This project investigates the uptake of e-learning in two countries (Australia and Korea) which have experienced a rapid expansion of the use of information technology in education and training. A key finding is that although e-learning can increase flexibility and cost efficiencies in the delivery of training, it cannot on its own guarantee successful learning outcomes for students. The way in which the teacher and the learner utilise the technology continues to be important.
This publication explores adult literacy and numeracy. It draws on major insights from a wide body of recent research commissioned by NCVER and funded by the Department of Education, Science and Training. It shows that literacy and numeracy practices change over time, and that the literacy challenge is not confined to those people traditionally considered to be poorly educated or unsuccessful. It also affects people looking to understand new forms of communication and technology, for example. In addition, it considers Australia's place in the international arena, looks at strategies for integrating literacy into unconventional learning environments, and at ways to ensure the continuing strength of the teaching workforce.
This suite of overviews provides a comprehensive summary of each of NCVER's managed adult literacy and numeracy research projects funded in 2003.
Lifelong learning means different things to different people. This paper takes a pragmatic approach and examines adult engagement with various aspects of Australia's education and training system and the policy framework that underpins the system. It is argued that Australia's policy framework for lifelong learning is relatively weak because the educational framework is very open and does not discriminate on the basis of age. In a sense, Australia does not have a policy because it does not need one: its whole approach has encouraged lifelong learning.
Reforms to Australia's vocational education and training (VET) sector over the past few years have brought about significant changes to the work of VET staff and the focus of their roles. This publication summarises recent research into the changing roles of VET leaders, managers, teaching and support staff, and the way they work. The role of senior managers is increasingly focused on the external environment and building links with stakeholder organisations. Front-line managers focus on internal business practices and how to modify these to meet new clients' needs. The role of VET teachers is becoming more diverse and team-based. Within these teams, teaching support staff play a critical part. The publication also summarises a range of human resource and professional development issues, identified by VET staff, which need to be tackled to help them work more effectively in the future.
This report summarises an extensive study of adult literacy policies and practices in vocational education in six countries - Canada, New Zealand, United States, Ireland, United Kingdom and Australia. The policies and programs of the six countries were compared across policy contexts and concepts, program development and delivery, and regulatory frameworks, product development and quality assurance.
The level of enterprise expenditure on training in Australia appears to be growing, and now compares favourably with countries often held as models for national policy and practice. This report outlines a range of policy options employed internationally, including levies, leverage and partnership arrangements to enhance employer contributions to training. Ultimately, the authors find decisions about expenditure on training depends on employers' interests, values and commitments. If new policies are to be effective and build upon enterprises' commitment to training, it is critical they align with employers' needs, and receive enterprise commitment. For government, a key strategic policy goal is to improve employers' perception of the value of training to increase levels of expenditure.
Limited research has been undertaken to identify and examine systemic issues associated with the provision of vocational education and training (VET) to equity groups. This report focuses on the institutional relationships and policies that determine equity provision, and proposes three principles for framing equity practices. The principles are: local policies and strategies must reflect the complexities of disadvantage and need to consider the context of the community; equity strategies must reach the appropriate disadvantaged individuals through well managed, committed and flexible staff who have adequate resources; and, equity strategies must be continuously reviewed and re-invented to remain effective and dynamic.
There is increasing worldwide focus on education reform, driven by rising pressures for lifelong learning, the burgeoning impact of technology, and an escalating pace of change in much of industry and society. This report examines the key trends in Europe and North America in finding more effective means of strengthening the impact of educational research on practice. It analyses trends to accumulate, communicate and achieve stronger interaction and interface between research, policy, and practice. The author suggests that the knowledge development process in vocational education and training should involve three stages - the first stage providing initial research information, before moving toward an 'intermediate' and then a 'mature' stage of evidence building through feedback and testing of the research.
Indigenous engagement with vocational education and training (VET) has improved significantly, but successful Indigenous completion rates are lower nationally when compared to the overall population. This report, based on an action research project, examines intra-institutional factors at four Queensland TAFE institutes to better understand and take action on issues affecting Indigenous completion rates. At policy level, the authors conclude mainstream programs require examination at three levels - intellectual, cultural and social - to develop effective responses to facilitate successful Indigenous completion rates. At organisation level, the authors recommend examination of organisational culture for consistency of values and beliefs, and practices in terms of content, teaching, support, and collaboration.
Remote Indigenous communities are under increasing pressure to share responsibility for community well-being and capacity building. Their challenge is to achieve social and economic sustainability without losing core values of Indigenous law, culture and language. Education, training and employment are essential elements to this future scenario. This report is based on a study of a remote Indigenous community in its quest to implement a culturally appropriate health service, and integrate training and employment of local Indigenous people as a means of strengthening community capacity. The authors find education and training, including literacy, must be linked to community goals and aspirations. Literacy, in particular, is more likely to be adopted if linked to cultural and religious activities, and community responsibilities.
The conception of literacy is changing to reflect the profound economic, social, political and cultural changes of the past half century. In this report, the authors examine three broad literacy ideologies - cognitive, individual-based model, economics-driven model, and sociocultural model. While current research situates literacy in social practice, government policy aligns more with the cognitive and economics-driven models of literacy. The authors find the need for a new national literacy policy which is flexible and accommodates current and future literacies, and supports community capacity-building. They also find at practitioner level that all are teachers of literacy and need to be able to recognise and teach all of the different literacies needed by learners. The report also highlights implications for literacy testing. The report includes an overview (part 1) and discussion paper (part 2).
This report adds to the work on recognition of prior learning (RPL), particularly as it focuses on private registered training providers' RPL processes - how it is practised and the factors that facilitate or impede its implementation. It reports that advantages of RPL can be found in the information gained from students', trainers' and employers' processes of acquiring and assessing recognition. However, the demand on resources - time and funds - are viewed by providers as factors which limit the promotion of RPL and its use by students, particularly those from disadvantaged groups.
Group training is an Australian initiative to encourage the employment of apprentices and trainees. This report examines the structure and function of group training organisations (GTOs) over time and identifies the factors that drive GTOs to change their structure and function. The authors find that group training is a critical component of Australia's skill formation system, and GTOs are highly responsive and adaptive to their policy and commercial environment. However, the authors warn that increasing commercialisation of group training has the potential to threaten the quality of training, and in particular the training opportunities for the more disadvantaged.
There is growing international and national interest in the concept of social capital, its role, and the ways economic and social policies coalesce to drive economic progress and community well-being. This paper identifies eight areas the VET system can contribute to social capital: building social capital in firms; building networks of businesses, especially the small business sector; developing employability skills; fostering values and norms that underpin social capital; contributing to inclusive and cohesive communities; initiating and contributing to learning community initiatives; using information and communication technology innovatively to build virtual communities; and contributing to society as a good citizen. The report also discusses indicators for measuring social capital, and implications for VET policy and practice.
Group training organisations act as intermediaries between enterprises and apprentices and trainees to facilitate on- and off-the-job training. This report examines the role of the group training organisations (GTOs) in Australia's labour market. The authors find that GTOs, at their best, help promote sustainable work-based learning solutions by sharing the risks associated with employment and gaining new skills. However, the authors argue that changes in policy since the early 1990s are likely to undermine the provision of quality group training services. Instead, they state the best features of the group training model, such as operating on a not-for-profit basis, should underpin future reforms to all GTOs.
Innovative companies in emerging industries have diverse and important training needs. This study examines the training requirements of emerging industries and the role Australia's vocational education and training (VET) sector plays to develop further employees' skills and knowledge. As innovative companies often operate at the leading edge of their technological fields, the training they require is highly specialised and sometimes unique. While the VET sector already provides customised training for employers, there are opportunities for the sector to advance the currency of its knowledge, develop programs to deliver special training, and extend the expertise and knowledge of its teachers.
The adult and community (ACE) sector and technical and further education (TAFE) institutes provide programs for young people which re-connect them to education. This report suggests these programs and settings are considered effective pathways for some young people who have left school early. The researchers found students are attracted to the programs by key features, including the quality of relationships between students and staff, flexible mode of delivery, choice of study areas, and opportunities for personal autonomy.
This report provides an overview of funding arrangements implemented as a result of the 1992 Australian National Training Authority (ANTA) Agreement. The Agreement sought to establish a unified national system of vocational education and training (VET) with joint Commonwealth, state and territory responsibility. The report discusses the outcomes of government, industry and individual investment in training, and includes examples of overseas funding models.
Queensland is leading Australia in offering vocational education and training (VET) options to students through the VET in Schools program, and has the highest rate of school students enrolled in technical and further education (TAFE) institutes. However, the success of such initiatives is dependent on the ability to transfer qualifications gained (part or full) across educational sectors. The report suggests adopting a state-wide approach to generating better articulation and credit transfer arrangements, combined with financial assistance for schools, TAFE institutes and universities to develop innovative inter-sectoral arrangements.