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The learning in this workbook is intended for people working in or wanting to work in the community services industry. Workers in the mental health sector provide information and support to people with mental health problems. Chapter one focuses on an understanding of the history of mental health work, and the changing nature of mental health work. Chapter two develops knowledge of mental health issues. Chapter three deals with the necessity of being committed to the important values and attitudes of the mental health sector. Chapter four discusses the notion of working well with people from different backgrounds. 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 Department of Education, Employment and Workplace Relations (DEEWR), on behalf of the Minister for Tertiary Education, Skills, Jobs and Workplace Relations, produces the annual national report for the national vocational education and training (VET) system. This report covers the 2009 calendar year and provides an assessment of the performance of the national training system as well as detailed information on the operation of the national system and its achievements and challenges. The report is presented in three sections: Section 1: Overview provides an outline of the report, describing the national vocational education and training system, the relevant Intergovernmental Agreements that relate to VET and the economic and social context for the national VET system during 2009. Section 2: Performance of the national VET system in 2009 contains an analysis of the system’s performance in 2009 against performance indicators agreed by the Council of Australian Governments (COAG). This section includes information about the participation, achievements and outcomes of all VET students and those that are identified as having a disadvantage in VET. VET system efficiency and employer engagement and satisfaction with VET are also covered. Section 3: Commonwealth, State and Territory achievements gives examples of achievements of the State, Territory and Australian Governments.

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This report is part of the series of investigations commissioned by the Australian Government’s Department of Education, Employment and Workplace Relations (DEEWR) as part of the Strategic ICT Advisory Service (SICTAS) project. The report looks at the current experience of student teachers in applying [information and communications technology] ICT in pedagogy, the barriers to using technology during teacher training, challenges in the practicum and ways to improve their experience of using ICT in their pre-service. In addition the report attempts to analyse recent national and international research, including the Demand and Value Assessment Method (DVAM) research recently undertaken for edna, Partnerships in Information Communication Technology Learning (PICTL), and research from the Joint Information Systems Committee (JISC). Key questions addressed in the investigation included the following: (1) to what extent do teacher education courses develop pre-service teachers’ ICT skills and confidence, particularly in relation to using ICT technologies in their own teaching practice?; (2) are pre-service teachers required to apply ICT skills during their practicum? In this respect, are there any barriers? How might we improve student teachers’ experience in using ICT in the classroom?; (3) are there any particular barriers to student teachers accessing ICT facilities either in their coursework at university or during their practicum at school? To what extent do pre-service teachers have access to appropriate facilities at home?; and (4) are there any requirements in respect of ICT skills and experience for teacher registration? If not, what is the case for such requirements?

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This report presents the findings from an evaluation of the first phase of the London European Social Fund (ESF) Youth Programme 2014-2020 (the Programme), with delivery occurring between April 2016 and March 2019. This report was written in late 2018, while some projects were still underway. It presents a snapshot of the results achieved and lessons learnt to that point. The Programme was designed to support young Londoners, aged 15-24 who were either not in education, employment or training (NEET), or at risk of becoming NEET, into sustainable employment, education or training (EET). The Programme involves seven strands of activity, aimed at different cohorts of young people and working with employers and schools. Five of the programme strands are intended to work together, with providers referring young people between strands in order to access targeted support. Key findings include: (1) the programme has been successful so far in supporting most participants (53 per cent) into EET; (2) despite the collaborative design of the programme, providers made fewer referrals than anticipated; (3) despite some reservations, the payment by results approach was generally viewed as the best payment model for this type of programme, incentivising the intended outcomes for providers; (4) providers had different ways of working but in terms of good delivery practice, the most effective approach they have found is to use skilled advisors, have strong local partnerships and to work flexibly with the young person; and (5) participants typically enjoyed the programme and found it helpful in improving their confidence, skills, prospects of getting a job, knowledge of options available to them, and motivation to take next steps.

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The ‘Higher education report 2008’ is part of a suite of publications which report on the Australian higher education sector in 2008. The report provides: an overview of the higher education sector and its major achievements in 2008; an overview of the ‘Review of Australian higher education’ (the Bradley Review); program descriptions and details of funding allocations under the Higher Education Support Act 2003 (HESA); and an overview of program outcomes (including the allocation of places). This publication relates only to higher education matters which fall within the Department of Education, Employment and Workplace Relations (DEEWR) and does not include information on areas which belong to the Department of Innovation, Industry, Science and Research (DIISR).

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Reverse marketing is funded under the Employment Pathway Fund (EPF) to encourage [Job Services Australia] JSA providers to actively market job seekers to potential employers where vacancies have not been advertised, and to refer and place job seekers into those jobs. Reverse marketing provides a mechanism to stimulate demand for labour by pre-empting employers' labour needs before they create a vacancy. Effective reverse marketing can play an important role in the wider employment services framework by providing job ready job seekers with access to vacancies that may not otherwise exist. The EPF was designed to give JSA providers flexibility to be innovative and creative when servicing their job seeker caseload, to improve the chances of job seekers finding sustainable employment. Consistent with this principle, the definition of reverse marketing has flexibility incorporated to allow providers to use it effectively within their local environment. However reverse marketing is a service similar to the general servicing which JSA providers are contractually obliged to deliver, with key differences that are sometimes difficult to distinguish and are open to interpretation and possible inappropriate application in practice. This paper assesses the use of reverse marketing under the EPF in terms of how it is being targeted, and how effective it is in achieving increased job referrals and job placements for job seekers. Length of employment was not used as an effectiveness indicator due to the difficulty in attributing differences in employment sustainability to how job seekers were recruited, rather than other factors operating before the job seekers became employed and after placement.

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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.

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

This paper is part of a review of the [Education Services for Overseas Students] ESOS Act that aims to ensure Australia’s regulatory framework delivers the best consumer protection and maintains rigorous standards for providers in the international education sector. The review will consider the need for enhancements to the ESOS legal framework in four key areas set out in the terms of reference: supporting the interests of students; delivering quality as the cornerstone of Australian education; effective regulation; and sustainability of the international education sector. The review is expected to be completed in early 2010.

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The annual Survey of Employers' Recruitment Experiences in capital cities across Australia surveys employers about their recent recruitment activity and future employment expectations. The survey results provide insights into the levels of recruitment activity, the occupations for which employers had the greatest difficulty filling vacancies and the recruitment outlook. These regional reports and presentations provide labour market information and an analysis of the Survey of Employers' Recruitment Experiences conducted in Victoria since 2010.

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This study was undertaken for the Department of Education, Employment and Workplace Relations (DEEWR) by the Australian Council for Educational Research (ACER) during May, June and July of 2010. It focuses on students who study at higher education institutions (HEIs) in regional parts of Australia, with particular attention paid to their characteristics, motivations, experiences and outcomes, both in terms of further study and of employment. The study catalogues a number of existing data sources which can be utilised for research into this population and identifies key gaps in the current collections which inhibit some areas of analysis into students at regional HEIs. Key findings include: (1) students at HEIs in regional parts of Australia are predominantly from surrounding regional areas; (2) students enrolled at regional HEIs are more likely to be female, tend to be older than their metropolitan counterparts, are more likely to care for dependents and are more likely to be Indigenous; (3) students from regional areas who wish to attend HEIs are often prevented from doing so by the costs associated with study, and are highly likely to defer the commencement of their courses for financial reasons; (4) students who complete their studies at regional HEIs tend to remain in regional areas for both further study and employment; and (5) students at regional HEIs in the fields of agriculture and environmental studies, and who undertake further study, are much less likely than metropolitan students to continue in the same field of education. Show less