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The increasing demand for pilots is likely to have a severe impact on the industry in the near future, with possible implications for economic growth and coverage of services in regional Australia. Following industry representations and discussions with other government agencies, the Department of Education, Employment and Workplace Relations (DEEWR) in partnership with the Department of Infrastructure, Transport, Regional Development and Local Government (Department of Infrastructure) undertook to investigate the reported shortage of pilots that has been affecting the aviation industry. As a result, DEEWR conducted a phone survey of employers of pilots of fixed-wing aircraft (pilots) in November 2007. This report contains the results of that survey along with other information relating to the supply of, and future demand for, pilots within Australia. Show less

This report outlines findings collected from listening to and analysing the views and expectations of students within Australian education and training institutions about learning with technologies. The overarching question for this research was: 'what are the views of students and early career educators, about learning with technologies in Australian education and training?' In 2008, students in primary and secondary schools, vocational education and training (VET) institutions, international students studying education in universities and pre-service teacher education students contributed to the research based upon their current experiences and views. Early career teachers were asked to reflect on their experiences as pre-service teachers. Data was collected through online surveys and focus groups. The research design was informed by a literature review. The purposes of this research were: (a) to gain an improved and contemporary understanding of the expectations and experiences of learners and early career educators, of how information and communication technologies (ICT) may be utilized to improve learning outcomes; and (b) to develop a better understanding of students' and educators' requirements regarding ICT in education and training. The research found that students believe technology is a vital learning aid as it can provide access to detailed information, opportunities to practice for tests, help with maths and development of problem solving skills. The research also found ICT offers more opportunities to tailor education to meet students’ needs and increase their motivation to learn.

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The literature review is indexed at TD/TNC 98.275. Show less

This publication provides a sample of eleven of the thirty Reframing the Future strategic and change management projects undertaken in 2007. The eleven projects were chosen on a basis that each of them focused on building capability strategically. The projects chosen as exemplars for further exploration in this publication were selected for their combination of looking inwards and looking outwards to identify changes required to support contemporary [vocational education and training] VET, as well as the VET we may see in the future. At the conclusion of the publication we draw a set of conclusions from these projects on the ways in which they have contributed to the aims, and how they can act as beacons to other [registered training organisations] RTOs and individuals intending to travel the same pathways.

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The Language, Literacy and Numeracy Programme (LLNP) was an initiative of the former Department of Education, Employment and Workforce Relations (DEEWR) to provide language, literacy and numeracy training to people experiencing difficulty entering the job market due to low levels of language, literacy and/or numeracy. The Programme assisted people from non-English-speaking-backgrounds and people with literacy and/or numeracy training needs. Prior to entering the Programme, a pre-training assessment (PTA) was conducted to determine the client's language, literacy and numeracy competencies and confirm the appropriateness of the Programme for the client. The PTA was reported using the Australian Core Skills Framework (ACSF) indicators of Learning, Reading, Writing, Oral Communication and Numeracy. This case study focuses on a regional LLNP provider which offered ESL, literacy, numeracy and learning skills programs to members of the local community and surrounding areas.

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Action learning is a popular and proven methodology for staff development in the Australian vocational education and training (VET) sector. Action learning is one of the approaches that fit under the umbrella of workbased learning. In the Australian VET context, workbased learning is an overarching term that refers to structured learning that is managed by the organisation. The focus of workbased learning is learning through work. Its participants are the staff employed by an organisation, including permanent, contract or casual staff or volunteers. Workbased learning describes a range of different staff development methodologies and techniques, from mentoring and coaching to action learning and communities of practice. This document provides a succinct overview of action learning.

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This report brings together a wide range of research on university student engagement and satisfaction with learning, along with a range of associated contextual information. Particular attention is given to the following issues raised in the Higher Education Review’s discussion paper: the quality and monitoring of the student experience in Australia’s universities; how the quality of learning outcomes in Australian higher education can be measured more effectively; how institutions can establish that they are nationally and internationally competitive; and higher education’s contribution to innovation and productivity and its ‘fitness for purpose’. The objectives of the report are to: clarify key terms and concepts; identify an overall framework within which to accommodate research on the above issues; provide a consolidated analysis of recent research and discussions of quality assurance for standards, outcomes and assessment in higher education; identify the extent to which a broader set of change forces are having an impact on student expectations; synthesise the available research on higher education student satisfaction and what engages them in productive learning and retains them at university; identify effective approaches to monitoring the quality of the learning experience; and from this analysis, identify some key implications for the Review and potential areas for national action and further research. The report highlights recurring research themes for each of the above areas and provides references to specific studies which give further detail on the key points made. Whenever possible, the focus is on empirical literature.

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The Review of Australian Higher Education report is indexed at TD/LMR 85.696. Show less

Cross-border exchange in education, or the movement of students or institutions between economies, is part of the exchange of goods and services that brings diverse economies together. It is an important component of the economic cooperation that defines [Asia-Pacific Economic Cooperation] APEC and APEC's endeavours to improve, through cooperation, economic outcomes for its member economies. The strong economic dimension of exchange in education services is complemented by the broader cultural and social benefits of educational exchange, which in turn provide the foundations to further enhance economic outcomes for member economies. Like the exchange of other goods and services, improving the efficiency and effectiveness with which educational services are exchanged between economies is an appropriate objective for the APEC forum, and one which is expected to result in improved economic outcomes and further regional cooperation and development. This paper considers the ways in which education contributes to economic outcomes and the ways in which APEC wide cooperation in education exchange can enhance both educational outcomes and economic and social outcomes for all member economies.

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As the Australian economy strengthens after the global recession, the demand for skilled workers is growing. A highly skilled workforce is needed to secure Australia’s economic growth, and higher levels of post-school education and training provide benefits for both individuals and employers. ‘Australian jobs 2010’ gives users a sound understanding about the value of post-school education and training as well as providing information to support informed choices. It presents information for people exploring careers, and education and training options, as well as those currently looking for work or wanting assistance to enter or re-enter the labour market. Also included is information about employment trends, projected employment growth by industry and occupation, job prospects and sections which help readers access employment services, Australian apprenticeships and higher education. Show less

In June 2009, the Workplace Research Centre at the University of Sydney (formerly known as [Australian Centre for Industrial Relations Research and Training] ACIRRT) was commissioned to provide a report to [the Council of Australian Governments’] COAG’s Apprenticeship Taskforce on how other industrialised countries are supporting their apprenticeship system during the current downturn. The project involved scrutiny of readily available publications and interviews/correspondence with 15 of the world leading experts in skills, labour markets and workforce development in the USA, UK, New Zealand, Ireland, Germany and Denmark. Two questions guided the project: (a) How are apprenticeship systems as currently structured responding to the downturn? (b) How can apprenticeship systems be structured to respond more effectively to downturns like this now and in the future? This research identified important insights into how apprenticeship systems evolve over time. These are summarised in the form of five challenges policy makers and stakeholders need to manage in the medium term: (1) the need to rebalance the blend of employment and institution based learning; (2) employers are the greatest and weakest asset in the apprenticeship system; (3) on-the-job training is a public good - not just something of benefit to the worker and employer concerned; (4) apprenticeship systems which give excessive priority to responsiveness in the short run appear to impair longer term adaptability; and (5) stakeholder cohesion is a prerequisite for establishing and maintaining quality apprenticeship systems. Two recommendations are made. The first is to promote Irish style intervention along with compensated short time work and green skill initiatives as a first step to achieving a joint stakeholder led revitalisation of apprenticeships which are actively supported by the government. The second is to provide clear direction on where apprenticeships sit within both the education system and the labour market.

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The paper surveys the global k-economy, the global landscape in higher education and the drivers of global competition in research and in the cross-border market for students. It traces the position of the national system and its institutions in the global landscape and identifies their strengths and weaknesses. It closes with a summary of the capacity of Australian higher education in the face of the global challenge and considerations for policy. The passages in italics at the end of each sub-section of the paper consider the likely developments in the period to 2020.

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