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The OECD Future of Education and Skills 2030 (E2030) project's overall goal is that of looking to the future in terms of how school curricula should evolve given the technological advances and other changes that societies are now facing. Towards that end, the E2030 project centres on the idea that education needs to equip students with the knowledge, skills, attitudes and values they need to become active, responsible and engaged citizens. Mathematics is considered a highly relevant subject for achieving the above stated goals, as such it requires further and more detailed analysis. As a result, it has been chosen as one of the E2030 project's subject-specific analyses. The project has been named the Mathematics Curriculum Document Analysis (MCDA) study as per the request of participating countries. This working paper presents the findings of the MCDA study, which involves participants from 19 countries and jurisdictions.

To what extent do local governments use vocational education and training as a staff retention strategy? Human resources personnel from a selection of councils around Australia believed that a lack of career development or training opportunities might cause an employee to leave their organisation. They had some reservations about the quality and value of VET, but planned to continue to use it for staff development as it is the most widely available option. This paper is by a novice researcher from the Community of Practice program, which is part of NCVER's Building Researcher Capacity initiatives. The research for this paper was undertaken while the author worked as National Workforce Development Advisor at Government Skills Australia. The paper investigates the extent to which local government councils offer vocational education and training as a strategy to retain their employees. The study comprised interviews with key human resource personnel in 14 councils around Australia, as well as an analysis of council records on staff training and turnover. Appended are: (1) Interview questions; and (2) Turnover data analysis by council. (Contains 9 tables and 10 footnotes.)

This combination report/guide summarizes practical "how-to" information on the development and operation of national training boards that was gathered in a series of case studies of the effectiveness of national training boards in Canada, Singapore, Sweden, and the United Kingdom and in studies of training boards in Australia, Brazil, Colombia, Germany, and South Africa. The introductory chapter describes the research on which the guide is based, discusses common themes affecting the quality of training in the countries studied, and examines the rationale for training programs. Chapter 2 summarizes the subsequent discussion of the effectiveness of national training boards in the form of a checklist and guidelines for use by countries considering establishing a national training board. Chapters 3-9 synthesize research findings into practical recommendations dealing with the following aspects of initiating and operating national training boards: enabling legislation, training board composition, training board structure, financial resources, delivery of training, institutional planning and operations, and testing and certification. Chapters 10 and 11, which are more analytical than the chapters preceding them, examine the perception and images of national training boards and lessons learned from the case studies. Contains 59 references. (MN)

This paper, written from an Australian perspective, examines the contribution of oral language disorders to the classroom performance of secondary students. Five brief case examples illustrate the effects of language disorders on social competence, ability to follow verbal instructions and routines, ability to cope with a bilingual background, and development of self-esteem. Suggestions for identifying language disorder in high school students are listed under the categories of: (1) problems with speaking and listening, (2) problems with school work, and (3) behavioral problems. Also offered are specific guidelines for modifying teacher talk to assist students with language disorders such as requesting feedback, slowing the rate of presentation, and encouraging students' seeking help and clarification. Suggestions for modifying classroom work to help students with language disorders include ways to make instructions explicit and to ensure that students complete tasks without experiencing failure. (Contains 13 references.) (DB)

This document reviews how performance indicators are currently being used in several Commonwealth countries the United Kingdom, Australia, and Canada, and identifies some of the issues associated with performance indicator development and application. It also examines whether there are any agreed upon "key", or common, indicators that can be applied universally. After briefly discussing the background of the study and defining the terminology of, the audiences for, and applications of performance indicators, the paper reviews sources of higher education data published by government, government agencies, or national university organizations, and discusses developments in the application of performance indicators. Case studies from the U.K., Australia, and Canada are used to examine five types of indicators: student indicators, such as population, progression/completion rates, destination and satiation; staff indicators; resource and financial indicators; research indicators; and estate management/physical resources indicators. The characteristics of "good" indicators and various concerns surrounding the use of indicators are also addressed. Findings suggest that performance indicators need to be related to institution objectives, should be used with other measures, and cannot presently be used to compare institutions in different countries. Appendices include lists of sources, publications, and contacts; a comprehensive list of possible indicators, and core indicators recommended by the Council of Ontario Universities. (BF)

A social studies unit and student workbook explore changes in land use that have occurred over time in a semiarid area of eastern Australia, the Back Lachlan District. Part of the "outback," the District consists of a huge level plain with low rainfall, only one river, and vegetation ranging from timber to grass and shrub. Chapter I elaborates on its physical characteristics. Chapter II explains that it was inhabitated by Aborigines from 30,000 years ago until the 19th century. They roamed in small nomadic groups, looking for edible plants and animals, camping near water. They had a Stone Age technology. Chapter III characterizes the white pioneer grazing stage from 1820-1866 as a period of increasing cattle grazing. Graziers moved cattle into the District from northern breeding areas to use it as a fattening area before the stock was driven south to market. Chapter IV relates a stage of deteriorating environmental conditions from 1866-1900 due to overgrazing. sheep raising replaced cattle grazing, expensive technological apparatus were required, operating costs increased, rabbits overran the land, and the human population decreased. Chapter V describes 20th century subdivision of the sheep-raising properties into smaller single-family farms. The government has introduced controlled stocking policies to prevent further environmental deterioration. The student workbook contains activities and questions to enhance student comprehension of each chapter. (AV)