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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

The Department of Education, Science and Training (DEST) and the Australian National Training Authority (ANTA) funded a project in 2001 to analyse and report on industry requirements for 'employability skills'. This project was jointly managed by the Business Council of Australia and the Australian Chamber of Commerce and Industry and was completed in March 2002. Employability skills were defined for the purposes of the project as 'skills required not only to gain employment, but also to progress within an enterprise so as to achieve one's potential and contribute successfully to enterprise strategic directions'. The project was commissioned to provide: (a) advice on possible new requirements for generic employability competencies that industry needs, or will need in the forseeable future, since the development of the Mayer key competencies; (b) clear definitions of what Australian industry and enterprises perceive as employability skills and the terminology being used to describe them; and (c) a proposed suite of employability skills and assessment and reporting options. The project also investigated industry reactions to the proposed suite and reporting options and undertook case studies involving a number of large enterprises and focus group research with small and medium-sized enterprises (SMEs). This document reports on the case study research undertaken with 40 small and medium-sized enterprises (SMEs) to determine their views on the employability skills needed by individuals to enter employment and continue to participate in the workforce, with a focus on the future needs of their enterprises and the implications of these changes for their skill requirements. The research also investigated the relevance of the Mayer key competencies in the context of workplace change and employers' opinions on how the education and training system could facilitate better understanding and development of employability skills.

The project final report is indexed at TD/TNC 70.178. The literature review is indexed at TD/TNC 70.179 and the report on detailed case studies with large enterprises is indexed at TD/TNC 70.180. 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

A wide range of issues and challenges facing the Australian higher education sector was raised by the Ministerial discussion paper ‘Higher education at the crossroads’ (indexed at TD/TNC 71.381). This issues paper explores those issues which relate to the interface between the higher education and vocational education and training (VET) sectors. It looks at some of the barriers to further partnerships such as the differences in the learning and assessment processes between the sectors and the lack of information for students about the available options. It begins by describing the two sectors, the factors shaping the relationship and the nature of the interface. It then goes on to consider the following key issues: credit transfer; articulation/joint courses; dual sector universities; multi-sector campuses; infrastructure sharing in regional areas; research collaboration; qualifications issues; and the impact of future demand on both sectors. The paper concludes with some alternatives for ways forward to strengthen inter-sectoral links. Show less

The Australian Government is undertaking a comprehensive review of the higher education sector to ensure that Australia’s higher education institutions are best placed to contribute to the nation’s future. This overview paper outlines the expectations of higher education and sets out some of the characteristics of the current system, the challenges the system faces and a number of the key issues that affect higher education. It raises a number of questions that are intended to inform the debate and invites comments and submissions on the issues it raises as well as on other issues relating to higher education. Included as attachments are: Background and statistics; Main policy developments of the last thirty years; Some different national structures of higher education; Diversity and performance of Australian universities.

The issues paper ‘Varieties of learning: the interface between higher education and vocational education and training’ is indexed at TD/TNC 71.378. Show less

In 1999, the Australian Federal Government acknowledged skills shortages as a critical issue for the national economy. Australian Chamber of Commerce and Industry (ACCI) surveys showed that skills shortages had become a major concern for its member industries. In response, an industry-led process designed to identify how an industry-government partnership could address the issue of skills shortages in Australian industry was instituted by the Government, the Australian Industry Group (Ai Group) and the Business Council of Australia (BCA). This strategy involved an investigation of skills shortages in specific industries by industry working groups which would inform an Action Plan to minimise skills shortages for each industry. The Action Plan would be implemented by an industry Task Force over a period of two years. Emerging technologies are important for Australia’s economic development and for adding value to Australian products for export. The AIG and the government believe that priority should be given through the National Skills Initiative to investigations in the area of ‘emerging technologies and skills development’. This report outlines an action plan to assist in resolving skills shortages in industries that use or are involved with emerging technologies. The action plan seeks to develop innovative and targeted models of training that allow cross-sectoral training incorporating competencies drawn from current National Training Packages. The focus is on new entrants to the workforce and existing workers moving into emerging skill areas.

This National Industry Skills Initiative document is copyright Commonwealth of Australia reproduced by permission. Show less

The Department of Education, Science and Training (DEST) has funded Group Training Australia (GTA) to support the Australian government’s implementation of the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) Vocational Education in Schools Framework. The six elements of this Framework are: (1) vocational education and training (VET); (2) enterprise and vocational learning; (3) student support services; (4) community and business partnerships; (5) effective institutional and funding arrangements; and (6) monitoring and evaluation. This report explores how group training organisations (GTOs) can most effectively contribute to MCEETYA’s agenda. It is presented in six chapters: the first chapter contains a summary of the intent and key components of the MCEETYA agenda; chapter two sets out GTA’s vision and chronicles the benefits of a comprehensive and integrated service of transition support for young people; chapter three looks at how GTOs will partner with schools and other agencies in order to offer a comprehensive transition service; chapter four identifies a range of challenges facing GTOs, together with initiatives undertaken to meet these challenges, such as tackling skill shortages and raising the status of trades, working with ‘at risk’ students, and providing careers information to students and supporting the work of guidance and career education teachers; chapter five outlines a number of innovations and emerging developments that GTOs and their partners can initiate as well as a number of vocational learning programs that engage young people as advocates for vocational education; the final chapter connects the initiatives to the MCEETYA Vocational Education in Schools Framework and the Career and Transition Services Framework. Show less

The Partnership Outreach Education Model (POEM) projects provide a full time education and personal development program for young people aged between 13 and 19 years of age who are disconnected from mainstream education. POEM is part of the Australian Government’s response to the Report of the Prime Minister’s Youth Pathways Action Plan Taskforce, Footprints to the Future (indexed at TD/TNC 66.187), which envisaged collaborative action between governments and communities in helping young people to secure their education and training foundation. Twenty-one projects around Australia deliver accredited education, life skills and employability skills training and help young people address personal issues and build their self esteem and resilience. All POEM projects concentrate on providing education, training and support in settings designed to make these young people feel comfortable. Learning approaches are developed in consultation with the young people and their families to meet their learning needs. The evaluation of the POEM pilot built on the action research that the pilot had been undertaking and has shown that a variety of approaches to re-engage young people on a learning pathway have been successfully trialed in the POEM Pilot. Eighty per cent of young people participating in POEM were completely disconnected from learning before taking part in the projects. In 2002 and 2003, 40% of young people who graduated from POEM went on to mainstream education and training; 19% to employment or New Apprenticeships and 10% to another program including Job Network or Community Development Employment Projects (CDEPs). This volume contains the outcomes from several POEM projects.

Volume one of the report is indexed at TD/TNC 78.430. Show less

The National Indigenous English Literacy and Numeracy Strategy (NIELNS) was launched by the Prime Minister in March 2000 with the objective 'to achieve literacy and numeracy for Indigenous students at levels comparable to those achieved by other young Australians'. 265 initiatives were implemented by education and training providers under NIELNS during 2001-2004. The projects addressed the six NIELNS key elements of: improving attendance; improving participation in preschool; addressing hearing and health issues; getting good teachers; using best teaching methods; and improving accountability. NIELNS was the subject of an evaluation during 2002 and 2003. The evaluation team assessed provider reports, talked to key stakeholders and conducted a series of case studies. The evaluation concluded that 75% of projects, representing 75% of total funding, had either achieved their targets or made an improvement on their baseline. This report discusses the results in each of the six NIELNS key elements and the strategies that led to them. It considers program management aspects of NIELNS and addresses each of the evaluation questions. The final chapter discusses future directions including sustainability and mainstreaming as well as the recommendations from the Indigenous Reference Group (IRG). Three appendices accompany the report providing the policy background to NIELNS, the evaluation methodology, and the background to the IRG.

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

This report reviews progress in implementing the Australian government's five year innovation statement 'Backing Australia's ability', and also reports more broadly on the outcomes from the Australian government's support for science and innovation. The report focuses on the three key elements of Australia's science and innovation base: developing and retaining skills, research and development, and the commercial application of research. It provides further detail on the progress and achievements of government science and innovation initiatives and programs, as well as outlining the current ways that the vision for Australian innovation is being designed. A highlight of the report is the many examples of collaboration between the private and public sectors, between universities and industry partners, and between national and international partners.

Excerpts from publication. Show less