Adams, Isabelle; Corrigan, Matthew; Frigo, Tracey; Hughes, Paul; Stephens, Maria; Woods, Davina (2003). Supporting English Literacy and Numeracy Learning for Indigenous Students in the Early Years. ACER Research Monograph 57. ACER Press (Australian Council for Educational Research) Despite some improvements over time, national statistics point to a continuing gap in the average English literacy and numeracy achievement of Australian indigenous students when compared with non-indigenous students. A longitudinal study by the Australian Council for Educational Research (ACER) has been monitoring growth in the English literacy and numeracy achievement of a group of indigenous students through the early years of primary school prior to Year 3. Qualitative data collected during these years provided an opportunity to explore the learning contexts experienced by the students and other factors associated with growth and achievement. Thirteen schools with significant indigenous student populations participated in the project; many were nominated on the basis that they were recognised for initiatives and programs that they had in place to support these students. Study participants commenced school in 2000 and completed English literacy and numeracy assessments in 2000,… [Direct]

(1999). National Workshop on Equity Research. Report and Papers from a National Workshop (Sydney, New South Wales, Australia, May 21-22, 1999). Working Paper. This publication is comprised of 12 position papers from the National Equity Workshop held at the University of Technology Sidney (Australia) at which participants summarized their positions on the way equity should be understood, their views on the strengths and weaknesses of current vocational education and training (VET) policy, and what they saw as the priorities for future research. The papers are prefaced with a summary of the conclusions of the workshop–strengths of current research, weaknesses, and new directions–and participant biographies. The papers are: "Using Statistical Methodologies to Interrogate Large Data-Bases" (Katrina Ball); "Managing Diversity" (Kate Barnett); "Aborginal and Torres Strait Islander Strategic Policy and Research Priorities for VET, 1999" (Tony Dreise); "Equity Outcomes" (Tom Dumbrell); "Equity and VET: An Antilogous Project? A Personal Story of Equity Work in VET" (Elaine Butler);… [PDF]

Fox, Mary Jo Tippeconnic; Lowe, Shelly C.; McClellan, George S. (2005). From Discussion to Action. New Directions for Student Services, n109 p95-98 Spr. This chapter describes nine of this volume's themes and offers summary recommendations stemming from those themes…. [Direct]

(2005). Research Highlights, 2005. Australian Council for Educational Research "Research Highlights" is an annual publication documenting developments in the Australian Council for Educational Research (ACER)'s research programs for the previous year. The 2005 edition highlights research on the following themes: (1) Improving outcomes for Indigenous students; (2) Understanding transitions from school to adulthood; (3) Assessing transferable generic skills; and (4) Supporting the professional development of teachers. [For the 2004 "Research Highlights," see ED499149.]… [Direct]

MURTON, BONNIE J.; And Others (1966). HOME MANAGEMENT AIDES, A HOME SKILLS TEACHING SERVICE FOR LOW INCOME MOTHERS. ABOUT 25 PERCENT OF ALL AID FOR DEPENDENT CHILDREN CASES IN THE CITY OF MINNEAPOLIS WERE IN TWO YOUTH DEVELOPMENT PROJECT TARGET AREAS WHERE MOTHERS OFTEN LACKED HOME MANAGEMENT SKILLS NECESSARY TO REAR THEIR CHILDREN. AS ONE OF SEVERAL DEMONSTRATION PROGRAMS TO PREVENT AND ALLEVIATE PROBLEMS OF DELINQUENCY, IN 1964 FOUR HOME MANAGEMENT AIDES (HMA) WERE HIRED BY THE HENNEPIN COUNTY WELFARE DEPARTMENT TO PROVIDE PRACTICAL ASSISTANCE TO MOTHERS IN THE AREAS OF SHOPPING, HOME MAINTENANCE, BUDGETING, CHILD CARE, CLOTHING SELECTION AND MAINTENANCE, FOOD AND NUTRITION, AND FINDING ADEQUATE HOUSING. IN THE FIRST YEAR 309 CASES WERE REFERRED TO HMA BY THE WELFARE CASEWORKERS. THE AIDE'S WORK WITH THE MOTHERS ON AN INDIVIDUAL BASIS IN THEIR HOMES WAS LATER AUGMENTED BY ONCE-A-WEEK CLASSES IN SEWING AND HOME MANAGEMENT. RESPONSE TO THE PROGRAM WAS SO FAVORABLE THAT THE WELFARE DEPARTMENT DOUBLED THE NUMBER OF AIDES AND WAS CONSIDERING FURTHER EXPANSION. (ADMINISTRATIVE DETAILS OF STAFF… [PDF]

COHEN, AUDREY C. THE WOMEN'S TALENT CORPS, PROPOSAL. WOMEN'S TALENT CORPS, FUNDED BY THE OFFICE OF ECONOMIC OPPORTUNITY, WILL MEET TWO SOCIAL PROBLEMS IN NEW YORK CITY–JOB SHORTAGES IN COMMUNITY SERVICES AND UNEMPLOYMENT AND LACK OF TRAINING AMONG THE POOR. WOMEN WILL BE RECRUITED FROM LOW-INCOME NEIGHBORHOODS AND TRAINED AS PRE-PROFESSIONAL ASSISTANTS IN SCHOOLS, HOSPITALS, AND SOCIAL AGENCIES THROUGH A PROGRAM OF FORMAL CLASSES AND FIELD EXPERIENCE. THESE WOMEN WILL BECOME CONTACTS BETWEEN PROFESSIONAL COMMUNITY WORKERS AND THE LOW-INCOME PEOPLE THEY ASSIST. PROFESSIONAL WOMEN WITH WORKING SKILLS AND EXPERIENCE IN EDUCATION, HEALTH, OR WELFARE FIELDS WILL BE TRAINED AS COORDINATORS TO COUNSEL THE TRAINEES, DIRECT FIELD WORK, AND SERVE AS LIAISON BETWEEN TRAINEES AND THE AGENCIES EMPLOYING THEM. THE TRAINEE AND COORDINATOR WILL HELP EACH OTHER UNDERSTAND THE CONDITIONS OF POVERTY AND THE RESPONSIBILITIES IMPOSED BY EDUCATION AND EMPLOYMENT. THE PROGRAM DESIGN INCLUDES FIVE PHASES–(1) COMMUNITY DEVELOPMENT AND PROGRAM PLANNING… [PDF]

Bates, Richard (2005). Can We Live Together?: Towards a Global Curriculum. Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice, v4 n1 p95-109. Arguing that globalization has been conceived of largely in economic terms this article examines the possibility of a global curriculum in the light of Touraine's assertion that the major global problem is not economic but social: can we live together? I argue that a global curriculum conceived in social terms is possible and that it will involve: (a) the inclusion of currently "subjugated knowledges"; (b) the ability to cross cultural boundaries within and between societies; and (c) a commitment to development as freedom. Such a curriculum would be a recognition of the need to rescue society and personality from the ravages of global markets through education…. [Direct]

Rondon, Adolfo, Ed.; Serron, Sergio, Ed. (1998). CLAVE: Revista Especializada de ASOVELE (Asociacion Venezolana para la Ensenanza de la Lengua), 1997-1998 (CLAVE: Specialized Magazine of ASOVELE [Venezuelan Association for Language Teaching], 1997-1998). CLAVE, n6-7 1997-1998. These two issues of the journal \CLAVE\ contain these articles in Spanish with one article in English: \La ensenanza de la lingua materna\ (Pablo Arnaez); \Saben resumir los alumnos universitarios de nuevo ingreso?\ (Marisol Garcia); \El desempeno en la escritura de cartas argumentativas y cuentos en alumnos de octavo grado\ (Yolanda Perez, Maria L. Yglesias); \Las funciones del lenguaje y la teoria pragmatic: una orientacion para el aprendizaje de la construccion del texto?\ (Francisca Fumero); \Lo que nos une: nuestros idiomas en varios mundos\ (Sergio Serron); \Necrotextualidad: construccion textual de las partidas de defuncion (1881-1910)\ (Juan Francisco Garcia); \Hacia la apropiacion del lenguaje\ (Issis Garvett); \Estrategia didactica para facilitar la comprension del discurso argumentativo en la Tercera Etapa de Educacion Basica\ (Neudys Rada); \Comprension y produccion de textos escritos\ (Annerys Perez); \Analisis de datos en una investigacion\ (Rifka Sarshalom); \Donde… [PDF]

Balatti, Josephine; Falk, Ian; Golding, Barry (2000). Building Communities: ACE, Lifelong Learning and Social Capital. An Anthology of Word Portraits Reporting Research Conducted for the Adult, Community and Further Education Board. The 10 portraits, or case studies, in this book are intended to show how locally-owned adult education turns everyday learning into social and economic well-being. Taken alone, each portrait tries to give a particular insight into the daily transformation of adults and their local communities. Together, the group portrait shows how strongly adult and community education (ACE) is growing the community asset called, social capital. An introduction sketches in the theoretical frameworks used to interpret the portraits; describes the process used to gather the information that forms the portraits; and summarizes the portraits, showing their locations, programs, people, and social and economic well-being they generate. The portraits are: "A Learning Community Builds Social Capital: Ballarat East Community House" (Barry Golding); "Make Connections and Move On: African Women's Project, Maribyrnong Community Centre" (Josephine Balatti); "Partnership with Business… [PDF]

(1993). Literacy Works, Volume 4, 1992-93. Literacy Works, v4 n1-4 1992-93. Four issues of the newsletter are included. Number 1, with the theme "Literacy and New Canadians," includes an editorial on the government's new language training programs, articles on programs for newcomers, news from the Prairie Literacy Institute, and short reports on a theater project and adolescent problems. Focusing on "Literacy and Learning Disabilities," number 2 contains an editorial on early intervention, tutoring tips on word attack techniques and on fetal alcohol syndrome, and profiles on the Learning Disabilities Association of Saskatchewan, Regional College, a Calgary program, self-efficacy, sensitivity in assessment, needs of Aboriginal people, and diverse learning styles. It also includes several resource reviews. Number 3 features an "Update on Literacy and Literacy for" the workplace, the family, the learning disabled, computers, seniors, the business community, the hearing impaired, and the mentally handicapped. An article on tutoring… [PDF]

Corson, David; Goldberg, Michelle P. (1999). Immigrant and Aboriginal First Languages as Prior Learning Qualifications for Formal Employment in the Business, Government and Education Sectors. NALL Working Paper. The extent to which Canadian employers recognize the informally acquired first languages of immigrants and aboriginal persons as prior learning qualifications for formal employment in the business, government, and education sectors was examined through a survey of organizations across Ontario. Personalized questionnaires were mailed to a sample of 140 Ontario organizations, as follows: 32 businesses (half randomly selected and half purposively selected); 71 colleges, universities, and school boards; and 37 municipal, provincial, and federal government agencies and psychiatric hospitals. Of the 140 questionnaires mailed out, 79 (56.4%) were returned. Although 88.6% of the organizations indicated that they would benefit from employing staff fluent in languages in addition to English or French, only 30.4% were actually actively recruiting such multilingual employees. Private organizations were more likely to recruit multilingual individuals and educational institutions were least… [PDF]

Pagram, Jeremy; Rabbitt, Elaine (2003). OK Remote WA, We're Listening…But Can You Hear Us? Part 1: Looking Back to 2001. Australian Educational Computing, v18 n2 p13-16 Dec. This paper is the first in a two part series, this first part describes the findings from visits to two isolated and remote schools in the far north of Western Australia in 2001, the second part to be published in the next issue of AEC will describe a visit to the same schools in late 2003 to see what has changed. Parts of this first paper were originally published as Online or Out of Reach, (Rabbitt E. and Pagram J., 2001). As we move into the 21st century, higher education institutions in Australia and around the world are undergoing a transition. The trend is to move away from traditional methods of course presentation towards online methodologies. In theory, students within isolated and remote areas of Australia and around the world no longer need to relocate to major cities and educational institutions as they have access to learning opportunities online. The schools were visited in order to determine how practical this approach to education is in the "real" world. The… [PDF]

Bradshaw, Delia (1995). Multiple Images, Common Threads. Case Studies of Good Practice in Adult Community Education. This document presents 10 case studies of adult community education programs (ACE) in the state of Victoria, Australia, in the mid 1990s, that were identified as exemplifying the following principles of good practice in ACE: expansiveness, integration, responsiveness, innovation, belonging, explicitness, autonomy, accessibility, synthesis, and coordination. The courses profiled represent a broad cross-section of subject areas (child care, prevocational education, furniture restoration, small business development for women, Koori Art, literacy and community decision making, women's issues, tourism, applied sport psychology, and horticulture) and formats (including formal part-time and full-time courses, discussion groups, workshops, courses that use community resources rather than textbooks, courses taught primarily by one instructor, and courses taught by a series of different instructors). Each profile contains information about some/all of the following aspects of the program:… [PDF]

(1998). Highlights from the Second World Congress of Education International (2nd, Washington, DC, July 1998). The papers in this volume reflect the general theme of the conference, which includes issues that will shape the future of Education International and of education for decades to come. The first half of the publication includes speeches by the following individuals: (1) Mary Hatwood Futrell, President, Education International; (2) Sandra Feldman, President, American Federation of Teachers; (3) Bob Chase, President, National Education Association; (4) Bill Jordan, General Secretary, International Confederation of Free Trade Unions; (5) Katherine Hagen, Deputy Director-General, International Labor Office; (6) Federico Mayor, Director-General, UNESCO; (7) Fred van Leeuwen, General Secretary, Education International; (8) Hans Engelberts, General Secretary, Public Services International; (9) Gaston de la Haye, General Secretary, World Confederation of Teachers; (10) Maris O'Rourke, Director, Education Department, The World Bank; (11) John J. Sweeney, President, AFL-CIO; (12) Kofi A…. [PDF]

RIESSMAN, FRANK (1967). TRAINING THE NONPROFESSIONAL. INCREASINGLY, PROPOSALS ARE EMERGING FOR THE LARGE SCALE EMPLOYMENT OF NONPROFESSIONALS IN THE HUMAN SERVICES WHERE INEXPERIENCED PEOPLE LEARN TO PERFORM JOBS (IN SCHOOLS, HOSPITALS, AND SERVICE AGENCIES) NORMALLY ALLOTED TO PROFESSIONALS. IN THE CONCEPT OF JOBS FIRST, TRAINING BUILT IN, ENTRY JOBS BECOME THE MOTIVATORS FOR FURTHER DEVELOPMENT OF THE NON PROFESSIONAL. IF THE NEW CAREERS MOVEMENT IS TO GROW, IF THE OPPORTUNITY STRUCTURE IS TO BE OPENED UP SO THAT JOBS CAN BECOME CAREERS AND AIDES CAN RISE TO BECOME PROFESSIONALS, MAJOR INSTITUTIONAL CHANGES MUST TAKE PLACE AND LARGE NUMBERS OF TRAINERS MUST BE RECRUITED AND TRAINED. IT IS SUGGESTED THAT TRAINERS BE RECRUITED FROM SEVERAL SOURCES, SUCH AS PEACE CORPS RETURNEES, AND COLLEGE GRADUATES, AND THAT TRADITIONAL CREDENTIALS BE WAIVED EXCEPT FOR THE SMALL GROUP OF SENIOR TRAINERS (TRAINERS OF TRAINERS). NONPROFESSIONALS AND THEIR TRAINERS WOULD BE TRAINED SIMULTANEOUSLY, ON THE JOB, THUS PROVIDING IMMEDIATE WORK OUTPUT WHILE… [PDF]

(1967). WOMEN'S TALENT CORPS. PROGRESS REPORT, MARCH-APRIL, 1967. THE WOMEN'S TALENT CORPS WAS FOUNDED IN 1965 ON TWO PREMISES–(1) MATURE WOMEN LIVING IN POVERTY AREAS OF NEW YORK COULD BE TRAINED TO PROVIDE SERVICES TO THE COMMUNITY REGARDLESS OF THEIR PREVIOUS EDUCATION AND (2) COMMUNITY AGENCIES WOULD CREATE SEMI-PROFESSIONAL SERVICE POSITIONS WITH OPPORTUNITIES FOR ADVANCEMENT. BY APRIL 1967, 120 TRAINEES HAD BEEN PLACED AS TEACHER AND GUIDANCE ASSISTANTS IN PUBLIC SCHOOLS, AS SOCIAL WORK AND THERAPY ASSISTANTS IN HOSPITALS AND NEIGHBORHOOD CENTERS, AND AS PROGRAM WORKERS. A SERIES OF COMMUNITY MEETINGS IN LOW INCOME AREAS IDENTIFIED LOCAL NEEDS AND THE ROLE WOMEN PICTURED FOR THEMSELVES. A LETTER-WRITING CAMPAIGN ENLISTED POLITICAL SUPPORT AND FUNDS FROM THE OFFICE OF ECONOMIC OPPORTUNITY. APPLICANTS WERE TESTED AND INTERVIEWED TO REVEAL THEIR PERCEPTION OF SOCIAL PROBLEMS, SENSITIVITY TO HUMAN RELATIONS, AND HIGH MORALE, QUALITIES CLOSELY CORRELATED WITH SUCCESS. THROUGHOUT THE 30-WEEK TRAINING PROGRAM FORMAL CLASSES WERE INTERWOVEN WITH… [PDF]

Searle, Jean, Ed. (1999). Social Literacies across Communities, Cultures and Contexts. Adult Literacy Research Network. This document contains eight papers on social literacies across communities, cultures, and contexts in Australia. "Social Literacies" (Jean Searle) is an introduction to the other papers, which each report on small action research projects examining how particular groups of people use literacy. "Recognising Shifting Delivery Modes: Rethinking Initial Adult Literacy Assessment for Flexible Delivery" (Angela Hill and Susan Hubbard) discusses a study of good practice in initial literacy assessment. "Lifelong Learning, Not a Band AID Solution: A Critical Solution to Multiple Literacies" (Marian Horton and David Horton) discusses a project assessing the need to renew and develop an alternative curriculum module. "Examining the Accounts of Homeless People's Needs to Determine a Role for Language, Literacy, and Numeracy Training" (Geraldine Castleton, Rosemary Jewell, Letitia Whitmore, and Marya McDonald) relates the procedures and findings of a… [PDF]

Ostler, Nicholas, Ed. (1998). Endangered Languages: What Role for the Specialist? Proceedings of the Foundation for Endangered Languages (FEL) Conference (2nd, Edinburgh, Scotland, September 25-27, 1998). The papers included here examine issues related to the role outside specialists, such as linguists, educators, or media professionals, can play in the preservation of endangered languages. Language communities must continue to use their mother tongues if the languages are to survive, and this has led to questions about whether outside organizations have the right to intervene. The proceedings of the second annual Foundation for Endangered Languages (FEL) Conference is divided into several sections. "Successful Interactions" section includes three reports from linguists and educators on work with three different communities, with an outlook on what has been learned and the challenges for the future. "Understanding the Language from the Outside" is more sociolinguistic in orientation, looking at large communities more dispassionately, from a perspective other than that of an active collaborator. "Understanding From the Inside" turns to the communities'…

Hernandez-Reguant, Ariana (1993). The Columbus Quincentenary and the Politics of the "Encounter.". American Indian Culture and Research Journal, v17 n1 p17-35. Contends that the Columbian Quincentenary, like similar bicentennials and other commemorations, was promoted and sponsored by governments. Discusses the efforts of various public and private Spanish agencies that organized Quincentenary activities. Contends that many Native American groups were left out of the activities. (CFR)…

(1999). Annual National Report of the Australian Vocational Education and Training System, 1999. Volume 1: National Overview and Volume 2: Commonwealth, State & Territory Achievements. This three-volume report provides a comprehensive picture of the vocational education and training system in Australia, its key policies, initiatives undertaken and achievements during 1999. This publication is composed of volumes 1 and 2. Volume 3 is available separately. Volume 1, National Overview, describes the national vocational education and training system. The first seven sections each focus on one of the agreed annual national priorities and achievements in that area. The priorities are: implementing New Apprenticeships; achieving diversity and flexibility to meet client needs; improving language, literacy, and numeracy skills; implementing the National Training Framework; increasing industry investment in training; providing greater opportunities and improved outcomes for underrepresented clients; and achieving greater efficiency. A final section discusses national programs and allocations to them. Volume 2, Commonwealth, State, and Territory Achievements, contains… [PDF]

(1996). The Literacy Equation: Competence = Capability? National Conference of the Australian Council for Adult Literacy Conference Papers (Queensland, Australia, November 7-9, 1996). Papers from the 19th Adult Literacy Conference convened by the Australian Council for Adult Literacy include: "A Little to the Right on Writing" (Brendan Bartlett, Margaret Fletcher); "Deconstructing the 'Australian Language and Literacy Policy'" (Helen Beazley); "Comparing Content-Centered and Learner-Centered Approaches in School Mathematics: Picking Up the Pieces in Numeracy with Adults" (Jennie Bickmore-Brand); "Developing Workplaces as Learning Environments: Towards a Learning Curriculum" (Stephen Billett); "Last CALL for All: Before IT (Information Technology) Races down the Superhighway" (Paula Burns); "Using Key Competencies to Solve the Equation" (Ralph Catts); "Quality and Competency Based Education and Training" (Clive Chappell); "Managing the Competency Based, Multi-level, Literacy Classroom: What Works" (Jean Clarke); "Fractions, Decimals and Adult Learners" (Tom J. Cooper, Shelley… [PDF]

Crawford, James, Ed.; Sosa, Alicia, Ed. (2005). NABE News, 2004-2005. National Association for Bilingual Education, v28 n1-6 Sep/Oct 2004-Jul/Aug. This document contains the 2004-2005 issues of the National Association for Bilingual Education (NABE) newsletter, which covers the topic of bilingual education. Six issues are contained in this document. Each issue is centered around a theme: (1) Models for Teacher Preparation: Deciding Which Ones Meet Our Needs; (2) Applications for Classroom Instruction; (3) No Child Left Behind: Assessing the Impact; (4) Funding Programs for English Language Learners; (5) Promoting Biliteracy through Content Themes; and (6) Reducing Dropout Rates for Hispanic Students. Along with feature articles, each issue also contains book reviews, announcements of upcoming conferences and calls for papers, noteworthy events and news in the bilingual education field, and membership information. (Individual articles contain references. For the 2000-2001 collection of "NABE News" issues, see ED455684.)… [Direct]

Palfreeman, Annabel, Ed. (1996). "Critical Issues, Essential Priorities." Conference Papers. Australian Council for Adult Literacy National Conference (18th, Bundoora, Victoria, November 23-25, 1995). These proceedings contain the following papers: "Linking Industry Training with Language and Literacy" (Cassandra Parkinson); "Numeracy: Essential and a Priority? An ANT's (Adult Numeracy Teacher's) Journey" (Dave Tout); "Teaching, Learning and Assessment: An Essential Symbiosis" (David Clarke); "The Politics of Measurement: From Signatures to Significance" (Jane Mace); "Critical Planning for Individual Outcomes" (Marie Persson); "Quality and Learning: Who's Minding the Agenda?" (Nancy Jackson); "Integration of English Language, Literacy and Numeracy into Vocational Education and Training" (Louise Fenley); "Unmasking Assumptions: Literacy and the Fit between Employment-Oriented Literacy and Aboriginal Language-Use" (Anthea Taylor); "Revision and Renewal: Adult Literacy and Its Future Challenges" (Nicole Gilding); and "Policy and Practical Implications of the National Reporting System"…

Street, Brian, Ed. (1993). Cross-Cultural Approaches to Literacy. A collection of essays on cross-cultural aspects of literacy education includes: "Conceptions and Uses of Literacy in a Papua New Guinea Village" (Don Kulick, Christopher Stroud); "Literacy and Feelings: The Encoding of Affect in Nukulaelae Letters" (Niko Besnier); "The Uses of Schooling and Literacy in a Zamfimaniry Village" (Maurice Bloch); "Arabic Literacy and Secrecy Among the Mende of Sierra Leone" (Caroline H. Bledsoe, Kenneth M Robey); "Literacy and Cultural Identity in the Horn of Africa: The Somali Case" (I. M. Lewis); "Gender, Language and the Politics of Literacy" (Kathleen Rockhill); "Literacy Development and Ethnicity: An Alaskan Example" (Stephen Reder, Karen Reed Wikelund); "The Letter and the Spirit: Literacy and Religious Authority in the History of the Aladura Movement in Western Nigeria" (Peter Probst); "Vernacular Writing: Varieties of Literacy Among Philadelphia High School…

Brown, Bettina Lankard (2003). International Models of Career-Technical Education. Trends and Issues Alert. Increasing globalization has spotlighted a range of international approaches to career and technical education (CTE), including the German dual system, the British National Vocational Qualifications and General National Vocational Qualifications, and Australia's Vocational Education and Training and Technical and Further Education systems. Across the international spectrum, CTE reflects a country's economic and social investment in education and the strategies used to enhance the skill development of workers and foster their employability. The ways various countries have approached the challenge of raising productivity and competitiveness have changed over the years. Across countries, there is a growing awareness of the need to connect academic education and CTE. Core competencies, soft skills, and foundation skills that contribute to lifelong learning are increasingly being recognized as vital to employment in workplaces that demand flexible production methods, product and… [PDF]

Ball, Katrina; Phan, Oanh (2001). Outcomes from Enabling Courses. The outcomes of enabling courses offered in Australia's vocational education and training (VET) sector were examined. "Enabling course" was defined as lower-level preparatory and prevocational courses covering a wide range of areas, including remedial education, bridging courses, precertificate courses, and general employment preparation courses. Unit record data from Australia's 1998 national VET data collection, the 1997 and 1998 graduate destination surveys, and the 1999 National Student Outcome Survey were used to obtain information about students' characteristics, further studies outcomes, and vocational outcomes. Students in the VET sector who were of Aboriginal or Torres Strait Islander descent, students from a non-English-speaking background, and those with a disability were three times more likely to enroll in enabling courses than were other students. Nearly one-third of those who undertook further studies in the VET sector after having enrolled in an enabling…

Lo Bianco, Joseph, Ed.; Wickert, Rosie, Ed. (2001). Australian Policy Activism in Language and Literacy. This book presents the dynamics of language and literacy policy activism in Australia. The introduction is "Activists and Policy" (LoBianco, Wickert). Part 1, "From Policy to Anti-Policy" (LoBianco), sets a frame and overarching context of the pattern of Australian language and literacy policy. Part 2 contains accounts of how policy activists learned to become more effective in influence and text production, including "Australia's Language" (Brock); "Politics, Activism, and Processes of Policy Production" (Wickert); and "Although It Wasn't Broken, It Certainly Was Fixed" (Moore). Part 3 explores different approaches to understanding how policy problems and solutions are constituted in particular kinds of ways with an intention to generate desired solutions. Included are"Advocating the Sustainability of Linguistic Diversity" (Singh); "Cost of Literacy for Some" (Taylor); and "(E)merging Discourses at Work"… [PDF]

Kearns, Peter (1997). Flexible Delivery of Training. Review of Research. Research on flexible delivery of training in Australia since 1990 was reviewed to identify main trends in the delivery of training, the adequacy of research on the topic, and topics that should be addressed in future studies. Selected conclusions of the review are as follows: (1) flexible delivery strategies are valuable in facilitating access to vocational education and training (VET) by disadvantaged groups; (2) more innovation is occurring in off-campus contexts than on VET campuses; (3) effective staff and management development strategies are central to effecting necessary cultural change in training providers and in industry; (4) flexible delivery appears to be entering a more systemic phase of development; (5) Australian national policy toward flexible delivery is now being focused on a more strategic basis within a 5-year strategy; and (6) the emerging new strategic phase of implementation will likely highlight tensions between economic and efficiency objectives in VET…

(2002). Results of the Community Mapping Study for Southwestern Newfoundland. Understanding the Early Years. Human Resources Development Canada Understanding the Early Years (UEY) is a national initiative that provides research information to help strengthen the capacity of communities to make informed decisions about the best policies and most appropriate programs to offer Canadian families with young children. This report focuses on the results of the community mapping study, conducted during the Summer and Fall of 2000. Three data sources were used in conducting the Community Mapping Study: (1) 1996 Census; (2) Neighbourhood Observations; and (3) Program Survey. The report provides an analysis of data sources to be used in Southwestern Newfoundland to gain a better understanding of: (1) Physical and socio-economic characteristics of the neighbourhoods in which children live; (2) Kinds of programs and services that were available to children aged six and younger and their parents; (3) Where these programs were located; and (4) If these programs were being used. The Mapping Study, along with the Community Study and the… [PDF]

Altman, Jennifer; Fichtner, Aaron; Van Horn, Carl; Whittaker, Julie (2001). The Five-Year Strategic Plan for Pilots, Demonstration Research and Evaluations, July 2000-June 2005. This report contains the strategic vision for the Department of Labor (DOL)/Employment and Training Administration's research efforts for the next five years. Section I discusses the scope of the research plan and the development process. Section II is a review of literature concerning functioning of the labor market and identification of areas needing additional research. Section III reviews recent policy changes that will affect employment and training interventions. It identifies potential research topics that would most help DOL implement the Workforce Investment Act 1998 (WIA). Section IV provides a review of recent research, evaluation, pilot, and demonstration initiatives to help implement and improve programs under WIA. It focuses on understanding effectiveness of employment and training interventions designed to aid employers, adult job seekers, youth, and disabled and other special populations. Section V examines alternative methodologies for employment and training… [PDF]