelings and emotions at play within the tutoring relationship. From this research, three contributions to knowledge have emerged. Firstly, a 'Heuristic Framework for Tutorial Provision' contributes to clarifying the nature and purpose of tutorial provision, whilst acknowledging its complexity and the need for flexible and differentiated provision. Secondly, an 'Archetype of the Personal Tutoring Role' acknowledges the various 'Functions' tutors believe they are undertaking as personal tutors, the attitudes that underpin their view of the personal tutoring role, and a description of tutors' skills, knowledge and personality the participants deem necessary to develop a successful tutoring relationship. Finally, a Theoretical Model of Tutoring Styles' has been developed, based on the inquiry's emergent themes in relation to the tutoring relationship. The model is presented as a tool to enable tutors to understand the impact of their tutoring practice by exploring their ideology of teaching and style of interaction.
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Church, Dearbhaile Brona. "New directions : a novel approach to educating for capability in post-compulsory humanities education." Thesis, University of Newcastle Upon Tyne, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.576648.

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Is it possible to educate for capability as a goal, not a by-product, of education? This thesis addresses this research question by presenting a model to support the implementation of a person-centred approach to teaching and learning in post-compulsory humanities education. This is based on a new methodological framework employed within the Project module in the Philosophical Studies programme at Newcastle University. Here, learners apply a project-based, context-driven approach to develop an understanding of conceptual themes set out in lectures within the context of a personal interest (the Project). The model puts the learner at the centre of the process and develops students' knowledge and understanding of course content alongside the development of individual competences; that is, a capacity for learning. The model is based on my own experience of the methodology as a learner and tutor, as well as practical research and delivery. It draws on Problem-Based Learning theory to offer a vocabulary to support dialogue between students and tutors to enhance the learning experience. The model of Project Practices seeks to bridge the gap between the personal and private with the academic and theoretical, by supporting a dual approach to learning. It may be used to enhance the delivery of the context-driven methodology and its effectiveness in supporting skills development alongside knowledge acquisition by acting as a planning and dialogue tool. It may also offer the potential to apply the object-based context driven project methodology in other educational contexts or levels where appropriate. Placed within the context of the growing literature on this subject, this thesis offers one alternative to traditional approaches to teaching and learning which is grounded in and responds to the increasingly complex nature of life and work in the twenty-first century. This model responds to the research objective by integrating a person-centred approach to teaching and learning alongside traditional delivery methods in order to educate for capability. It offers an original model to support person-centred learning alongside traditional delivery methods within Higher Education.
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Napper, Nick Louis. "An investigation into the impact of visual aids in post-compulsory education." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/16561.

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This study seeks insight into the use of visual aids in contemporary post-compulsory teaching. The importance of the study is linked to the large number of students who enter Higher Education; many of whom regularly receive lectures supported by visual displays which comprise textual summaries of a lecturer’s speech. This thesis comprises a two-part study and employs a mixed methods approach. The first part inquires into teachers’ and lecturers’ practice with regard to their visual aids, and the second compares the effectiveness of text, images and imagery displayed in support of a lecture. The investigation into lecturers’ practice found many post-compulsory teachers and lecturers had received no training in the design and use of visual aids during their initial teacher training. It is suggested this privation may underpin a de facto choice of projected text as a visual aid, the use of which is not clearly supported by contemporary models of memory and mental processing. In a comparison of visual modalities, an increase in learner engagement was recorded for the display of carefully designed images, and also for directed imagery. No positive impact was recorded for text summaries of 50-64 words displayed concurrently with speech, although recall was improved when text was restricted to five words or fewer. The conclusion is drawn that the display of this modality without temporal pauses may offer limited educational advantage to students, and a method of planned apportionment of speech and text is proposed in which contemporary theories of memory and processing are taken into account. These observations have significant implications for a lecture environment in which such text summaries are often relied upon for visual support. The findings of the thesis are combined to propose a principle of Visual Working Memory Utilisation (VWMU), upon which future research into visual aid design and use in post compulsory education might be based.
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Edwards, Angela. "Barriers to learning groups in the post-compulsory in-service teacher education classroom." Thesis, University of Manchester, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.518524.

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Dyke, Martin. "Reflective learning and reflexive modernity as theory practice and research in post-compulsory education." Thesis, University of Surrey, 2001. http://epubs.surrey.ac.uk/2732/.

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To what extent does reflective learning in education meet the needs of learners in a reflexive modern society? The thesis constructs a late-modern case for reflective learning in post-compulsory education. It is argued that reflective learning connects with a key concept in contemporary social theory - that of reflexivity. The arguments are developed through the following key questions. • To what extent does reflective learning in post compulsory education correspond with the needs of learners in late-modernity? • What are the key characteristics of late-modernity? • Can the application of reflective learning by practitioners improve student learning in post-compulsory education? • What are the conclusions for teaching and learning in post-compulsory education that flow from this analysis of social theory and educational practice? Enlightenment and contemporary modernity is explored through a review of literature on social theory and philosophy. The second part of the thesis is concerned with praxis the testing of theory in action. Case studies in action research are used to examine how teachers seek to promote reflective learning in their practice. This exploration of theory and practice is then used to present the overall conclusions and make recommendations for future action. In many ways this thesis revisits the territory and thinking of John Dewey, It seeks to connect educational praxis to the wider social context, but from a late-modern perspective.
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Books on the topic "Post-compulsory education"

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Iszatt-White, Marian. Leadership in post-compulsory education. London: Continuum, 2011.

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Ian, McNay, ed. Visions of post-compulsory education. Buckingham: Society for Research into Higher Education, 1992.

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Centre for Educational Research and Innovation. and Organisation for Economic Co-operation and Development., eds. Post-compulsory education for disabled people. Paris, France: Organisation for Economic Co-operation and Development, 1997.

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Pattie, C. J. 'Early leavers' from post-compulsory education. Sheffield: Division of Education, Univ. Sheffield, 1988.

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Thomas, Wayne. The decision to leave post-compulsory education. Bristol: University of Bristol, Department of Economics, 1997.

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1950-, Armitage Andy, ed. Teaching and training in post-compulsory education. 2nd ed. Buckingham [England]: Open University Press, 2003.

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1950-, Armitage Andy, ed. Teaching and training in post-compulsory education. Buckingham: Open University Press, 1999.

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McIntosh, Steven. The demand for post-compulsory education in four European countries. London: Centre for Economic Performance, London School of Economics and Political Science, 1998.

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1954-, Garrod Neil, and Macfarlane Bruce 1961-, eds. Challenging boundaries: Managing the integration of post-secondary education. New York, NY: Routledge, 2009.

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D, McConnell, ed. Post compulsory education and training: An international survey. London: Croom Helm, 1986.

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Book chapters on the topic "Post-compulsory education"

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McLinden, Mike, Graeme Douglas, Rachel Hewett, Rory Cobb, Sue Keil, Paul Lynch, Joao Roe, and Jane Stewart Thistlethwaite. "Post-compulsory education." In Promoting Equitable Access to Education for Children and Young People with Vision Impairment, 180–206. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003002321-10.

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Whitton, Nicola. "Play in Post-Compulsory Education." In Play and Learning in Adulthood, 49–85. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13975-8_3.

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Mitchell, Lucy. "Quality assurance in post-compulsory education and training." In PCET: Learning and teaching in the post compulsory sector, 28–42. 1 Oliver’s Yard, 55 City Road London EC1Y 1SP: Learning Matters, 2020. http://dx.doi.org/10.4135/9781526481863.n3.

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Lavender, Kate. "College-based higher education." In PCET: Learning and teaching in the post compulsory sector, 293–306. 1 Oliver’s Yard, 55 City Road London EC1Y 1SP: Learning Matters, 2020. http://dx.doi.org/10.4135/9781526481863.n22.

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Atkins, Liz. "Social justice and education." In PCET: Learning and teaching in the post compulsory sector, 43–52. 1 Oliver’s Yard, 55 City Road London EC1Y 1SP: Learning Matters, 2020. http://dx.doi.org/10.4135/9781526481863.n4.

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Abbott-Chapman, Joan. "Student School Engagement, Self-Efficacy and Post-compulsory Retention." In Achieving Quality Education for All, 75–79. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5294-8_13.

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Wilkinson, Sharron. "Offender learning and prison education." In PCET: Learning and teaching in the post compulsory sector, 219–31. 1 Oliver’s Yard, 55 City Road London EC1Y 1SP: Learning Matters, 2020. http://dx.doi.org/10.4135/9781526481863.n17.

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Kamp, Annelies. "Post-compulsory education and training in Aotearoa New Zealand." In PCET: Learning and teaching in the post compulsory sector, 248–62. 1 Oliver’s Yard, 55 City Road London EC1Y 1SP: Learning Matters, 2020. http://dx.doi.org/10.4135/9781526481863.n19.

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Gleeson, Denis. "Challenging Tripartism: Class and Inequality in Post-Compulsory Education Policy." In Education Policy and Contemporary Politics, 129–52. London: Palgrave Macmillan UK, 2002. http://dx.doi.org/10.1057/9781403920010_9.

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Jones, Samantha. "Professional development in further and adult education." In PCET: Learning and teaching in the post compulsory sector, 330–41. 1 Oliver’s Yard, 55 City Road London EC1Y 1SP: Learning Matters, 2020. http://dx.doi.org/10.4135/9781526481863.n25.

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Conference papers on the topic "Post-compulsory education"

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Nicolaescu, Cristina. "QUALITY ASSURANCE IN PERFORMANCE TESTING FROM UNDERGRADUATE TO POST-COMPULSORY EDUCATION." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-048.

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This paper is heavily drawn from my research-based teaching activity applied to university students of English with the help of Web technologies, by using quality assurance findings. Since online learning is a complex educational process, I will only address the assessment stage, which may give a clear image of the pedagogical techniques' efficiency, the one that signals the need of changes for a presumable improvement. First I choose to start with the hypothesis that undergraduate compulsory education is or should be designed and made use of by academic staff as the preparation basis for the alumni e-learning in post-compulsory continuing professional education. The project on lifelong learning I've been working on provides concrete outcomes of adult learners in the form of formative and summative assessment, on the purpose of emphasizing how the shift from higher education level to a career-making advancement. I will give an account of both strategies and methods following a stage-based structure from goals to achievements. The investigation into strong and weak factors of the process will further mark the beginning of a deeper analysis. The successful review becomes the reference point within the proposed quality assurance activities with relevant general conclusions. This paper is also meant as an attempt at demonstrating why educators should be quality-oriented in their mentoring. It is my hope that the tested guidelines, in compliance with the Common European Framework, will be a source of inspiration and further research in contemporary adult education, based on the syllabuses for English studies for a more efficient assessment of language competence.
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Machin, Dr Lynn. "Exploring trainees’ learning experiences within Initial Teacher Education (Post Compulsory)." In Annual International Conference on Education & e-Learning. Global Science & Technology Forum (GSTF), 2014. http://dx.doi.org/10.5176/2251-1814_eel14.41.

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Zhu, Huaqin, and Huajun Li. "The Construction of Online Education and the Balanced Development of Compulsory Education in the Post-Epidemic Era: A Case Study in China." In 2020 4th International Seminar on Education, Management and Social Sciences (ISEMSS 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200826.143.

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GUO, HUIFANG, and DENGHONG WANG. "THE REFORM PATH OF EMPLOYMENT GUIDANCE COURSE FOR HIGHER VOCATIONAL COLLEGE STUDENTS IN THE POST EPIDEMIC ERA." In 2021 INTERNATIONAL CONFERENCE ON ADVANCED EDUCATION AND INFORMATION MANAGEMENT (AEIM 2021). Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/aeim2021/35977.

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Abstract. In recent years, the number of graduates of higher vocational colleges is increasing year by year, and the employment pressure is rising. In 2020, due novel coronavirus pneumonia and the global turbulence economy, China's employment situation is facing severe test. With the enrollment expansion of “from junior college to undergraduate” and a series of employment assistance policies, the graduation direction and employment situation of higher vocational college students are also changing with the times. Employment guidance course is a compulsory course for graduates in higher vocational colleges. The current situation of employment guidance course in higher vocational colleges, the innovation of teaching mode, the establishment of a new connection between employment guidance course and the employment development of higher vocational college students, the search for reform ways and implementation countermeasures are of great significance to solve the employment problem of college students and relieve the employment pressure in the post epidemic era.
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Silvestru, Catalin ionut, Ramona camelia Silvestru, Dragos stefan Silvestru, and Marianernut Lupescu. "INFLUENCES OF THE EUROPEAN FRAMEWORK FOR QUALIFICATIONS ON E-LEARNING PROGRAMS." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-226.

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Standardization of competences provided by education provided both by traditional means and via e-learning systems becomes a prerequisite for Romanian education, given the need for ensuring appropriate correlations of the National Framework of Qualifications with the European Framework of Qualifications, with impact also on the competences provided in the educational systems. As such, , it becomes compulsory to review the training programs provided in order to bring these programs in line with the National Framework of Qualifications, correlated also with the Code for Occupations from Romania and with the competences established at European level, in order to enable free movement of labor force. Education becomes strongly connected with the labor market, and as result of using e-learning, brings students closer to a knowledge and information society. We shall conduct a case study on the e-learning platform from the Bucharest University of Economic Studies, focusing on elements required to be adjusted in the e-learning platform, while taking into account the requirements of correlating with the National Framework for Qualifications. We shall provide also statistical data with regard to the number of students in economic studies trained by traditional means and the ones trained using e-learning platforms. Based on studies and analyses already conducted, using the e-learning platform is the most appropriate approach in providing education for post-graduate studies and Masters programs, as well as for lifelong learning training courses. Recommendations will be made in relation to changes in methodology employed in the design of the e-learning courses, based on new competences set within the European Framework of Qualifications, as well as possible improvements in using software used for creation of learning objects.
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Reports on the topic "Post-compulsory education"

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Hernández-López, Luis Pablo, Miriam Romero-López, and Guillermo García-Quirante. Humor and social competence in High School and University education: a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, November 2021. http://dx.doi.org/10.37766/inplasy2021.11.0033.

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Review question / Objective: Research question: What type of relationship exists between the use of humor and social competence, or any of their respective components, in post-compulsory education students? The aim of this paper was to conduct a systematic theoretical review of the relationship between humor and social competence in post-compulsory education students. Information sources: Electronic bibliographic databases of Psychology, Biomedical and Multidisciplinary Sciences, as well as the ProQuest search platform and the SCOPUS and Web of Science meta-search engines. The electronic databases used were MEDLINE, ProQuest Dissertations & Theses Global, Psychology Database, APA PsycArticles, APA PsycInfo, SCOPUS and Web of Science Core Collection. Platforms: ProQuest and the meta-search engines SCOPUS and Web of Science.
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Dickson, Matt. Modelling the Impact of Raising the Age of Participation to 18. Wales Centre for Public Policy - Cardiff University, January 2022. http://dx.doi.org/10.54454/20220106.

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In England, the compulsory age of participation in education or training was raised to 17 in 2013 and then 18 in 2015. In Wales, Scotland, and Northern Ireland, the school leaving age is 16. The idea of raising the age of participation in education or training is gaining traction in the Scottish context, as well as in Wales. The Wales Centre for Public Policy (WCPP) conducted research for the Welsh Government to explore the implications of pursuing this policy in Wales. The research considered how raising the participation age (RPA) might interact with ongoing reforms to school age and post-16 provision in Wales, and explored alternative policies which concentrate on reducing early school leaving as opposed to policies that legally require young people to remain in learning for longer periods of time.
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Yagci Sokat, Kezban. Understanding the Role of Transportation in Human Trafficking in California. Mineta Transportation Institute, November 2022. http://dx.doi.org/10.31979/mti.2022.2108.

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Human trafficking, a form of modern slavery, is the recruitment, transport, and/or transfer of persons using force, fraud, or coercion to exploit them for acts of labor or sex. According to the International Labor Organization, human trafficking is the fastest growing organized crime with approximately $150 billion in annual profits and 40.3 million individuals trapped in slave-like conditions. While it is not compulsory to involve transportation for human trafficking, the transportation industry plays a critical role in combating human trafficking as traffickers often rely on the transportation system to recruit, move, or transfer victims. This multi-method study investigates the role of transportation in combatting human trafficking in California by conducting a survey followed up with semi-structured in-depth interviews with key stakeholders. The expert input is supplemented with labor violations and transit accessibility analysis. Experts emphasize the importance of education, training, and awareness efforts combined with partnership, data, and analysis. Screening transportation industry personnel for human trafficking is another step that the industry can take to combat this issue. Particularly, sharing perpetrator information and transportation related trends among transportation modalities and local groups could help all anti-trafficking practitioners. In addition, the transportation industry can support the victims and survivors in their exit attempts and post/exit life. Examples of this support include serving as a safe haven, and providing transportation to essential services. Transportation should ensure that all of these efforts are survivor-centric, inclusive for all types of trafficking, and tailored to the needs of the modality, population, and location.
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