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The Research Network of the Australian Association for Adult and Community Education held a one day seminar in connection with its annual National Conference, which in 1998 was held in Freemantle, Western Australia. On this occasion it was decided to invite seminar speakers to examine aspects of the history of adult education, and for other participants to be prepared to discuss methodologies. Papers include: 'Just as impelled as ever to try the liberal racket', the influence of communism on Australian adult education history, as seen through the life of Esmonde Higgins / Bob Boughton; The Mechanics' Institutes of the New England and north-western New South Wales: their educational and architectural heritage / Barrie Brennan; The university extension movement in Sweden and Australia: a comparison / Michael F. Christie; Policy, passion and politics: some aspects of a history of adult literacy in Queensland, 1970-1995 / Jean Searle; and Agricultural societies in colonial Western Australia, 1831-1870 / Michael White. Show less

The overview and four papers in this publication were commissioned by Adult Learning Australia (ALA) from four leading researchers in the field to examine the challenges posed by the 'participation imperative' for the VET system as a whole, with particular reference to ACE. The papers explore key questions. What kind of capability is needed to re-engage those in the community who are missing out on the benefits of education and training? How can programs be made more adaptive to the needs and preferences across the spectrum? What kind of innovation in teaching and learning will be necessary to meet the needs of a broader spectrum of learners beyond the traditional clients of the system? The publication provides further evidence of the key role that community education can play in national reform, and provides further evidence of the benefits that will flow from greater investment in the sector and the coordination of its cohesive development by Australian governments. The papers are: Engaging adult learners: the role of non-accredited learning in language, literacy and numeracy / Darryl Dymock; How the National Reform Agenda is changing adult learning pedagogy and practice / Madeline Fernbach; Perspectives on client engagement / John McIntyre; Recognising the diversity of adult learners in performance measurement / Kaye Bowman. Show less

'Quest', published quarterly, is the newsletter of Adult Learning Australia (ALA), the peak Australian non-government organisation (NGO) for adult and community education (ACE). Featured in this issue are: 'Net*Working 2003' by Francesca Beddie (p. 6-7), which reports on a recent conference whose theme was flexible learning; 'Adult Learners' Week 2003' by Jane Speechley (p. 8-11), which gives an overview of the activities and events that were part of Adult Learners Week; 'Engendering Citizenship Education' by Mary Hannan (p. 14-15), which reviews a recent regional workshop held in Nepal; 'The loneliness of the long distance learner? It ain't necessarily so!' by Michael Newton (p. 16-17), which reports on the success of WEA Sydney's Discussion Group Program; 'Learning Circles: learners learning from learners' by Dorothy Lucardie (p. 18), which reviews a series of workshops held in Alice Springs to train facilitators for learning circles in Central Australia. Show less

'Adult learning Australia', published quarterly, is the newsletter of Adult Learning Australia (ALA), the peak Australian non-government organisation (NGO) for adult and community education (ACE). Articles focus on international activity and on the art and results of surveys. 'Community based education in Taiwan' by Garry John Traynor (p. 12-13) highlights the work of young Taiwanese community educators. 'Meet me in St Louis' by Roger Morris (p. 14-15) reports on three conferences on adult education held recently at the Old Union Railway Station in St Louis, Missouri (the 51st Annual Conference of the American Association of Adult and Continuing Education (AAACE); the International Society for Comparative Adult Education Conference; the Commission of Professors of Adult Education Conference). A report on the ALA survey of its members' requirements and their view in relation to various key areas of ALA (p. 5-8) reveals that advocacy and national policy are priority areas for the association. Professional development and access to communities of practice are perceived as benefits of membership. An evaluation of Adult Learners' Week, a promotion to encourage lifelong learning with 'literacy' as this year's theme (p. 9-11), reveals that it is widely perceived as a positive event that should continue. Other short articles report on the Global Campaign on Education (GCE) board meeting held in Brazil in January, lifelong learning in New Zealand, and learning circles as a tool in community capacity building in the Campbelltown area of New South Wales. Show less

The series looks critically at how emerging and published research can inform the development of teaching and learning strategies for adults. It is designed to support practitioners working in a variety of settings. Each guide in the series aims to update teachers on research and to encourage them to reflect on their practice. They are intended to inspire teachers to try ideas and approaches which research suggests are effective. Principles of good practice are illustrated by clear and relevant case studies from current research.

This guide arose from a major research project on the teaching of reading in adult literacy classrooms. In close consultation with a group of experienced practitioners, teacher-trainers and managers, plus an action research group of teachers (trialling oral reading fluency), the author has included helpful guidelines for teaching reading to adults. The book draws on practitioners' experience and insights and is informed by what happens in adult literacy classrooms and by teachers' concerns. Burton looked at the effects on achievement of dyslexia and of having a first language other than English and the actual words of teachers and learners are used throughout. This guide will be useful as a source of ideas and suggestions for classroom practice, and will help to stimulate reflection by teachers on their own practice.

Published abstract reprinted by permission of the copyright owner. Show less

In the post-compulsory education sector in Australia where adult and community education (ACE) is positioned, the main outcomes measured are numbers successfully completing a qualification and getting a job and/or going on to further study. These measures are not suitable to demonstrate outcomes achieved by ACE through its non-formal learning programs. These programs provide a 'learning gateway' for people who want to engage in learning but who face barriers to participating in formal accredited education programs and/or who are not interested in formal programs. For adult learners involved in non-formal learning programs, the main outcomes may be personal or social in nature (e.g. improved self-confidence and connections with others motivated to learn) rather than or in addition to being work related and economic in nature. The challenge faced by the ACE sector is how to measure these 'softer' outcomes achieved by participants. This national research project has therefore been undertaken to explore the value and use of results-based accountability (RBA) by ACE providers in relation to their non-formal learning programs.

Edited excerpts from publication. Show less

Focuses on critical thinking and research in the field of adult learning as well as the theory, research and practice of adult and community education. Published three times a year, it contains both refereed and non-refereed articles, those that are reviewed by the editorial team and generally of a more practical and applied nature. Show less

‘Quest’, published quarterly, is the newsletter of Adult Learning Australia (ALA), the peak Australian non-government organisation (NGO) for adult and community education (ACE). Featured in this issue are: ‘Balancing life, work, past and future’ by John Cross (p. 6-8), in which the author reflects on the Families Australia conference, for which the 2004 theme was ‘globalisation, families and work: meeting the policy challenges of the next two decades’; ‘Learn @ work day 2004’ by Jane Speechley (p. 10-11), which profiles the ‘Learn @ work day’ and highlights the importance of workplace learning; ‘Career, lifelong learning and my future.edu.au’ by Suzanne Curyer (p. 12-13), which describes an Australian online career information service; ‘England as a learning society: a traveller’s perspective’ by Alastair Rylatt (p. 14-15), in which the author discusses his experiences of visiting adult learning organisations in England; and ‘FLAG: flexible learning leaders project’ by Susannah Thackray (p. 16-18), which profiles Leanne Isaacson, a 2004 flexible learning leader. Show less

Adult Learners Week is an annual event promoting lifelong learning. This document reports on the fifth Adult Learners Week held from September 5-11 1999. Three key themes were the focus, lifelong learning for all, learning at work and learning later. The themes provided a focus for discussion on particular aspects of adult learning and policy challenges. These themes were the basis of national, regional and local events, along with conferences, seminars and workshops around the country. Other issues including literacy, technology and health education were also the focus of many important activities. Coverage is given of the launch, the major activities organised around each of the three major themes, a review of how each state celebrated Adult Learners Week, award winners, international guests and the Adult Learners Week website. Show less

'Quest', published quarterly, is the newsletter of Adult Learning Australia (ALA), the peak Australian non-government organisation for adult and community education (ACE). This issue features an article on intergenerational learning (p. 6-7), the theme for Adult Learners' Week 2004. The article suggests that wisdom and experience are undervalued in our society and that learning to learn from each other will be a skill required by everyone in the future. Intergenerational learning also presents a way to address age discrimination and stereotyping, to foster the transfer of wisdom, and to stimulate a culture of lifelong learning. 'ACE to VET pathways' by Morris Adler (p. 18-19) provides a brief report on the ACE to VET Pathways Project. This project was sponsored by the Western Australian Department of Training to examine how adult and community education (ACE) students could gain formal recognition for the skills and knowledge acquired through an ACE course and thus facilitate their entry into vocational education and training (VET) studies. The issue also includes a report on ALA's 43rd National Annual Conference 2003, and brief overviews of an ALA project to establish learning circles for lone parents and a Victorian project to provide careers guidance in ACE. Show less