- Australian National Training Authority (ANTA) (266)
- Organisation for Economic Co-operation and Development (OECD) (259)
- National Centre for Vocational Education Research (NCVER) (240)
- National Institute of Adult Continuing Education (England and Wales) (NIACE) (209)
- Great Britain. Department for Education and Skills (DfES) (177)
- European Centre for the Development of Vocational Training (Cedefop) (168)
- Australian Flexible Learning Framework (AFLF) (119)
- Institute for the Study of Labour (Germany) (IZA) (117)
- Billett, Stephen (112)
- Australian Council for Educational Research (ACER) (108)
- Learning and Skills Council (Great Britain) (LSC) (108)
- Australia. Department of Education, Science and Training (DEST) (100)
- Tea Tree Gully College of TAFE (98)
- National Center for Research in Vocational Education (U.S.) (NCRVE) (93)
- European Training Foundation (ETF) (89)
- Imagining the 21st century public service workforce
In this report, the authors note that evidence from both academic and ‘grey' literature suggests there will be significant changes in what public services do in the future as demographics shift, new technologies emerge and citizen expectations change. The authors suggest that, despite plentiful commentary about the pending transformation of public services, there is little detail about what that will mean for the future of the public service workforce: what this might look like, the challenges that it will face, the roles that public servants will undertake and the skills that will be needed, and implications for education, development and recruitment. This research sought to offer a more informed and detailed account of the implications of change for the 21st century public service workforce. The research questions that underpinned this project were: What is the range of different roles of the 21st century public servant? What are the competencies and skills that public servants require to achieve these roles? What are the support and training requirements of these roles? How might government better support and promote public service careers? In exploring these questions a number of interviews were conducted with individuals from a range of levels and types of government organisations as well as those from peak bodies, consultancy firms, think tanks and not for profit organisations. Appendix one outlines the methodology adopted for this research. The report incorporates vignettes of good or interesting practice where possible to signpost where individuals and organisations are starting to address some of these issues. Some of these are from an Australian context, although examples from overseas are included where appropriate.
In this report, the authors note that evidence from both academic and ‘grey' literature suggests there will be significant ... Show Full Abstract
- Environmental scan of the health care sector: a focus on workplace literacy and essential skills
The overall goal of this environmental scan was to find out (1) the literacy and essential skills challenges in the health care sector, and (2) what sort of workplace literacy programming has taken place in the sector. The specific objectives of the scan were to: provide an understanding of the entry level health care workforce and the context for working in the health care industry; identify the literacy and basic skills needs of the health care sector workforce across industrialized countries; identify what kinds of training and education initiatives and infrastructures have been undertaken to address these needs; and identify the results of these initiatives.
The overall goal of this environmental scan was to find out (1) the literacy and essential skills challenges in the health ... Show Full Abstract
- Linking law: practical guidelines for delivering law to rural Victoria using e-learning technologies
These guidelines have arisen from a research project funded by the Telematics Trust and completed by the Centre for Rural Regional Law and Justice (CRRLJ), in the Deakin University School of Law. The guidelines provide information, analysis and practical tips for organisations seeking to use digital technologies to enhance general and professional legal education for people living in remote, rural and regional (RRR) Victoria. In many cases, standard good practice in the use of these technologies is all that is needed to include people living in RRR areas effectively in community and professional education. Many metropolitan participants can also benefit from the availability of low-bandwidth options, recordings, provision for individual online access to videoconferenced events, etc. The document begins with an overview of the landscape for digitally based legal community and professional education in RRR Victoria. The major part of the document then presents the guidelines, highlighting a range of factors reflecting important practical and pedagogical concerns, including access, cost, need for specialist information technology (IT) support, cohort size, and ability to support particular learning designs and types of communication.
These guidelines have arisen from a research project funded by the Telematics Trust and completed by the Centre for Rural ... Show Full Abstract
- Practice stories in natural resource management continuing professional education: springboards for learning
The use of stories from professional experience in continuing professional education has been on the rise in many fields, often aimed at bolstering capacity through sharing professional knowledge and/or supporting reflective practice. Practice stories are also suggested to be beneficial in supporting professional learning of new concepts. These uses of practice stories are not evident in public natural resource management (NRM) continuing professional education. In light of greater public involvement in NRM practice over the last 20 years however, the use of practice stories could now be particularly beneficial to NRM professionals. This study examines the use of practice stories in workshops aimed at deepening public NRM professionals' understanding of social science concepts suggested to be valuable in making sense of the social and political complexity intertwined in public involvement practice. Feedback from workshop participants suggests that practice stories may be able to support NRM professionals in reflecting on previous experiences, learning from colleagues' practice experiences and serving as a springboard for learning by fostering linkages between social science knowledge and practice. The study also finds that the perceived benefits of sharing practice stories were comparatively less for some more experienced participants.
The use of stories from professional experience in continuing professional education has been on the rise in many fields, ... Show Full Abstract
- Patterns of student enrolment and attrition in Australian open access online education: a preliminary case study
Swinburne University of Technology has experienced tremendous growth in open access online learning and as such is typical of the many Australian institutions that have ventured into online tertiary education. While research in online education continues to expand, comparatively little investigates students' enrolment and attrition. This research examines commencing enrolment and associated student withdrawal data, as well as performance scores from eight units forming a marketing major for an open access online undergraduate degree. Since data were collected over a five year period, trends and patterns within a substantial online undergraduate program can be explored. The paper discusses the challenges of analysing enrolment data. Initial findings suggest that retention strategies should be designed according to the stage students are at in their studies. Furthermore, the research informs the prioritisation and development of more effective enrolment and performance data reporting capabilities, which in turn would benefit student management and retention.
Swinburne University of Technology has experienced tremendous growth in open access online learning and as such is typical ... Show Full Abstract
- The Year 9 class of 1995 in 2004
This report provides details of the experiences of the 1995 Year 9 cohort of the Longitudinal Surveys of Australian Youth [LSAY]. Information on this cohort was first collected in 1995, when these young people were Year 9 students in Australian schools. The reference period for this report is 2004, when the modal age of respondents was 23 years. Highlights in the report include: one-fifth of cohort members were participating in study during 2004, a decrease from 27 per cent in 2003 - much of this decrease is because cohort members are at an age at which they are completing their post-secondary study; 13 per cent were studying at a university and three per cent at a TAFE institution; another four per cent were undertaking an apprenticeship or traineeship or another form of study, such as short courses or individual units; a greater percentage of females (47 per cent) than males (42 per cent) had completed a post-secondary qualification such as a university degree, TAFE diploma, apprenticeship or traineeship, while a greater proportion of males than females were in apprenticeships; 80 per cent of the cohort were not studying in 2004, with 36 per cent having completed a qualification and another 20 per cent having participated in other forms of study, such as short courses and single modules, since having left secondary school; overall, 88 per cent of cohort members were employed, with 73 per cent working full-time and 14 per cent working part-time; approximately four per cent of cohort members were unemployed (that is, they were not employed and were looking for work) at the time they were interviewed; most members of the cohort were happy with their lives; as in previous years, they were least happy with the state of the economy and the running of the country.
This report provides details of the experiences of the 1995 Year 9 cohort of the Longitudinal Surveys of Australian Youth ... Show Full Abstract
Authors: Underwood, Catherine
Geographic subjects: Oceania; Australia
Resource type: Report
Series name: LSAY cohort report
Subjects: Youth; Apprenticeship; Traineeship;Gender; Income; Higher education; Statistics; Employment; Providers of education and training; Workforce development; Research; Culture and society; Teaching and learning; Participation show more
- Reflections on the emancipatory potential of vocational education and training practices: Freire and Ranciere in dialogue
This paper focuses on the issue of emancipation in education practices in general and in vocational education and training (VET) in particular. The principal aim is to contribute to the discussion of particular traditions of emancipation in education in connection with VET practices. The exploration of ongoing educational debates on VET policy-making and the issue of emancipation in VET reveals that, ultimately, emancipation in VET is understood as a specific function for socio-economic integration. The paper discusses this functionalist orientation and contrasts it with a vision on emancipation as a feature of an educational process rather than an educational outcome. Freire's and Ranciere's core concepts of emancipation guide the discussion regarding the latter interpretation of emancipation in VET practices.
This paper focuses on the issue of emancipation in education practices in general and in vocational education and training ... Show Full Abstract
- Codebook: the LSAY 1995 year 9 sample: wave 4 (1998)
The Longitudinal Surveys of Australian Youth (LSAY) program studies the progress of several groups of young Australians as they move from school into post-secondary education and work. This technical report is the codebook for wave 4 of the 1998 (Y95) cohort. It describes the contents of the dataset and provides an explanation of all the variables in that dataset.
The Longitudinal Surveys of Australian Youth (LSAY) program studies the progress of several groups of young Australians as ... Show Full Abstract
- Dealing with disaffection: the influence of work-based learning on 14-16-year-old students' attitudes to school
Recent developments in policy concerned with raising achievement in schools have given rise to work-based learning as a mechanism for dealing with disaffection. Alongside this redress is the potential for promoting alternative pathways into further education and/or employment. This paper looks at the impact of a work-based learning programme on engagement/re-engagement for disaffected 14-16 year-olds. Drawing on data collected in a small borough in the north of England, it examines attitudes to learning in school and a vocational learning environment.
Recent developments in policy concerned with raising achievement in schools have given rise to work-based learning as a ... Show Full Abstract
- Teaching, learning and assessment in further education and skills: what works and why
This report summarises the most significant features of outstanding teaching, learning and assessment in the UK further education and skills sector and the factors that contribute to these. It also identifies several areas where more improvement is needed. Her Majesty's Inspectors visited further education colleges, sixth form colleges, independent learning providers, employer providers and providers of community learning and skills between September 2013 and April 2014, as well as using evidence from inspections to inform the report findings.
This report summarises the most significant features of outstanding teaching, learning and assessment in the UK further ... Show Full Abstract