Thematic Research Report series

Thematic Research Reports

241 complete publications covering the years 2005 to 2026.

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241 publications in this series

ICEQC-R-2012-11December 26, 2012

Thematic Research Report

Youth Skills Policy: Balancing Employability, Citizenship and Lifelong Learning

A global policy and regulatory synthesis of capabilities, pathways, equity, transition and public purpose

Youth skills policy should serve three connected public purposes: capability for decent work, capability for citizenship and capability for continued learning. Employability without rights, judgement and adaptability can prepare a young person only for a narrow and uncertain vacancy. Citizenship without foundational and practical capability can remain abstract. Lifelong learning without accessible pathways, recognition and guidance remains an aspiration. A balanced policy makes all three purposes visible in outcomes, teaching, assessment, qualifications, finance and public evidence.

Research category: Industry Policy and Regional Regulatory Analysis
Report archetype: Policy and Regulatory Synthesis
Geographic scope: Global

ICEQC-R-2012-08May 28, 2012

Thematic Research Report

Public Regulation of Rapidly Expanding Post-Secondary Provision

A global policy and regulatory study of lawful entry, continuing oversight and learner protection

Rapid expansion in post-secondary provision can widen participation, increase programme diversity and respond to changing social and economic demand. It also increases the number of learners relying on institutions, delivery sites, partnerships and public claims that may not be visible through a one-time market-entry decision.

Research category: Industry Policy and Regional Regulatory Analysis
Report archetype: Policy and Regulatory Synthesis
Geographic scope: Global

ICEQC-R-2012-04April 12, 2012

Thematic Research Report

Skills Development within the Sustainable Development Policy Agenda

A global policy and regulatory synthesis of capability, decent work, resource transition and equitable education

Skills development sits within sustainable-development policy as an education, labour, industrial, social and institutional concern. It includes foundational learning, technical and professional capability, judgement, adaptability and continued learning. It should not be reduced to a list of occupations assumed to be environmentally beneficial. Sector transitions change tasks within existing work as well as create or contract occupations. Skills policy must therefore balance specific capability with broad educational foundations and recognised routes for later adaptation. For sustainable-development skills policy, the proposition must connect capability, equitable institutions, decent work and environmental and social purpose.

Research category: Industry Policy and Regional Regulatory Analysis
Report archetype: Policy and Regulatory Synthesis
Geographic scope: Global