Search Results

This literature review is concerned with studies published since 2002 that take the perspectives of students in relation to learning with information and communication technologies (ICTs): students in schools, vocational education and training (VET) and in preservice teacher education, as well as early career teachers and other higher education students. In this paper the shorthand nomenclature of the ‘student voice’ is adopted to describe the literature that is reviewed from the point of view of students’ perspectives about learning with technologies. The review aimed to: ascertain what recent research has already been undertaken in the field within Australia and overseas; ascertain the research methods used to underpin existing research; determine the gaps in existing knowledge; and consider the implications for determining what ‘next steps’ could be undertaken.

Excerpt from publication.

A related report is indexed at TD/TNC 98.274. Show less

Apprenticeship non-completions are a major concern for the Australian business community and are a significant drain on the national training effort. Increasing completion rates will lead to better return on investment in training for employers and governments and increase the skills level of the Australian workforce. The research reported here presents an evidence-based, logical, rigorous, systematic and thorough approach to retaining apprentices for all employers. This approach provides employers with recommended principles to follow and processes to implement as part of a holistic workplace management strategy through the recruitment and employment of an apprentice. The key findings of the research are structured around the following core concepts for retention as identified in the research: attracting the right person; recruiting and inducting good apprentices; making work and training meaningful; providing personal and professional support; providing effective training; and making full use of information and support services. It focuses on employer perspectives to determine views, actions and attitudes of employers that have a positive impact on completion rates of apprenticeships, and is aimed at ensuring that the Australian business community has access to a highly skilled and motivated workforce.

A companion document, ‘A systematic approach to retaining apprentices: findings from the 25 national interviews’ is indexed at TD/TNC 96.965. Show less

This annual report draws on the investigations undertaken for the Strategic ICT Advisory Service (SICTAS) that Education.au is providing to the Australian Government Department of Education, Employment and Workplace Relations (DEEWR). The SICTAS reports into collaborative learning, workforce capability, and national software infrastructure to provide evidence to support a role for Australian Government to ensure the best return on investments in [information and communications technology] ICT for education and training. The role recommended is one of cross-jurisdictional and cross-sectoral coordination, collaboration and cooperation between and amongst education and training stakeholders led by the Australian Government. Technology innovations will continue to occur. This report focuses on providing advice on creating an education and training sector that is a ‘change maker’, i.e. it has the people, policies and processes in place to normalise change and to take advantage of emerging ICT. This will enable the timely introduction of new and emerging ICT and enable the education and training sector to respond to the need for new skills, knowledge and abilities, to adjustments to assessment, pedagogy and curricula as research and practice, and our teachers, leaders and learners, show the way. This report provides recommendations where the Australian Government can provide a national focus and strategic direction for ICT in education while acknowledging and encouraging the contributions of jurisdictions and sectors.

Excerpt from published foreword. Show less

[This report] examines re-engagement and retention strategies for disengaged former apprentices and developing options that actively encourage reengagement for disengaged apprentices. The research for the project showed that it is possible and important for employers to take a positive and systematic approach to re-engaging and retaining previously disengaged apprentices. A major finding from the research is that it is worth the effort to implement a positive and systematic approach to attracting and retaining disengaged apprentices, for a number of reasons including: previously disengaged apprentices come with experience and expertise which can link directly to the needs of the business; the often broader employment and life experience of a previously disengaged apprentice can make it easier to reliably assess their skills, attitude and potential; if employers are willing to examine the reasons why a person dropped out of an apprenticeship, including that the person was young and might have made mistakes, then they and the apprentice may benefit from giving that person a second chance. [The report] focuses on employer perspectives to determine views, actions and attitudes of employers that have a positive impact on building positive employment and training outcomes for employer and disengaged apprentices ensuring that the Australian business community has access to a highly skilled and motivated workforce.

Published summary from ACCI website. Show less

This facilitator guide is designed for trainers in the vocational education and training (VET) system as trainers from all industry sectors play an important role in fostering innovation and creativity. This guide aims to assist trainers to embed innovation skills development into their training methodology. The Australian economy relies on the innovation of its workforce: new thinking will foster growth, and contribute to our competitiveness. Innovation is not just the responsibility of researchers; workers at all levels can contribute to the development of innovation by finding new, different or better ways of working. Vocational education has a key role in this process. Trainers can help foster innovation in the workforce through their professional practice, as outlined in this guide.

Excerpts from publication. Show less

This report identifies findings arising from 25 interviews conducted in a project aimed at identifying an evidence-based, logical, rigorous, systematic and thorough approach to retaining apprentices for all employers. Interviews were conducted with 25 employers who were drawn from a range of industries, from automotive to electrical engineering to marine, mining, defence, healthcare, construction and manufacturing. The interview questions are based on the findings of the literature review and survey of employers undertaken earlier in 2008. The findings and recommendations arising from these interviews and from the survey and the case study work are presented under the following headings: Attracting and retaining good apprentices; Recruiting and inducting; Making work meaningful; Providing personal and professional support; Providing effective training; and Using government information. A significant finding from the literature review is that a key to the retention of apprentices is the effective collaboration between different parties, including the employer, schools, parents, communities, training providers, governments and the individual apprentice.

A companion document, ‘A systematic approach to retaining apprentices’ is indexed at TD/TNC 96.964. Show less

This resource kit is comprised of two CD-ROMs, one customisable, and a trainer and assessor guide. It provides an outline for trainers to use in their delivery of workplace training in the timber industry, and contains suggestions on ways of assessing the competence of participants. It is suitable for use with any timber workers involved in production work whether they have literacy difficulties or not. Show less

This report outlines findings collected from listening to and analysing the views and expectations of students within Australian education and training institutions about learning with technologies. The overarching question for this research was: 'what are the views of students and early career educators, about learning with technologies in Australian education and training?' In 2008, students in primary and secondary schools, vocational education and training (VET) institutions, international students studying education in universities and pre-service teacher education students contributed to the research based upon their current experiences and views. Early career teachers were asked to reflect on their experiences as pre-service teachers. Data was collected through online surveys and focus groups. The research design was informed by a literature review. The purposes of this research were: (a) to gain an improved and contemporary understanding of the expectations and experiences of learners and early career educators, of how information and communication technologies (ICT) may be utilized to improve learning outcomes; and (b) to develop a better understanding of students' and educators' requirements regarding ICT in education and training. The research found that students believe technology is a vital learning aid as it can provide access to detailed information, opportunities to practice for tests, help with maths and development of problem solving skills. The research also found ICT offers more opportunities to tailor education to meet students’ needs and increase their motivation to learn.

Excerpt from publication.

The literature review is indexed at TD/TNC 98.275. Show less