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This paper employs a dynamic multinomial choice framework to provide new evidence on the effect of health on labour market transitions among older individuals. [The authors] consider retirement as a multi-state process and examine the effects of ill-health and health shocks on mobility between full-time employment, part-time employment, self-employment and inactivity. In order to disentangle the roles of unobserved individual heterogeneity and true state dependence, [the authors] estimate dynamic panel multinomial logit models with random effects, assuming a first order Markov process and accounting for the initial conditions problem. [The authors] also account for potential measurement error in the self-assessed health status by building a latent health stock model and employing measures of health shocks. Using data from the first nine waves of the (2001-2009) Household, Income and Labour Dynamics in Australia (HILDA) Survey, [the authors] find that both ill-health and health shocks greatly increase the probability of leaving full-time employment towards inactivity. [The authors] also find evidence of health-driven part-time and self-employment paths into inactivity.

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This systematic review and meta‑analysis identified early evidence quantifying the disruption to the education of health workers by the [Coronavirus Disease 2019] COVID‑19 pandemic, ensuing policy responses and their outcomes. Methods: following a pre‑registered protocol and PRISMA/AMSTAR‑2 guidelines, we systematically screened MEDLINE, EMBASE, Web of Science, CENTRAL, clinicaltrials.gov and Google Scholar from January 2020 to July 2022. We pooled proportion estimates via random‑effects meta‑analyses and explored subgroup differences by gender, occupational group, training stage, WHO regions/continents, and study end‑year. We assessed risk of bias (Newcastle–Ottawa scale for observational studies, RοB2 for randomized controlled trials [RCT]) and rated evidence certainty using GRADE.

Results: of the 171 489 publications screened, 2 249 were eligible, incorporating 2 212 observational studies and 37 RCTs, representing feedback from 1 109 818 learners and 22 204 faculty. The sample mostly consisted of undergraduates, medical doctors, and studies from institutions in Asia. Perceived training disruption was estimated at 71.1 per cent (95 per cent confidence interval 67.9-74.2) and learner redeployment at 29.2 per cent (25.3-33.2). About one in three learners screened positive for anxiety (32.3 per cent, 28.5-36.2), depression (32.0 per cent, 27.9-36.2), burnout (38.8 per cent, 33.4–44.3) or insomnia (30.9 per cent, 20.8-41.9). Policy responses included shifting to online learning, innovations in assessment, COVID‑19‑specific courses, volunteerism, and measures for learner safety. For outcomes of policy responses, most of the literature related to perceptions and preferences. More than two‑thirds of learners (75.9 per cent, 74.2–77.7) were satisfied with online learning (postgraduates more than undergraduates), while faculty satisfaction rate was slightly lower (71.8 per cent, 66.7-76.7). Learners preferred an in-person component: blended learning 56.0 per cent (51.2–60.7), face-to-face 48.8 per cent (45.4–52.1), and online-only 32.0 per cent (29.3–34.8). They supported continuation of the virtual format as part of a blended system (68.1 per cent, 64.6–71.5). Subgroup differences provided valuable insights despite not resolving the considerable heterogeneity. All outcomes were assessed as very-low-certainty evidence.

Conclusion: The COVID-19 pandemic has severely disrupted health worker education, inflicting a substantial mental health burden on learners. Its impacts on career choices, volunteerism, pedagogical approaches and mental health of learners have implications for educational design, measures to protect and support learners, faculty and health workers, and workforce planning. Online learning may achieve learner satisfaction as part of a short-term solution or integrated into a blended model in the post-pandemic future.

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This report provides an overview of higher education policy and trends. It is the sixth edition of a series previously published by the Grattan Institute. Since the last edition in 2018, all chapters have been updated and new or expanded sections added on work-integrated learning, student finances, student mental health and international student migration.

The contents are as follows: Chapter 1 explains how higher education is defined in Australia, the different types of higher education provider, the various types of qualification, and what makes universities distinctive among higher education providers; Chapter 2 reports on student trends, including enrolment numbers, courses chosen, and the social background of students. It also discusses how students enter the higher education system; Chapter 3 examines the student experience, including subject pass rates, attrition, satisfaction with teaching, working while studying and mental health; Chapter 4 looks at the university workforce, including why people become academics and their employment arrangements; Chapter 5 looks at research in Australian universities, including what topics are researched and research outputs; Chapter 6 provides information on how higher education is funded, including total revenue, the [Higher Education Loan Program] HELP student loan scheme, government grants for teaching and research, and international student fees; Chapter 7 outlines how per student funding levels are determined, and how student places are distributed among higher education providers; Chapter 8 describes how the Australian Government came to dominate higher education policy, the key government departments and the higher education interest groups; Chapter 9 examines higher education's benefits to the public and employers, including whether higher education graduates meet skills needs, the quality of university research, and public satisfaction with Australian universities; and Chapter 10 reports on higher education's private benefits including graduate employment and income and, for international students, migration to Australia.

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'Understanding ageing' will assist workers with [language, literacy and numeracy] LLN difficulties as it gives a visual and oral introduction to the concepts and language of human ageing, and shows how to communicate effectively with older people. In particular the DVD supports the delivery of the ageing process and related physiological and psychological changes in the unit CHCAC3188 - Work effectively with older people. This unit is in: CHC08 Community Services Training Package (e.g. Certificate III Aged Care, Home and Community Care and Disability); HLT07 Health Training Package (e.g. Certificate III Allied Health Assistance and Certificate IV Nursing and Leisure and Health); and Disability work skills set.

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Two years into the pandemic, economic activity has recovered faster than expected. However, the labour market recovery is still uneven across sectors and is threatened by the economic fallout from Russia's aggression against Ukraine, which has generated the fastest growing humanitarian crisis in Europe since World War II, sending shockwaves throughout the world economy. The 2022 edition of the OECD Employment Outlook reviews the key labour market and social challenges for a more inclusive post-COVID-19 [Coronavirus Disease 2019] recovery. It also examines the policies to address these challenges and the outlook ahead. Particular attention is given to frontline workers and groups lagging behind in this recovery (young people, workers with less education, and racial/ethnic minorities). The Outlook also addresses a number of long-standing structural issues that have a key relevance for labour market inclusiveness, such as employer market power and its labour market consequences, the role of firms in wage inequality, and the effect of working time policies on well-being and economic outcomes.

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For most of us working in and for the Healthcare sector, the fight against Coronavirus Disease 2019 (COVID-19) has been a full on, 24/7, no time to draw breath, slog of epic proportions. No one has experienced anything quite like it, in particular where the consequences of getting it wrong can have such a catastrophic impact on the patients and service users we serve. Healthcare practitioners and leaders have had to draw deep on their experience, expertise, knowledge, and skills but many have also relied on intuition and gut feeling, particularly in the absence of timely insights and intelligence. This report highlights, that among other things, organisations have relied on the five R's to help manage the pandemic: Reduced spending, Redeployment, Recruitment practices, Remote working, and sadly and likely to increase, Redundancies.

This is the second of two reports produced from the June 2020 COVID-19 Workforce Survey, of nearly 2,500 front-line staff, senior managers, and human resource (HR) professionals from across our National Health Service (NHS), health, and social care setting. This research aims to provide timely intelligence for leaders to help navigate new and ongoing challenges, using evidence-based learnings from the initial pandemic response. Highlighting a wide range of COVID-instigated factors affecting those working throughout the pandemic, the findings start to provide some early quantification of their relative impact on the workforce.

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'The Australian TAFE teacher' is the official journal of the TAFE Division of the Australian Education Union (AEU). Articles in this issue include: The future is TAFE / Correna Haythorpe; AEU supports new centre to advance vocational education research / Mark Dean and Jim Stanford; The new TAFE approach set to shake up gender equality; AMEP outcomes-based funding model spells failure; Celebrating National TAFE Day / Michelle Purdy; In conversation with Sally McManus / Susan Hopgood; The future of TasTAFE / Simon Bailey; Psychological safety in teaching: what, why and how / Chemene Sinson; Tricks of the trade: a few teaching tips from the classroom / Chris Poppell; Lessons from Scotland / David Belsey and Stuart Brown; Lessons in VET: what Australia can learn from Scotland, England and Finland / Meredith Peace. Show less

This latest research, commissioned by the Institutes for Adult Learning, aims to increase awareness of the benefits that adult education can bring to the nation's health and well-being. It also aims to stimulate dialogue on how central and devolved government policies and practices can ensure that adult education remains a strategic priority. So much evidence points to the fact that adult education makes a significant contribution to the health and well-being of individuals and communities. It can be relied upon to assist in addressing national policy challenges such as encouraging and enabling individuals and families to take a more active role in their own health and well-being. However, this added-value contribution is at serious risk of being lost in a policy landscape pre-occupied with apprenticeships, skills and qualification reforms. Devolution presents some real opportunities in local economies to address the skills shortages expected to follow Brexit.

Our evidence points to three key messages: (1) Adult education does help keep individuals well and supports longer and productive lives; (2) Adult education does help meet major challenges such as: ageing, loneliness, long-term conditions, mental health and well-being and community cohesion; and (3) Adult education does help save money in the National Health Service (NHS) and the social care system.

Six recommendations are outlined in the report. These are aimed at local, regional and national policymakers, educationalists, NHS 'Sustainability and Transformation Partnerships' (STPs), Health and Well-Being Boards, Clinical Commissioning Group (CCGs), Local/Combined Authorities and Local Enterprise partnerships (LEPs) and others working in the Health and Social Care Sector.

This report builds upon earlier research 'Adult education: too important to be left to chance' (2016) [available in VOCEDplus at TD/TNC 125.200].

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With many regular workplaces shut down to 'flatten the curve' of Coronavirus Disease 2019 (COVID-19), millions of Australians are now shifting their work to home. Home work has great potential to cushion the economic blow of the pandemic: allowing many to keep working and earning an income, and many firms and industries to continue at least partial production. But there are also many challenges and risks associated with this major shift in work patterns. Much of the increase in home work will likely become permanent, even after the immediate health emergency passes. That makes it crucial to 'get home work right': providing home workers with appropriate support and protections, and preventing abuse and exploitation as home work becomes more common. This briefing paper surveys the scope of home work, considers its impacts on economic and gender inequality, and proposes several policy recommendations to make home work safer and fairer.

Main findings include: (1) About 30 per cent of Australian jobs could conceivably be performed from home - but it will take time for workplaces to make necessary organisational and technological adjustments to reach that potential; (2) Occupations which can work from home were already paid about 25 per cent more than occupations which cannot be shifted to remote locations. The shift to home work could therefore exacerbate income inequality; this reinforces the need for comprehensive income protections for those who cannot work from home; (3) The expansion of work-from-home arrangements raises several concerns regarding the conditions of home work, and protecting those who perform it. These include fair compensation for extra expenses associated with home work; applying normal rules regarding working hours and pay; ensuring a safe home work environment (including its social and familial context, with challenges like domestic violence); and protecting the privacy of home workers from undue monitoring and surveillance by employers. The paper concludes by urging researchers, unions, regulators and policy-makers to pay top-priority attention to ensuring the safety and fairness of home work - because this shift is clearly here to stay.

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Based on an ecological view of teacher resilience, the paper investigates perceived difficulties and resources among vocational education and training (VET) teachers as a first step for investigating teachers' resilience. Given the substantial shortage of theoretical and empirical studies on this population, more research on resilience among VET teachers is necessary and relevant. In this exploratory qualitative study, interviews with VET teachers in Switzerland (n = 37) sought to identify the specific challenges faced by teachers, the resources to be addressed. As well as confirming the different critical challenges and protective factors emerging from the literature review, the results identify difficulties and resources specific to VET teachers in Switzerland. In terms of critical challenges at a macro-contextual level, teachers' low social recognition is emphasised. Moreover, exposure to curricular reforms generates stress and pressure related to the required standardisation of content and subject changes. At a micro-system level, we detected teachers' frustration in relation to students' low vocational motivation and maturity and specific emerging instructional challenges in vocational subject teaching. In terms of resources, teachers perceived the possibility of diversifying their professional role by alternating school and extracurricular activities as a supportive factor. The results provide a basis for more extensive quantitative study investigating relationship among adversities and resources and resilient strategies.

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