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Thematic Research Report series

Thematic Research Reports

241 complete publications covering the years 2005 to 2026.

Showing 10 of 10 results

241 publications in this series

ICEQC-R-2012-11

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-2012-09

Thematic Research Report

Youth Not in Education, Employment or Training: Definitions and Comparative Limits

A global comparative indicator study of population scope, activity status and responsible policy interpretation

The indicator describing youth not in education, employment or training can draw attention to a population outside three important institutions. Its apparent simplicity depends on decisions concerning age, residence, education, training, employment, reference period, source and treatment of simultaneous or uncertain activity.

Research category
Data and Indicator Research
Report archetype
Comparative Indicator Study
Geographic scope
Global
ICEQC-R-2012-08

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-2012-07

Thematic Research Report

Improving Work-Based Learning through Structured Supervision and Evidence

A quality-improvement study of workplace capacity, guided practice, feedback and valid assessment

Learning outcomes can improve the transparency, coherence and recognition of technical and vocational education and training only where their wording supports a common and defensible interpretation. A statement that names broad understanding, competent performance or employability without identifying what the learner demonstrates leaves teachers, assessors, learners, employers and recognition bodies to supply different meanings. The standard should be neither a slogan nor an assessment script. It should identify the achievement, scope, relevant conditions and level of demand while allowing suitable teaching and evidence routes. For work-based learning, the proposition must connect structured supervision, safe participation, evidence of achievement and recognised progression.

Research category
Quality Improvement Methods
Report archetype
Quality Improvement Study
Geographic scope
Global
ICEQC-R-2012-06

Thematic Research Report

Equity in Access to Technical, Vocational and Tertiary Education

A global finance and resource-equity study of opportunity, selection, affordability and sustained participation

Equitable access to technical, vocational and tertiary education concerns the practical opportunity to become eligible, receive accurate information, enter an appropriate programme, sustain participation and progress through a credible pathway. Expansion in places does not establish equity where prior opportunity, selection, cost, geography, accessibility and institutional quality remain uneven.

Research category
Education Finance and Resource Equity
Report archetype
Finance and Resource Equity Study
Geographic scope
Global
ICEQC-R-2012-05

Thematic Research Report

Strengthening Programme Review through Graduate Transition Evidence

A global quality-improvement study of cohorts, transition outcomes, contribution and verified programme change

Graduate transition evidence can strengthen programme review when it is used to test an educational claim, identify a correctable barrier and verify the effect of an authorised change. It is weakened when one employment percentage is treated as a ranking, a marketing result or proof that the programme caused every later destination. Transition depends on learning, credential recognition, career support, labour demand, regulation, geography, household resources and graduate choice. A responsible study distinguishes the programme’s contribution from conditions it does not control while still acting where its own curriculum or support is inadequate.

Research category
Quality Improvement Methods
Report archetype
Quality Improvement Study
Geographic scope
Global
ICEQC-R-2012-04

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
ICEQC-R-2012-03

Thematic Research Report

Credit Transfer and Prior Learning: Conditions for Consistent Recognition

A standards interpretive study of outcomes, evidence, comparability, transfer and review

Learning outcomes can improve the transparency, coherence and recognition of technical and vocational education and training only where their wording supports a common and defensible interpretation. A statement that names broad understanding, competent performance or employability without identifying what the learner demonstrates leaves teachers, assessors, learners, employers and recognition bodies to supply different meanings. The standard should be neither a slogan nor an assessment script. It should identify the achievement, scope, relevant conditions and level of demand while allowing suitable teaching and evidence routes. For credit transfer and prior learning, the proposition must support consistent recognition of evidenced achievement without assuming identical programmes.

Research category
Standards Interpretation
Report archetype
Standards Interpretive Study
Geographic scope
Global
ICEQC-R-2012-02

Thematic Research Report

From Participation to Transition: Indicators for Education-to-Work Pathways

A global comparative indicator study of completion, labour-market entry, pathway quality and unequal opportunity

Education-to-work transition is not one event. Young people may combine study and work, search for employment, enter temporary work, return to education, change field or remain outside both recognised learning and employment for different reasons. Indicators should therefore describe states, movements, duration and quality. A participation rate or first job measure alone cannot establish whether a pathway is equitable, educationally credible or sustainable.

Research category
Data and Indicator Research
Report archetype
Comparative Indicator Study
Geographic scope
Global
ICEQC-R-2012-01

Thematic Research Report

Learning Outcomes in Technical and Vocational Programmes: Standards for Clarity and Assessability

A global standards interpretive study of outcome drafting, evidence, qualifications and recognition

Learning outcomes can improve the transparency, coherence and recognition of technical and vocational education and training only where their wording supports a common and defensible interpretation. A statement that names broad understanding, competent performance or employability without identifying what the learner demonstrates leaves teachers, assessors, learners, employers and recognition bodies to supply different meanings. The standard should be neither a slogan nor an assessment script. It should identify the achievement, scope, relevant conditions and level of demand while allowing suitable teaching and evidence routes. For learning-outcome standards, the proposition must distinguish learner achievement from educational activity and support valid assessment.

Research category
Standards Interpretation
Report archetype
Standards Interpretive Study
Geographic scope
Global