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This article describes the strategy adopted at South Manchester Community College in the United Kingdom for providing a responsive approach to those students seeking to return to study, as well as one which gives appropriate credit for the experiential learning of their students. Show less

Societal and technological changes have led to changing needs and demands being experienced by those persons responsible for vocational education and training. Recent studies completed by TAFE teachers at the University of Technology, Sydney provide data gathered from employers and employees relevant to issues raised by the Employment Skills and Formation Council (ESFC) on the need for improving the quality and responsiveness of vocational training, and the need for improving access. This paper discusses the findings of the studies. Show less

As a result of the Government’s initiative on equal opportunity, an inter-sectoral education development was undertaken at Chisholm Institute of Technology in Victoria in cooperation with the Holmesglen and Frankston TAFE Colleges. This paper describes the course in which students complete the 1st year in a TAFE college and finish a further two years at Chisholm to gain a degree. The performance of these students is examined. The results indicate that this development is enabling students who may have otherwise been excluded from higher education, to participate in such studies successfully. Show less