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The [Workplace English Language and Literacy] WELL Programme has been operating since 1991 and provides for Australian Government funding to enterprises, representative bodies, local governments and [registered training organisations] RTOs to undertake: workplace-based language, literacy and numeracy (LLN) training and support integrated with vocational training; resources that can be used to support LLN training; and strategic projects across one or more industry sectors. The WELL Programme aims to: assist existing employees to undertake training essential to retaining their job and progressing in the workplace by integrating English language, literacy and numeracy (including information and communications technology) training and support with vocational education and training delivered in the workplace; assist employers to see the value of English language, literacy and numeracy training in achieving business and workplace training goals; and support resource development and strategic activities that improve the uptake of English language, literacy and numeracy training within and between industries. An evaluation of the WELL Programme was undertaken in 2006. Overall the study found strong evidence of satisfaction from employers, RTOs and employees that participated in the WELL Programme. A number of key findings and recommendations against each of the terms of reference for the study were identified. The recommendations contained in the report are aimed at strengthening the programme and should be considered within the context of the broader evaluation.

Published abstract.

The literature review is indexed at TD/TNC 89.714. Show less

In recent years, disability services in tertiary institutions in Australia have faced increasing demands to provide services to students with disabilities and medical conditions. In many of these institutions, meeting these increased demands is being attempted with little or no increase in disability resources or funding. Within this context, this study sought to take an alternative view of disability service provision for the educational and learning needs of students in tertiary institutions. It focused on the issue of flexibility within mainstream, on-campus educational and training programs and drew a distinction between these and other learning programs such as distance education and courses that are solely delivered electronically or online. The methodology included a review of literature on the learning experiences of students and a survey of the views and attitudes of teaching and disability staff towards the delivery of more flexible and accessible methods. The survey of teaching staff included university and TAFE lecturers from both metropolitan and regional centres in Western Australia. Both teaching and disability staff recognise the potential benefits of flexible teaching and learning (FTL) for meeting the learning needs of students with disabilities. However, due to various important factors such as time and resources and institutional culture, a more systemic model of service provision is not operating. The consequence of this is that the potential benefits of meeting the learning needs of students with disabilities through such methods as FTL are not being realised in a comprehensive or planned way. The study identified a number of steps which disability staff can take to support the move towards more accessible and flexible delivery of education and training programs. Show less

This paper provides an opportunity for input from interested parties on the direction the Australian and Northern Territory Governments will take in purchasing New Apprenticeships Support Services for the Northern Territory, after the existing contract expires on 30 June 2006. The first part of this paper provides some background information on the current services being provided under the New Apprenticeships Support Services contract along with information about the current vocational education and training environment. The second part of the paper, headed ‘Issues for consideration’ poses a number of questions that offer a guide to responding to ‘what the Australian and Northern Territory Governments should be purchasing’, in terms of the services provided, and ‘how the services should be purchased’, in terms of fee structure and contractual terms and conditions. The third part of the paper provides an indicative timetable for the Northern Territory New Apprenticeships Support Services tender process. Show less

In July 2002, the Minister for Education, Science and Training, Brendan Nelson, asked the Standing Committee on Education and Training to inquire into the place of vocational education in schools, its growth and development and its effectiveness in preparing students for post-school options. The terms of reference of the inquiry were to examine: (a) the range, structure, resourcing and delivery of vocational education programs in schools, including teacher training and the impact of vocational education on other programs; (b) the differences between school-based and other vocational education programs and the resulting qualifications, and the pattern of industry acceptance of school-based programs; (c) vocational education in new and emerging industries; and (d) the accessibility and effectiveness of vocational education for Indigenous students.

This paper is the submission made to the inquiry by the Commonwealth Department of Education, Science and Training (DEST). It shows the Commonwealth’s commitment to ensuring that young Australians have access to quality schooling by outlining the background to the Commonwealth’s role in vocational education in Australian schools, policy and program initiatives to support this role, current developments and key issues. The paper contains six chapters: the first chapter outlines the context of vocational education in Australian schools; chapter two describes the role of the Commonwealth in vocational education in Australian schools and how it has changed over time; chapter three outlines the Commonwealth policy, program and funding arrangements; chapter four looks at the role of the Commonwealth in vocational education for Indigenous young people, including key strategic national initiatives; chapter five covers the Commonwealth’s support for teacher education and professional development; and the final chapter contains data and research currently available on VET in schools. The paper also includes an executive summary, references and four appendices: (1) Commonwealth initiatives/programmes; Programmes and initiatives to support Indigenous participation; Longitudinal Surveys of Australian Youth (LSAY) programme; List of acronyms.

The ‘House of Representatives Standing Committee on Education and Training inquiry into vocational education in schools’ website is indexed at TD/TNC 71.725; selected submissions are indexed from TD/TNC 74.303 to TD/TNC 74.327. Show less

This issues paper addresses the Australian Government's policy framework for higher education research and research training. The paper identifies key issues for consideration as part of the evaluation of the reforms initiated with 'Knowledge and innovation: a policy statement on research and research training' in 1999 (indexed at TD/TNC 74.293). The evaluation was announced in May 2003 as part of the higher education reform package, 'Our universities: backing Australia's future', which aims to ensure that the policy and funding framework for Australia's block research funding schemes is effective and efficiently managed. Key areas of focus for the evaluation will be: the operation of the Research Training Scheme (RTS), the Institutional Grants Scheme (IGS), the Research Infrastructure Block Grants (RIBG) Scheme, and the Regional Support Package; the role of Research and Research Training Management Reports; and contestability of funding for the Institute of Advanced Studies of the Australian National University. A report on the outcomes of the evaluation will be provided to the Government later in 2003. Show less

Following a 2001 National Centre for Vocational Education Research (NCVER) feasibility study on collecting information on the offshore delivery of vocational education and training (VET) by Australian providers, the Department of Education, Science and Training (DEST), commissioned NCVER ‘to define, quantify and characterise Australian VET programs delivered offshore’. This report presents the results of this project. Key findings include: Australian providers delivered offshore VET programs in 34 countries, with China, Malaysia and Fiji ranking the highest in terms of student numbers; in 2002, there were approximately 25,100 offshore VET students enrolled with Australian public providers; the most common mode of delivery was classroom-based tuition; and courses were offered across the broad spectrum of the Australian Qualifications Framework (AQF). The contents of this report are: Executive summary; Introduction (scope, concepts, definitions); Methodology and data quality; Main findings; Future directions. Show less

This is a practical guide for vocational education and training (VET) trainers who work with a diverse range of learners and contains user-friendly ways to contextualise learning in a range of 'classrooms' - from an educational institution or factory floor to online. It provides assistance to VET practitioners who work with training packages and are seeking to implement learner-centred, flexible and innovative approaches to teaching and learning. Also included in the guide is a range of professional development strategies and activities that will assist trainers to fully utilise this resource. It: (1) provides examples of good teaching practice in different settings; (2) endorses teaching practice that is learner centred, activity based, reflective and collaborative; (3) provides sample learning activities that have been successful in different learning settings; (4) supports teachers in the development of their own materials; and (5) provides professional development activities and program ideas. Show less

The National Review of Nursing Education 2002 was initiated in April 2001 to examine the future nursing educational needs of the health, community and aged care system in Australia and to provide advice on appropriate education policy and funding frameworks. This volume contains a number of reports to the Review on aspects of nursing education and training. It contains the following contributions: Student expectations of nursing education / David Saltmarsh, Sue North, Tony Koop (indexed at TD/TNC 71.185); Enrolled nurse education / Lisa McKenna, Robert Sadler, Michael Long, Gerald Burke (indexed at TD/TNC 71.186); Nursing education in multicultural context / Maurice Eisenbruch, Arie Rotem, Donna Waters, Rosemary Snodgrass, Reta Creegan (indexed at TD/TNC 71.248); Report from a national survey of health service facilities / Christine Duffield, Judith Donoghue, Margaret Uyeda, Suzanne Mitten-Lewis, Jan Forbes (p. 207-278); Higher education statistics for nursing students / Department of Education, Science and Training (p. 279-352).

Individual papers are indexed from TD/TNC 71.185 to TD/TNC 71.187. ‘National Review of Nursing Education 2002: nurse education and training - volume 2’ is indexed at TD/TNC 71.247.

The final report of the National Review of Nursing Education 2002 is indexed at TD/TNC 71.180. Show less

The focus of this discussion paper is on the current supply and demand for science, engineering and technology (SET) skills. It forms the basis for a national consultation process that will be a major part of a SET skills audit. This audit will examine the trends in the supply of SET skills, and determine whether industry needs are being adequately met. The contents are: Science, engineering and technology in Australia; Why an audit?; Terms of reference for the audit of science, engineering and technology skills; Key themes to be addressed through the audit; Scope of the audit; Where to from here? Show less

This country background report was prepared as part of Australia’s participation in the OECD Education Committee Activity on Recognition of Non-formal and Informal Learning (RNFIL) in accordance with OECD Guidelines on Country Participation. RNFIL, commonly referred to in Australia as recognition of prior learning (RPL), is a major policy initiative of Australian governments, and is seen to be an important element in developing and sustaining the knowledge and skills base necessary for Australia’s social and economic future. Due to the federated system of government, Australia pursues a more decentralised and less prescriptive system of RPL with the Australian Qualifications Framework providing the national qualifications standards upon which RPL is based.

The report describes a range of innovative and successful policy initiatives that are being trialled by Australian, State and Territory governments, education and training institutions and industry for improving access, decreasing complexity and increasing support for people throughout the RPL process. The report provides evidence of the benefits, barriers, strengths and weaknesses of RPL in Australia and highlights the significant policy challenges. These challenges include limitations with the quantitative data which precludes national and international comparisons. The report endeavours to address these limitations by drawing on qualitative data from available research, a project specific survey and the presentation of a series of case studies.

Published abstract reprinted by permission of the copyright owner.

‘Recognition of non-formal and informal learning: country note for Australia’ is indexed at TD/TNC 95.645. Show less