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This publication contains a selected set of statistics compiled from the Higher Education Staff Collection that was conducted in 2002 by DEST. It provides a summary numbers and full-time equivalence for staff involved in the provision of higher education in higher education institutions. Show less

This report reviews progress in implementing the Australian government's five year innovation statement 'Backing Australia's ability'. It represents the first annual report card on the Australian government's actions to ensure the health of Australian innovation. It provides a picture of Australia's innovation landscape, including how the nation reached this point, the progress being made, and future directions. The report looks at the role of government and the private sector in strengthening the foundations and taking appropriate actions, including investment in science, research and development, Australian skills and in the commercialisation of good ideas. It highlights many initiatives that are producing results, and points to other projects under way and some planned for the future.

Excerpts from publication. Show less

This report highlights the ways in which the early childhood education and care sectors could be more closely aligned through provision of career pathways and articulation from vocational and technical education (VTE) qualifications to higher education courses in early childhood education. The report provides: an overview of the policy context of early childhood education and care; a summary of current early childhood higher education courses and childcare qualifications; and details of State and Territory regulatory and licensing frameworks. The study investigates current practices in articulation between the VTE and higher education sectors for early childhood education and care qualifications. It identifies both the barriers and the innovative models of practice in articulation from VTE to higher education in this field.

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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. The terms of reference included initial registered nurse preparation, enrolled nurse education, education for specialisation, continuing education and the relationship of nursing with other groups in the health workforce. The Review commissioned a wide range of research and six literature reviews. This report contains the literature reviews. They are as follows: Australian aged care nursing: a critical review of education, training, recruitment and retention in residential and community settings / Alan Pearson, Rhonda Nay, Susan Koch, Catherine Ward; Mental health nursing education and the health labour force: literature review / Michael Clinton, Stephanie du Boulay, Michael Hazelton, Barbara Horner; Knowledge and skills required by rural nurses to meet the challenges of a changing work environment in the 21st century: a review of the literature / Karen Francis, Scott Bowman, Michael Redgrave; Models of nursing education and training: a systematic review of the literature / Sharon McKinley, Leanne Aitken, Gordon Doig, Jin Zhu Liu; Midwifery education: literature review and additional material / Nicky Leap, Lesley Barclay, Elizabeth Nagy, Athena Sheehan, Pat Brodie, Sally Tracy; Aspects of nursing education: the types of skills and knowledge required to meet the changing needs of the labour force involved in nursing / Robyn L. Aitken, Robyn Faulkner, Tracey Bucknal, Judith Parker.

Individual literature reviews are indexed from TD/TNC 71.174 to TD/TNC 71.179.

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

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

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 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 report provides useful background reading and an overview of the field. It includes: definitions; a typology of credit transfer and articulation; drivers for enhanced credit transfer; an analysis of levels of credit transfer; factors affecting credit transfer; a literature review; and an overview of national and international developments.

The stage 2 report is indexed at TD/TNC 90.719.

The final report is indexed at TD/TNC 90.720. Show less

This research report examines current practices and innovations within the area of initial teacher training for science, mathematics and technology teaching students in universities across Australia. It covers both primary and secondary teacher education. Data is drawn through literature reviews, case studies and surveys covering 36 participating Australian universities. A high standard of teacher education was found. Suggestions are made for future innovation and research regarding teacher education in the fields of science, mathematics and technology. It is anticipated that the study will allow educators to see successful practices and innovations within other universities, and as such encourage the dissemination of high quality teacher education. Show less