Investment in higher education is crucial to foster human capital growth, which enriches the national economy. As a result, academic institutions face increasing pressure to focus on enhancing the employability of their graduates. Overall, numerous factors are observed to affect the employability of university graduates, including the graduates…

Internships have been widely recognized as an effective channel for enhancing the employability of higher education (HE) students. Accordingly, any inequality in internship opportunities may lead to inequality in students' employability and future social positioning. Using Bourdieu's three forms of capital, this study explores how students'…

As Southeast Asia becomes an increasingly popular destination for international students, important questions arise concerning the employability of graduates from this region. This comment article advocates for a comprehensive examination of how effectively Southeast Asian universities equip their international students to navigate both global and…

Despite the strong national drive in the UK to improve children's mental health, significant concerns have been raised about initiatives aimed towards school-age children, excluding the nation's youngest. Surprisingly, little is known about whether early years training adequately prepares practitioners to support young children's mental health, as…

There is a recognised need for stronger language skills in the United Kingdom which could be partly addressed by valuing and harnessing the home language skills of its population. One way in which these skills could be supported is through formal accreditation, an opportunity which is not consistently being offered to pupils who speak a language…

The nexus between international higher education, employment, policy, and wider society have been recognised. Increased international students are likely to create the fluctuation in labour supply in their home and host country is not a new phenomenon. Internationally, there is a myriad of programs and strategies designed to retain talents.…

The Research Division at Cambridge University Press & Assessment has an ongoing programme of research that tracks the Key Stage 4 and Key Stage 5 cohorts of students impacted by the COVID-19 pandemic. The findings from this work can help inform us regarding whether these students were negatively affected by the pandemic and whether they might…

A critical aspect of inclusive policies and practices is the role that Teacher Assistants (TAs) are supposed to assume within mainstream classrooms. Despite the evidence, TAs are still linked to the most vulnerable children, especially those with severe afflictions. This exploratory mixed method of investigation analyses the differences between…

In this article, the variety of interpretations of the concept of professional competence with reference to vocational teachers is reviewed and discussed. Previous vocational teacher research has been found to focus on which professional competencies vocational teacher possess or should demonstrate, with little focus placed on how competence is…

The paper examines the dynamics and complex dimensions in doctoral supervision in different disciplinary contexts in higher education institutions (HEIs), given that institutional success and reputation depends on 'research output,' which creates visibility and competitive advantage. However, traditional doctoral supervision, which frequently…

This study analyses the persistence and true state dependence of overqualification, i.e. a mismatch between workers' qualifications and their jobs' educational requirements. Employing individual-level panel data for Germany, we find that overqualification is highly persistent among university graduates over the first ten years of their career…

Although 21 states are currently designating a portion of their Every Student Succeeds Act funds specifically for novice principal induction and support, Tennessee is not currently one of these states. This dissertation uses a qualitative case study approach to interview Tennessee principals serving in years four to five, who did not have formal…

The Higher Education Standards Framework 2021 and the Australian Qualification Framework (AQF) set out requirements for recognition of prior learning (RPL) and granting credit in the higher education sector. Credit is a recognition of equivalence in content and learning outcomes between different types of learning and/or qualifications. Credit can…

This article describes the origins of learning outcomes-based qualifications in England in the 1980s. It describes the design philosophy and evolution of National Vocational Qualifications (NVQs) which are contrasted with content-led frameworks and qualifications such as the English National Curriculum. The design flaws of the NVQ are noted and…

The UK government is proposing to replace M-level national award for special educational needs co-ordination training, mandated for SENCos in England, with an unaccredited national professional qualification. Such downgrading of their qualification level is intended to significantly increase the number of qualified SENCos; however, this is likely…