(2001). Factors Influencing Demand for Vocational Education and Training Courses. Review of Research. The factors influencing demand for vocational education and training (VET) courses in Australia by individuals, enterprises, industries, communities, and regions were examined through a review of Australian and selected international research. The following were among the key findings: (1) current definitions of "industry" may not be effectively identifying training needs; (2) motivations for participating in VET can stem from the labor market and/or from social or personal development concerns; (3) benefits from training have been understated; and (4) the public system continues to meet most demand for VET. It was concluded that achieving high levels of skills formation requires the following items: commitment from government and a large majority of enterprises; widespread public support; accountability to ensure an adequate quantity and quality of training; opportunities for all to participate; incentives for young people and workers to train; and flexible training…
(2000). Equity in the Learning Society: Rethinking Equity Strategies for Post-Compulsory Education and Training. Existing equity strategies for postcompulsory education and training in Australia were examined to assess their effectiveness in a learning society. First, the equity and access policies in schools, vocational education and training (VET), higher education, and adult community education were compared. Next, educational outcomes of target groups in each sector were examined to identify patterns of participation for specific disadvantaged groups and to determine the extent to which structural factors affect patterns of participation in each sector. The feasibility of developing access and equity policies that would transcend sectoral boundaries was also explored. The following were among the study's key findings: (1) government equity strategies could be improved by targeting low socioeconomic status students within all equity groups, reporting performance so as to focus on outcomes, and strengthening pathways to employment from education and training; (2) performance reporting could…
(1997). Academic Communication across Disciplines and Cultures. Selected Proceedings of the National Conference on Tertiary Literacy: Research and Practice, Volume 2 (1st, Melbourne, Australia, March 14-16, 1996). These selected papers from the First Conference on Tertiary Literacy focus on communication across differences of culture and discipline in Australian universities. Many of the papers have resulted from cooperation between applied linguists and specialist lecturers and describe cooperative models of literacy education based on interdisciplinary partnerships. Keynote addresses include "Disciplinary and Cultural Perspectives on Student Literacy" (I.Reid) and "Communicating Within Cultures, Communicating Across Cultures, Communicating Between Cultures" (A.Liddicoat). A colloquium on intercultural variation in academic communication includes papers by Andy Kirkpatrick, Lesley Farrell, Gillian Ferguson, Anthony Liddicoat, and Zosia Golebiowski. Other papers include: (1) "Providing Scaffolding for Theses Preparation in Computer and Mathematical Sciences (P.Cerone and G.Caruso); (2) "Never Say 'I'? The Writer's Voice in Essays in the Humanities"… [PDF]
(1993). Teaching Native Languages in High School: A Teacher Resource Manual. This teacher resource manual is designed to guide development of a high school curriculum in Canadian Native languages. It outlines the main features of such a program, clarifies the responsibilities of partners (teachers, administrators, community, native elders) in the implementation of a community-based curriculum, presents pedagogical principles of second language learning and teaching, includes sample teaching activities in Native languages for learners of various abilities, relates pedagogical principles of second language learning to student evaluation, presents a model for planning that incorporates pedagogical principles of second language learning, and identifies issues relating to implementation of a native language program in a school or school jurisdiction. Sample teaching activities in Cree and Blackfoot are included. The manual addresses issues shared by all native language groups and offers concrete suggestions useful to each group. Appended materials include a… [PDF]
(2000). Social and Ethical Issues. Paper Presentations: Session A. This document contains nine papers from the social and ethical issues section of an international conference on vocational education and training (VET) for lifelong learning in the information era. The following papers are included: "Attitudes of University Faculty Members toward Students with Disabilities" (Marie F. Kraska); "Attitude of Gaming Employees towards Problem Gambling: How It Affects Their Learning at an Awareness Training" (Lisa M. Bybee); "Quantitative Evaluation of the Educational Programmes on Students' Awareness of Social Responsibility" (Loky Tsui, Lee Wong); "Increasing Female Participation in Technology Education: A Hong Kong Perspective" (Ken Volk); "Integration of General Education into the Vocational Training Curriculum" (Kwok Hung Lai); "Flexible Learning: Developing Opportunities" (Lesley Wemyss, Carmel Thompson); "Role of Supported Services in the Provision of Vocational Training for Open…
(2001). Global Knowledge Transfer Issues. Symposium 12. [AHRD Conference, 2001]. This document contains three papers on global knowledge transfer issues and human resource development (HRD). "Indigenizing Knowledge Transfer" (Gary N. McLean) explores examples of HRD in which ethnocentric perspectives predominate and argues that, unless a HRD develops a global perspective, efforts to transfer knowledge within academia and corporate HRD settings are nearly certain to fail. "How to Develop Human Resources: Technical Rationality or Social Moral Responsibility? A Comparison of Western and Chinese Human Resource Theory and Practice" (Baiyin Yang, De Zhang) proposes a theoretical framework for cross-cultural study in organizational behavior and uses the framework to compare U.S. and Chinese human resource theory and practice. The study demonstrates that Chinese managerial philosophy is centered on social morality whereas U.S. managerial philosophy is characterized as technical rationality. "Enhancing Commitment and Overcoming the Knowing-Doing… [PDF]
(1993). Women–Shaping and Sharing the Future. The New National Agenda for Women 1993-2000. Second Edition. This document details how Australia's government intends to implement the New National Agenda for Women, which was formulated in 1993 after a review of many recent reports and after a forum to obtain input from women in the community, representatives of many women's organizations, and all areas of government. Sixteen of the 23 chapters examine the following issues: women and decision making; eliminating violence against women; women and the media; education; training; employment; child care; sex discrimination; health and well-being; women and families; homes and communities; income security; superannuation; sport, recreation, arts, and culture; women and the environment; and international cooperation. Six chapters discuss government programs/policies toward the following groups: non-English-speaking women, young women, Aboriginal and Torres Strait Islander women, women in rural and remote areas, older women, and women with disabilities. Outlined in chapter 23 are processes being… [PDF]
(2001). Second NALL Bibliography on Informal and Non-Formal Learning. NALL Working Paper. This bibliography with 1,273 entries is an updated supplement to the preliminary 1997 bibliography on informal adult learning. It is a useful resource guide for those interested in publications (e.g. academic papers, government reports, grassroots publications) aimed at furthering understanding of how learning and teaching takes place in different settings (specifically, informal and non-formal environments). The guide also lists resources that address how the different ways that learning and teaching exist in various learning environments can be valued and supported. Introductory materials include bibliography sources and search terms. Entries are grouped into these seven categories: (1) general (overviews, definitions and conceptual distinctions, theories of learning, conceptual factors/histories, research methods and standpoint of researchers); (2) surveys/ethnographies; (3) learning power and action in resisting communities; transitions between learning and work (youth, higher… [PDF]
(1998). Proceedings of the Annual Conference of the Canadian Association for the Study of Adult Education/L'Association Canadienne pour L'Etude de L'Education des Adultes (17th, Ontario, Canada, May 29-31, 1998). These proceedings on the theme, Adult Education Research: Shaping the Future, contain 52 papers. The papers are: "Virtual Adult Education" (W. Archer and D. Conrad); "Reversal Theory Approach to Adult Learning and Education" (M. Atleo); "Objectiver L'Action" (A. Balleux et al.); "Cultural Constructions of Literacy" (A. Blunt); "Prior Learning Assessment and Recognition" (D. Briton et al.); "Distance Education and Learner Autonomy" (P. Bouchard and L. Kalman); "Toward a Redefinition of Formal and Informal Learning" (G. Burns); "Feminist Commitments in Adult Education" (S. Butterwick et al.); "Innovative Research Practices for Adult Education" (N. Campbell et al.); "Facilitating Reflection and Action through Research" (A. Chan); "Including the Body in Learning Processes" (L. Crawford); "A Double-Edged Sword" (U. Critoph and D. Martin); "Learning Strategies of… [PDF]
(2002). EFF Voice, Winter 2002. EFF Voice, v3 n1 Win. This newsletter reports on the activities of Equipped for the Future (EFF), which is a National Institute for Literacy initiative. EFF helps Temporary Assistance for Needy Families (TANF) recipients build the skills needed to balance work and home and make a successful transition to work. The article "EFF Frames Family Literacy Programs" defines family literacy as services integrating the following activities: (1) interactive literacy activities between parents and their children; (2) training for parents regarding how to be the primary teacher for their children and full partners in the education of their children; (3) parent literacy training that leads to economic self-sufficiency; and (4) an age-appropriate education to prepare children for success in school and life experiences. The article "EFF in a Family Literacy Classroom" explains how teachers and learners can use the 16 EFF literacy education content standards for the following purposes: (1) design… [PDF]
(2001). Fundamentals of Adult Education: Issues and Practices for Lifelong Learning. This document contains 20 papers on the fundamentals of adult education and foundations, practices, and issues for lifelong learning. The following papers are included: "The Metamorphoses of Andragogy" (James A. Draper); "Stages in the Development of Canadian Adult Education" (Gordon Selman); "Philosophical Considerations" (Mark Selman); "Theory Building in Adult Education: Questioning Our Grasp of the Obvious" (Donovan Plumb, Michael R. Welton); "Perspectives and Theories of Adult Learning" (Karen M. Magro); "Needs Assessment" (Thomas J. Sork); "Program Planning in Adult Education" (Atlanta Sloane-Seale); "University Continuing Education: Traditions and Transitions" (Anne Percival); "Facilitating Adult Education: A Practitioner's Perspective" (Anne Poonwassie); "Prior Learning Assessment: Looking Back, Looking Forward" (Angelina T. Wong); "Adult Education in the Community…
(2000). International Issues. Paper Presentations: Session C. This document contains eight papers from the international issues section of an international conference on vocational education and training (VET) for lifelong learning in the information era. The following papers are included: "The Impact of Globalisation and the Changing Nature of Work on Vocational Education and Training" (Chris Robinson); "In Search of a Governance Framework of Vocational Education and Training for the 21st Century: An International Comparative Study" (Humphry Hung); "Cross Border Activities to Strengthen Technical and Vocational Education and Training Systems in the Information Era" (L. Efison Munjanganja, Di Booker, Sarah Hayman); "The Competency of Cross-Culture of Expatriates in the Multinational Corporation" (S.T. Tsai, Shu-Hsaio Tsen); "Provision of Professional Training to Meet Global Procurement Challenges in Hong Kong" (Josephine C.S. Kea); "From 20th Century Education and Training to 21st Century…
(1997). NABE News, 1996-1997. NABE News, v20 n1-8 1996-1997. The eight issues of the newsletter of the National Association for Bilingual Education contain articles on these topics in relation to bilingual education: federal policy and policy formation; teacher qualifications; the English-only movement; parent involvement; reading instruction; the effect of foreign-language schools on children's acculturation; education of American Indians; Asian/Pacific education concerns; cultural literacy; federal resource allocation; global learning networks; early childhood education; pre-literate older (late elementary/secondary school) students; learning culture through children's literature; electronic portfolios for student assessment; using graphic organizers for bilingual literacy education; communication with and within families; gifted education; Internet search tools; writing instruction; empowering language minority children in the mainstream; court litigation; learning strategy instruction; biculturalism; school-to-work programs; teacher… [PDF]
(2002). Federal Role in Adult Literacy: FY 2002. CAAL Bulletin, n1 May. This document profiles 31 federal programs from which funding for adult literacy may be available. The document's three sections present descriptions of the following types of sources of funding and programs: (1) single pieces of legislation that contribute the major federal share of federal support for adult education in the United States; (2) federal programs in which basic skills or English-as-a-second language instruction for out-of-school youth and adults is an authorized activity; and (3) relatively small research and demonstration projects. Each program description lists the program's enabling legislation, states the program's purpose, lists its funding, explains local program access, and provides the name and address of a federal contact. The following are among the programs profiled: community technology centers; Even Start; Pell Grants; Life Skills for State and Local Prisoners Program; Star Schools Program; Reading First; Early Reading First; 21st Century Community… [PDF]
(2000). Creating Economic Opportunities for Every Young Person. Lessons from The Hitachi Foundation's Partnerships in Education and Economic Opportunity Initiative. This report profiles 12 programs conducted as part of the Hitachi Foundation's Partnerships in Economic and Educational Opportunity Initiative. The introduction and overview explain the goals of the initiative, which was undertaken to improve the economic and career options available to young people who have traditionally been underserved by schools in making the connections from school to work. Next, 16 lessons learned from the projects, including the following lessons, are discussed: (1) community-based partnerships serve youth better; (2) flexibility counts; (3) understanding culture is key; (4) entrepreneurship is an option; (5) connect staff, volunteers, and culture; (6) public service yields public benefits; (7) meaningful work offers lasting value; (8) youth are a program resource; (9) cultivate innovative human resources; (10) alternative experience has value; and (11) commitment is key. Presented next are profiles of the programs, which were conducted in diverse rural and… [PDF]