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This report presents an independent and progressive evaluation of the effectiveness and outcomes of the 1995 program. The evaluation methodology is provided, followed by an overview of programs and participants, an analysis of individual programs, conclusions and recommendations. Show less

This independent evaluation relied on content analysis of documents provided by the State AVTS Project Officer and on interviews with TAFE institute staff and others responsible for managing 1994 AVTS professional development funds. Background information is provided, followed by the evaluation methodology, analysis of activities, key issues and conclusions. Show less

This paper analyses the different perceptions of complementarity held by apprentices, host employers and institute teachers. It strives to understand the diverse meanings of complementarity and discusses the relationship between work and college and the integration of learning. Apprentices' development towards 'competent tradespersons' is dependent upon individual abilities to integrate both complementary and contradictory messages from their different learning environments. The research suggests that complementarity of the two learning environments is an ideal worth striving for and that greater effort is required in building 'learning communities'. Show less

The Skills for the Future Inquiry was established in November 2002 by the Minister for Employment, Training and Further Education, to develop a new approach to skills formation in South Australia (SA). The Inquiry set out to examine the economic and social aspects of skills formation to ensure that SA has the skills needed to attract investment, promote high productivity, sustain high levels of employment, compete globally, and provide opportunities for all its citizens. The Inquiry involved interviews with key stakeholders, commissioned papers, the preparation of a discussion paper for further consultation, and round table discussions. This working paper selectively reviews literature on the role that the community sector plays in skill formation in SA. It discusses the scope of the sector, focusing on family, volunteers and adult and community education (ACE), and explores the role of the government in supporting the community sector in skill formation. The paper concludes that the community sector has an important role to play in achieving a more comprehensive system of lifelong learning.

The discussion paper is indexed at TD/TNC 72.550 and available working papers are indexed from TD/TNC 73.493 to TD/TNC 73.496. Show less

Vocational education and training has undergone significant reform in recent times. These reforms have as their central goal the development of training pathways which are flexible and responsive to the needs of industry. These reforms have had a significant impact on the manner in which vocational education and training can be delivered and the role that individual industries are asked to play in establishing the directions vocational education and training should take. The Centre for Research in Education, Equity and Work (CREEW), based at the University of South Australia was commissioned by the Construction Industry Training Board (CITB) to examine entry level training arrangements for the building and construction industry in the light of these reforms and to examine alternative models for entry level training in the industry. The methodology for the study consisted of three interrelated phases: a review of the relevant research and literature to determine the key issues in relation to training arrangements in the building and construction industry; an assessment of the strengths and weaknesses of current structured training arrangements for the industry; and an assessment of the need for, and identification of, new 'declared vocations' or training pathways in accordance with the Field of Work recognised in the General Construction Stream of the National Building and Construction Industry Training Framework. Five alternative models of entry level training are proposed.

Excerpts from executive summary reprinted by permission of the copyright owner. Show less

This book provides a collection of papers concerned with qualitative research into facilitated adult learning in educational, counselling and therapeutic settings. This colloquium brought together a small group of education and social science researchers from several universities in Australia. Its first aim was to reflect on the emerging nature and dimensions of qualitative research in this area. Twenty participants discussed their draft papers during two days of intense and amicable exchanges. The papers in this volume represent the finalised works of eighteen of these participants. This volume contains the following papers: Notes on the basic characteristics of postpositivist interpretive inquiry / Darrel Caulley; Preparation for research by adult educators: where should I start? / Leslie Claydon; 'Discovery' and the qualitative researcher: an act of faith or personal endurance? / Marlene Edwards; Action research still has to buy the groceries: some dilemmas in doing action research in an academic setting / Lesley-Kuhn White; Researcher understandings and qualitative methodology / John McIntyre; Post modern researching and thesis supervision / Peter Melser; Researching good practice / Bernie Neville; Becoming a researcher: reflections of a student-teacher-writer-researcher / Peter Waterhouse; Researching practice in adult education for human development: questions of method / Peter Willis; Qualitative research in physiotherapy student learning in the clinical environment / Dawn Best; Dynamics and dilemmas of politically committed adult education research / Griff Foley; Do registered psychiatric nurses utilise recommended approaches with delusional clients? / Di Hawthorne and Andrew McKenzie; The first year experience: group work with university accounting students / Lynn Leveson and Christine McGrath; A naturalistic enquiry into the 'parental alienation syndrome' - a proposal to explore the experience of 'parental alienation' from the perspective of the participants in the dispute / Lawrie Moloney; Reflections on research on adults of non-English speaking background (NESB) / Marta Rado and Lois Foster; Some dilemmas in participatory research: the Yukon native teacher education project / Ian Robertson; and Shifting methodologies: the experience of workplace action research / Hank Schaafsma. Show less