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This report is designed to help practitioners and researchers find and use Internet-based resources that deal with raising achievement. It contains a guide to useful research sources and organisations accessible via the Internet, an introductory synthesis of research findings drawn from Educational Resources Information Center (ERIC) and suggestions for applying American research findings to raising achievement in the UK. [Includes references].

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The development of vocational training (VT) in Latin America and the Caribbean is characterised by collaborative work between the vocational training institutions (VTIs) in the network coordinated by the ILO/Cinterfor. A survey of VTIs on learning objects (LOs) has resulted in this general overview of different concepts. An LO is generally defined as ‘a digital or non-digital resource, which is independent and reusable, preferably interactive, produced for learning and to contribute to the development of competencies’. The sections of the paper are as follows: an overview of VT evolution; defining an LO; the reasons for producing and using LOs; the design of LOs; uses of LOs; and quality of LOs. Show less

Despite having received considerable attention during the 1970s and 1980s at the international level, investments and research interests in vocational education and training (VET) and adult learning severely declined during the 1990s due to disappointing economic returns of programme investments in these areas. International organisations instead increasingly shifted their attention and major efforts to basic education, primary and secondary education in particular. More recently skills development and adult learning - but also early education (Early Childhood Education and Care - ECEC) and school-readiness - have regained significance in the context of policies of lifelong learning, poverty alleviation, youth development and social cohesion, all of which have been defined as priority areas by donor agencies and intergovernmental organisations during the past few years.

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The volume from which this chapter is taken is available in VOCEDplus at TD/IRD 88.423. Show less

Ageing is accompanied by a multitude of changes in cognitive abilities, which in turn affect learning. Learning collaboratively may benefit older adults by negating some of these age-related changes. However, studies on collaborative learning in older age differ in their methodology and findings. This systematic review provides an overview of the current research on collaborative learning in older age, exploring what factors influence collaborative learning in this age group. The titles and abstracts of imported 6629 works were screened, as well as four works added manually, which resulted in 29 studies. These studies were conducted across five countries (Canada, United States, United Kingdom, Switzerland and Belgium) between 1993 and 2023. Most studies were quantitative with a non-randomized (n = 16) design. Of the 29 studies, almost all studied collaboration in pairs (n = 28). The results suggest that the benefits of collaborating in older age may depend on the type of learning material, that familiarity between partners does not affect learning, and that age differences appear to decrease or disappear when older adults are provided with adequate time or trials. In addition, this systematic review identifies several gaps in the literature that future research should investigate further. This study was preregistered prior to its commencement on 21 January 2022.

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Non-formal education and training (NFET) programmes in public and private centres in South Africa aim to meet the training needs of adults who have been deprived of formal education which would have fostered skills acquisition and access to employment earlier in their lives. The concern which informs this paper is that adults who face long-term unemployment due to a lack of marketable skills often remain unemployed after completing NFET programmes. The paper assesses the extent to which material and human resources have affected skills acquisition and graduate employment in KwaZulu-Natal, South Africa. The results show that material and human resource challenges in most public and some private centres have led to gaps in skills training. Programmes focus too strongly on academic credits and certificates and not enough on employment as an end goal. The authors argue that the existence of suitable training materials and qualified trainers with practical experience and specific technical skills constitutes favourable conditions ('enabling environments') for graduate employment. Without improvement in material and human resources, adult trainees will continue to experience difficulties integrating into the labour market, and the cycle of poverty and social exclusion will remain unbroken.

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This resource provides templates and guidelines for quality assurers and human resource managers in the meat industry to assist in the development of effective standard operating procedures (SOP) and work instructions (WI) using plain English. It supports unit MTMPSR415A Develop and Implement Work Instructions in the Meat Industry Training Package.

The resource contains: (1) Meat industry guidelines for writing effective work instructions and SOPs; (2) SOP template for the meat industry; (3) Work instruction template for the meat industry; (4) Generic guidelines for writing effective work instructions and SOPs (PDF format); (5) Generic guidelines for work instructions and SOPs (Word format); (6) Generic work instructions template; (7) Generic SOP template. Show less

The Curriculum Corporation in conjunction with the Australian National Training Authority (ANTA) developed 18 training package resources for VET in Schools during 1998-99. These were designed to support secondary schools in their implementation of the VET in Schools programs. Current and proposed training packages resources for VET in Schools were mapped against available training packages and state/territory priorities for resources for VET in Schools and strategic industry priorities. This status report reviews the outcomes of this project thus far and makes recommendations in relation to the content of the resources and the associated publishing program. Show less

How can adult participation in learning be widened effectively? How can support and resources for learning be provided in a dispersed and multi-centre teaching environment so that learners can progress through flexible learning programmes which are responsive to their needs, build confidence and offer opportunities for progression, achievement and skills acquisition? A comparative study of the USA, Canada and the UK explores how governments, educational institutions, and voluntary and community bodies are deploying digital and web-based technologies to promote post-school education and community development. The promise of a treasure house of resources, digitally delivered and infinitely customisable, providing control, choice and personalisation for the learner, is within reach. Harford analyses current provision and makes recommendations for future action.

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This learner workbook is part of a set of resources developed to support the units from the ST12 Hospitality Training Package. A separate general trainer’s guide is also available to assist trainers to understand: the purpose and design of the resources; strategies for working with learners with lower [language, literacy, numeracy] LLN levels; strategies for working with Indigenous learners; and strategies for designing and conducting assessment appropriate for these learner groups and Australian Qualifications Framework (AQF) levels. Show less

In 2006 Human Services Training Advisory Council received funding under the Workplace English Language and Literacy [WELL] Programme by the Commonwealth through the Department of Education, Science and Training, to develop a language, literacy, numeracy and communications resource kit to support the delivery and assessment of the Certificate III in Children's Services. The resource kit has been popular, selling to clients across Australia. Extra funding was sourced from the Northern Territory Government to promote the resource kit and support Northern Territory clients who might need some guidance in how to use the kit in their workplaces. In 2008 Human Services Training Advisory Council received funding under the Adult Literacy National Project [ALNP] by the Australian Government Department of Education, Employment and Workplace Relations to develop an on the job learning environment for workers in children's services. The strategy included using the above resource kit to increase the language, literacy, numeracy and communications skills of the workers in these services. This report explores the development of a work place learning environment for workers in children's services.

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