Work-based and work-related learning in Higher National Certificates and Diplomas in Scotland and Foundation Degrees in England: a comparative study: final report

This final report draws on findings from the four stages of a comparative study of Higher National Certificates/Diplomas (HNC/Ds) in Scotland and Foundation Degrees (FDs) in England that was undertaken jointly by researchers in the Centre for Research in Lifelong Learning (CRLL) at Glasgow Caledonian University (GCU) and the Open University (OU). The overall study has examined and explored the following issues: the demand drivers and how far they differ in both countries; the differing policy and funding frameworks in place in Scotland and England; the different types of provision which have emerged and the roles of different stakeholders in shaping this provision; the consequences of these models for the experiences of the learners involved; and progression of students into further study or employment

The response of four strains of White Leghorn layers to two levels of dietary phosphorus

The purpose of this experiment was to determine the response of four high producing strains of Single Comb White Leghorn-type hens to dietary phosphorus levels of 0.4 and 0.6 percent as measured by shell quality, egg production, egg weight, feed consumption, body weight and mortality. This study was conducted for 11 — 28 day periods. Results were subjected to analysis of variance and when significance was determined (P ≤ 0.05) mean separation was performed using Duncan\u27s Multiple Range test. The results showed no significant relationship between dietary phosphorus level and egg production, egg weight, feed per hen, feed per dozen or mortality. Dietary phosphorus level had a significant effect on egg shell quality and body weight in that the lower phosphorus diet resulted in significantly improved egg specific gravity but reduced final body weight and body weight gain. Efes shell quality declined wdLth length of lay and responded to environ-mental temperature by improving during the final period which was much cooler than the previous periods. Significant differences between strains were observed for all parameters studied and a significant difference in strain response to the two diets was observed for egg production. One strain had significantly lower egg production on the 0.4 percent phosphorus diet whereas another strain improved egg production on the same diet. There appeared to be differences in strain response for mortality but these differences proved statistically nonsignificant

A novel resource for problem-solving and peer evaluation

Have you ever considered in-class opportunities for problem-solving? Critical thinking? Peer evaluation? These active learning activities provide our students with skill development paired with immediate feedback. Our students can build connections with their peers while increasing their confidence in their own abilities. For instructors, however, the idea of incorporating these activities can be daunting. There may be logistical challenges, technology constraints, and in many high-enrollment classes instructors alone cannot provide personalized feedback to all students. To address these challenges, we have created a novel worksheet that facilitates in-class problem-solving and peer-evaluating activities. How does it work? In our first-year chemistry and physics classes, students are presented with a problem and craft their solution directly on the worksheet. Once completed, the worksheets are re-distributed for immediate peer feedback and evaluation. The instructor guides students through the peer evaluation process using a well-designed rubric. Upon completion of the activity, the worksheets are collected and scanned, with student, grader and grade information automatically collected into a spreadsheet. Each student is sent an e-copy of their peer-graded answer with feedback. For students, there is no additional technology for them to learn; this is a “back-to-basics approach that engages learners through pen-to-paper work. The worksheet enables us to provide opportunities for collaboration and student-to-student interactions that are otherwise difficult to facilitate. The simple design of the worksheet allows it to be used for a variety of active learning activities, and it can easily be adapted for use in any course, large or small. In this presentation, we will show examples of how the worksheet enhanced our courses and discuss potential uses

Really useful qualifications and learning? Exploring the policy effects of new sub-bachelors degree qualifications

The symposium paper addresses the conference theme of the relationship between policy, practice and research by critically examining policy discourse in lifelong learning and the role of research in understanding policy effects. Empirical and theoretical research on the rationale and practice of examples of short cycle HE including sub-bachelors degree level qualifications, such as Higher National Certificates and Diplomas and Foundation Degrees are the focus

Modern Slavery: The Role of Prototypes in Categorizing Extreme Labor Exploitation

Prototypes have long been acknowledged as playing a critical role in the emergence and consolidation of new organizational and market categories. However, the precise forms, characteristics, and effects of prototypes in the categorization process remain unclear. We address this gap by conducting a discourse analysis of different stakeholder contributions to the emergence of the new legal category of 'modern slavery' in the context of the UK's Modern Slavery Act, 2015. Drawing on a political agency view of categorization, our findings reveal that contrary to existing research, the role of prototypes in categorization is heterogeneous. Our analysis identifies four different general forms of prototype, namely typifying, mobilizing, familiarizing, and scoping prototypes, each of which are deployed by different actors to achieve specific goals in the emergence and consolidation of the new category

Learning Transitions: Research, policy, practice

Transitions are no longer tied to a bounded set of age-related passages, but increasingly are experienced by all adults through all stages of the life course. This development has stimulated an explosion in the range and variety of transitional learning, as well as reshaping its distribution over the life course. Existing research on learning transitions tends to focus on youth and pathways from school to work; research on adult learning transitions has been much limited. This is now changing, and the paper notes an emerging and powerful agenda of ongoing and future research