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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 report highlights the achievements of Cedefop's activities, as outlined in its 2003 work program [available in VOCEDplus at TD/TNC 73.109]. These activities are grouped into five broad areas: Developing research; Reporting and facilitating a concerted approach; Exchange and supporting partners; Information, communication and dissemination; and Administration, facilities and resources. Major achievements include: the successful completion of the test-implementation phase of the European Research Overview (ERO) database, resulting in an online web-based template being available for input of data by ReferNet members in all countries; the establishment of 18 virtual communities (VCs) to support, among others, the technical, working and expert groups involved in follow-up to the Copenhagen and Concrete Objectives processes; an initial version of the knowledge management system (KMS) on the 11 KMS themes in the European Training Village (ETV) becoming operational; and substantial progress being made on the credit transfer system for vocational education and training (VET). Show less

It is commonly agreed that the educational sector is currently experiencing 'turbulent times' and that this turbulence will be with us into the future. Many government reports highlight this phenomenon and have resulted in policy initiatives to enhance flexibility and innovation in the vocational education and training (VET) sector. This paper examines an approach to dealing with turbulence using knowledge management theory, principles and practice to build responsiveness, robustness and innovation in a Technical and Further Education (TAFE) Institute.

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Cedefop is the European Union's agency for VET. For 2009-11 Cedefop's mission is to support the European Commission, Member States and social partners in developing and implementing European VET [vocational education and training] policy by: a carrying out thorough applied research and comparative analyses of VET issues, trends and challenges;(b)providing an expert and independent European perspective, developing and encouraging European approaches, principles and tools to improve VET and achieve common aims;(c)being a unique forum bringing together diverse VET interests of policy-makers, social partners, researchers and practitioners to encourage mutual learning and debate proposals for policy and research;(d)raising awareness and understanding of how VET is evolving, its role in lifelong learning and its contribution to other policies. Cedefop's work will centre of four priorities for 2009-11: (1) informing European VET policies; (2) interpreting European trends in and challenges for skills, competences and learning; (3) assessing VET's benefits; and (4) raising the profile of VET. Show less

[Australian Human Resources Institute] AHRI is proud to partner with the Australian Human Rights Commission (AHRC) for a fourth time on this important report, providing insights into the employment climate for older workers and the shift in perceptions around Australia's ageing workforce. The survey data in this report provides an update on the employment of older workers against time series data from 2014, 2018 and 2021. This year, the survey highlights trends around elevated employee shortages, a sharp fall in the increase in employment levels of older workers over the past year and evidence of ageist employment practices in some Australian workplaces. This research provides a wake-up call to organisations to consider older workers more carefully when developing diversity, equity and inclusion strategies.

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As a newly emerging field of study, [knowledge management] KM education is faced with significant challenges which continue to evolve. Informed by wider organisational perspectives, this paper presents the findings of recent research into this field. The first part of the research was in the form of an online survey canvassing the views of the wider [library and information science] LIS community on the responsibility of LIS schools for KM education; the second consisted of a collection of in-depth interviews with LIS academics who were engaged in education for KM. It is clear that the main challenges associated with KM education in the LIS discipline concern people's perceptions of KM and the place of KM in LIS education. Changes need to be made, both to these perceptions and to the ways in which LIS schools market and package their KM offerings.

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After more than a year of living with the [Coronavirus Disease 2019] COVID-19 pandemic, much experience has been accumulated by countries around the world. There have been many failures, and there have been some things that have gone well. Adult learning and education in some form has played a significant role in public health since, without the ongoing continuing educational interventions mainly via the mass media, the number of doctors and hospital beds would likely have been insufficient. In this paper we focus on the role of group behaviours in relation to the risk of contagion and we argue that any attempts to define a strategy to combat the pandemic must include a strong commitment to information dissemination and to the training of the populations in order to encourage behaviour change necessary to mitigate the spread of the virus.

Against the backdrop of the United Nations Sustainable Development Goals, this article argues for commitment by governments to use adult learning and education as a tool for health prevention and health awareness and to prepare populations for whatever pandemics and national disasters that might emerge in the twenty-first century, the 'century of pandemics'. We therefore argue that populations must have at least a basic level of literacy and numeracy as foundational skills essential for enabling citizens to receive and act on vital information during a pandemic or disaster in order to engender greater resilience.

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Under the heading of qualifications management, the authors present a concept, including tools and experiences in the field, relating to skills development in industrial production. The concept builds on proven, task oriented approaches to determining skills needs, the planning of training and ways of organising work to promote skills. Qualifications management focuses and organises the learning and work processes of semi-skilled and unskilled as well as skilled workers. Its objective is to stimulate changes on the level of the delegation of responsibility and the transfer of knowledge. The management of tasks represents the core of qualifications management and aims to further its development. The included CD-ROM contains software tools for task management and for creating learning portfolios as media tools for training. Show less

Purpose - The purpose of this paper is to analyse and describe the learning that takes place in the interaction between academics from different disciplines and perspectives in collaboration with practitioners. Design/methodology/approach - The research draws on theories of learning that view it in relation to context, where the most significant features of the learning process concern discerning new aspects of a phenomenon. The study focuses on the workplace learning of researchers in a multidisciplinary programme at the National Institute for Working Life in Sweden (NIWL). Data was collected from semi-structured interviews. In the analysis the learning experienced was discerned by identifying how the participants spoke of developing and changing in their work as researchers. Findings - The investigation identified five categories of learning of the academics in the multidisciplinary research programme, namely: deepened awareness of perspectives and concepts; practical development; new awareness of one's competences and professional learning process; flexible professionalism and practical usefulness; insights into research and development processes. Practical implications - The study contributes to an increased understanding of how knowledge production and academics' workplace learning is constituted in multidisciplinary contexts and research programmes involving practitioners from outside academia. Originality/value - In organising and supporting learning and knowledge exchange in inter- or multidisciplinary research programmes with (or without) practitioners, it is essential to be aware of the importance of relational and contextual implications for academics' learning processes.

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This is the first biennial report issued by the UNESCO-UNEVOC International Centre on its various activities. The report does not cover the whole range of UNESCO activities in technical and vocational education and training (TVET) for the changing world of work, but only those undertaken by the UNESCO-UNEVOC International Centre.

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