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This paper was presented at the UNESCO-sponsored Second International Congress on Technical and Vocational Education. It draws attention to the inclusion of knowledge and skills relating to environmental protection within initial and continuing vocational training. It focuses firstly on the work of the Federal Institute for Vocational Training in Berlin in developing an interdisciplinary concept for environmental education to support teachers in the integration of sound environmental practices into initial vocational training. The paper then focuses on a project addressing the issue of the delivery of continuing vocational training in small and medium enterprises (SMEs) using the World Wide Web as a delivery platform. Two main problems are addressed: the authenticity of the knowledge available and the easy location of the right knowledge for the specific training need at hand.

The final report of the Congress is indexed at TD/INT 59.239; the volume of collected proceedings is indexed at TD/TNC 68.446; individual papers are indexed from TD/INT 58.150 to TD/INT 58.180 and at TD/UNEVOC 58.02, 58.03 and TD/UNEVOC 58.06; the main working document entitled ‘Lifelong learning and training: a bridge to the future’ is indexed at TD/TNC 68.445 and the volume of reference documents is indexed at TD/TNC 68.447. Show less

A Service Agreement with the Western Australian (WA) Department of Training and Workforce Development (the Department) binds the Electrical Utilities and Public Administration Training Council (EUPA) to undertake specific activities in reference to VET in schools, namely to provide leadership and industry advice to the Department concerning the development of VET in schools in WA. This project will: result in a clear understanding of the VET in schools environment by EUPA staff, Industry Working Groups and Board members; provide structure to EUPAs further engagement with the sector in alignment with service delivery requirements; and increase the effectiveness of engagement between the VET in Schools stakeholders and EUPA's industry stakeholders.

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This issues includes the following papers: Work study: curriculum and accreditation / Helen Smith; Alternate delivery strategies in the work-study program / Jill Sanguinetti; The youth guarantee/work-study scheme from the trainees' perspectives / Peter McCudden; Experimental learning with one work-study group / Jack McArdle; The Australian traineeship system / Kay Leroy; Taking part or taking apart? / Kevin Blachford; Towards broader definitions of curriculum and education / Ross Gillespie; Broad based transferable skills / Paul Stafer; Open learning in the Open Tech program in the UK: lessons for TAFE in Victoria / Jeff Ashurst; The sunraysia project / John Van Heumen; FLEXIMODE: a planned combination of on- and off-campus study / Lesley Greagg; Resources effects of self paced learning / Pam Wallace; Let's start at the very beginning... some considerations of policy development / Dorothy Jenkins; A focus for research in TAFE / Jim Garton; The Graduate Diploma in Applied Educational Studies: a new course for TAFE teachers and others / Norm Fary; Francis Ormond and the Melbourne Working Men's College / Edward Hardman; Origins of Geelong and the Gordon / Erik Van't Hag. Show less

In this article, the authors examine the shift from the predominance of government controlled international development activities in developing countries to those of non-governmental and private for profit organisations, and the implications of this shift for the delivery of nonformal education (NFE) in the West African nations of Senegal, Ghana and Burkina Faso. They begin by providing the background to the paradigm shift in international development from the predominance of state-centred interventions in the 1960s through to the current preference for a limited governmental role in the provision of educational and other services. The status of NFE is tracked through this time period. The authors then outline their methodology and analysis of the current delivery methods of NFE in the three countries. They conclude by demonstrating how the delivery of NFE is increasingly part of the work of a network of public, nonprofit and private agencies and is usually integrated as one aspect of other service delivery such as primary healthcare. The programmatic and policy challenges of these emerging delivery patterns for the future of NFE in West Africa are discussed. Show less

The second World Congress of Colleges and Polytechnics was held in Melbourne, Australia in March 2002. The Congress explored outcomes aligned to themes of accessibility, technology and globalisation, strengthening partnerships and youth as a vocational education and training (VET) customer. This paper discusses TAFE’s experience in building collaborative approaches to VET delivery. ‘Communities of Practice’, known as strategic product implementation groups (SPIGs), were established as part of the business strategies of TAFE Queensland institutes. Made up of managers and teachers in specific vocational areas, these groups provide institutes with advanced knowledge management strategies to enable institutes to respond effectively to the challenges of the knowledge era and are the driving force behind the collaborative approach.

The volume of conference papers is indexed at TD/TNC 71.726; selected papers are indexed from TD/TNC 71.727 to TD/TNC 71.766. Show less

This chapter reports on a study into training needs and policies in adult basic education in Tanzania, concentrating on the training needs of grassroots level workers in both urban and rural areas and focusing on the identification of skills and training strategies which would improve the effectiveness of open and distance learning. It highlights three important outcomes: an outline of a module in distance education for adult education fieldworkers; a set of criteria, action tools, methodologies and a framework for policy formation in the area of training local literacy workers; and a list of six essential elements for replicable and sustainable initiatives.

The complete volume is indexed at TD/IRD 88.116; individual chapters are indexed from TD/TNC 82.22 to TD/TNC 82.41. Show less

The growth of information, communications technology and advanced technology increases access to education and training for people in non-metropolitan Australia. However, access in non-metropolitan Australia brings with it its own barriers, including cost, physical provision of reliable equipment and infrastructure, long download times, and the difficulties of accessing technical support. There is limited knowledge about the extent of participation in online learning. This National Research Evaluation Committee (NREC) funded study is undertaken in two stages. The first stage, reported on in this paper, investigates the extent of uptake of online delivery in regional areas compared to metropolitan areas using quantitative data from providers in four States. Stage two will investigate the benefits and barriers of online delivery and learning for those living in regional areas and the benefits to regional communities that online learning may deliver by interviewing students, teachers and community members.

Published abstract. The two volume report of this research project, 'Learning online: benefits and barriers in regional Australia' by Sue Kilpatrick and Helen Bound, is indexed at TD/TNC 73.17 and TD/TNC 73.18.

The collection of papers is indexed at TD/TNC 73.601. Individual papers are indexed from TD/TNC 73.602 to TD/TNC 73.621. Show less

The onset of the Coronavirus Disease 2019 (COVID-19) pandemic has required schools to establish learning from home for the majority of children across Australia, bringing rapid rollout of online education. At this time, the main goal is to ensure that all children are able to continue to access learning and to move student learning forward. But not all children are equally well placed to do this. Some children are already at risk of school failure for a variety of reasons and having to learn from home brings with it some major additional challenges for them. Those at risk include a wide variety of students such as those who live in poverty, often characterized by low socioeconomic status, those with a disability or additional learning needs, students in rural or remote parts of Australia, and those who are indigenous. What will the effects on outcomes be for more vulnerable children of learning from home? Research to date gives us some clues and also points to why some children are more vulnerable in the home learning context, the numbers affected and what will need to be considered in working out what needs to be done in supporting the students who are most likely to struggle in the online setting.

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The global need for teacher education is greater now in the early 21st century than ever before. The contributors to the 13 chapters in this book are nationally and internationally renowned scholars in teacher education, ODL [open and distance learning] or both. Collectively, the perspectives and insights they provide - varying in a range of contexts and countries - respond to three key questions: what are the intentions, forms and effects of current enactments of ODL?; what are the implications of those enactments for envisaging and implementing effective, efficient and equitable teacher education?; and what new perspectives on educational provision are created by the contemporary and possible future intersection between teacher education and ODL? Chapters included in this book are: ‘Setting the scene for interrogating teacher education through open and distance learning’ by Abdurrahman Umar and Patrick Alan Danaher; ‘Contemporary research on open and distance learning in teacher education’ by Patrick Alan Danaher and Abdurrahman Umar; ‘Educational principles and policies framing teacher education through open and distance learning’ by Mary Simpson and Benjamin Kehrwald; ‘Open and distance learning for initial teacher education’ by Ann Shelton Mayes and Hilary Burgess; ‘A capability approach to open and distance learning for in-service teacher education’ by R. E. (Bobby) Harreveld; ‘Learning and teaching strategies and practices in teacher education through open and distance learning’ by Glen Postle and Mark A. Tyler; ‘Using ICT to train teachers in ICT’ by Colin Latchem; ‘The use of media in teacher education through open and distance learning’ by Ken Stevens; ‘Using the new information and communication technologies for the continuing professional development of teachers through open and distance learning’ by Solveig Jakobsdottir, Lindy McKeown and Debra Hoven; ‘Creating new forms of teacher education: open educational resources (OERs) and the Teacher Education in Sub-Saharan Africa (TESSA) programme’ by Bob Moon; ‘The cost-effectiveness of using open and distance learning in teacher education’ by Bruce Thompson; ‘Quality assurance in distance teacher education: the experience of Universitas Terbuka’ by Tian Belawati and I. G. A. K. Wardani; ‘Creating new perspectives on teacher education through open and distance learning’ by Patrick Alan Danaher and Abdurrahman Umar.

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The Increased Flexibility (IF) concept is designed to broaden the choices available to UK students undertaking General Certificate of Secondary Education (GCSE) programs by providing vocationally-oriented subjects such as engineering, leisure and tourism and business. The national office of the Learning and Skills Council (LSC) and the Department for Education and Skills (DfES) jointly commissioned York Consulting Limited (YCL) to undertake this costing study in order to demonstrate and evidence the full costs of delivery of IF for 14-16 year olds. The study has involved initial analysis of data about the characteristics of the 270 IF partnerships; based on this analysis, selection of 32 sample partnerships; visits to the 32 sample partnerships to collect information about delivery and costs; and analysis of the data and information collected from the sample partnerships. The study found that delivery costs for Increased Flexibility were generally higher than 16-19 funded delivery, due to the additional costs associated with partnership delivery, support required for the age group and smaller teaching group sizes. In addition, delivery costs varied across the eight GCSEs, with engineering generally incurring the highest costs and health and social care the lowest. Show less