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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

[This report is the] UK government's response to the Wilson review of business-university engagement. [It] sets out what the government will do to build on acknowledged strengths to create the best conditions for universities and businesses to work together to create prosperity over the next decade. [It] covers government initiatives to promote employability skills, research and innovation, work placements and internships, and university-business collaboration at the local level.

Abstract from publisher's 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

This strategy sets out how the UK government and the whole education sector will work together to build on existing strengths in higher and further education, in UK schools overseas, in educational technology and products and services, and in delivering English language training. The strategy covers: (1) welcoming and supporting international students; (2) supporting transnational education (supporting British schools and colleges operating overseas, developing ‘end-to-end’ English language training, and strengthening quality assurance); (3) providing leadership in education technology (actively encouraging development of Massive Open Online Courses (MOOCs), and launching a design call, through the Technology Strategy Board, on commercialising education technology); (4) developing international relationships; and (5) building the UK brand and taking up opportunities overseas.

The strategy is accompanied by an analytical narrative that identifies a number of challenges facing the UK education sector and a one-page statistical factsheet. 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

This research aims to inform the forthcoming negotiations for the European Structural and Cohesion programs to run from 2014 to 2020. It looks at how the European Social Fund (ESF) might be used to promote economic growth and the creation of employment opportunities through supporting activity around self-employment, entrepreneurship and the providing of re-skilling opportunities. The research was based around Manchester and Newcastle to gain insights into how ESF delivery arrangements are working at the local level, and how they might best serve city-level priorities in the future. Although current ESF delivery is seen as contributing to addressing employability and skills concerns, a number of clear issues for consideration emerged from the study. For some, current provision is viewed as too generic, partly because it is delivered through large contracts rather than being more locally focused and oriented around meeting specific local needs.

Published abstract. 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

[This document] provides the supporting analysis for the Higher Education White Paper. [It] summarises a wide range of evidence and highlights the importance of a well-functioning higher education (HE) system. [It] covers the role of higher education in UK economic and social development, the reasons why government intervenes in the market for higher education and, the factors underlying behaviour and competition in the higher education market.

Excerpt from BIS website with additions. Show less

The research covers adult learners (aged 19 plus) undertaking Skills for Life courses in literacy, numeracy and English for speakers of other languages (ESOL). It also includes adult learners undertaking: Skills for Life courses funded as mainstream classroom-based Adult Learner Responsive (ALR) provision; and courses in a work setting, funded under the Train to Gain service. The survey was conducted between October and December 2011, and included over 4,400 learners.

Abstract from publisher's website. Show less