Search Results

This report provides detailed insights into the practical implementation of credit transfer arrangements in a variety of settings. It contains seven major case studies and a series of shorter vignettes, together with an analysis of the key themes emerging from the case studies. The case studies were selected to illustrate a range of approaches to credit transfer. The major case studies included are: Southbank Institute of TAFE with Griffith University and the Queensland University of Technology; Edith Cowan University; South Australia TAFE and the three SA universities; University of Newcastle; Swinburne University of Technology; Blue Mountains Hotel Management School; nursing pathways at the University of Wollongong, James Cook University and the University of Melbourne.

The stage 1 report is indexed at TD/TNC 90.718.

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

The Australian Government is undertaking a comprehensive review of the higher education sector to ensure that Australia’s higher education institutions are best placed to contribute to the nation’s future. This overview paper outlines the expectations of higher education and sets out some of the characteristics of the current system, the challenges the system faces and a number of the key issues that affect higher education. It raises a number of questions that are intended to inform the debate and invites comments and submissions on the issues it raises as well as on other issues relating to higher education. Included as attachments are: Background and statistics; Main policy developments of the last thirty years; Some different national structures of higher education; Diversity and performance of Australian universities.

The issues paper ‘Varieties of learning: the interface between higher education and vocational education and training’ is indexed at TD/TNC 71.378. 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. 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 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 report examines the dramatic and far-reaching changes that occurred in Australian higher education (HE) throughout the decade of the 1990s. It chronicles the changes that have reshaped the HE system in Australia, including developments in government policy, the impact on students, the strategic directions taken by universities and their operation and governance. These changes touched numerous aspects of Australian Commonwealth HE policy and university life. They also consolidated and extended the substantial reforms of the late 1980s. The chapters are: A perspective on a decade of change; Education developments; Developments in research and research training; Access and equity; International perspectives; Quality assurance; Students and staff; and Governance and management. 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

The main purpose of the OECD's 'Thematic review of tertiary education' is to provide policy makers with information and analysis to assist them in formulating and implementing policies to achieve national social and economic objectives through tertiary education. Its key objectives are to: synthesise research-based evidence on the impact of tertiary education policies and disseminate this knowledge among participating countries; identify innovative and successful policy initiatives and practices; facilitate exchanges of lessons and experiences among countries; and identify future policy options. The review, which involved 24 countries (Australia, Belgium - Flemish Community, Chile, China, Croatia, Czech Republic, Estonia, Finland, France, Greece, Iceland, Japan, Mexico, Korea, the Netherlands, New Zealand, Norway, Poland, Portugal, Russian Federation, Spain, Sweden, Switzerland, and the United Kingdom), 'examines how the organisation, management and delivery of tertiary education can help countries achieve their economic and social objectives'. As part of the review, each of the participating countries was asked to prepare a country background report. This document is the country background report for Australia. Its contents are: The Australian context of tertiary education; Overall description of the Australian tertiary education system; Higher education and the labour market; The regional role of higher education; The role of higher education in research and innovation; Achieving equity in and through higher education; Resourcing the higher education system; Planning, governing and regulating the system; Assuring and improving the quality of higher education; Internationalisation and globalisation of higher education; Conclusions.

Documents from this thematic review are indexed from TD/TNC 89.551 to TD/TNC 89.585. Show less

This report describes a model of best practice in Australia designed to facilitate the transition of people with disabilities from tertiary education and training into their postgraduate careers. The report is based on a review of the literature and an investigation of strategies currently being used in both the UK and Australia. Disabled people experience much higher levels of unemployment and underemployment than those of non-disabled citizens and the financial consequences are such that many of them are effectively excluded from full participation in society. The report suggest that this exclusion is manifest in two forms of disadvantage: (1) people with disabilities are up to three times more likely to be unemployed; and (2) they are more likely to be in ‘poorly paid, low-skilled low status jobs which are both unrewarding and undemanding’. This disadvantage is compounded by the increasing disappearance of these kinds of jobs within the new and highly competitive economies. While evidence suggests that tertiary education and training does indeed improve access to employment, tertiary graduates with disabilities continue to experience lower levels of employment than their non-disabled peers. The report is based on an investigation of the reasons why graduates with disabilities are not achieving employment rates comparable to their peers. It suggests proven, practical strategies for addressing such issues. The findings of the investigation were used to develop a model of effective policy and practice across three levels of the Australian graduate careers sector; (1) public policy; (2) cross sectoral networking and collaboration; and (3) graduate career advisory service delivery. Show less

This document reports on a project that looked at the conditions under which older unemployed Australians, with low prior education, can secure success through education and training. The objectives of the study were: to inform policy and programs designed to improve the labour market participation of people in the target group; and to identify features of existing education and training including best practice which if implemented in future programs will encourage people in the target group to undertake and persist with education and training. The investigation confirmed that securing success for mature unemployed adult learners who are disadvantaged in the labour market requires five key features. These are: an initial education experience in a safe environment; negotiation with learners in content, format and timing of educational experiences; the use of social cohesion and a focus on learner interests to motivate learners; a learner focused approach to learning; and innovation and flexibility in organisations. The study demonstrated that, given the implementation of the five key features, initial involvement in non-accredited community adult education programs can provide the pathway towards active learning for people in the target group. Show less

A review of Australia’s higher education system was undertaken by the Commonwealth Government in 2002. The Review began with the release of an overview paper entitled ‘Higher education at the crossroads’ in April 2002 (indexed at TD/TNC 71.381). The paper described some of the characteristics of the higher education sector and the challenges facing it. It raised a number of questions for debate and called for submissions on the issues raised. There were 355 submissions from a variety of stakeholders in response to the overview paper. This document, based on the outcomes of the review process, presents the Government’s blueprint for reform. It proposes increased Commonwealth investment of $1.5 billion over four years linked to progressively introduced reforms in areas such as teaching, workplace productivity, governance, student financing, research, cross sectoral collaboration and quality. Show less