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The Mutual Recognition Agreement (MRA) and the Trans-Tasman Mutual Recognition Arrangement (TTMRA) are government initiatives that facilitate greater integration and competitiveness of the Australian and New Zealand economies. An evaluation of the agreement was undertaken in 2003 by the Productivity Commission as part of the TTMRA. The Review of the MRA and TTMRA included an assessment of the efficiency and effectiveness of the MRA and TTMRA in fostering and enhancing trade and workforce mobility between Australian States and Territories and New Zealand. This submission to the Review from the Australian National Training Authority (ANTA) emphasises the importance of the operation of the MRA to the mobility of labour between Australian jurisdictions and proposes a number of enhancements to the MRA from the perspective of the vocational education and training (VET) sector. The link between the MRA and the VET sector is in the area of regulated entry into occupations where differing requirements exist across jurisdictions and where a licence is needed to work in certain occupations. The submission calls for greater harmony between the VET system and the regulatory requirements associated with competency. Show less

This report provides a snapshot of the latest thinking about the integration of digital technology and e-learning in adult literacy education. The report also explores the transformational power of technology in teaching and learning and its implications on training and professional development for adult literacy educators. Lastly, the report explores the opportunities and challenges that digital technology and e-learning present to the adult education sector, and what potential these tools offer students for learning gains and skills development. The scope of the literature search was restricted to the time period 2005-2011 to capture the very latest research and commentary on technology in teaching and learning. Much of the relevant material included in the literature scan was published between 2008 and 2011. The search was confined to the following jurisdictions: Canada, US, UK, Australia, New Zealand, and Ireland, as each of these jurisdictions have well-developed adult education and adult basic education sectors. Questions considered in the literature review included: How can learning opportunities be distributed so that learners do not always need to travel to a specific place at a specific time in order to attend programs? Do students have the skills they need to use digital technologies and to participate in e-learning? How are these skills acquired?

Excerpts from publication. Show less