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2. VET Research for Industry. Conference Paper
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National Centre for Vocational Education Research and Karmel, Tom
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This paper was a keynote address at the Australian Vocational Education and Training Research Association (AVETRA) conference held in Canberra in April 2012. The author notes that industry is arguably the key stakeholder in the Australian vocational education and training (VET) sector, but is not a single actor nor a disinterested consumer of training. Rather, industry consists of a range of bodies, all of whom are active players in the sector. The paper discusses six areas of research which are pertinent to industry. These areas are: (1) the value of completing an apprenticeship or traineeship; (2) the role of wages in completion rates for apprenticeships and traineeships; (3) the value of completion of VET qualifications; (4) the level of matching between what people are training in and the jobs they get; (5) the role of VET in innovation; and (6) VET and workforce development. All of this research raises questions about VET and industry, either in terms of how public training funds are allocated or the educational principles on which VET is based. In particular, the major points made are that the value of training is quite variable and this should be a consideration in its public funding, and the narrow industry focus of VET needs to be leavened with more general education. (Contains 5 tables, 8 figures and 2 footnotes.)
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- 2012
3. The Contribution of Vocational Education and Training to Australia's Skills Base. Conference Paper
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National Centre for Vocational Education Research and Karmel, Tom
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This paper considers three aspects of vocational education and training's (VET) contribution to the labour market: the relationship between their training and the occupations VET graduates work in; the extent to which the qualified proportion of the workforce has increased; and the link between VET and skills acquisition. Finally, some thoughts are aired on the implications of the economic slowdown for vocational education and training. (Contains 10 tables, 3 figures, and 4 footnotes.) [This paper formed the basis of presentations made to the Melbourne Institute's public policy forum of 25 March 2009 and the Australian Financial Review conference, "Taking skills to the world," 7 April 2009. This work has been produced by the National Centre for Vocational Education Research (NCVER) on behalf of the Australian Government and state and territory governments with funding provided through the Australian Department of Education, Employment and Workplace Relations.]
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- 2009
4. Professional Standards and Professional Learning: A Position Paper
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Mathematics Education Research Group of Australasia and McDaid, Karen
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The educational discourse in recent years in Australia, and in particular NSW has been on advancing the status of the teaching profession through the development of a framework of standards, and by supporting the nature of teachers' work in addition to improving student-learning outcomes. The close link between student learning outcomes and quality mathematics teaching has resulted in the call for an increase in teacher accountability and quality. This paper is an exploration of the relevant literature that focused on the professionalisation of the teaching profession in Australia and its potential impact on teaching in Australia. [For the complete proceedings, "Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010)," see ED520764.]
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- 2010
5. Skilling and Reskilling for Our (Greener) Future. Conference Paper
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National Centre for Vocational Education Research and Karmel, Tom
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This paper was presented at the 2009 Economic and Social Outlook Conference, November 5-6 at the University of Melbourne. It takes a sceptical view of the push for "green skills", arguing that skills required in the labour market evolve relatively slowly, and that the way business operates is driven by changing costs, new technologies and new regulations, with sustainability being only one of many factors. In addition, the presentation provides some data on "sustainable" courses in tertiary education and then looks at three areas which have implications for the public investment in education and training: the levels of skill acquired through apprenticeships and traineeships, the pay-off to undertaking VET qualifications, and the role of diplomas in the labour market. (Contains 9 tables, 3 figures, and 1 footnote.)
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- 2010
6. The Demand for Training. Conference Paper
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National Centre for Vocational Education Research, Karmel, Tom, and Cully, Mark
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This paper was presented in Sydney in September 2008 at a seminar conducted by Skills Australia and the Academy of Social Sciences. It examines the demand for training. It concentrates on the factors that affect individual and employer demand, and points out that accredited vocational education and training (VET) need to be considered in the context of extensive use of non-accredited and on-the-job training. (Contains 3 footnotes, 9 tables and 1 figure.) [This work has been produced by the National Centre for Vocational Education Research (NCVER) on behalf of the Australian Government and state and territory governments with funding provided through the Australian Department of Education, Employment and Workplace Relations.]
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- 2009
7. Measuring Educational Outcomes: Vocational Education and Training. Conference Paper
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National Centre for Vocational Education Research and Karmel, Tom
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The vocational education and training (VET) sector has a long tradition of measuring and reporting outcomes. The public face of this is the "Annual National Report of the Australian Vocational Education and Training System" published (and tabled in the Commonwealth Parliament) since 1994. The reporting framework has undergone a number of changes corresponding to revision in high-level strategies developed by the former Australian National Training Authority (ANTA). This, however, is about to change. The catalyst for a radical examination of the reporting framework is the Council of Australian Governments' (COAG) reform agenda. This reform agenda is shaking up the funding relationships between the Commonwealth and the states and will place increasing reliance on measuring and reporting outcomes as distinct from focusing on the resources used (that is, inputs). In this paper, the author provides a history of performance measurement for the VET sector, beginning with the creation of the Australian National Training Authority and ending with what individuals know of the current reforms. As well as describing the various measures, he discusses the challenges that are thrown up by indicators. He concludes with his suggestions for indicators for the vocational education and training system. (Contains 7 footnotes.)
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- 2009
8. Australian Apprenticeships: Trends, Challenges and Future Opportunities for Dealing with Industry 4.0. Conference Paper
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National Centre for Vocational Education Research (NCVER) (Australia) and Loveder, Phil
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The Australian economy is in transition. Its future prosperity will depend on greater economic diversification and on innovation and entrepreneurship, hallmarks of Industry 4.0. This has implications for skills development for future workers and for those needing to move into new jobs or roles. It also has a direct impact on apprenticeships--an enduring and well-respected feature of Australia's skill-development landscape. It is concerning then that overall apprenticeship commencements and completions have been declining. What impact does Industry 4.0 have on the future of Australian apprenticeships? This paper was presented to the 4th KRIVET International Apprenticeships conference in Seoul, Korea, 28th September, 2017, and explores the challenges and constraints in the capacity of the Australian system of apprenticeships to respond adequately to Industry 4.0. It also covers directions in government policy, and the opportunities to create change found within industries and the training system itself.
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- 2017
9. The Place of VET in the Tertiary Sector. Conference Paper
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National Centre for Vocational Education Research and Beddie, Francesca
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The utilitarian spirit of Australian education has meant that since the nineteenth century the notion of tertiary education has embraced all post-school learning, delivered in sandstone universities or working men's institutes or on the job. This is not the definition the peak bodies TAFE (Technical and Further Education) Directors Australia (TDA) and Universities Australia (UA) proposed in late April. They see: "Tertiary" education qualifications as those at diploma level and above, including where these qualifications may embed pathways from the qualification level below. TAFE Directors Australia and Universities Australia say their definition is "generally" consistent with the Organisation for Economic Co-operation and Development's (OECD) International Standard Classification of Education (ISCED). At the same time, it is a departure from the understanding of tertiary education that has prevailed in Australia for the past two centuries, which has embraced the entire gamut of adult learning. In their proposal, they are explicit about certificates I and II, which they see as more equivalent to secondary school. They are silent about certificates III and IV, except to suggest these can be a stepping stone to a diploma... but not, it seems, to a degree. Yet the certificate III is a tertiary qualification in its own right, in high demand as the basis on which tradespeople, technicians and others launch their careers. To concentrate attention on higher-level qualifications is not the way to encourage commencements in the trades and to address the demand for skills. In this address, the author argues how all vocational qualifications should be included in the definition of tertiary education. The author is sceptical about a system that concentrates on acquiring higher qualifications to the exclusion of other credentials or indeed unaccredited skills.
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- 2010
10. National Workshop on Equity Research. Report and Papers from a National Workshop (Sydney, New South Wales, Australia, May 21-22, 1999). Working Paper.
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Technology Univ.-Sydney, Broadway (Australia). Research Centre for Vocational Education and Training.
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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); "Regrouping Equity" (Barry Golding, Veronica Volkoff); "Equity: VET for the Good of the Nation" (Ian Falk); "An Overview of Current Equity Research in the National Program" (Jennifer Gibb); "Locality and Community Agency in VET Research" (John McIntyre); "Equity for Training and Employment: Research Questions from a Policy Perspective" (Marion Norton); "Position Paper" (Rachel Robertson); and "Some Observations on Equity in VET" (Kaye Schofield). (YLB)
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- 1999
11. Integrated Model of VET Dynamics: Social and Economic Benefits for All. CRLRA Discussion Paper.
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Tasmania Univ., Launceston (Australia). Centre for Learning & Research in Regional Australia. and Falk, Ian
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The model currently used to represent the impacts of Australia's technical and further education (TAFE) programs implies a one-way flow of impact from TAFE to student to community. It may be argued that TAFE could better serve its clients by developing a social capital-based, two-way, reciprocal dynamic of vocational education and training (VET) planning and development. The evidence from a 5-year research effort encompassing more than 50 whole communities largely supports an integrated rather than segregated model of VET. The research has identified the following needs ("drivers") of the vocational learning experience: community; culture; enterprise; natural resource management; policy; providers; and industry. Vocational policy depends on two factors. The first is identifying vital checkpoints in the process of vocational learning where quality learning can be seen to have occurred. The second is identifying accurate benchmarks for profiling these checkpoints of quality. The solution to meeting these needs and conditions at the local level while juggling the demands of national strategic measures and data requirements lies in adopting a "community capacity inventory" model and resourcing through key performance measures. An integrated model of VET would be fairer and more accurate to all VET stakeholders, be more cost-effective for TAFE, and be better for enterprise and policy outcomes. (Contains 19 references.) (MN)
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- 2001
12. CAS or Pen-and-Paper: Factors That Influence Students' Choices
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Mathematics Education Research Group of Australasia, Cameron, Scott, and Ball, Lynda
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This paper reports on a study of choices about the use of a computer algebra system (CAS) or pen-and-paper (p&p) by a class of seven Year 11 Mathematical Methods (CAS) students as they completed a calculus worksheet. Factors that influenced students' choices are highlighted by comparing and contrasting the use of CAS and p&p between students. Teacher expectation of students' use of CAS and p&p reveals that, even in a small class, the students' use of CAS and p&p sometimes differed from what was expected. The analysis here indicates that there are a variety of factors that influence students' decisions, including speed of calculation and accuracy of p&p work.
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- 2015
13. Building the Capabilities of the Travel, Tourism and Hospitality Workforce. Conference Paper
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National Centre for Vocational Education Research, Ackehurst, Maree, and Loveder, Phil
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This paper was presented at the Australian Federation of Travel Agents Industry Leaders & Educators Engagement Symposium held in Sydney on February 12, 2015. With industry sustainability becoming a strong concern, even within growth sectors, this paper identifies issues to be considered in ensuring that the education and training system can respond to emerging skills demand in the travel, tourism and hospitality industry. There are a number of means by which this can be achieved, the most vital possibly being improving young people's perceptions of the industry's career options. For this industry to be viewed as a career of choice, one that holds diverse and rewarding career pathways, particular attention needs to be paid to the promotion of these aspects. Skill development that pays attention to current and future industry requirements is also essential, including upskilling existing workers and developing the information and communication technology skills the industry needs. Stronger partnerships between training providers, business and industry peak bodies are highlighted as essential catalysts for the realisation of these next steps. Appended is: A statistical profile of the travel, tourism and hospitality industry.
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- 2015
14. No Frills: Refereed Papers. National Vocational Education and Training Research Conference (24th, Sydney, New South Wales, Australia, Jul 6-8, 2015)
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National Centre for Vocational Education Research and Jackson, Laura
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The 24th National Vocational Education and Training Research Conference, colloquially known as "No Frills", was held in July 2015.The conference highlighted research across three major themes:(1) youth: engaging, inspiring and supporting students to realise their potential; (2) pathways: transitioning through education and training into the workforce; and (3) skills: working with industry and employers to improve education and training. The presentations provided delegates with diverse insights from government, academic and employer perspectives on the key issues confronting the vocational education and training (VET) sector. A select few speakers at the conference were also offered the opportunity to have their papers peer-reviewed, and these five refereed papers have been compiled to make up this book of conference proceedings. The papers examine: the diversity of VET providers and the needs of students; initiatives designed to improve the capabilities of VET practitioners; how skills contribute to innovation, and the implications of this in terms of return on investment; the impact of VET students transitioning directly into second year university and how these students can best be supported; and the learning preferences of VET students (specifically enrolled nurses), how they differ by comparison with university students and the consequent implications. The hope is that these papers will provide an insight into the array of topics presented at the "No Frills" conferences and generate interest in attending future conferences. Contents include: (1) Profiling the institutional diversity of VET providers in Australia, across four broad dimensions (Peter Bentley, Leo Goedegebuure and Ruth Schubert); (2) Understanding the needs of VET students articulating to second-year university (Mark Symmons, Paul Kremer, and Alvin Rendell); (3) Learning preferences of Enrolled Nursing students: Educational preparation and training for workplace readiness (Kalpana Raghunathan, Sonia Allen, and Elisabeth Jacob); (4) Improving VET teachers' skills and their approach to professional learning (Anne Dening); and (5) Skills needed for innovation: A review (Michael Walsh). [Individual papers contain references. This conference was cohosted by the University of Western Sydney, TAFE: Western Sydney Institute, WSI, and TAFE: South Western Sydney Institute.]
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- 2016
15. Research in Distance Education: 2. Revised Papers from the Research in Distance Education Seminar (2nd, Geelong, Victoria, Australia, 1991).
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Deakin Univ., Geelong (Australia). Inst. of Distance Education., Evans, Terry, and Juler, Philip
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Nineteen papers concerning various aspects of distance education and distance education research are presented in this document. The papers are: (1) "Introduction, Celebrating Difference in Research in Distance Education" (Terry Evans); (2) "Discourse or Discord? A Dilemma of Distance Education" (Philip Juler); (3) "Reconceptualising Distance Education" (Garry Gillard); (4) "Constructivist Epistemology and Its Implications for Contemporary Research in Distance Learning" (Olugbemiro Jegede); (5) "Distance Education: Researching Formations" (David Harris); (6) "Revealing Links: Post-Fordism, Postmodernism and Distance Education" (Mick Campion); (7) "Privileging Others and Otherness in Research in Distance Education" (Richard Guy); (8) "Openness in Distance and Higher Education as the Social Control of People with Disabilities: An Australian Policy Analysis" (Christopher Newell and Judi Walker); (9) "Theorising Adult Change and Development through Research in Distance Education" (Alistair Morgan); (10) "Life Course Analysis and Research in Distance Education" (Nick C. Farnes); (11) "A Method for Assessing Student Use of Study Notes" (Stephen Relf and Terry Geddes); (12) "Research in Teleconferencing: Proximics and Student Participation" (Mohammed Razha Rashid, Omar Majid, Abdul Rahim Ibrahim, and Mohammed Ridzuan Nordin); (13) "Student Attendance and Costs of On-Campus Commitments for Distance Education Students" (Eve Cuskelly and John Dekkers); (14) "Computers as Distance Education Research Tools" (Lin Thompson); (15) "Language Learning for Off-Campus Students" (James Butare-Kiyovu); (16) "Creative Conflict Theory and Postgraduate Research in Distance Education" (Ernst Ralf Hintz); (17) "Distance Education: Targeting the Primary Producer and Computer Technology" (Robin Pilcher and Ross Wilson); (18) "Alternatives to Residential Schools: Empowering Students To Succeed at Home" (John Eiseman and Mary Jane Mahony); and (19) "Reflections on Team Research in Distance Education" (David Kember, Tammy Lai, David Murphy, Irene Siaw, Julianne Wong, and K. S. Yuen). (Contains 247 references.) (SLD)
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- 1992
16. Paper production using Acacia auriculiformis leaf.
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Abdullah, Mohammad, Majid, Rohah A., Zaiton, Siti Nurul Ain, Mustam, Muhammad Muzamil, Khalid, Ahmad Khuzairi, Azman, Hairul Amiza, Rahim, Shayfull Zamree Abd, Saad, Mohd Nasir Mat, Abdullah, Mohd Mustafa Al Bakri, Tahir, Muhammad Faheem Mohd, and Mortar, Nurul Aida Mohd
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ACACIA ,TENSILE tests ,LIGNINS ,PAPER industry ,PAPER arts ,FOOD packaging - Abstract
The pulp and paper making industry is looking for new main raw material based on its physical, chemical and morphological characteristics. Currently in this industry, bagasse is the most useful raw material in pulp and paper industry. The objective of this study is to determine its suitability for pulping. Acacia auriculiformis is a fast-growing tree normally found in Indonesia and Australia. Acacia auriculiformis leaf contains of cellulose, hemi-cellulose and lignin. The range of lignin content in Acacia auriculiformis is 19%-20%. The hemi-cellulose and lignin contents was removed by soda-pulping process using different concentrations as followed; 3%, 5%, 10%, 15% and 20%. In order to determine the optimum pulping conditions for Acacia auriculiformis craft paper, several tests were conducted such as apparent density, tear test, tensile strength test and moisture absorption. It was found that the Acacia auriculiformis fibre treated with 3% sodium hydroxide (NaOH) solutions gave good tear test of the paper. For apparent density test, the best concentration of NaOH used for treating Acacia auriculiformis pulping is at 15%. From the study, the optimum concentration of NaOH in treating Acacia auriculiformis fibre is at 5% for best result in tensile strength. Hence, from the overall tests, 5% concentration of NaOH is the optimum value. From the findings, Acacia auriculiformis fibre has a potential to be used in paper making and food packaging industry. [ABSTRACT FROM AUTHOR]
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- 2020
- Full Text
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17. Comparing the Score Distribution of a Trial Computer-Based Examination Cohort with That of the Standard Paper-Based Examination Cohort
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Mathematics Education Research Group of Australasia, Zoanetti, Nathan, Les, Magdalena, and Leigh-Lancaster, David
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From 2011-2013 the VCAA conducted a trial aligning the use of computers in curriculum, pedagogy and assessment culminating in a group of 62 volunteer students sitting their end of Year 12 technology-active Mathematical Methods (CAS) Examination 2 as a computer-based examination. This paper reports on statistical modelling undertaken to compare the distribution of results for this group with the standard cohort, and any differences in student response between the two groups at the item level.
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- 2014
18. The Move to a System of Flexible Delivery Mode (Online v Paper) Unit of Study Student Evaluations at Flinders University. Management Issues and the Study of Initial Changes in Survey Volume, Response Rate and Response Level
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Bennett, Talitha and De Bellis, David
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Like the vast majority of Australian universities, Flinders University (Flinders) collects feedback from students on the quality of teaching and learning through unit of study (topic) or classroom evaluations. Prior to 2009, survey instruments at Flinders were delivered via paper mode and in person to students in the classroom. In a drive for an improvement to administrative efficiency, the adoption of a new system in 2009 created the option of two modes of delivery. Instruments can now be delivered via either paper mode in class, identical in most aspects to the previous system, or online mode, where students fill out the survey instrument, typically outside of class, using the World Wide Web. The choice of delivery mode is at the discretion of the academic. Students have no choice; they receive the survey either via paper or online. This article examines a number of aspects of this change in process at Flinders. Some general aspects of managing the implementation of the new process are discussed. Take-up rates of paper mode versus online mode show that the overwhelming majority of surveys were conducted online in 2009. A dramatic increase in the volume of surveying was noted. Response rates fell by approximately 20% overall and some evidence of a change in the level of response was apparent (cause unknown). Findings at the institution and faculty level are presented where applicable. [This paper was first presented at the Annual Conference of the Australasian Association for Institutional Research, "Turning water into wine: Institutional Research as an essential ingredient in strategic decision making for tertiary education" held in Adelaide, 11-13 November 2009.]
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- 2010
19. Dustman, Milliner and Watchcase Maker: Skilling Australia. Conference Paper
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National Centre for Vocational Education Research and Beddie, Francesca
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This paper was presented at the Professional Historians Association (NSW) Islands of History conference held on Norfolk Island in July 2010. It argues that the reliance on overseas workers to address skills shortages has been present ever since the first white settlement of Australia, which has, in turn, shaped attitudes to the governance of vocational education, in particular the notion of an industry-led system. The paper then suggests some areas for primary historical research. (Contains 4 footnotes.)
- Published
- 2010
20. 'They Look Like Paper': Refugee Students Experiencing and Constructing 'the Social' at a Queensland High School
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Smith, Casey and Halbert, Kelsey
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Educational institutions in Australia face complex challenges in providing inclusive learning experiences for a growing number of North African refugee students. This paper explores the school experiences of five North African refugee students who volunteered to participate in semi-structured interviews in 2012. A qualitative intrinsic case study approach was employed to investigate participant experiences with their Australian peers. This included peer influence on defining social norms and the articulation of race, religion and social differences. Foucault's theories of discourse, the subject, disciplinary practices and normalisation, have been utilised as tools to drive the exploration of students' experiences. Participants encountered 'difference' in the Australian schooling context that affected their ability to connect to the social discourse and the disciplinary systems of school. Participants indicated that their knowledge of themselves, and others, had developed from a point of 'difference' and isolation, to ways of 'seeing' the characteristics of the 'Australian' student and the diversity within their 'white' peers and teachers. Exploring this discursive negotiation illuminates the taken-for-granted ways these students come to know the role of student, friend and school in facilitating membership and belonging.
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- 2013
21. What Is 'Social Capital' and How Can Vocational Education and Training Help Develop It? Conference Paper
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National Centre for Vocational Education Research and Priest, Suellen
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Recent research in the vocational education and training (VET) sector shows that students are gaining a range of benefits from their studies, beyond expected course outcomes. Students are developing new networks, and gaining confidence and self esteem through the respect received from their teachers and classmates. For some students, these advantages help them to find work and interact more easily with those around them. The networks and trust developed by students can also be referred to as "social capital." While many students are gaining social capital outcomes incidentally, these outcomes can also be actively developed. This paper, presented to Australian Learning Communities Network discusses the concept of social capital and examines the link between social capital and VET. The paper also outlines ways in which social capital can be developed through VET courses and partnerships. The research shows developing social capital can be particularly helpful for marginalised young people. [This work has been produced on behalf of the Australian Government and state and territory governments.]
- Published
- 2009
22. Global Skills Crunch: A Case of Dog Eat Dog? Presented to the Wellington Exchange--Evolving Higher Education Agendas, December 4, 2008. Conference Paper
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National Centre for Vocational Education Research and Karmel, Tom
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This paper was presented to a meeting of the Wellington Exchange, an international group of higher education officials, in December 2008. One of the topics of the meeting was around the issue of possible skills shortages emerging as a result of demographic trends, with the ageing of the population of developed countries. The paper argues that this is not an issue about which we need to be alarmist. There is little evidence of impending skills shortages. This is not to say that there will be no skills shortages in specific areas. In any case, the business cycle could have a much more dramatic effect on the demand for skills than demographic trends. (Contains 5 tables, 8 figures, and 3 footnotes.) [This work has been produced on behalf of the Australian Government and state and territory governments.]
- Published
- 2009
23. Starting from Scratch: Teacher to Researcher and Back Again. Conference Paper
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National Centre for Vocational Education Research and Clayton, Berwyn
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Berwyn Clayton has been involved in the VET (vocational education and training) sector for over 25 years. After beginning her career as a teacher, Berwyn became a pioneer in promoting the value of research. With a record of over 30 publications and 25 conference papers or journal articles, Berwyn has created an impressive body of knowledge, particularly in areas such as assessment and the capability of the VET workforce. Berwyn is also dedicated to supporting and mentoring new researchers, in particular those who were formerly VET practitioners, as she was. Berwyn is currently the Director of the Work-based Education Research Centre (WERC) at Victoria University. It was these attributes that saw Berwyn named VET Researcher of the Year, and give a keynote speech at the National Centre for Vocational Education Research's 2011 National VET Research Conference (No Frills). This speech provides an insight into Berwyn's journey into VET research and demonstrates her hallmark presentation style using pictures (chosen for their amusing as well as didactic impact) to guide readers through the story. Her messages are directed at practitioner researchers. In her speech, she notes that researchers need consciously to go beyond their comfort zone and look impartially at issues from a different perspective, including that of their potential audiences. Practitioner researchers need to seek out mentors and they need to ensure they find the time to write up their work, so that it has a chance to influence practice beyond their immediate circle. Practitioner researchers should be prepared to cope with adverse reactions to--and sometimes misuse of--research findings. (Contains 1 footnote.)
- Published
- 2012
24. Talking Down 'Writing Up' or Ten E-Mails Make a Conference Paper.
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Kamler, Barbara and Thomson, Pat
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This paper addresses the significant role that writing plays in research. It argues (using the form of 10 email conversations between the authors) that too often writing is oversimplified, consigned to the final "stage" of a research process and designated as "writing up." Research methodology texts and websites rarely discuss writing as integral to research practice. The advice postgraduate students receive not only glosses over the difficulties of constructing an extended argument but also of working within the genres and power relations of the academy. This paper interrogates the notion of "writing up" and its effects. It offers an alternative view of writing as research and research as writing. Contains 31 references. (Author/RS)
- Published
- 2001
25. The Challenge of Measurement: Statistics for Planning Human Resource Development. Conference Paper
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National Centre for Vocational Education Research and Karmel, Tom
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This presentation was made to a breakout session at the 2011 Skills Australia and Industry Skills Councils joint conference, "Putting Skills at the Heart of Economy". The paper addresses the challenge of measurement in workforce development planning and discusses the role of the various players in the labour and training markets--individuals, employers, providers, regulators, governments and industry bodies--and the information they need to make optimal decisions. One issue is the extent to which markets should be left to operate freely, noting that the data required by central planners to second-guess the market are particularly onerous. It is emphasised, however, that markets need ample information to function effectively. The presentation's overall assessment is that data in Australia are not too bad, although the lack of a complete collection (covering both private and public) of vocational education and training (VET) activity is an obvious deficiency. There is also lack of data about the VET workforce (which regulators have a particular interest in) and data on job vacancies are limited. Provider-level performance data have also not been published to date. (Contains 3 tables and 1 footnote.)
- Published
- 2011
26. Global Labour Mobility and Mutual Recognition of Skills and Qualifications: European Union and Australia/New Zealand Perspectives. Working Paper No. 56
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Monash University, Centre for the Economics of Education and Training, Shah, Chandra, and Long, Michael
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The labour market is one the most significant markets in modern economies. Today labour embodies increasing amounts of human capital in the form of skills, talents and knowledge. Migration of workers between regions and countries can contribute to efficiency. People are moving from areas in which they are underemployed or unemployed to areas in which there is greater demand for their labour. Frequently the movement of people is across national or other administrative borders. Differences between jurisdictions in the way in which they recognise experience, skills and qualifications can subtract from the efficiency of the labour market. This paper outlines steps taken in the European Union (EU) to improve the mobility of skilled labour between EU countries. The interface between qualifications and the labour market is being addressed by the creation of extensive electronic networks providing workers with more information about potential jobs and employers with more meaningful information about potential applicants. Mobility of labour can be further enhanced by improving the portability of social security, health and pension benefits. The EU has also recognised that migrants are a substantial proportion of the EU workforce. In terms of mobility, they may be better placed than residents to take advantage of regional shifts in demand for labour, and impediments to their mobility between EU countries reduces the efficiency of the contribution they can make. The experience in both Australia and New Zealand recognises the economic benefits to be derived from geographic and jurisdictional labour mobility and especially of those aspects associated with the recognition of skills. It is different from the EU experience in two regards: (1) Cultural differences present in Europe are far less apparent in Australia and New Zealand; and (2) Registration in one jurisdiction was a basis for eligibility for registration in all jurisdictions. The Trans-Tasman Mutual Recognition Arrangement (TTMRA) and Mutual Recognition Agreement (MRA) between the Australian Government and the governments of the eight Australian states and territories are cited as potential models for other countries considering a similar strategy. (Contains 7 footnotes.) [Partial funding for this paper was obtained from a grant from the Monash Institute for the Study of Global Movements.]
- Published
- 2004
27. Reflections on the Tertiary Education Sector in Australia. Conference Paper
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National Centre for Vocational Education Research and Karmel, Tom
- Abstract
The split between higher education and vocational education and training (VET) in Australia is not clean. This paper discusses a number of aspects of this tertiary education sector: the Australian Qualifications Framework (AQF), which describes the qualifications offered by the three education sectors: schools, higher education and VET; student characteristics of the two sectors; a characterisation of higher education and VET; and student movement between the two sectors. Many education providers operate in both the higher education and VET sectors, and many have links with providers in the other sector. Higher education and VET differ in terms of student characteristics. The number of students transferring between the two sectors are substantial but are relatively small compared to the numbers following traditional pathways of school to TAFE [technical and further education] or higher education. Appendices include: (1) Number of domestic students in TAFE institutes in 2007; (2) Number of domestic and overseas students in higher education in 2007; (3) Actual student load for overseas and domestic students in higher education in 2007; (4) Three examples of articulation between TAFE and higher education in Australia; (5) Higher education provider data by basis of admission; and (6) Student outcomes data. (Contains 1 box, 20 tables, and 12 footnotes.)
- Published
- 2009
28. How a 'Tertiary Education' Sector Impacts on the Way NCVER Thinks about Research and Statistics. Discussion Paper for TAFE Directors Australia 'TD A09 Reposition, Restructure, Retrain' Conference (Gold Coast, Australia, September 2009)
- Author
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National Centre for Vocational Education Research, Pattison, Sandra, and Hargreaves, Jo
- Abstract
The National Centre for Vocational Education Research (NCVER) was asked by Technical and Further Education (TAFE) Directors Australia to consider, in a discussion paper for their conference held on the Gold Coast in September 2009, how a "tertiary education" sector impacts on the way people think about research and statistics. While a tertiary education focus would be a forward-looking step, it is important that both vocational education and training (VET) and higher education issues receive due attention. Individuals need to build on the good work done for the VET sector rather than subsume it in any sense. What is needed to make sense of the education, participation and achievement of individual students is an integrated tertiary education statistical system. This would require a common core set of standards. It would be relatively straightforward to populate a tertiary education student database from different collections. This database would then be a resource for policymakers and researchers. An integrated approach is required, not an approach which appends higher education statistics to the VET statistics or vice versa.
- Published
- 2009
29. Australia and India: Facing the Twenty-First Century Skills Challenge. Conference Paper
- Author
-
National Centre for Vocational Education Research and Beddie, Francesca M.
- Abstract
The governments of India and Australia are working to enhance cooperation on training, at both official and industry level. As part of the exchange of ideas, Francesca Beddie, General Manager, Research, National Centre for Vocational Education Research, visited India in August 2009 at the invitation of the Australia-India Council. This paper explores some of the common challenges the countries face in reforming their vocational training systems. (Contains 1 box and 1 footnote.) [Support for this report was provided by the Australia-India Council.]
- Published
- 2009
30. When Somebody's Watching: Researching the Workplace Impact of Academic Audit. AIR 2002 Forum Paper.
- Author
-
Palermo, Josephine
- Abstract
The proposed quality assurance framework for higher education in Australia will, for the first time since the early 1990s, introduce a process of external quality monitoring through the auspices of the Australian Universities Quality Agency. There is little research that evaluates the impact of external monitoring on the experiences of staff, organizational and workplace culture, and perceptions of quality within an institution. This paper provides an evaluation framework for investigating the effects of external monitoring on elements of institutional culture and perceptions of quality in teaching and learning. The paper explores issues of causality in evaluating academic audit as a quality management intervention in a tertiary institution and across the sector as a whole. It also explores criteria for evaluating the impact of audit on institutional culture and practices, as well as practitioners views of the impact of external quality monitoring on their own workplaces. (Contains 36 references.) (Author)
- Published
- 2002
31. After the Tsunami, Some Dilemmas: Japanese Language Studies in Multicultural Australia. Language Australia Research Policy and Practice Papers.
- Author
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Language Australia, Melbourne (Victoria). and Lo Bianco, Joseph
- Abstract
This paper describes responses to linguistic pluralism in Australian policy in relation to Australia's Asian language context, and the teaching and learning of Japanese within these two frameworks. Finally, the paper considers some ideas relating intercultural language learning to all second language study termed: the Third Place. There are three approaches typically taken toward multilingualism in a given society, looking at multilingualism as a problem, a right, or a resource. Australia viewed multilingualism as a problem through the middle of the 1970s. This eventually led to a contestation of that approach, which culminated in the language as a right movement, which gained considerable ground in the later 1970s and through the 1980s. By the 1990s, the language a resource school began to gain influence. Regarding multilingualism as a resource involves construing the diversity of languages within the community as a public as well as an individual benefit and fashioning public policies accordingly. All of Australia's languages are reviewed, including a review of the role of Japanese language studies in Australian education and Japanese studies. Cultures, general knowledge, and intercultural language teaching are also discussed. (Contains 18 references.) (KFT)
- Published
- 2000
32. The Gippsland Water Factory - Revolutionising the Treatment of Pulp and Paper Mill Effluent
- Author
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Appita Conference and Exhibition (62nd : 2008 : Rotorua, N.Z.), Hodgkinson, Andrew, Fries, Kim, and Harrison, Emily
- Published
- 2008
33. The Business of Internationalisation: Emerging Issues for the Entrepreneurial University. AIR 1999 Annual Forum Paper.
- Author
-
Poole, David and Pratt, Graham
- Abstract
This paper analyzes various strategic management models for international programs from an Australian perspective. It presents the results of a qualitative case study of one Australian university faculty of business in the context of the relevance of chaos and complexity theories to strategic management. The case study is organized around the strategies, structures, systems, organizational learning, and leadership dimensions of this institution's management of international-entrepreneurial activities. The paper argues that the model of "structured chaos" or "bounded stability" and the core concepts associated with this model, such as "competing on the edge," may be of critical importance to a sector characterized by rising levels of national and international competition and institutional forays into these areas. Individual sections discuss: international-entrepreneurial activities in Australian universities; international education in the United States; international convergence; the strategic management of international-entrepreneurial programs; and the management of international entrepreneurial programs at "Australia U". (Contains approximately 100 references.) (DB)
- Published
- 1999
34. Groups of Groups: The Role of Group Learning in Building Social Capital. CRLRA Discussion Paper Series.
- Author
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Tasmania Univ., Launceston (Australia). Center for Research and Learning in Regional Australia., Kilpatrick, Sue, Bell, Rowena, and Falk, Ian
- Abstract
The Centre for Research and Learning in Regional Australia is investigating the elements of social capital and developing a set of indicators that show when social capital is building. The indicators can be used where groups or organizations with a shared purpose engage in productive interactions that benefit not only the individual member groups but also the "learning community" as a whole. The intention is that the indicators will be applicable to geographic communities, professional or common interest communities, such as professional associations, and groups of businesses such as Executive Link[TM], the subject of this paper. Executive Link consists of farm businesses that meet for nonformal training in several chapters in eastern Australia. Each chapter consists of about six farm businesses and their owner/managers who share their business management expertise. Executive Link appears to have features of a learning community, including a shared purpose and learning interactions across the boundaries of individual member businesses and chapters. This paper identifies networks, commitments, and shared values as the elements of social capital that contribute to the quality of learning interactions. Suggested indicators of social capital building include development of a shared language, shared experiences, trust, self-development, and an identification with the community. (Contains 25 references.) (Author/TD)
- Published
- 1998
35. Will Trends in the Paper Industry over the Past 100 Years Predict the Future of the Industry in the Next 100 Years
- Author
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International Paper Physics Conference (2007 : Gold Coast, Qld.), Shore, Dennis, Covey, Geoff, and Harvey, Reg
- Published
- 2007
36. The Paper Chase in the Workplace: The Use and Value of Vocational Education and Training Qualifications to Employers. A Paper for the Workplace Learning Special Interest Group.
- Author
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Malloch, Margaret, Martino, John, Waterhouse, Peter, and Townsend, Ray
- Abstract
Australian employers' appraisal and use of vocational education and training (VET) qualifications were examined through case studies of 15 small, medium, and large organizations in 8 of Australia's "old" and "new" economy industries. Data were collected through interviews with management/employer representatives, middle managers, and union representatives at each organization and a company profile that was administered during the site visits. Employer confidence in the ability of Australian VET providers to meet business needs was mixed. Although providing training was not part of their core business or primary focus, they generally considered it important in supporting their business goals. This view was particularly evident in the use of training for recruitment and for meeting legislative requirements. All sectors but the surfing industry used formal training. The employers were also ambivalent toward training providers. Their comments on training providers were generally negative, in some cases, expressing the view that all training is lacking but training supplied to their own organization was satisfactory. When asked what they want in VET training, the employers mentioned flexibility of VET qualifications and training, flexibility in delivery, and training organizations that listen to and are responsive to business needs. A need for greater understanding and knowledge of recent changes to Australia's national training system was identified. (Contains 60 references.) (MN)
- Published
- 2003
37. Financing Vocational Training and Lifelong Learning. CEET Working Paper No. 30.
- Author
-
Monash Univ., Clayton, Victoria (Australia). Centre for the Economics of Education and Training., Australian Council for Educational Research, Melbourne., and Burke, Gerald
- Abstract
This paper discusses the need for increasing the provision of education and training in Australia and the problems in financing it. Section 1 discusses the problems to be addressed: need for more education and training due to technological and global change affecting employment and unemployment, together with the aging of the population. Section 2 briefly reviews the extent to which Australia appears to be addressing the needs. It considers the changes in institutional education and in employer-based training in recent years, looking at issues of participation and intensity, quality, and inequality for younger and older persons. Section 3 considers the restrictions in public expenditure and the various policy changes accompanying it. Section 4 addresses options in ways of providing finance that will encourage the direction of funds for education and training to the areas of most need. These schemes for payment by governments, individuals, and employers are discussed: public funds (entitlements, student assistance--Youth Allowance); payments by individuals (increased fees, increased fees plus access to interest bearing private loans, increased fees plus contingent loans financed by the government as in the Higher Education Contribution Scheme); and increasing employer funding through government-mandated levels of training, social partnerships in training, and employer reporting of intellectual capital. (Contains 31 references and 9 tables.) (YLB)
- Published
- 2000
38. Cooperation and Tolerance: Restoring Our Economic System. CRLRA Discussion Paper Series.
- Author
-
Tasmania Univ., Launceston (Australia). Centre for Learning & Research in Regional Australia., Kingma, Onko, and Falk, Ian
- Abstract
This paper argues that present institutional settings in rural Australia are inadequate for bringing about a culture that is fair and inclusive. A vision for rural Australia based predominantly on a market economy and its attendant policies and institutions allows the "means" (the market) to determine the ends and may lead to an undesirable type of society. An institutional framework directed solely to market solutions has the potential to contradict important social, cultural, and spiritual values and may lead to overemphasis on materialism, competition, and selfish individualism. These characteristics may undermine "community" and the very fundamentals that make markets work--trust and the security of reliable, honorable transactions. A solution lies in rural policies that support infusion of new values into institutions--values of empowerment, cooperation, spiritual growth, caring, and tolerance. Concepts of "community" must be revived in the context of a lifelong learning culture supported by social capital. This context would include enabling programs and activities that involve information generation and use, facilitation of change, capacity building, leadership development, and action research. Other related issues include the relevance of money and appropriate economic relationships, positive and negative aspects of competitiveness, work as enrichment, the influence of property rights, the role of women, contributions of the arts to a new culture, and policy guaranteeing minimum income. (Contains 64 references.) (Author/SV)
- Published
- 2000
39. Annual Proceedings of Selected Research and Development Papers Presented at the National Convention of the Association for Educational Communications and Technology (28th, Orlando, Florida, 2005). Volume 2
- Author
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Association for Educational Communications and Technology, Washington, DC., Simonson, Michael, and Crawford, Margaret
- Abstract
For the twenty-eighth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the National AECT Convention in Orlando, Florida. The Proceedings of AECT's Convention are published in two volumes. Volume 2 contains over 100 papers dealing with instruction and training issues. (Individual papers contain references, figures, and tables.) [For Volume 1, see ED499958.]
- Published
- 2005
40. The Struggle for Education. Working Paper.
- Author
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Deakin Univ., Geelong (Australia). Centre for Education and Change. and Bates, Richard J.
- Abstract
Since the 1960s, the world has undergone transformations in trade, industry, and technology. Some assert that the postmodern society needs organizational structures that allow for diversity, instability, unpredictability, and mobility. However, this paper argues that the headlong rush toward such organizational forms may well encourage the abandonment of commitments to longer term, more stable, and absolutely fundamental social and cultural objectives. During the last decade Australia has been greatly influenced by conservative English think tanks that advocate market solutions to social problems and the abdication of government from social responsibilities in favor of a competitive model of society in which the unfortunate would be supported by the most meager safety nets. Education in Australia is undergoing a battle for control of content, pedagogy, and assessment. The paper focuses on the reconstitution of the schools in Victoria, as it exemplifies tendencies elsewhere. The paper describes how a combination of current developments point toward great problems in the achievement of quality education: the vocationalization of the curriculum; the shifts toward competency-based education and assessment; the nationalization of curriculum and assessment; the nomination of the educational content that excludes notions of cultural difference and social justice; the reduction of resources through benchmarking; the devolution of responsibility for budget shortfalls but the centralization of control through managerial yardsticks in standards and frameworks; and the failures to recognize the complexity of learning, teaching, and schooling. Simultaneously, the reduction of collective mechanisms makes protest and the reassertion of our collective responsibilities that much more difficult. These developments constitute a major challenge to educators concerned with the construction of a culturally diverse, socially just, quality education for all. (Contains 36 references.) (LMI)
- Published
- 1995
41. Conversations about Place Value: A Survey of Literature across Three International Research Communities
- Author
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Mathematics Education Research Group of Australasia (MERGA), Vale, Pamela, and Westaway, Lise
- Abstract
Place value is a foundational competency for primary school mathematics and for this reason we have sought to investigate what the recent and current academic conversations are around this important concept. In this paper we present a survey of literature presented in the Australasian, European and Southern African contexts through a review of purposively selected conference proceedings and journals to establish what the conversations have been about the teaching and learning of place value in these research communities from 2013 to 2022.
- Published
- 2023
42. Teachers and Decentralisation. Papers Prepared for the National Industry Education Forum Seminar (Melbourne, Victoria, Australia, August 1994).
- Author
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Whitty, Geoff and Seddon, Terri
- Abstract
This publication contains two papers on the implications of school decentralization for teacher education, student achievement, and democracy. The first paper, "Devolution in Education Systems: Implications for Teacher Professional Development and Pupil Performance" (Geoff Whitty), explores the way education reform movements for decentralization have developed generally by looking at how reforms have worked in England with some cross references to experiences in New Zealand and the United States. In doing so it reviews several studies and discusses the context in which reforms were installed. The conclusion notes that the overall benefits are not yet apparent and that reforms seem to intensify the links between educational and social inequality. The paper also notes that these reforms were part of a larger Thatcherite political project that must have influenced their effects. The second paper, "Decentralisation and Democracy" (Terri Seddon), argues that current educational reform is limited by its neglect of the interdependencies of development, democracy, and education; and that the character of decentralization is the key issue for debate. In three sections the paper comments on contemporary educational reform in Australia, discusses the consequences of decentralization for democracy, and suggests a way to reframe the problem of education reform to recognize the interdependency of development and democracy. (Contains 53 references.) (JB)
- Published
- 1994
43. Initial Teacher Education in Australia: A Study in Progress. A Background Paper and Workshop Material.
- Author
-
Preston, Barbara
- Abstract
This paper outlines the need for a more substantial and publicly available base of information and analysis of initial teacher education in Australia, so that the school teaching profession, school authorities, and the Commonwealth can join with teacher educators in developing optimal programs, policies, and strategy. The paper then describes a project to gather information from all initial teacher education programs in Australia and to collect in-depth information about key programs which best exemplify particular approaches or innovations. Information to be collected will address course philosophy and objectives, course structure, content, pedagogy and sites of learning, assessment methods and criteria; and partnerships and collaboration in course development and/or delivery. Appended to the paper is a response sheet for workshop participants to indicate their perceptions of areas in which data collection, analysis, and dissemination are needed. (Contains 11 references.) (JDD)
- Published
- 1994
44. Control or Empowerment: Quality in Higher Education in Australia. AIR 1994 Annual Forum Paper.
- Author
-
Sachs, Judyth
- Abstract
This paper clarifies the problems of meaning and translation into practice of concepts of "quality" in higher education by examining a quality improvement program at Griffith University (Queensland, Australia). The paper notes that Australian government agencies have advanced a quality assurance (QA) approach concerned with the imposition of externally defined versions of what universities stand for and of their contribution to the economic enhancement of the states, an approach which may not be in the best long term interests of the groups inside or outside the universities. The paper describes an alternative approach, the quality improvement (QI) model which emphasizes individual and corporate development and which satisfies the needs of various internal stakeholders and takes into account the external pressures of accountability inherent in QA. A description of the QI project at Griffith University shows how it is trying to bridge the gap between external accountability and internal transformation. By working within specific sites inside the University, the project aims at the internationalization of a culture that values quality in all of its variant forms and the development of a quality driven institutional culture across the University. Contains 12 references. (JB)
- Published
- 1994
45. Integrating Best Practice and Performance Indicators To Benchmark the Performance of a School System. Benchmarking Paper 940317.
- Author
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New South Wales Dept. of School Education, Sydney (Australia). and Cuttance, Peter
- Abstract
This paper provides a synthesis of the literature on the role of benchmarking, with a focus on its use in the public sector. Benchmarking is discussed in the context of quality systems, of which it is an important component. The paper describes the basic types of benchmarking, pertinent research about its application in the public sector, the purposes of performance indicators, and the types of information such indicators provide. Finally, a benchmarking framework used by the New South Wales Department of School Education in its quality-assurance program is described. Benchmarking provides the conceptual framework that integrates best practice and performance indicators, a vital component of the quality-assurance system. One figure and two tables are included. (LMI)
- Published
- 1994
46. The Relationship of Public and Private Benefit, University Fee Structures, and Higher Education Access: The Case of Australia. AIR 2002 Forum Paper.
- Author
-
Rasmussen, Christopher J.
- Abstract
The United States is in need of new strategies to address the historic inequity of access to its colleges and universities. Australia, with its system of deferred tuition and income-contingent repayment, can serve as a source of insight and guidance in addressing this problem and function as an interesting and helpful comparative case. In this study, a review of research on the efficacy of Australia's Higher Education Contribution Scheme is combined with an analysis of interviews conducted with 17 stakeholders from within and outside the Australian university system in which participants shared their views on the extent to which beliefs and values regarding the private and public benefits of higher education influence policy development and legislation and the merits of various alternative university finance and government models. Consideration is given to the applicability of the Australian model as a means of improving higher education access in the United States. (Contains 47 references.) (Author/SLD)
- Published
- 2002
47. Higher Education and Employment. Centre for the Study of Higher Education Research Working Papers 93.11.
- Author
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Melbourne Univ. (Australia). Centre for the Study of Higher Education. and Williams, Bruce
- Abstract
This paper examines the issue of the responsibility of higher education institutions (HEIs) for and response to rising unemployment rates and economic decline within Australian society. It presents an analysis of the salary and employment status of college graduates over time, revealing that types of graduates with initially high levels of unemployment do eventually get absorbed into the workforce. Additionally, the paper examines reports from various countries in the Organization for Economic Cooperation Development on the relation of unemployment to graduates of the humanities and social sciences - the implication being that problems of employment were greatest for such graduates. Other topics discussed include: (1) changes in student distribution and enrollment in various fields of study and the responsibility of HEIs to respond to changes in educational demand; (2) the nature of technology and its relation to higher education and employment; (3) the issue of HEIs' ability to predict employers' demands for a great range of changing skills and to supply that demand with qualified graduates; and (4) HEIs' role in displacing labor through its research and development contributions to technological change. (GLR)
- Published
- 1993
48. Occasional Papers in Open and Distance Learning, Number 14.
- Author
-
Charles Sturt Univ.-Riverina. Wagga Wagga (Australia)., Donnan, Peter, Donnan, Peter, and Charles Sturt Univ.-Riverina. Wagga Wagga (Australia).
- Abstract
Five papers focussing on educational technology are presented in this issue. "Computerised Instructional Technologies: Considerations for Lectures and Instructional Designers" (Helen Geissinger) and "The Higher Education Distance Learner and Technology" (Terry Geddes) locates the new technologies within a solidly grounded educational context. These technologies include: hypermedia, interactive media, CD-ROM, and electronic and voice mail. A high priority is placed on educational concerns and the learning environment of the student. "Internet Relay Chat (IRC)--A Real-Time Multi-User Computer Collaborative Learning Medium" (Simpson Poon) and "The Voice Mail Trial in Distance Education Courses at Charles Sturt University" (Peter Donnan) focus on innovative computer technologies, internet relay chat (IRC), and voice mail. These technologies enhance the interactive dimension in course offerings and may be of interest to many open and distance learning providers. "The Modularisation of Microbiology--Prologue" (Sue Davies, Terry Harden, and Lesley Ballantyne) documents Charles Sturt University's ongoing experience with modularisation. This paper is a case study and examines the benefits and difficulties of the modularisation project. All of the papers include references. (TMK)
- Published
- 1993
49. Postgraduates at the Interface between Higher Education and Industry. Centre for the Study of Higher Education Research Working Papers 93.2.
- Author
-
Melbourne Univ. (Australia). Centre for the Study of Higher Education. and Powles, Margaret
- Abstract
This paper presents results from the first phase of a longitudinal study of the Australian Postgraduate Awards (Industry) Scheme, a recent government initiative under which graduate students receive grants to conduct projects for Masters or PhD degrees, supervised jointly by university and industry partners. The study involved national surveys of each participating group - students, faculty, and company staff - and sought to compare views on a range of issues, some pertaining to the operation of the program and its outcomes, others in reference to perennial issues in graduate education. The paper explores questions at the intersection of both sets of issues, demonstrating benefits of the program to each participating group, in contrast with perceptions of some of the constraints on higher degree research in the context of university-industry collaborations. The study found that the program is highly valued by its participants and that it provides opportunities for students to undertake research of industrial relevance while working towards a higher degree, research that the partners agree would not have been viable otherwise. However, results are not conclusive, and the apparent degree of uncertainty about research careers in Australia among the program participants is discussed in the report's concluding section. Contains 30 references. (Author/GLR)
- Published
- 1993
50. Unpacking Interpretation: De-Constructions from Australia, America and Reggio Emilia. Selected Conference Papers from the Unpacking Conference (6th, Sydney, Australia, July 16-17, 2001).
- Author
-
Macquarie Univ., North Ryde (Australia). Inst. of Early Childhood., Fleet, Alma, and Robertson, Janet
- Abstract
This conference proceedings compiles a representative sample of the papers presented at the Institute of Early Childhood in July 2001, one in a series of conferences examining the challenges which the schools of Reggio Emilia, Italy present the early childhood profession in Australia. The conference focused on the interpretation of experiences and interactions in the life of early childhood settings. The papers are: (1) "Rejoicing in Subjectivity: An Overview Based on a Personal Interpretation of the Schools for Young Children in the City of Reggio Emilia" (Jan Milikan), presenting one educator's interpretations of the early childhood programs in Reggio Emilia and discussing children's potentials, projects, collaboration, and documentation; (2) "Constructing Ourselves: A Search for Interpretation in a Diverse United States Setting" (Shareen Abramson), stressing the positive and negative aspects of the tensions associated with experiencing ideals from Reggio Emilia in schools in California; (3) "Unpacking the Gaze: Shifting Lenses" (Janet Robertson), challenging the gaze practitioners use to see children and interpret theory, particularly with relation to work with toddlers; (4) "Diversity Silenced" (Alma Fleet), considering possible interpretations of diversity through Australian pedagogical documentation; and (5) "Dialogue with Reggio: What Are Some Possibilities for Primary Schools?" (Lesley Studans), offering a personal journey to assist people considering implications of the ideas from Reggio Emilia in formal schooling environments. Most papers contain references. (KB)
- Published
- 2001
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