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This report examines the destinations of school leavers who had participated in the Structured Workplace Learning (SWL) program while in either Year 11 or Year 12, and who left school in 2002. Structured workplace learning provides opportunities for students in secondary school to experience the workplace, and is often an integral part of vocational education and training (VET) programs undertaken by school students. Funded by the Australian Government through the former Enterprise and Career Education Foundation (ECEF), the fourth annual Student Destination Survey (SDS) sought to ascertain the labour market and education and training destinations of this target group of school leavers. Participants in the survey were asked about: the nature of their study while at school; whether they were studying or working at the time of the survey; and whether SWL had helped them attain their post-school destination. The findings show that there has been an increase in the proportion of SWL participants going on to full-time study, while a substantial group (35%) were in full-time employment, and one in five were undertaking a traineeship or apprenticeship. Overall, the survey indicates that SWL programs are playing a positive role in the support of young people's transitions from school to their career destinations. Show less

This review was undertaken to address the employment and other economic outcomes of the Language, Literacy and Numeracy Programme (LLNP). This request was made as part of the Expenditure Review Committee (ERC) decision to allocate an extra $4.1 million to LLNP in 2004-05. The additional funding was approved in the context of the ‘Review of settlement services for migrants’, which found that there was a need for increased provision of language training for migrants who had completed the hours provided to them as part of their settlement package. The review was undertaken by an independent evaluation unit within the [then] Department of Education, Science and Training, using existing program administration data and data from a post-program monitoring survey of clients three months after exiting the program (conducted by the Department of Employment and Workplace Relations). This report of the review addresses the terms of reference and provides a range of recommendations for improvements in the future operation of the program. Key messages of the review are that: (1) Australian and international research shows a clear association between improved levels of literacy and improved employment outcomes. In line with these findings, LLNP addresses clients’ barriers to employment and further education by providing language, literacy and numeracy training. Its outcomes are therefore measured primarily in terms of skills gains; (2) LLNP has measurably improved the skill levels of participants and thereby the likelihood of participants finding employment, entering further education and coming off income support; (3) LLNP does not duplicate other training funded by Australian Government agencies and further research is needed to establish any gaps and duplication in relation to State and Territory funded programs; (4) data collection systems for the program should be improved to enable data exchange with the Adult Migrant English Programme funded by the Department of Immigration and Multicultural and Indigenous Affairs (DIMIA), and to improve the recording of clients’ skills outcomes and provider administrative performance; and (5) LLNP provides training at a better rate per hour when compared to similar courses provided by DIMIA or the vocational education and training (VET) sector, and the cost of providing places has fallen over the life of the project. Show less

This research report examines strategies for teaching literacy to low-level learners. The report investigates, using qualitative and quantitative methods, what strategies are successful and provides a foundation for resource and curriculum development. Low-level adult literacy students are defined as those undertaking the Certificate 1 of General Education for Adults (Introductory) or the Certificate 1 in English Language Literacies (Foundation). Strategies are defined as the processes or activities that are undertaken to assist in adult literacy learning. For the purposes of this research these strategies have been grouped in different categories: those that are direct, which include teaching and learning activities, and those that are indirect, that include room arrangement, teacher traits, and styles. The research commenced in February 2003 and was completed in February 2004. Show less

The Australian Government has significant financial and policy responsibility for higher education, while State and Territory governments retain major legislative responsibilities. Recent debate has suggested that there may be a need to re-think this arrangement to promote national consistency and transparency in key areas and ensure the capacity of Australia's universities to compete in both domestic and international markets. On the evidence currently available, there may be benefits in the Australian Government having a greater role in three key regulatory functions which are currently the responsibility of State and Territory governments.

Firstly, legislative differences mean that universities cannot always operate on a level playing field in seeking to expand and diversify their revenue sources through commercial activities. The Australian Government could play a strategic role in encouraging and achieving more consistency across jurisdictions and institutions in areas such as land use, power to invest and to operate outside jurisdiction of establishment. Secondly, governance and management in public universities have not always been responsive to changes in the operating environment over the last decade, for example, diversification of revenue sources and growth in commercial activity. All the State and Territory governments support implementation of the National Governance Protocols introduced by the Australian Government. Thirdly, there is an emerging consensus on the need for greater national consistency in recognition of universities and accreditation of courses and providers. It has been suggested that variations in the implementation of the National Protocols on Higher Education Approval Processes between the States and Territories are costly for providers seeking to operate in more than one State and Territory and confusing for consumers. They may negatively affect Australia's reputation for quality and consistency.

Edited excerpts from publication. Show less

The Enterprise Education Action Research Project was undertaken in approximately 200 Australian primary and secondary schools between April 2002 to April 2004. This action research represents the first comprehensive national analysis of enterprise education in schools. The research is supported by a diversity of actual school experiences. This report identifies best practice in enterprise education for young Australians. Enterprise education involves the acquisition of skills which enable students to be innovative, creative and successful at managing their own learning, and in combining their personal, community, business and education opportunities. The report identifies key elements for successful implementation of enterprise education, including: integrating school learning into students’ real life situations; enabling students to make decisions about their learning; and creating opportunities for students to exercise both individual and group initiative. It also highlights the benefits for students including learning necessary innovative skills which are sought and rewarded by employers, as well as identifying and successfully managing opportunities for themselves.

Case studies are indexed at TD/TNC 78.607. Show less

The Department of Education, Science and Training (DEST) and the Australian National Training Authority (ANTA) funded a project in 2001 to analyse and report on industry requirements for 'employability skills'. This project was jointly managed by the Business Council of Australia and the Australian Chamber of Commerce and Industry and was completed in March 2002. Employability skills were defined for the purposes of the project as 'skills required not only to gain employment, but also to progress within an enterprise so as to achieve one's potential and contribute successfully to enterprise strategic directions'. The project was commissioned to provide: (a) advice on possible new requirements for generic employability competencies that industry needs, or will need in the forseeable future, since the development of the Mayer key competencies; (b) clear definitions of what Australian industry and enterprises perceive as employability skills and the terminology being used to describe them; and (c) a proposed suite of employability skills and assessment and reporting options. The project also investigated industry reactions to the proposed suite and reporting options and undertook case studies involving a number of large enterprises and focus group research with small and medium-sized enterprises (SMEs). This document reports on the case study research undertaken with 40 small and medium-sized enterprises (SMEs) to determine their views on the employability skills needed by individuals to enter employment and continue to participate in the workforce, with a focus on the future needs of their enterprises and the implications of these changes for their skill requirements. The research also investigated the relevance of the Mayer key competencies in the context of workplace change and employers' opinions on how the education and training system could facilitate better understanding and development of employability skills.

The project final report is indexed at TD/TNC 70.178. The literature review is indexed at TD/TNC 70.179 and the report on detailed case studies with large enterprises is indexed at TD/TNC 70.180. Show less

The study examined the impact of acquiring post-school vocational and technical education (VTE) qualifications on young people’s labour market outcomes by around their mid twenties. Separate analyses were undertaken of the impact for young people in general and for those who experienced a substantial period of unemployment before completing the VTE qualification. The study found that VTE qualifications significantly improved the employment outcomes of both Year 12 completers and early school leavers, as well as for those who experienced lengthy periods of unemployment. The increase in the likelihood of being in full time employment by age 22 years in the case of the longer term unemployed school leavers was of the order of 10-13 percentage points. The most beneficial VTE qualification was an apprenticeship or traineeship. The multivariate statistical analyses used Longitudinal Surveys of Australian Youth (LSAY) data.

Published abstract reprinted by permission of the copyright owner. Show less

This annual report for 2002-03 contains information about the Department of Education, Science and Training's (DEST's) role, its corporate governance arrangements and management accountability framework, and its performance against the outcomes and outputs framework set out in the 2002-03 Portfolio Budget Statements. The first two chapters contain the Department Secretary's review of the year and an overview of DEST. Chapters three to five report on DEST's performance in achieving the following outcomes: students acquire high quality foundation skills and learning outcomes from schools; individuals achieve relevant skills and learning outcomes from post-school education and training for work and life; and Australia has a strong science, research and innovation capacity and is engaged internationally in science, education and training to advance its social development and economic growth. Chapter six looks at management and accountability arrangements. Included as appendices are: Occupational health and safety; Freedom of information; Payments to advertising and marker research organisations; Discretionary grants; Consultancies; Ecologically sustainable development and environmental performance reporting; Commonwealth disability strategy; Financial statements; Glossary and acronyms; Tables and figures. Show less

In November 2002, the Department of Education, Science and Training (DEST) called for a review of four independent Indigenous vocational education and training (IIVET) institutes which receive funding from the department under the Indigenous Education Strategic Initiatives Programme (IESIP). The following four providers were selected for the review: Tranby College, New South Wales; Tauondi College, South Australia; Institute of Aboriginal Development (IAD), Northern Territory; and Aboriginal Dance Theatre, New South Wales. The review examined the funding for the four IIVET providers, the services they provide, and how service provision might be improved, and compared the findings with the vocational education and training (VET) sector as a whole. Recommendations made, based on the findings of the review, included: that the selection of Boards should reflect the demands of governance in an educational institute, recruiting skills and experience in education, employment, culture and community and financial management; that IIVETs be encouraged to monitor post-course outcomes such as employment and further training; that IIVETs be encouraged to seek funding through employers for new traineeships and apprenticeships packages; that all IIVETS have documented criteria on their entry requirements; that IIVETs offer career path planning for individual students, which should include building relationships with potential employers; that IIVETs should be funded to conduct research activities on issues relating to Indigenous training in Australia; that IIVETs should build links with other institutes and training groups creating partnerships, where appropriate, to provide the best options for students; that future funding should be contingent on building relationships with potential employers in community, government or business sectors; and that IIVETs should build partnerships with community, government and business groups to train Indigenous people for roles particularly when employers can provide workplace mentoring. The contents of the report are: Introduction; Methodology; Focus; A short literature review on independent Indigenous education; Self determination; Indigenous controlled education; Enhanced educational outcomes; Funding arrangements; Impact of IIVETs; The IIVETs in summary; The history of independent Indigenous education; Issues arising from the review; Setting best practice standards for IIVETs; Literacy and numeracy; Costs; Selection, admission, course choice; Governance and leadership; Summary of conclusions; Recommendations; Bibliography. 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