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HERDSA offers an annual international conference on topical teaching and learning issues with opportunities to meet colleagues with similar interests, exchange ideas about teaching and learning and learn about current developments from experienced researchers and practitioners.

Papers in this volume include: Peer assisted teaching scheme: a way of creating, sustaining and developing new connections / A. Carbone; Intercultural interactions in university tutorials: a Bourdieusian analysis / C. Colvin, F. Fozdar, and S. Volet; Assessment of mechanical engineering final year projects using fuzzy multi-attribute utility theory / C. Dong; Student and staff perceptions of fieldwork experiences: assessing authentic learning / S. Ferns and J-A. Pegden; Establishing a regional enabling pilot programme through university-community engagement / M. Fleming, B. Cram, G. London, and C. Kayrooz; Using web-enhanced learning to connect with learners: student perceptions / K. Flowers, N. Gamble, M. Nebauer, T. Harding, and P. Schulz; A case study on providing international students the opportunity to enhance performance through online engagement / R. Gill, E. Verezub and X. Wang.

Connections through dis-identifications: the use of Cultural and Political Vignettes (CPVs) in teacher education / A. Goriss-Hunter; Connecting theory and practice: exploring the use of personal experiences in programme design / E. Govers; Reflective connections in an undergraduate architecture program / J. Grellier and L. Mackintosh; The emergence of 'I', 'you' and 'us' identities for, in and through work placements / K. Henschke; Why is it important for higher education to connect with the [vocational education and training] VET sector? / A. Langworthy and S. Johns; Undergraduate students' experience of research: findings from a cross-disciplinary analysis of students' perceptions / R. Lee, P. Myatt and G. Joughin; Enhancing intercultural competence among pharmacy students through the Excell Program / S. Maganlal, R. Hills, S. McMillan, M. Barker, N. Blauberg, and L. Shallcross.

Interdisciplinary threshold concepts in engineering / S. A. Male, A. L. Guzzomi and C. A. Baillie; Supporting and promoting reflective thinking processes in an undergraduate Medical Imaging program / S. Maresse, J. McKay and J. Grellier; A blind spot in higher education research?: a call for the explicit use of qualitative survey validation methods / C. McCormack; Using 'core academic literacy' course results to create a profile for potentially 'at risk' students / K. McNaught and F. McIntyre; The NAME four factor model for engaging students in academic support services / K. McNaught and E. Beal; A model promoting conceptual change in higher education: an integrated approach / T. Olsson and T. Roxa; Students, faculty and local community health professionals learning together / P. Paliadelis, I. Stupans, L. Turner, M. Puxty, A. Fagan, and J. Lea.

Building community, educational attainment and university aspirations through university-school mentoring partnerships / K. Pearce; Connecting research with carnival: developing critical business education through reflective writing / V. Pollard; Multiple-choice questionnaires and the success of law students: results of a preliminary evaluation / J. Prichard; Academic expatriation: an investigation into the importance of connections when entering expatriate life / K. Sanderson; The connection of reflective practice to management competency through a business simulation / M. Segon and C. Booth; Student engagement: what is stopping our international students from getting it? / K. Stratilas and J. Yong; How do we connect and engage students, learning in a distance mode, to develop verbal communication skills? / I. Stupans and L. Orwin.

Social ties as key knowledge transfer agents between Indonesian and Australian universities: perspectives from an Indonesian university / A. Sutrisno, Lisana, and H. Pillay; The potency of interdisciplinary collaboration to empower constructive dissenters / C. Symons, L. Almberg, E. Goh and J. McGowan; Graduate employability: interpretation and expectation / T. T. Tran; Outcomes and evaluations: is there a relationship between indicators of student success and student evaluations of learning? / B. Tucker, J-A. Pegden and J. Yorke; Understanding academic identity conflicts in the public university: importance of work ideologies / R. Winter and W. O'Donohue; Plagiarism across the academic disciplines / C. Zimitat; Connecting with the African-student diaspora in Australian higher education / C. Zufferey and D. Wache. Show less

This Industry Training Federation (ITF) 20th anniversary publication documents the development of New Zealand's industry-led system of work-based learning and apprenticeships. The story, presented from the perspective of past and present stakeholders, relates three decades of history and the challenges and opportunities that lie ahead. The report draws attention to the call to 'bring back apprenticeships', not just in New Zealand but internationally; a response to the sense that apprenticeships were a good thing that somehow got lost. This realisation is manifested in deliberate policy efforts to revitalise and increase the number of apprenticeships and work-based learning in general.

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Partnership Academies have demonstrated an ability to shelter students from indifferent school environments, provide a social support system of teachers and peers, and promote academic achievement, but do they affect student high school outcomes thus ensuring college and career readiness for more students? This case study research explored a high school class cohort's academic, behavioral and high school completion status by utilizing a treatment group of academy students and a comparison group of non-academy students. School research exploring the effects of learning environs that provide students with qualitative educational benefits while, at the same time addressing their achievement and preparation for their futures quantitatively, is valuable to educators, potential employers and society as a whole. The study found that students within academies experienced outcome differences in academics, behaviors and graduation status. The results of this case study illustrate in descriptive terms that academy students' educational outcomes are impacted by their participation.

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The Lifelong Learning and Training Project will assist the Government of Chile in laying the foundation for an articulated and extended learning and training system with the participation of the private sector. Through its four main components, the project will: (1) finance the promotion for an increased private-public supply of basic and secondary education opportunities for adults, which includes the establishment of a learning assessment and certification system for adults, as well as that of new modules to encompass adult basic and secondary education along with training and distance learning; (2) finance, through a competitive Fund, vertical articulation of technical secondary with tertiary technical-professional education through the establishment of technological curricular disciplines. As well, the horizontal articulation of technical secondary and tertiary education with the labour market will be constituted through regional networks of educational institutions at the technical, secondary, and tertiary levels. Access to, and quality of, education will be improved through pre- and in-service teacher training institutions; (3) establish a national system of competency framework and professional-vocational pathways on selected sectors of the economy and four proactive learning and training management information systems will be financed; and (4) finance a national Project Coordination Unit, and in addition, support the strengthening of the national and regional Training and Employment Service (SENCE) by financing computers and equipment, training and technical assistance, while a continuous communication and dissemination strategy will be maintained.

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In order to prepare the large number of postsecondary-educated youth [the] economy demands, high schools and higher education must break through the boundaries that have traditionally separated them and assume joint responsibility for student success. This brief describes an unusual school district partnership with colleges that has achieved impressive results doing just that. By redefining the roles and responsibilities of secondary and postsecondary partners, educators in one of the [US's] most impoverished areas have substantially increased college completion and career readiness for the region's young people. The strategies developed in the Pharr-San Juan-Alamo Independent School District in South Texas offer lessons for states and other communities about how - and why - to rethink the age-old systems that support the transition from high school to college completion. This brief describes how the district's sustained attention to advancing an early college-for-all strategy in partnership with South Texas College and other partners is having a significant impact on the community.

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Our education system is leaving young people unprepared for the modern world. While 45 per cent of businesses rank work readiness as the most important factor they look for when recruiting, 44 per cent employers feel that young people leaving school, college or university are not 'work ready'. These findings are echoed by young people themselves, with almost 1 in 4 young people not feeling adequately prepared by their education for the world of work. It is more important than ever to be having this conversation. The world of work is rapidly changing which means school, society and business need to work together to make sure our education system can keep up. This report calls on government to: (1) rethink qualifications including the General Certificate of Secondary Education (GCSEs); (2) broaden the English Baccalaureate (EBacc) to include a creative subject; (3) work with the education sector and business to develop a framework and shared approach for essential attributes to sit alongside the Gatsby Benchmarks [report available in VOCEDplus at TD/TNC 116.1232]; and (4) integrate its Youth Charter and Careers Strategy [available in VOCEDplus at TD/TNC 130.534].

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This Guide is designed to be used as a tool for the Queensland [vocational education and training] VET industry and the International Education Industry as a whole in investigating the sustainability of international partners specifically in relation to offshore and transnational operations. The overall objective of the due diligence model project is to provide a practical framework for undertaking an assessment of the suitability of international/offshore partners. The project involved three phases: international due diligence desktop audit; interviews with stakeholders; and final report. 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 discussion paper was commissioned by the Victorian TAFE Association (VTA) as background for a discussion about how applied research is best defined in vocational education and training (VET) contexts. It was tabled at the Applied Research and Innovation Affinity Group workshop held at the World Federation of Colleges and Polytechnics (WFCP) World Congress in Melbourne in October 2018, and extended beyond the workshop through the use of technology.

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In June 2016, the Department launched Marrung: Aboriginal Education Plan 2016-2026 (Marrung) [available in VOCEDplus at TD/TNC 139.356]. Marrung is a 10-year integrated plan, developed in partnership with the Victorian Aboriginal community including the Department's principal partner in Koorie education, the Victorian Aboriginal Education Association Incorporated (VAEAI). In 2018, the Department commenced the implementation of Marrung action 8a: 'Develop options for a revised approach to supporting Koorie learners engage and participate successfully in VET [including] through the redesign of the existing Koorie VET workforce'. This discussion paper is an overview to support meaningful conversation and consultation. The paper explores the evidence that shows a revised approach is needed to support Koorie learners to engage and participate successfully in vocational education and training (VET). It focuses on: changes in the characteristics of Koorie communities in Victoria; enrolment trends for Koorie learners across the spectrum of VET providers; current supports designed to increase Koorie engagement and participation in VET; and success enablers, and barriers for improving Koorie learner outcomes.

Edited excerpts from publication. Show less