Search Results

The [Workplace English Language and Literacy] WELL Programme has been operating since 1991 and provides for Australian Government funding to enterprises, representative bodies, local governments and [registered training organisations] RTOs to undertake: workplace-based language, literacy and numeracy (LLN) training and support integrated with vocational training; resources that can be used to support LLN training; and strategic projects across one or more industry sectors. The WELL Programme aims to: assist existing employees to undertake training essential to retaining their job and progressing in the workplace by integrating English language, literacy and numeracy (including information and communications technology) training and support with vocational education and training delivered in the workplace; assist employers to see the value of English language, literacy and numeracy training in achieving business and workplace training goals; and support resource development and strategic activities that improve the uptake of English language, literacy and numeracy training within and between industries. An evaluation of the WELL Programme was undertaken in 2006. Overall the study found strong evidence of satisfaction from employers, RTOs and employees that participated in the WELL Programme. A number of key findings and recommendations against each of the terms of reference for the study were identified. The recommendations contained in the report are aimed at strengthening the programme and should be considered within the context of the broader evaluation.

Published abstract.

The literature review is indexed at TD/TNC 89.714. Show less

This paper provides an opportunity for input from interested parties on the direction the Australian and Northern Territory Governments will take in purchasing New Apprenticeships Support Services for the Northern Territory, after the existing contract expires on 30 June 2006. The first part of this paper provides some background information on the current services being provided under the New Apprenticeships Support Services contract along with information about the current vocational education and training environment. The second part of the paper, headed ‘Issues for consideration’ poses a number of questions that offer a guide to responding to ‘what the Australian and Northern Territory Governments should be purchasing’, in terms of the services provided, and ‘how the services should be purchased’, in terms of fee structure and contractual terms and conditions. The third part of the paper provides an indicative timetable for the Northern Territory New Apprenticeships Support Services tender process. Show less

This is a practical guide for vocational education and training (VET) trainers who work with a diverse range of learners and contains user-friendly ways to contextualise learning in a range of 'classrooms' - from an educational institution or factory floor to online. It provides assistance to VET practitioners who work with training packages and are seeking to implement learner-centred, flexible and innovative approaches to teaching and learning. Also included in the guide is a range of professional development strategies and activities that will assist trainers to fully utilise this resource. It: (1) provides examples of good teaching practice in different settings; (2) endorses teaching practice that is learner centred, activity based, reflective and collaborative; (3) provides sample learning activities that have been successful in different learning settings; (4) supports teachers in the development of their own materials; and (5) provides professional development activities and program ideas. Show less

The National Review of Nursing Education 2002 was initiated in April 2001 to examine the future nursing educational needs of the health, community and aged care system in Australia and to provide advice on appropriate education policy and funding frameworks. This volume contains a number of reports to the Review on aspects of nursing education and training. It contains the following contributions: Student expectations of nursing education / David Saltmarsh, Sue North, Tony Koop (indexed at TD/TNC 71.185); Enrolled nurse education / Lisa McKenna, Robert Sadler, Michael Long, Gerald Burke (indexed at TD/TNC 71.186); Nursing education in multicultural context / Maurice Eisenbruch, Arie Rotem, Donna Waters, Rosemary Snodgrass, Reta Creegan (indexed at TD/TNC 71.248); Report from a national survey of health service facilities / Christine Duffield, Judith Donoghue, Margaret Uyeda, Suzanne Mitten-Lewis, Jan Forbes (p. 207-278); Higher education statistics for nursing students / Department of Education, Science and Training (p. 279-352).

Individual papers are indexed from TD/TNC 71.185 to TD/TNC 71.187. ‘National Review of Nursing Education 2002: nurse education and training - volume 2’ is indexed at TD/TNC 71.247.

The final report of the National Review of Nursing Education 2002 is indexed at TD/TNC 71.180. Show less

This country background report was prepared as part of Australia’s participation in the OECD Education Committee Activity on Recognition of Non-formal and Informal Learning (RNFIL) in accordance with OECD Guidelines on Country Participation. RNFIL, commonly referred to in Australia as recognition of prior learning (RPL), is a major policy initiative of Australian governments, and is seen to be an important element in developing and sustaining the knowledge and skills base necessary for Australia’s social and economic future. Due to the federated system of government, Australia pursues a more decentralised and less prescriptive system of RPL with the Australian Qualifications Framework providing the national qualifications standards upon which RPL is based.

The report describes a range of innovative and successful policy initiatives that are being trialled by Australian, State and Territory governments, education and training institutions and industry for improving access, decreasing complexity and increasing support for people throughout the RPL process. The report provides evidence of the benefits, barriers, strengths and weaknesses of RPL in Australia and highlights the significant policy challenges. These challenges include limitations with the quantitative data which precludes national and international comparisons. The report endeavours to address these limitations by drawing on qualitative data from available research, a project specific survey and the presentation of a series of case studies.

Published abstract reprinted by permission of the copyright owner.

‘Recognition of non-formal and informal learning: country note for Australia’ is indexed at TD/TNC 95.645. Show less

The vocational training and education system faces a number of complex challenges as it meets the goals of the National Reform Agenda. There will be an increased demand for higher level skills and to provide appropriate training opportunities for unqualified adults. The community education and training sector will play an important role in achieving the outcomes of the Reform Agenda. The Ministers of Vocational Education and Training (VET) have been asked by the Council of Australian Governments (COAG) to report in November 2006 on how the vocational education and training system can be improved to meet the challenges of the next decade and beyond. This discussion paper seeks to contribute to this process by addressing the following questions: (1) What challenges does the National Reform Agenda pose for the VET sector?; (2) What role does community education currently play in VET?; (3) Where might community education fit in the coordinated response to National Reform?; and (4) What actions might governments take to achieve this?

Published summary reprinted by permission of the copyright owner. Show less

The 'Skilling the existing workforce' Project set out to explore how companies are working with their workforce to develop the skills the business needs to remain competitive. The project has not confined itself to an analysis of formal training. Consideration has also been given to the importance and roles of informal and non-formal learning methods such as mentoring and coaching. The project included the following stages: (1) the development of a major background research report on skilling the existing workforce, supplemented by a national and international literature review; (2) consultations on the findings of the research report; (3) trials of and case studies into enterprise experiences with skilling the existing workforce; and (4) an overview report into the trials and case studies. In addition to these project stages, in April 2008 the Ai Group asked almost 500 companies as part of the 'Skilling for innovation' survey to identify the most effective means of meeting skills requirements. The project identified a clear set of recommendations: (1) develop a workforce skills development advisory network; (2) establish a workforce skills development fund; (3) establish a national workforce literacy strategy; (4) build understanding and capability in registered training organisations of workforce skills development; (5) increase priority for investment in workplace and organisational learning programs; and (6) continue to advocate and support flexible, demand and outcomes-based funding.

Excerpt from published report reprinted by permission of the copyright owner.

A background paper is indexed at TD/TNC 90.811. Show less

This project was initiated with the aim of providing guidance for developers who were creating online and multimedia language, literacy and numeracy (LLN) materials to support existing Australian National Training Authority (ANTA) toolboxes. The project was innovative and was responsive to alternative outcomes, strengthening LLN within the national flexible learning agenda. Show less

Australia's economic growth of the past 10 years has dramatically increased the demand for skilled workers and one of the greatest challenges for businesses is finding skilled workers. This document provides a brief outline of what the 2005-06 budget provides for the vocational and technical education (VTE) system. It highlights the allocation in funding: to elevate the status of vocational qualifications; to reward and encourage participation in New Apprenticeships; and towards new initiatives to reinvigorate VTE. These measures include: an Australian Network of Industry Careers Advisors; trade learning scholarships; school based New Apprenticeships through Group Training; pre-vocational training through Group Training; and extra places in the New Apprenticeships Access Programme.

'Budget information 2005 at a glance' is indexed at TD/AG 81.05. Show less

This paper looks at a range of issues with respect to maintaining and improving the quality of teaching and learning in Australian higher education institutions. The higher education context has been changing with the shift from an elite system to a mass higher education system and student participation has also changed. Higher education is charged with producing graduates who possess the skills and knowledge to continue their individual development as well as contribute to the nation's economic, social and cultural development. Dialogue between institutions and stakeholders, including employers and professional associations, will ensure appropriate student outcomes for the needs of the future. This paper looks at the maintenance of appropriate academic standards and increased consistency in the method of assessment. It is suggested that there needs to be a renewed focus on scholarship in teaching and a professionalisation of teaching practice. Show less