The aim of this research is to define good practices which support partnerships between adult and community education and vocational education and training, and identify negative practices which work against such collaborations. The research finds that strong and committed lead personnel, time, respect between organisations and a clear understanding of objectives are key factors for success. Each purchased copy of the report also includes a copy of 'Creating effective ACE and VET partnerships: Good practice guide'.
A number of ACE and VET organisations are working together in order to expand their delivery capabilities and to provide further benefits to their communities. This guide provides strategies for establishing effective partnerships and collaborations between ACE and VET organisations. It is envisaged that these good practice suggestions could be adapted for any system, both within Australia or overseas, even though administration systems may differ.
The impact of urban, regional, and remote location on Indigenous vocational education and training (VET) students' aspirations and outcomes is examined in this report. It finds the availability of desired courses, teaching staff, and community attitudes to learning in the various locations influence the success of outcomes of Indigenous students. However, successful outcomes other than those related to employment or further education can emerge from VET. Accordingly, the authors suggest benefits such as improved literacy and confidence, and community wellbeing should be considered when formulating Indigenous learning approaches.
This volume is a companion to Getting connected: Professional development of contract and casual staff providing flexible delivery - Volume 1. The detailed report of the project is contained in volume 1 while volume 2 contains the appendices.
The experiences of contract and casual staff 'getting connected' with flexible delivery and online learning technologies and engaging in professional development is the focus of this report. The study finds a significant proportion of professional development relies heavily on learning by doing, informal learning, and networking with colleagues.