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The project reported here was intended to evaluate the effectiveness and efficiency of the Adult Literacy National Project (ALNP) between 2000 and 2003. The methodology included: identifying evaluation criteria; analysis of available documentation and resources; consultation with key stakeholders; and evaluating the findings and developing recommendations for project implementation and project outcomes. The project recommends: that continued funding is made available to support all components of the ALNP; that consideration is given to a longer funding cycle; that future priorities for project work more effectively target development of skills in adult literacy teaching for [vocational education and training] VET practitioners; and that consideration is given to strategies that involve partnerships in research and project work. Show less

This is the 2005-06 guidelines for the Workplace English Language and Literacy (WELL) program administered by the Department of Education, Science and Training. The program is designed to provide workers with English language, literacy and numeracy skills. Show less

This guide contains practical learner-centred teaching and learning strategies that can be used both in the classroom and in the workplace. The strategies will engage learners in actively acquiring and developing skills and knowledge in shared technology applicable to a range of industries. The resource also includes a range of professional development strategies and activities that will assist trainers to fully utilise this resource. The guide outlines how technology is changing work. It provides guidance on how to develop teaching and learning approaches that allow shared technology skills and knowledge to be incorporated into nationally recognised qualifications. A range of learning activities will give learners an overview of both technology and applications. The experiential and problem-based nature of the activities will develop in learners an ability to continue to learn and adapt as the technology changes. Show less

This is the fourth in a series of annual reports to the Australian Parliament that tracks progress in Indigenous education and training and discusses issues under the major goals of the National Aboriginal and Torres Strait Islander Education Policy (AEP). It enables the Commonwealth Minister for Education, Science and Training to report to the Parliament at the end of each funding year on outcomes associated with Indigenous education and training. This report gives an account of educational outcomes achieved not only in 2004 but also over the period of the 2001-2004 funding quadrennium. Four priority areas relate to improving outcomes for Indigenous students in literacy and numeracy, enrolments, attendance and retention, and in education outcomes across the pre-school, school, vocational and technical education (VTE) and higher education sectors. Most of the 2004 national benchmark testing results for Indigenous students are better than previous years, yet there are still areas, especially numeracy, where there has been little improvement. There has been an increase in the numbers of Indigenous enrolments in preschools from 2001 to 2004. However, results in the schooling sector were mixed. Whilst there was an overall 17% increase in Indigenous enrolments since 2000 indicating more Indigenous students participating in schooling, there has been little improvement in overall attendance rates during the quadrennium. Indigenous apparent retention rates were variable and only one of the four grade progression ratios improved in 2004. Overall Year 12 enrolments increased by 22% during the 2001-2004 quadrennium. VTE continues to provide an important pathway for Indigenous people by delivering a broad range of personal, family and community benefits as well as employment and economic benefits. During 2001 to 2004 there have been some significant shifts in participation that saw the overall proportion of Indigenous students enrolled in government VTE institutions fall sharply. A key area of success in the VTE area continues to be New Apprenticeships. In 2004, Indigenous students were more likely to complete courses than in previous years of the quadrennium. Access and participation rates were at much the same levels in 2004 as they were over the quadrennium in the higher education sectors and the gaps in terms of access and participation have widened between 2001 and 2004. At the same time, the success and retention rates have moved fractionally upwards since 2001. The trend towards increased numbers of Indigenous students completing bachelor and higher level courses and the consequent closure of the gap between Indigenous and non-Indigenous students at these levels is positive, although Indigenous award course completions need to increase significantly to reach parity with non-Indigenous students. It is encouraging that the number of Indigenous students gaining admission to higher education having completed the final year of secondary education has increased, particularly in the context of declining commencing student numbers. Show less

This paper discusses the elements of the Indigenous-specific supplementary funding package for 2005-2008. It focuses on the policy background and progress of Indigenous students in literacy, numeracy and the retention rate of Year 12 students. The Australian Government acknowledges the progress that has been made within the education of Indigenous students but is aware that resources still need to be redirected to Indigenous students in the remote areas of Australia. The contents of the paper are: Policy background and setting; Overview of 2005-2008 funding package for Indigenous supplementary assistance; Overview of the strengthened accountability provisions for IESIP and IEDA; Indigenous Education Direct Assistance (IEDA); Indigenous Education Strategic Initiatives Program (IESIP); Abstudy; and Consultative process. Show less

This report examines the effect of information and communication technologies (ICTs), i.e. global networks of computers and other associated digital devices, in the fields of education and training, particularly on the self-directed learning of adults. It analyses the six major conditions that must be met so that people can participate in the digital world and presents a six-part model of online learning. The study comprises four parts. Part one, 'Setting the scene', provides contextual background by discussing the dual themes of the digital revolution and self-directed learning. The study is framed by these two overarching themes and by the interplay and interaction between them. Part two, 'The context for digital engagement', discusses the six preconditions for participation in the digital environment, which are connectivity, competence, content, i.e. ensuring affordable access to quality digital resources, credibility and confidentiality, capturing information, and collaboration. The author argues that these six 'threshold issues' are cumulative, with each one providing the context for those that follow it in sequence. Part three, 'Self-directed learning in the digital environment', presents the model of online learning, comprising six components: engaging with online learning; locating information and resources; evaluating the quality of digital resources; assimilating information; reconceptualising understandings; and networking. This section concludes with a look at the support that may be provided to self-directed learners in each of these various elements of the online learning process. Part four, 'Bookmarks, viruses and dungeons: mixing metaphors on the electronic frontier', looks again at the dual themes of self-directed learning and the digital revolution, and places them into the context of discourses about lifelong learning and the development of a 'learning society' more generally. Show less

This is the second in a series of annual reports to the Australian Parliament that tracks progress in Indigenous education and training. It enables the Commonwealth Minister for Education, Science and Training to report to the Parliament at the end of each funding year on outcomes associated with Indigenous education and training. In addition, the report provides important information for Indigenous and non-Indigenous Australians, the educational community and Indigenous students. Data has mainly been derived from official national collections or from Indigenous Education Strategic Initiatives Programme (IESIP) data. IESIP covers over 90% of Indigenous students in education and training. The report focuses on outcomes achieved in Indigenous education and training, comparing them with those of 2001 in order to enable education providers to evaluate their progress in the national context. It identifies four priority areas relating to improving outcomes for Indigenous students: literacy and numeracy, enrolments, attendance and retention and the gaining of qualifications. The report also looks at outcomes relating to developments in Indigenous influence, involvement and presence in 2002 in four priority areas: Indigenous employment, professional development of staff involved in Indigenous education and training, involvement of Indigenous people in decision making and the development of culturally inclusive curricula.

The introductory chapters provide an executive summary presenting highlights of improvements and continuing gaps in outcomes for Indigenous students, information about the national report, and contextual information associated with the history of, and current policies and social influences on, Indigenous education and training in Australia. The report is then structured according to the four main sectors of education and training in Australia: preschool (chapter three), schooling (chapter four), vocational education and training (VET) (chapter five), and higher education (chapter six). Each chapter begins with introductory information, data and discussion about Indigenous presence, involvement and influence. This is followed by the key areas of enrolments and educational outcomes. Chapter seven provides progress information on the National Indigenous English Literacy and Numeracy Strategy (NIELNS) and chapter eight reports on payments under the Indigenous Education (Targeted Assistance) Act 2000.

The report concludes that 2002 built on the gains made in 2003 and was an encouraging year for Indigenous education with positive outcomes reported on many of the key indicators of progress on all levels from preschool to university. However, there remain very large gaps between Indigenous and non-Indigenous educational outcomes.

The first report, ‘The national report to Parliament on Indigenous education and training, 2001’ is indexed at TD/TNC 71.706. Show less

This is the fifth in a series of annual reports to the Australian Parliament that tracks progress in Indigenous education and training and discusses issues under the major goals of the National Aboriginal and Torres Strait Islander Education Policy (AEP). It enables the Commonwealth Minister for Education, Science and Training to report to the Parliament at the end of each funding year on outcomes associated with Indigenous education and training. This report gives an account of educational outcomes achieved in 2005. Four priority areas relate to improving outcomes for Indigenous students in literacy and numeracy, enrolments, attendance and retention, and in education outcomes across the pre-school, school, vocational and technical education (VTE) and higher education sectors. The Indigenous scores in the 2005 national benchmark testing program are lower than the 2004 scores on eight of the nine benchmarks, and in eight of the nine cases the gaps between Indigenous and all students’ outcomes widened between the two years. Since benchmark testing began in 1999, there are few signs of sustained overall improvement with the gaps between Indigenous and non-Indigenous outcomes tending to widen. While there are more Indigenous students participating in schooling there has been little improvement in overall attendance rates. There remain significant gaps in the rates of Indigenous and non-Indigenous students at the primary school level and greater gaps at the secondary level.

In 2005, the vocational education and training (VET) sector continued to provide an important service to Indigenous people. More Indigenous Australians than ever were enrolled in a VET course in 2005. Apart from potential employment and economic benefits, VET also delivers a broad range of personal, family and community benefits that are attractive to Indigenous people. VET provides an important and valid alternative pathway to other forms of education and training for two of the most marginalised groups, young Indigenous people and Indigenous men. In 2005, about one Indigenous VET student in seven was aged 16 or less, twice the rate of non-Indigenous students. For every one Indigenous male university student there are eleven Indigenous male VET students. Many Indigenous students are using VET as a first step to making up the gaps in their previous education and training. Almost half of Indigenous students are enrolled in courses at the AQF Certificate I and II levels, twice the non-Indigenous rate. At the higher levels of study, the gap between Indigenous and non-Indigenous student outcomes is growing. A key area of success continues to be New Apprenticeships. There were overall record numbers of Indigenous New Apprentices in 2005 and record numbers undertaking AQF Certificate III and higher level courses. The number of New Apprenticeships course completions continues to grow and in 2005 a record 3,490 Indigenous students successfully completed their course, with 60% of completions at the AQF Certificate III and higher levels. Overall, Indigenous students achieved 2.5% of all New Apprenticeships completions in 2005 which matches their overall participation rate. The outcomes for Indigenous people who finish their VET course are encouraging. The 2005 Student Outcomes Survey shows that 68% of Indigenous graduates were employed following graduation, up by eight percentage points from 2004.

In the higher education sector the number of Indigenous students has continued to decline and in 2005, enrolments were at their lowest point for the last five years. In recent years, Indigenous students undertaking higher education courses have continued to show greater improvement against the progress rate indicator than non-Indigenous students. As a result the gap between Indigenous and non-Indigenous students in this performance area has narrowed. The rate of growth in Indigenous staff numbers in higher education institutions has increased substantially each year since 2001. While Indigenous people remain under-represented in relation to total staff numbers and the proportion of Indigenous students, the gap is closing. Show less

This literacy project was established for two Queensland caravan park communities: the Riviera Caravan Park, Brisbane Terrace, Goodna and The Gailes Caravan Park, Ipswich Motorway, Gailes, and was funded under the Adult Literacy National Project (ALNP) by the Commonwealth through the Department of Education, Science and Training (DEST) and the Australian National Training Authority (ANTA). The aim of this project was to embed literacy into the caravan park communities. Show less

The National Indigenous English Literacy and Numeracy Strategy (NIELNS) was launched by the Prime Minister in March 2000 with the objective 'to achieve literacy and numeracy for Indigenous students at levels comparable to those achieved by other young Australians'. 265 initiatives were implemented by education and training providers under NIELNS during 2001-2004. The projects addressed the six NIELNS key elements of: improving attendance; improving participation in preschool; addressing hearing and health issues; getting good teachers; using best teaching methods; and improving accountability. NIELNS was the subject of an evaluation during 2002 and 2003. The evaluation team assessed provider reports, talked to key stakeholders and conducted a series of case studies. The evaluation concluded that 75% of projects, representing 75% of total funding, had either achieved their targets or made an improvement on their baseline. This report discusses the results in each of the six NIELNS key elements and the strategies that led to them. It considers program management aspects of NIELNS and addresses each of the evaluation questions. The final chapter discusses future directions including sustainability and mainstreaming as well as the recommendations from the Indigenous Reference Group (IRG). Three appendices accompany the report providing the policy background to NIELNS, the evaluation methodology, and the background to the IRG.

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