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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

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.

Edited excerpts from publication. Show less

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

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

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.

Excerpt from publication. 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 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 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