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This very brief article discusses Canberra Institute of Technology's (CIT) forensic science courses which are attracting attention both locally and overseas. CIT is offering Bachelor of Applied Science (Forensic Investigation) and Diploma of Forensic Investigation and is currently negotiating with the South African Police Force's Forensic Sciences Laboratory to provide accreditation for their officers in both Forensic Biology and Forensic Investigation. Show less

As the government portion of their budgets decline, Australian universities need to reconsider working practices and provide more funds themselves in order to maintatin their functions. This report provides an overview of the powers and constraints on universities to engage in commercialisation. It is divided into the following six topics: Establishing Acts; Establishment of companies, joint ventures, etc; Investments, borrowing, etc; Landuse, acquisition and disposal; Intellectual property legislation; Employment. Also included are two appendices: Establishing Acts, by State; Specific provisions concerning land, by State. Show less

This report outlines developments arising from changes in the operating environment for universities and summarises key findings in relation to the Government’s objectives. The chapters are: Overview; Quality assurance; Prudential assurance; Teaching and learning; Research and research training. Show less

The vision for higher education in South Africa is the establishment of a single, national coordinated system that would meet the learning needs of South African citizens and the reconstruction and development needs of the South African society and economy as the apartheid era ends. The South African National Plan for Higher Education, released in March 2001, outlines the framework and mechanisms for implementing and realising the policy goals articulated in the ‘Education White Paper 3: a programme for the transformation of higher education’ (1997). The plan identifies targets for the size and shape of the new higher education system and provides the framework and outlines the processes and mechanisms for the restructuring of the institutional make-up of the system and the development of institutional three-year ‘rolling’ plans. The National Working Group (NWG) was appointed by the Minister of Education to advise on the appropriate arrangements for restructuring the provision of higher education on a regional basis.

The report of the National Working Group on the restructuring of the higher education system is indexed at TD/TNC 69.461. ‘Education White Paper 3: a programme for the transformation of higher education’ is indexed at TD/TNC 69.463. Show less

This study addresses the nature of government policy toward community colleges in the 1990s and the responses of institutions to these policies. This is an examination of Canadian and US community colleges in two Canadian provinces and three US states as well as analysis of government policy in two countries, at the federal, state and provincial levels. Government policies are viewed as directing community colleges toward economic goals, emphasizing workforce training and state economic competitiveness as outcomes, compelling colleges to improve efficiencies, increase productivity, and to become accountable to government and responsive to business and industry. Government responses to economic concerns at the provincial and state levels resulted in economic development policies applicable to community colleges. Institutional responses among community colleges, evident in behaviors such as marketization and productivity and efficiency, altered college missions, resulting in thepursuit of economic ends by these institutions.

Published abstract reprinted by permission of the copyright owner. Show less

This report presents the Department Secretary's account of the performance of the Department of Education, Training and Youth Affairs (DETYA) during 2000-01 to the Minister for Education, Training and Youth Affairs. It contains: The Secretary's overview; The Department; Education and training in Australia; Analysis for performance for outcome 1 [School systems provide their students with high quality foundation skills and learning outcomes]; Analysis of performance for outcome 2 [Post school education and training providers assist individuals achieve relevant skills and learning outcomes for work and life]; Analysis of performance for outcome 3 [Australian institutions advance the knowledge base, contribute to the national innovation system and participate effectively in the global development of knowledge and skills]; Management and accountability; External security; People management. Included as appendices: Staffing statistics; Occupational health and safety; Freedom of information; Payments to advertising and market research organisations; Discretionary grants; Higher Education Contribution Scheme; Consultancies; Commonwealth Disability Strategy; Performance against outcomes and outputs; Financial statements; Glossary and acronyms. Show less

Education and training systems are being challenged by technological, economic, social and educational developments. In Europe, the Member States are increasingly questioning the European Community’s five-level structure of training and qualification levels. In 1998, in response to this concern and as part of CEDEFOP’s own work program, an in-depth study was launched of five national vocational education and training structures covering the following three fields: (1) an analysis of the characteristics of national qualification frameworks; (2) an analysis of the similarities and differences between the national frameworks and the 1985 European five-level structure; and (3) an assessment of whether the European structure qualification levels are being applied in the respective European Union (EU) Member States, and if they are, to what extent. The findings of this study are presented in three volumes and this volume explores qualification level developments in tertiary education. The report covers: standards, qualifications and classifications at the tertiary level of the German education system; and the categorisation of qualifications at tertiary level in England, France, the Netherlands and Spain.

Volumes I and II are indexed at TD/TNC 68.242 and TD/TNC 69.292. Show less

This publication features news and commentary from a variety of organisations across the learning and skills sector in the UK. Show less

This keynote address was delivered under the theme of 'UK partnerships, policy frameworks, outcomes to date' and looks at the further education (FE) sector in the UK. The author states that the class system has been the most powerful driver of British education policy and that the FE sector has always been the 'Cinderella' sector. She looks at government policy of the last 10 years and its impact on the FE sector and the significant structural change and policy development it has been subjected to as it tries to come to terms with the needs and potential of new technology. During this time, the FE sector has 'moved out of the kitchen'. A list of policy documents on postcompulsory education, reform of the 16-19 curriculum, inclusive learning, widening participation, basic skills and vocational skills reviews is included in the appendix.

The volume of conference papers is indexed at TD/TNC 71.652; individual keynote papers are indexed from TD/TNC 71.653 to TD/TNC 71.657. Show less

This is a position paper, which seeks to identify a number of critical issues concerning the dominant logic that informs the development of current vocational education and training (VET) initiatives. In sum, the argument offered is as follows: policy and practice have, in recent years, sought to breach the divide between VET and academic study. In an attempt to combat such stratification and the worsening of social exclusion supposed, commonly, to be attendant upon it, successive governments have sought both to expand and raise the profile of VET. Documents such as the White Paper, ‘Education and training for the 21st Century’ (1991) and the more recent Green Paper, ‘The learning age: a renaissance for a new Britain’ (1998), for example, have aimed to address these issues. These stimuli have been responsible for a number of initiatives, for example National Vocational Qualifications/General National Vocational Qualifications, Modern Apprenticeships and National Traineeships, Vocational Training Relief and subsequently Individual Learning Accounts, and the University for Industry and Learn Direct. Commitment to learning per se, and VET in particular, symbolised in current times by New Labour’s emphasis on ‘Education, Education, Education’ and the appointment of a Minister of Lifelong Learning, is not under question here; what is subject to critical scrutiny is the consequent emergence of a ‘new credentialism’. The primary concern is to point up the contradictions that inhere within the new credentialism. The suggestion herein is that the largely unexamined acceptance of the efficacy of a formalised, credential-based model of learning is likely to deepen existing divisions between those identified as ‘learners’ and those stigmatised as ‘non-learners’. The ostensibly educational philosophy of the lifelong learning rhetoric, embracing individual empowerment over the direction of learning, has become stifled by a focus on credentials as opposed to personal development and growth.

Excerpt from publication. Show less