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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

The National Quality Council (NQC), through the Department of Education, Employment and Workplace Relations (DEEWR), engaged KPMG to develop a set of quality indicators and a resultant reporting mechanism for state and territory Registering and Course Accrediting Bodies (RCABs). These quality indicators and reporting mechanism are to be used to gain an indication of RCAB performance against the Australian Quality Training Framework (AQTF) 2007 Standards for Registering Bodies and AQTF Standards for Course Accrediting Bodies (collectively referred to as the AQTF Standards), respectively. Phase one involved the development of eight quality indicators for Registering Bodies and a set of seven quality indicators for Course Accrediting Bodies. This report of phase one provides an introduction and project requirements, project activities undertaken, quality indicators, options for the reporting mechanism, and conclusion and next steps.

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Keep Australia Working is the government’s strategy to protect jobs and support business in the current economic environment. Key areas include: a nation building economic stimulus plan; helping business; and helping workers. This final report is part of a whole-of-government strategy to support Australian jobs. It details Australia’s current employment outlook, actions already taken and describes initiatives to address challenges of the future as the economy recovers. In order to support outcomes now and build long term capacity, major initiatives to build job and training opportunities include: a new Apprentice Kickstart Package to accelerate the take-up of apprenticeships in order to support the availability of trade skills in crucial sectors of the economy; a second round of the Local Jobs Stream of the Jobs Fund, targeted specifically at green jobs to support the transition to the economy of the future; a second round of the Get Communities Working Stream of the Jobs Fund to give priority to intermediate labour market models of social enterprise; setting up an Office of Employment Co-ordination to build further opportunities to connect job seekers with employment opportunities; expanding Keep Australia Working financial information seminars and job expos; and improving information for people and organisations affected by the global recession. The interim report was released on 8 July.

Excerpt from published summary on DEEWR website. 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

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 interim report is part of a review of the ESOS Act. The review aims to ensure that 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. This review has identified two essential and complementary elements to contribute to a restoration of the international education sector. The first is the need for ESOS laws, which specify national regulation of international education providers, to deliver more effective consumer protection (including complaints handling and alternative course placement) to support high quality international education. The second essential element is the application of these laws in ways that are transparent, streamlined and risk based for the greatest impact at lowest cost to governments, education providers and international students. The most significant areas of enhancement required to the ESOS framework are in the area of entry requirements for registration, the responsibility of education providers for the agents who act on their behalf both on- and off-shore, national consumer complaint and support mechanisms, and viable tuition assurance where the costs are borne by providers of highest risk.

Excerpt from published introduction. Show less

In this chapter, the authors concentrate on students at nine 'ordinary' or 'non-elite' secondary schools in Fiji. The authors found that most students and their parents still cling to the old idea of 'white-collar' employment, even though opportunities in this sector have declined. The authors found that the career aspirations of students were inflated or distorted in relation to their chances of success and students seemed to be unaware of some of the career options open to them in the skilled technical fields. Technical and vocational education and training (TVET) has a low status in Fijian society and positive attention to TVET by principals, teachers and community leaders may alter the culture of traditional 'white-collar' work being the logical outcome of secondary education. The authors conclude by recommending an expansion of career guidance both for students and their parents and a more flexible senior school curriculum that integrates academic and practical subjects.

The book from which this chapter is taken is indexed at TD/TNC 100.51. Individual chapters are indexed from TD/TNC 100.52 to TD/TNC 100.244. Show less

In response to the findings of the Bradley Review of Australian Higher Education, the Australian government will invest in universities and the tertiary education system to drive comprehensive reform across the postcompulsory education and training sector. The government is proposing a phased 10-year reform agenda for higher education and research to boost Australia’s national productivity and performance as a knowledge-based economy. The program will involve: (1) transforming access to higher education through a major package designed to radically improve the participation of students from low socio-economic backgrounds (SES) in higher education, and enhance their learning experience; (2) promoting greater diversity and quality within the tertiary sector by phasing in a new system to allocate funding on the basis of student demand; support to encourage more students to choose teaching and nursing and to study overseas; and support for the renewal of student services and amenities; (3) providing funding certainty and creating a more sustainable higher education sector through higher indexation of teaching and learning grants; (4) ending historic funding cross-subsidisation by increasing funding for the full cost of university research, and enabling universities to strive for research excellence in areas of strength; (5) upgrading university and TAFE infrastructure to meet the teaching and learning requirements of students, teachers and researchers now and into the future; (6) establishing the Tertiary Education Quality and Standards Agency (TEQSA), which will provide the foundation for enhancing quality and accreditation in higher education; (7) reforming student income support, which will redirect assistance so that it reaches the most needy students to boost both their higher education participation and attainment; (8) supporting regional tertiary education provision with a review of regional loading, encouragement to explore new models of delivery and access to new structural adjustment funding for the sector; (9) building stronger connectivity between the higher education and vocational education and training sectors; and (10) forging a new relationship between government and educators built on mutual respect, trust and agreed funding compacts.

Excerpts from publication. Show less

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 examines the patterns and consequences of joblessness, profiles under-utilised workers, and discusses national economic consequences and possible strategies. Show less

This investigation compiles the evidence currently in existence to build a case for implementation of an Australian e-portfolio or e-portfolios. E-portfolio applications have been around for a number of years and are widely adopted in Australian education institutions. However, once learners are no longer involved in formal education, their access to e-portfolio services can be severely limited, even though they are by no means at the end of their education and are just beginning the work phase of their career. Several e-portfolio implementations around the world demonstrate the potential of e-portfolios for users post-education, including: supporting workers facing redundancy; career development; workforce development and planning; continuing professional development; lifelong learning; and articulation of skills and experience. E-portfolios have the potential to contribute to the policy response to an economic environment that includes complexities such as skills shortages, ongoing adjustment of the Australian labour market, the life-long learning agenda, and the impact of the global financial crisis. Worldwide, e-portfolios are at an interesting stage. Many implementations are considered highly successful by their stakeholders, in terms of benefits for individual users and labour market outcomes. However, the implementations are too recent for a solid base of evidence to have emerged, which means that several successful e-portfolios have been developed and implemented simply on the basis of an understanding that this is the way of the future. 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.

Published foreword. Show less