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The National Skills Shortages Strategy (NSSS) was launched by Brendan Nelson, the Minister for Education, Science and Training, in April 2004. It aims to address current and future skills needs of industry, particularly in the traditional trades. The strategy, in the form of a website, includes the following initiatives: innovative skills shortages projects; regional skills projects to look at skills needs on a regional basis; further work on the National Industry Skills Initiative to ensure best practice strategies are communicated across sectors; a focus on science and technology; labour market forecasting; and, a New Apprentices Roundtable. Show less

This report, commissioned by the Department of Education, Science and Training (DEST), aims to build on what is already known about how Australian youth are being assisted in their transition from school to work and independence. It provides an overview of examples of good practice local initiatives that assist young people, especially those at risk of disengagement, into work and study, independence and healthy lifestyles. It is presented in three main sections. The introduction discusses the scope of the report and explains what is meant by the phrase 'youth in transition'. The second section contains 48 examples of good practice programs and strategies to support youth in transition that address a wide range of youth in transition situations. These are listed under the following eight categories: expand general education to include vocational preparation; foster entrepreneurial skill, knowledge and habit of mind; change the educational 'climate'; are based in youth services agencies; are based in community-based resources; provide mentoring; provide careers information and advice; and create alliances... blur boundaries. The report concludes by saying 'that the most glaring 'missing support' is early intervention for individuals in the older age bracket of youth in transition (the 19 to 24 year-olds) who are not connected to a supportive institution'. Included as an appendix is: Compilation of examples in alphabetical order. 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

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

The Allen Consulting Group, in conjunction with the National Centre for Vocational Education Research (NCVER), was appointed by the Department of Education, Science and Training (DEST) and the Australian National Training Authority (ANTA) to undertake this project to develop a strategy to support the universal recognition and recording of employability skills. The project objective was to develop the strategy relevant to schools, vocational education and training (VET), higher education and the broader community, including workplaces, so that it could be used by individuals to build, value and demonstrate attainment of employability skills to a diverse audience. The purpose of this paper is to provide a platform for further consultation to inform the development of the strategy. Chapter one provides the project background; chapter two considers the continuum of approaches that can be adopted, within a universal recognition and recording strategy, towards the definition, development, demonstration and assessment and recording of employability skills; chapter three sets out a preferred option for the universal strategy and explains why it has been selected and the benefits of the approach; and chapter four contains issues surrounding the implementation of the preferred option that will provide the basis for discussions to be held at the national stakeholder forum. Show less

This report: provides a better understanding of the aspirations and expectations of students in regional, remote and rural areas of Australia; identifies the underlying factors that drive those aspirations and expectations; identifies barriers that might hinder the students’ pursuit of their aspirations; and identifies strategies that have been effective in enhancing and sustaining the aspirations and expectations of students in regional areas. Show less

This paper seeks to provide a basis on which to start an informed debate around the issue of rationalising the responsibility for higher education in Australia. It sets the scene by describing the evolving nature of federal and state involvement in higher education and the implications of the current division of responsibilities between the Australian government and the state and territory governments. Against this context, and Australia is a country with a relatively small population, it has been argued that a discussion is warranted as to whether Australia would be better placed in a competitive global economy if these jurisdictional arrangements for universities were rationalised.

This paper has four sections. The first section offers an historical overview of federal (Australian government) involvement. The second section describes current arrangements in terms of federal and state responsibilities for universities, including differences between states. It paints a picture of a fairly high degree of complexity and of national consistency in some areas, but not in others. The third section briefly outlines a range of international arrangements which illustrate a variety of approaches. The fourth section lays out an overview of possible benefits and risks if universities were the responsibility of the federal government alone. The paper concludes that there are certainly issues to be weighed up in considering moving universities' enabling legislation to the federal sphere. There are also many potential benefits, for the Australian government, states and territories, and for universities, their communities and for students and their families. This overview paper will be augmented by a detailed paper released in February 2005.

Edited excerpts from publication. Show less

This publication contains a selected set of statistical tables compiled from the Higher Education Staff Collection, which was conducted in 2004 by the Department of Education, Science and Training (DEST). The data reported provide a summary of numbers and full-time equivalence (FTE) for staff involved in the provision of higher education in higher education institutions in 2004.

Excerpt from publication. Show less

In May 2003, the Minister for Education, Science and Training announced the Government’s decision to evaluate the 1999 ‘Knowledge and innovation’ reforms as part of its higher education reform package, ‘Backing Australia’s future’. This report: provides a summary of feedback received in consultations undertaken pursuant to the evaluation of the 1999 ‘Knowledge and innovation’ reforms; presents other available evidence bearing on assessment of progress toward achievement of the core objectives underlying ‘Knowledge and innovation’; and suggests directions for future action by Government, based on the findings of the evaluation. Show less