In 2024, Instructure convened a Commission of higher education and lifelong learning experts to assess emerging policies related to skills development, including the Lifelong Learning Entitlement (LLE) and the Growth and Skills Levy (GSL). These policies aim to reform how education and training are funded and delivered to provide flexibility to…

Background: The pathologisation of people with disability1 has long affected the educational quality of the sexuality education they receive. Whilst concern for people with disability has been growing in some comprehensive sexuality education settings, the quality of education in these spaces is variable and typically accommodations for people…

Delivering training in regional, rural and remote (RRR) Australia is not easy. Australia is a large, diverse country, and ensuring that training is suited to individual locations, which are unique in their landscapes, economies, industries and cultures, is challenging. There is an ongoing policy interest in making sure that the vocational…

Use of augmentative and alternative communication (AAC) often relies on the involvement of AAC service providers; however little is known about how AAC services are delivered across Canada. This study aimed to explore AAC service provision and factors influencing use of AAC from the perspectives of service providers across Canada who are involved…

Early childhood teachers' professional learning and development (PLD) is a significant factor in the provision of quality early childhood education (ECE), yet gaining a full picture of PLD in the New Zealand ECE context is problematic. Information about government-funded PLD programmes is available through evaluations, however, teachers access PLD…

Some institutions of higher education in Kenya have adopted e-Learning with the aim of coping with the increased demand for university education and to widen access to university training and education. Though there are advantages that accrue from adopting e-Learning; its implementation and provision has not been smooth sailing. It has had to…

In May 2016, Government funding of £80 million was awarded to establish five employer-led National Colleges in key growth sectors -- Creative and Cultural (NCCI), Digital Skills (Ada), Nuclear (NCfN), High Speed Rail (NCHSR) and Oil and Gas. This was alongside substantial investment from Local Authorities (LAs), Local Enterprise Partnerships…

The COVID-19 pandemic has highlighted the challenges that present obstacles to equitable learning and development in higher education in various parts of the world. African higher education and Student Affairs and Services (SAS) are faced with a set of challenges that are in part related to the resources within the institutions and in part due the…

Introduction: People with intellectual disability (ID) face barriers to accessing mental healthcare. Individuals who have had significant experience in intellectual disability mental health (IDMH) can provide insights into strategies to overcome these barriers. Methods: This historical investigation applied an interpretive descriptive approach…

The ageing labour force, and concerns with productivity and social inclusion have driven foundation skills policy development in Australia and internationally (SCOTESE 2012; Newton 2016). However, little existing literature focusses on the relationships between foundation skills, community education providers and regional location. Thus, this…

Defined as language, literacy and numeracy, and employability skills, foundation skills are essential for individuals to participate in further education, employment and wider society. Community education providers, such as community colleges, neighbourhood houses, faith-based organisations and adult learning associations, are key providers of…

Limited research has been done to date on the extent of public funding of Open Educational Resources (OER) within basic education (K-12 equivalent) in South Africa. As claims have been made about the potential cost reductions that come with using OER, this study aimed to establish a benchmark of public spending on educational resources, uncover…

This study, jointly conducted by the University of Warwick Institute for Employment Research (IER) and SQW Ltd., discusses the UK Government's intention to accelerate the process of ceding more responsibility for delivering a range of services to the local level. The logic is that local actors are better placed to identify local priorities. This…

All countries in the EU Neighbourhood and Central Asia have been hit by the COVID-19 outbreak to a greater or lesser extent, with overall lower infection numbers compared to some of the EU Member States, although issues of under-reporting may impact on the reliability of data. All countries, apart from Belarus and Turkmenistan, made similar…

Many speech and language therapy (SLT) services have limited capacity for providing school-based input. Some offer commissioned SLT input, to enhance the service provided by the UK National Health Service (NHS), giving schools the option to increase the amount and scope of SLT intervention. This two-tiered model of service provision is relatively…