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As part of the Australian Government's contribution to the National Partnership on Youth Attainment and Transitions, existing youth, career and transitions programs were consolidated into two new programs from 1 January 2010: School Business Community Partnership Brokers and Youth Connections. Youth Connections provides a safety net for young people who have disconnected or are at risk of disconnecting from education, and offers flexible case managed support and services that recognises the role that family and community play in a young person's wellbeing and development. The purpose of the outcomes framework and evaluation strategy is to define the Australian Government's objectives of the Youth Connections program and how those objectives contribute to the goals set by the National Partnership on Youth Attainment and Transitions.

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The project was commissioned in response to feedback from a Department of Education, Science and Training (DEST) discussion paper, The Bologna Process and Australia: next steps. The Bologna Process is part of a European initiative aiming to establish a single European Higher Education Area by 2010, focusing on curriculum and quality assurance. A key outcome is the Diploma Supplement that is currently being issued to graduates by higher education institutions in large numbers of European countries. The aim of this project was to develop an agreed template for an Australian version of the European Diploma Supplement and to make recommendations on detailed implementation and management strategies. The key recommendation from the project is for the introduction of an Australian Higher Education Graduation Statement that will take the form of documentation provided to graduates by awarding institutions in addition to the degree or diploma certificate or testamur. Its purpose will be to make qualifications more portable and their value more transparent by providing descriptions of the nature, level, context and status of the studies that were pursued and completed by graduates, as well as information about the education system to which the qualification belongs.

Related documents are indexed at TD/TNC 99.403 and TD/TNC 99.404. Show less

This report provides information on the factors affecting participation of regional students in Australian universities. In particular, it examines the relative importance of socioeconomic status and access to university in influencing higher education participation across regions. The report shows that regional participation in university among 19-21 year-old students increased from 18 per cent in 1996 to 21 per cent in 2006. However, university participation among metropolitan students increased faster from 28 per cent to 35 per cent, so that the gap between regional and metropolitan participation increased from 10 percentage points to 12 percentage points. The report finds that lower socioeconomic status, as measured by education and occupation levels, explains most of the gap in participation between regional, outer metropolitan and inner metropolitan areas. While proximity to campus matters, the report finds that access to university appears to have less influence on university participation than socioeconomic status.

Published summary from DEEWR website. Show less

In a competitive business environment employers need to be sure that their business is reaching its full potential. While there is no magic fix for unlocking business potential, building the language, literacy and numeracy skills of employees can have a significant impact on business operation. This booklet provides a starting point for tackling language, literacy and numeracy issues in the workplace, improving communication processes and building workforce capability. This can bring significant business benefits including: productivity growth; better communication, teamwork and cooperation; increased employee morale and willingness to develop new skills; improved customer relations; successful introduction of quality processes; a safer workplace; and better compliance with workplace legislation.

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The learning in this workbook is intended for people working in or wanting to work in the community services industry. Many community services clients have problems with housing. Chapter one develops an understanding of the role of social housing in community services. Chapter two looks at the issues that affect the social housing sector such as homelessness, housing affordability and clients with complex needs. Chapter threes establishes the values and attitudes of the social housing sector. There is a final assessment at the end of the workbook.

In this collection there are 11 workbooks and one ‘Trainer’s guide’ on CD ROM; they are indexed from TD/WELL 94.05 to TD/WELL 94.16. Show less

The learning in this workbook is intended for people working in or wanting to work in the community services industry. In chapter one, the learner looks at how to work effectively and how to follow workplace policies, procedures and guidelines. Chapter two looks at working in an ethical way, working in line with an organisation’s beliefs and values, behaving in an acceptable manner, keeping information private and dealing with work-related problems. There is a final assessment at the end of the workbook.

In this collection there are 11 workbooks and one ‘Trainer’s guide’ on CD ROM; they are indexed from TD/WELL 94.05 to TD/WELL 94.16. Show less

The 'Higher education report 2007' is part of a suite of publications which report on the Australian higher education sector in 2007. The report provides: an overview of the higher education sector and its major achievements in 2007; details of funding allocations under the Higher Education Support Act 2003 (HESA); and an overview of programme outcomes (including the allocation of places). As a result of the Administrative Arrangements Orders (AAOs) that took place in late 2007, the former Department of Education, Science and Training (DEST) changed its name to the Department of Education, Employment and Workplace Relations (DEEWR). However, as this report relates to the 2007 calendar year, the Department is referred to as DEST throughout the ‘Higher education report 2007’.

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The Review of Australian Higher Education [see report indexed at TD/LMR 85.696] is examining the future direction of the higher education sector, its fitness for purpose in meeting the needs of the Australian community and economy, and options for ongoing reform. In this report, Access Economics assesses the expected quantum and nature of demand for higher education over the next decade by prospective students and industry, including an assessment by geographic area. For each area of analysis (student demand and industry demand) there are three major components: (1) a literature review on the factors affecting prospective demand for higher education (from a student perspective and from the perspective of industry’s demand for skills); (2) a detailed analysis of factors influencing prospective student and labour market demand for higher education; and (3) development of a model to provide projections of prospective demand, including with State/Territory and regional variation. This report contains that analysis as well as the projections from the student demand and industry demand models developed for this project.

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The Department of Education, Employment and Workplace Relations (DEEWR) commissioned the author to write a series of papers on social inclusion/exclusion in order to build the knowledge base on social inclusion. They do not necessarily represent the views of the Australian Government. This briefing paper begins by examining the meaning of ‘social exclusion’, first by looking at European Union indicators, and then at definitions to arrive at a ‘plain English’ definition and its main drivers, and the economic benefits of greater social inclusion. The second part of the paper deals with the European Union framework of primary and secondary social inclusion indicators, highlighting acknowledged gaps. Show less

This report is prepared in accordance with the legislative requirements of the Skilling Australia’s Workforce Act 2005 and includes an assessment of the performance of the national training system during the year. The report provides detailed information on the operation of the national system, its achievements and challenges, and the outcomes achieved for the system’s clients. This report covers the 2006 calendar year and is presented in four sections. Section 1: ‘Introduction and context’ provides an outline of the report, describing the economic and social context for the national training system during 2006, and outlines the major components of the national training system. Section 2: ‘Performance of the national vocational education and training (VET) system in 2006’ contains an analysis of the system’s performance in 2006 against agreed key performance measures. Section 3: ‘Annual national priorities for 2006’ reports the achievements and outcomes against the annual national priorities for 2006, and is underpinned by examples and achievements of the state, territory and Australian governments. Section 4: ‘Appendices’ provides time-series statistical tables on the national training system’s performance and includes information on the data sources used as well as additional state and territory data. Show less