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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

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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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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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 learning in this workbook is intended for people working in or wanting to work in the community services industry. In this workbook, good workplace and team relationships are looked at. Chapter one deals with planning workloads with supervisors, chapter two discusses effective workplace communication and chapter three deals with teamwork and working well with colleagues. 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

This publication sets out the core ideas behind the methodology of appreciative inquiry and provides examples of its use in vocational education and training. Show less

This report results from a two year collaboration between the Australian College of Educators (ACE), TAFE Directors Australia (TDA), the Department of Education, Employment and Workplace Relations ( DEEWR), and later also with a research team from the Work-based Education Research Centre (WERC) at Victoria University. Retention to Year 12 and successful transition to work or further study have become a priority for all Australian Governments as is evidenced by the significant commitment being made by the Commonwealth and States and Territories through the National Partnership on Youth Attainment and Transitions. It is recognised that completion of Year 12 or an equivalent vocational qualification provides the sound foundation required to undertake further study or transition into employment. The broad aim of the project was to examine the factors that contribute to the retention, completion and transition of 15 to 19 year olds, especially through vocational education and training programs, and within different educational contexts. In particular the research team was asked to provide a research report which developed case studies of a variety of innovative vocational programs designed to retain young people in study and provide them with pathways to further study or employment. These case studies were to be drawn from different states and territories and would be designed to examine features of those organisations/programs that are successful and can be replicated; analyse the key success factors for each case study; and benchmark them against the Key Success Factors for Upper Secondary Skilling identified by TAFE Directors Australia and the Australian College of Educators in the publication of the outcomes of a national forum held in Hobart in 2008.

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This report details the findings of a survey of parents, community members and secondary school students on their attitudes to, and participation in activities related to, science, engineering and technology (SET). The survey was conducted in 2007. The aims of the survey were to assess changes in community awareness and attitudes to SET within Australia since 1997 when the last similar survey was conducted, the effectiveness of current Australian SET-awareness raising initiatives (such as science centres, awards, etc.), and the effect of these initiatives on influencing decisions on entering SET careers.

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The increasing demand for pilots is likely to have a severe impact on the industry in the near future, with possible implications for economic growth and coverage of services in regional Australia. Following industry representations and discussions with other government agencies, the Department of Education, Employment and Workplace Relations (DEEWR) in partnership with the Department of Infrastructure, Transport, Regional Development and Local Government (Department of Infrastructure) undertook to investigate the reported shortage of pilots that has been affecting the aviation industry. As a result, DEEWR conducted a phone survey of employers of pilots of fixed-wing aircraft (pilots) in November 2007. This report contains the results of that survey along with other information relating to the supply of, and future demand for, pilots within Australia. Show less

Australian Apprenticeships offer a career which is challenging and fulfilling. They make the most of the special technical or creative talents of many Australians. There are 400,000 Australians today who are doing an Australian Apprenticeship. The importance of an apprenticeship is being increasingly recognised; just 11 years ago there were only 150,000 apprentices in training. Australian Apprenticeships give people a qualification and skills base recognised anywhere in Australia. Australia relies on skilled workers to keep its many important industries such as manufacturing, hospitality and construction, just to name a few, booming. It is critical that people undertake an Australian Apprenticeship. In recognition of that, the Australian Government has introduced many initiatives to assist Australian Apprentices. These include the Apprenticeship Wage Top-Up, Apprenticeship Training (Fee) Vouchers and Tools For Your Trade tool kit. Details of these initiatives and others that are available to Australian Apprentices are detailed in this booklet.

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