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A group of voluntary literacy tutors discuss first meetings with their adult students. Includes vignettes showing different approaches by a tutor towards her student with differing results. Show less

This book contains the full proceedings of the Fifth International Conference on Adult Education held in Hamburg, Germany from the 14-18 July 1997. This conference discussed issues of adult literacy, the future of adult learning, adult education developments worldwide, lifelong learning, and the impact of new technologies on adult education. Included is the Hamburg Declaration on Adult Learning and the Agenda for the Future detailing the delegates commitment to education for all. Show less

Cities are not only home to around half of the global population but are also at the forefront of the transformation of jobs, skills and labour markets. Furthermore, cities play a leading role in the [Coronavirus Disease 2019] COVID-19 response, as the pandemic is not only accelerating megatrends such as digitalisation and automation that change the world of work, but is also challenging city economies. In London, COVID-19 has caused an unprecedented labour market shock, with several service sectors having been devastated. The crisis and its impact on employment and firms make skills development and adult learning more important than ever. London is the first major city within the OECD to introduce a comprehensive skills strategy. [This report] analyses London's capacity to design effective adult learning programmes, which are critical for a strong and sustainable economic recovery and for preparing for the future of work. The report sheds light on major challenges facing London, especially in light of COVID-19, while also pointing to opportunities for London to design a future-ready adult learning system that responds to the impacts of the pandemic and aligns training to rapidly evolving labour market demands.

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Upper Yarra Community House managers, Alison Forbes and Carmel Allen, describe how they used funds from an Australian Flexible Learning Framework Grant to develop and deliver a unit from Certificate III in Aged Care, using an e-learning program. This innovative program led to the Learn Local Award for Innovation 2011.

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This publication is volume two of ‘Envisioning practice - implementing change’, the proceedings of the 10th Annual International Conference on Post-Compulsory Education and Training, which was held in Queensland in December 2002. The themes of the conference are the pressure for change in the world of postcompulsory education and the impact on the perception and practice of professionals in the education and training sector and growth in critical understanding surrounding the implementation of contemporary changes in postcompulsory education practice. Papers focused on the following topic areas: flexible learning; access and equity; the use of technology to solve educational problems; critiquing concepts of change; citizenship and concepts of community; identity formation; and overcoming critical barriers to advancing research on learning and work.

The papers included in this volume are: Enhancing organisational effectiveness: addressing inhibitors and enablers of the continuous improvement process / Dell Dennis; Promoting effective capacity building in internationally funded development projects / Dell Dennis; Situated learning: gaining feedback to enrich understanding / Cathy Down; Training packages: challenging a ‘cargo cult’ mentality in VET / Cathy Down; Career pathways and learning journeys: an exploration / Darryl Dymock and Carmel McCarthy; Lifelong learning and the world of work: the state of play in Australia / Fran Ferrier and Chris Selby Smith; Adult numeracy and new learning technologies / Gail E. FitzSimons; Reciprocity in professional partnerships: outcomes for everyone / Margaret Fletcher; Revising the vision: learning about learning with computer-based assessment / Margaret Fletcher, Judith Kearney and Brendan Bartlett; Sunraysia Institute of TAFE: an ‘Investor in People’ on the pathway to becoming a ‘learning organisation’ / Ross Furness; The benefits of cultural diversity in online learning / Lyn Goodear; VET in schools teacher training: bridging two worlds / Annette Green; Envisioning practice: the roles of context, judgement and informal learning / Paul Hager and John Halliday; Alternative mechanisms to encourage individual contributions to VET / Sandra Haukka; Developing a research culture: staff transition from polytechnic to university / Mary Hedges; VET teacher preparation across two cultures: implications for practice / Doug Hill and Ros Brennan; Envisioning practice and implementing change: a case study / Roderick Huggett; Evaluation of a new model of in-service professional training in the Norwegian Directorate of Taxes / Mette Hoie; Ethical responses to contemporary cultural influences in the construction industry in Queensland with implications for vocational education and training / Ian James; Learning and assessment in the workplace: models of practice / Robyn Johnston and Geof Hawke; Qualification mobility - flexible pathways that increase equitable outcomes / Arden Joseph and Cathy Donovan; A dialectical approach to the problem of how to understand numeracy / Clive Kanes; Strategies of HRD practitioners in stimulating learning: an overview of theory and comparative empirical research / Marieke Koornneef and Karen Oostvogel, Roger Harris and Rob Poell; Developing the skill base of Australia’s broad-acre farmers: a top down view by Australia’s rural research and development corporations / Chris Martin; Educating for diabetes: a survey of GPs / Alison McConnell-Imbriotis; On the level: two constructions of VET’s identity / Gavin Moodie; Finding coherence in a flexible vocational education system: a role for mentoring / Deborah Moseley; Change, and the aesthetics of mal-adaption / Glenda Nalder; Combining reflective practice and formal inquiry: an action research model / John M. Peters; Shared understandings and conflicting expectations of university students and staff around ‘flexible learning’ / Hitendra Pillay, Louis Albert and Patricia Ward; Adult vocational university students: what do they learn from their teachers? / Bob Pithers and Tony Holland; Post-compulsory education and training in Italy: the minefield of change / John Polesel.

The three volumes of conference proceedings are indexed from TD/TNC 72.49 to TD/TNC 72.51; selected papers are indexed from TD/TNC 72.08 to TD/TNC 72.11 and TD/TNC 72.52 to TD/TNC 72.100. Show less

This report, based on questionnaires given to NOW students at the commencement of their courses, details the characteristics of the NOW programme participants. Show less

As South Africa moves towards a democratic, non-racial constitution, it faces a problem of massive social rehabilitation after the social devastation caused by the policy of apartheid. Apart from the children still within a seriously inadequate education system, millions of adults earlier received inferior, and in most instances destructive, education and are poorly equipped to participate effectively within a new political and economic dispensation. In addition, black and white South Africans are expected to bond to form a new, non-racial nation yet for generations their lives have been rigidly segregated under apartheid laws and hence they hardly know each other. Non-formal adult education initiatives which address these needs are thus a priority in South Africa. This paper describes a collaborative attempt between a university-based agency and several industrial concerns to address the issue of personnel development through non-formal educational means. Using the model of guided ‘apprenticeships’ in cognitive and social development and an action-research methodology, the project targeted three focal areas for development: strategic thinking skills, team values and an internal locus of control. Over the period of a year, monthly events were structured into the project to facilitate participants’ development along these lines. Results indicate that significant development occurred amongst the majority of participants in the areas of self-confidence, communication and relationship skills, and in the broadening of their general knowledge bases. The relationship of these results to the targeted areas of development is discussed and an attempt is made to explain the results through reference to the methodology and structure of the project.

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Vocational education and training (VET) systems differ internationally regarding how practitioners are required to hold qualifications to teach, or undertake continuing professional development. Few require the undertaking of research into professional practice, although in some cases there are strategies to encourage and enhance this. This article provides an insight into how vocational practitioners in England have been encouraged to examine their professional practice through two initiatives: a research network and an [higher education] HE-supported practitioner-research programme. Both have attempted to create systematic, collaborative approaches to changing and improving professional practice by placing the practitioner at the heart of their activities. The challenges of supporting such initiatives are examined in the context of the increasing demands placed upon practitioners as VET is directed to meet economic goals of many nation states.

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This document provides information for people to be able to run workshops for older people as part of the 'Pathways to Action' program. Show less

Fine print is the newsletter of the Victorian Adult Literacy and Basic Education Council (VALBEC) and provides information on activities and developments in the area of adult literacy and language research, project work, policy work and administrative practice.

Contents: Editorial / Aileen Treloar; President's report / Beverley Campbell; ACAL Membership: what is it worth? / Heather Haughton; The ABC of literacy / Lyndall Jones; Welcome to Apple Mac / Barbara Leddin; Competency scales / Patrick Griffin; A new journal for adult literacy workers / Ian Reid; Community radio / Yvonne Brown; Writing in Swan Hill / Bing Whatmough; Foxfire / Ruth Muir; Bairnsdale mini-conference report / Evelyn Schoenberger; Literacy and numeracy for special needs / Dulcie Stone; Literacy and technology / Marilyn Park; Library conference reports / D. Bourne, Aileen Treloar; Reading the real thing / Aileen Treloar; TAFE readers / Pam Darragh; Between the Lines / Aileen Treloar. Show less