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Adaptation to a new area of clinical practice creates a significant challenge for any nurse, but this is particularly so for migrant nurses of non-English speaking background (NESB). The aim of the study was to understand the perceptions of overseas qualified nurses, from non-English speaking backgrounds, of their educational experiences in a competency based assessment program (CBAP) in Melbourne with a particular focus on the clinical component. Themes emerged around language use, quality of communication and non-recognition of professional skills by local nurses, which resulted in disempowerment, damaged perceptions of competence and stunted progress towards regaining a full professional identity. There were some suggestions of workforce discrimination. Strengths of the program revolved around the opportunity for NESB nurses to undertake a formal assessment process in order to achieve registration in Victoria. Limitations related to lack of support in the clinical environment. It was revealed that although the adaptation process was complicated for individuals by cultural, linguistic and professional issues, the main challenge seemed to relate more to the clinical workforce culture that operated at some hospitals. Nurses reported feelings of disempowerment caused by discriminatory practices, professional isolation and unrealistic expectations by local nurses.

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This submission to the Productivity Commission explores a range of possible economic and fiscal impacts arising from the ageing of the Victorian population. Containing three parts, part A of this submission summarises key issues discussed and provides projected demographic shifts in Victoria as background information. Part B uses a long-term economic model to explore and examine fiscal implications of population ageing for state governments. Part C concludes that improving productivity is likely to be the primary means by which state governments manage the emerging 'fiscal gap'. Boosting population and labour force participation is also important. Show less

During 2006, the Adult Community and Further Education (ACFE) Board commissioned the Centre for Post-compulsory Education and Lifelong Learning (CPELL) at the University of Melbourne to undertake investigative background research to objectively inform and advise priority setting of the ACFE Board. In considering the potential priorities for 2007 and beyond, the study undertook a contextual analysis of Victorian and national human capital development policy, Victorian and national [adult and community education] ACE policy, relevant Australian ACE research completed during the period 2000-2006 and research on educational attainment and lifelong learning. This investigation also involved a detailed analysis and matching of 2005 [Australian Vocational Education & Training Management Information Statistical Standard] AVETMISS student level data with ACE program and student priorities, and analysis of national and international data on Australian and Victorian human capital. Strengths of Victorian ACE, challenges that face ACE and potential areas for further investigation were identified.

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A Curriculum Policy for the State Training System is the framework for ensuring that vocational education and training is appropriate for and responsive to the rapidly changing economic environment and the need to improve our competitiveness in world markets, the needs of industry, learners and the broader community and consistency with developing national training structures and standards. This policy is one within which key reforms can be implemented and emerging training issues resolved. This document is a framework for the identification and allocation of resources needed for the research and development, delivery and evaluation of recognised vocational education and training. Show less

Draft report. This study of accelerated apprenticeship training in in-plant, off-the-job training centres is the final one in a series by Hawthorn Institute of Education, begun in 1983. It concentrates on the on-the-job experiences of accelerated and in-plant apprentices, their attitudes, the way they are deployed on-the-job, and general issues on apprenticeship training. Show less

The delivery of learning in tertiary and higher education environments is changing and evolving in Australia and around the world. Video conferencing technology is one example of technology that is now widely used as a mode of communication in an education context since it has the capacity to provide a flexible, interactive learning environment. However, in terms of being a suitable mode of delivery for distance education, it will not be considered effective unless the host institution's equipment is reliable and extensive information technology (IT) support is provided. This research explores the use of video conferencing technology within one multi-campus university in Victoria - Federation University Australia (FedUni). FedUni uses video conferencing as a means of communication between staff and to connect with students in the delivery of course modules. While some examples of teaching and learning via video conference exist in FedUni, the use of this technology has not been extensive in the delivery of education programs. The focus of this research was to explore the benefits of learner engagement using video conferencing technology.

FedUni supports staff and students across a large geographical area, due in part to the partnering of the university, in 2011, with six regional TAFE (technical and further education) institutions. These six institutions, Advance TAFE, Bendigo TAFE, Central Gippsland Institute of TAFE, Goulbourn Ovens Institute of TAFE, Sunraysia Institute of TAFE and Wodonga Institute of TAFE, amalgamated to form a Dual-Sector Partnership (DSP). The aim of this partnership is to increase higher education participation in regional Victoria and, to achieve this, a variety of projects have been undertaken. One of these projects has included FedUni providing the opportunity for DSP staff to undertake the Associate Degree in Training and Education. Given that these staff members work in distant locations and have access to the required technology, video conferencing was considered an appropriate tool for communication as well as for the delivery of training. The Associate Degree in Training and Education is delivered by a number of lecturers at FedUni. Connection with students is facilitated by a variety of methods and includes online Moodle forums, teleconferences, telephone and emails. Software such as Blackboard Collaborate has also been trialled.

Video conferencing technology allows individuals to communicate from different locations, in real time and with a visual presence. This research therefore aims to investigate its usefulness in the delivery of distance education. The challenge in creating effective flexible delivery modes lies in providing an environment which enhances a student's learning experience. This research has focused on the use of video conferencing for the delivery of the subject EDTAS 1003: Improving VET Practice, one subject in the Associate Degree in Training and Education, which was delivered in Semester 2 of 2013. The aim of using video conferencing as the mode of delivery was to provide students with an opportunity to engage with the teacher, to collaborate and learn with other students, and to have ample opportunity to engage with the learning content. This research project reports on the experiences of the students enrolled in the course, with the views of DSP institute representatives and information technology experts at participating locations also considered. The specific aim of this research was to gain an insight into the effectiveness of video conferencing technology in a multi-campus tertiary context and to explore its strengths and weaknesses.

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The Victorian TAFE Off-Campus Network (VTOCN) received funding from the TAFE Board for a study ‘to determine which year 12 program is most suitable for offer by the VTOCN’. This is a report of the study which investigated things such as: objectives of TAFE students; effectiveness of different types of program; acceptability of different types of program; relative ease of development; support systems required for students and tutors; innovative modes of delivery (e.g. fleximode); and cost-effectiveness. Show less

The Victorian Post-Secondary Education Commission commenced discussions in October 1984 with the Commonwealth government on a proposal for the further provision of post-secondary education in the western metropolitan region of Melbourne. This report on the establishment of The Western Institute, a new post-secondary education institution in the western suburbs of Melbourne, provides an introduction of the establishment of the Consultative Planning Committee and its terms of reference, membership and operation; makes recommendations for the establishment of the institute; highlights the issues and challenges facing post-secondary education and some recent Commonwealth and state government initiatives in education; describes the characteristics and features of the western metropolitan region and the extent of its participation in education; outlines Victoria's response to the challenge of meeting the educational needs of the western metropolitan area; outlines the steps required to establish the institute; and discusses some of the initiatives that nay be developed within the western metropolitan region. Show less

This thesis analyses the Australian response to the Bologna Process and the reasons behind this response. It examines how ideas travel and the various perspectives that explain why certain ideas gain prominence over others. The impact of the globalisation and internationalisation of higher education are both key to this study, but a third middle perspective, emphasising the irrationality of actors in a public policy setting and the randomness of the travel of ideas, is also considered. These theoretical perspectives provide the backdrop against which the initiatives contained in the Bologna Process and Australia's response to these initiatives can be considered. A theoretical framework is then used to analyse the characteristics necessary in an idea for it to be successfully implemented.

The Australian Commonwealth government initiated much discussion regarding the Bologna Process within the higher education sector through the release of a discussion paper in April 2006. Both this discussion paper and a cross-section of responses made by university associations, industry groups, students and unions are examined in the thesis. The University of Melbourne, having recently undertaken a series of reforms which invoked and in some respects resembled aspects of the Bologna Process is given additional consideration as a case study. The responses emphasised the perceived benefit of having a diverse higher education system in Australia, confusion as to why the Australia would choose to follow the Bologna Process reforms, and a sense that Australia would be better served by concentrating on its role within Asia and maintaining competitiveness with North American universities.

The thesis concludes that both the Bologna Process and the response to the Bologna Process from Australian governments and institutions can be characterised as the products of a multitude of influences. While the rhetoric surrounding the Bologna Process emphasises cooperative international engagement, the influences of competitive globalisation and of a 'muddling through' approach can both be seen to influence the Bologna Process and responses to the Bologna Process made by Australian governments and institutions. The ultimate rejection of the implementation of the Bologna Process in Australia, at least in its current form and in the current climate, is an example of the forces of globalisation and internationalisation not always impacting upon higher education systems in a predictable manner.

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This annual report, for the 1984-1985 financial year, is presented in 13 chapters: (1) TAFE Board; (2) Regional TAFE Boards; (3) Office of the TAFE Board; (4) Major initiatives; (5) Regional reports; (6) Legislation; (7) Staffing; (8) Freedom of information; (9) Financial statements; (10) Accreditation Board; (11) Appeals Board; (12) Discipline Board; (13) Registration Board. Show less