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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)

The combination of work and study has been hailed as crucial to ensure that youth develop the skills required on the labour market so that transitions from school to work are shorter and smoother. This paper fills an important gap in availability of internationally-comparable data. Using the 2012 Survey of Adult Skills (PIAAC), it draws a comprehensive picture of work and study in 23 countries/regions. Crucially, it decomposes the total share of working students by the context in which they work (VET [vocational education and training], apprenticeships or private arrangements) and assesses the link between field of study and students' work. The paper also assesses how the skills of students are used in the workplace compared to other workers and identifies the socio-demographic factors and the labour market institutions that increase the likelihood of work and study. Finally, while it is not possible to examine the relationship between work and study and future labour market outcomes at the individual level, some aggregate correlations are unveiled.

In this study, we investigated how empirical indicators of test-taking engagement can be defined, empirically validated, and used to describe group differences in the context of the Programme of International Assessment of Adult Competences (PIAAC). The approach was to distinguish between disengaged and engaged response behavior by means of response time thresholds. Constant thresholds of 3000 ms and 5000 ms were considered, as well as item-specific thresholds based on the visual inspection of (bimodal) response time distributions (VI method) and the proportion correct conditional on response time (P+>0% method). Overall, the validity checks comparing the proportion correct of engaged and disengaged response behavior by domain and by item showed that the P+>0% method performed slightly better than the VI method and the methods assuming constant thresholds. The results for Literacy and Numeracy by module revealed that there was an increase from Module 1 to Module 2 in the proportion of disengaged responses, suggesting a drop in test-taking engagement. The investigation of country differences in test-taking engagement by domain using the P+>0% method showed that the proportion of responses classified as disengaged was quite low. For Literacy, the proportion was well below 5% for the majority of countries; in Numeracy, the proportion was even smaller than 1% for almost all countries; while for Problem solving, the proportion of disengaged responses was more than 5% but usually well below 10%. There were significant differences in test-taking engagement between countries; the obtained effect sizes were small to medium. Population differences in test-taking engagement were highly correlated between the three domains, suggesting that test-taking engagement can be conceived as a consistent characteristic. Furthermore, there was a clear negative association between test-taking disengagement and proficiency in Literacy, Numeracy and Problem solving, respectively. Finally, subgroup differences for gender, age, educational attainment, and language proved to be insignificant or very small. Results suggest that males tend to be more disengaged, that disengagement increases with age in Problem solving, with lower educational attainment and when the test language is not the same as a testee's native language. Appended are: (1) Country differences in test-taking engagement; and (2) Subgroup differences in test-taking engagement.

In recent years, the level of participation and attainment by Indigenous Australians in education and training has improved, yet substantial gaps still exist between Indigenous Australians and non-Indigenous Australians. Education has to be a key focus if the gap between Indigenous and non-Indigenous employment rates is to be closed. This report draws from the 2011 Census data to quantify its importance for labour market participation, employment, and occupational destinations. The research is extensive and varied, and includes academic research articles published in refereed journals and other publications published or completed over the last 10 years. Also provided is the authors' own analyses of the 2006 and 2011 Census, and of data from the ABS (Australian Bureau of Statistics) Labour Force Survey, National Apprentices and Trainees Collection, National VET (Vocational Education and Training) Collection, the Schools Australia catalogue, and the Student Outcomes Survey. The authors use those to provide descriptive information as well as to investigate linkages between participation and attainment in education and training and employment. The report begins by providing a snapshot of key demographics, followed by information on participation and outcomes from senior secondary education, vocational education and training (including apprenticeships and traineeships), and higher education. This is followed by a detailed account of employment outcomes across regions and occupations. The role of educational attainment in explaining the disparity in employment rates is then given a special focus. This document reports on studies that have looked at the need to take into account the multiple elements of economic participation, and focuses in more detail on the role of social capital, cultural attachments, and employer discrimination. It concludes with an emphasis on key findings about the role of education and the need to streamline programs and strategies. Appendices provide extra detail on methodological approaches and programs (including key objectives, funding regimes, and program evaluations). They are as follows: (1) Methodology for decomposition; (2) Selected programs aimed at young people and their parents by participation or progress to date; (3) Selected programs aimed at VET and higher education by participation or progress to date; (4) Selected programs aimed at improving employment outcomes by participation or progress to date; and (5) Additional relevant material in the Clearinghouse.

This paper presents the first results of a project initiated in 2004 by the OECD in collaboration with Eurostat and the UNESCO Institute for Statistics, and aimed at developing a regular and internationally comparable production system of indicators on the careers and mobility of doctorate holders. A first data collection was launched in September 2005, from which the results for seven countries are presented here. These data shed light on the main demographic, educational, labour market and mobility patterns of doctoral graduates. They also mark some progress in the understanding of both the measurement issues and patterns of international mobility, notably by the use of qualitative indicators such as the intentions or reasons for mobility. The results show in particular that the share of doctorate holders in the population or labour force is two or three times larger in Germany and Switzerland than in Australia, Canada and the United States. In these five countries, women represent only one-quarter to one-third of doctorate holders. The United States has an older population of doctorate holders than the other countries analysed in the paper and this population is still aging, as is also the case in Canada. Unemployment rates of doctorate holders remain low, but are relatively higher in natural sciences and in engineering. There are important salary differences between men and women and across sectors, especially in the United States. In the United States, as well as in Portugal and Argentina, salary is one of the main reasons why doctoral graduates are dissatisfied with their employment situation. There is a high share of foreign doctorate holders in Switzerland and also a higher share of foreign-born doctorate holders in Canada and Australia than in the United States. Many foreigners, however, come to work to the United States having been trained for research abroad and this trend has grown stronger in recent years. On the other hand, very few doctorate holders from the United States are internationally mobile. Among mobile young Canadian citizens, three-quarters choose the United States as their next destination. (Data tables are annexed. Contains 4 footnotes, 13 figures, 1 chart and 35 tables.)

This technical paper examines the issue of attrition bias in two cohorts of the Longitudinal Surveys of Australian Youth (LSAY), based on an analysis using data from 1995 to 2002. Data up to 2002 provided eight years of information on members of the Y95 cohort and five years of information on members of the Y98 cohort. This study suggests that researchers using the LSAY data sets can be confident that the post-stratification and attrition weights ensure that the remaining sample members represent the population from which they were selected. If comparisons are to be made with concurrent data--such as a comparison between Year 12 completion rates in LSAY and apparent retention rates published by the Australian Bureau of Statistics--then researchers are advised to explain how the results differ and why they are not expected to be the same. Such an approach recognises the design of LSAY and the limitations of using LSAY for point-in-time estimates. A list of tables representing the numbers of sample members interviewed and attrition rates is appended. (Contains 6 footnotes, 15 tables, and 7 figures.)

The "Guidelines for Quality Provision in Cross-Border Higher Education" were developed and adopted to support and encourage international cooperation and enhance the understanding of the importance of quality provision in cross-border higher education. The purposes of the "Guidelines" are to protect students and other stakeholders from low-quality provision and disreputable providers (that is, degree and accreditation mills) as well as to encourage the development of quality cross-border higher education that meets human, social, economic and cultural needs. The "Guidelines" are not legally binding and member countries are expected to implement them as appropriate in their national context. Based on a survey about the main recommendations of the "Guidelines", this report monitors the extent to which Organisation for Economic Cooperation and Development (OECD) countries and a few non-member countries comply with its recommendations. The Survey was sent out in June 2010 to all OECD countries. The main conclusion of the survey is that (responding) countries report a high level of compliance with the Guidelines recommendations. On average, responding OECD countries conform to 72% of the main recommendations made to governments, tertiary education institutions, and quality assurance and accreditation agencies. The level of compliance decreases to 67% when recommendations to student bodies are included, but the level of missing information, and thus uncertainty about actual compliance, increases significantly. Appended are: (1) Country Overview of Compliance Levels with the Guidelines for Different Stakeholders; (2) Country Overview of Compliance Levels with Six Key Objectives of the Guidelines; (3) Methodology; (4) Country Answers to the Survey; (5) Overview of National Contact Points; and (6) Guidelines for Quality Provision in Cross-Border Higher Education. (Contains 2 tables, 12 figures and 1 footnote.)

This literature review on school choice analyses the impact of choice schemes on students and on school systems focusing on equity. Reviewing the evidence can be difficult, as the literature is often fragmented and inconclusive, and the political importance of this research often results in high-profile attention given to individual studies rather than systemically understanding collected from a larger empirical base (Berends, Cannata and Goldring, 2011). Different political groups use evidence that supports their positions in favour or against school choice, and their positions relative to school choice are largely based on their ideologies, rather than on empirical work and evidence of effectiveness (Levin and Belfield, 2004). This report steps away from the ideological debate and provides research-based evidence on the impact of choice on disadvantaged students and schools. As "only with data on the consequences of different plans for school choice will we be able to reach sensible judgements rooted in experience (Fuller and Elmore, 1996, p. 8)". It uses analysis and statements that are supported empirically and attempts to cover the widest possible scope of research, and provide responses to the key question of how to balance choice with equity considerations. (Contains 7 tables, 4 figures, 5 boxes and 13 footnotes.)

In March 1997, all State, Territory and Commonwealth education ministers agreed on the national goal: that every child leaving primary school should be numerate and able to read, write and spell at an appropriate level. To provide focus for this goal, ministers agreed to a sub-goal: that every child commencing school from 1998 will achieve a minimum acceptable literacy and numeracy standard within four years. To help support the achievement of these goals, ministers agreed to the implementation of the National Literacy and Numeracy Plan, the essential features of which are: (1) early assessment and intervention for students at risk of not achieving minimum required standards; (2) development of national benchmarks for each of years 3, 5, and 7; (3) assessment of student progress against these benchmarks; (4) national reporting of benchmark data, and (5) professional development for teachers. Education authorities in all States and Territories, assisted by the Commonwealth, have been engaged in implementing these elements of the plan since its formulation. This paper concerns the national reporting of benchmark data for 2004 and follows on from earlier editions of the National Report, which published data for 1999, 2000, 2001, 2002 and 2003. The publications reflect the continuing development of the benchmark reporting process. This 2004 edition also provides data on the performance of students in metropolitan, provincial, remote and very remote areas. In each State and Territory, students' school locations are categorised using the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) Geographical Location Classification, and procedures closely related to the approaches of the Australian Bureau of Statistics. (Contains 33 tables and 18 figures.)

An epidemic of obesity has been developing in virtually all OECD countries over the last 30 years. Existing evidence provides strong suggestions that such epidemic has affected certain social groups more than others. In particular, education appears to be associated with a lower likelihood of obesity, especially among women. A range of analyses of health survey data from Australia, Canada, England and Korea were undertaken with the aim of exploring the relationship between education and obesity. The findings of these analyses show a broadly linear relationship between the number of years spent in full-time education and the probability of obesity, with most educated individuals displaying lower rates of the condition (the only exception being men in Korea). This suggests that marginal returns to education, in terms of reduction in obesity rates, are approximately constant throughout the education spectrum. The findings obtained confirm that the education gradient in obesity is stronger in women than in men. Differences between genders are minor in Australia and Canada, more pronounced in England and major in Korea. The causal nature of the link between education and obesity has not yet been proven with certainty; however, using data from France we were able to ascertain that the direction of causality appears to run mostly from education to obesity, as the strength of the association is only minimally affected when accounting for reduced educational opportunities for those who are obese in young age. Most of the effect of education on obesity is direct. Small components of the overall effect of education on obesity are mediated by an improved socio-economic status linked to higher levels of education, and by a higher level of education of other family members, associated with an individual's own level of education. The positive effect of education on obesity is likely to be determined by at least three factors: (a) greater access to health-related information and proved ability to handle such information; (b) clearer perception of the risks associated with lifestyle choices; and, (c) improved self-control and consistency of preferences over time. However, it is not just the absolute level of education achieved by an individual that matters, but also how such level of education compares with that of the individual's peers. The higher the individual's education relative to his or her peers, the lower is the probability of the individual being obese. (Contains 3 tables and 10 figures.)

Sabbatical leaves are viewed as being essential to the ongoing nature of a self-renewing community of scholars. This study was undertaken to provide data on current use of sabbatical leave plans in universities in several countries - Canada; the United States; England, Northern Ireland, Scotland, Wales; Australia, and New Zealand - to provide useful information for possible revision of leave plans. Sixty-six universities were surveyed by means of a questionnaire and the results revealed similarities among the four groups of countries regarding the length of service prior to leave (generally 6 years); differences among the four groups, including the use of retraining leaves as a form of sabbatical; salary paid during regular sabbatical leave; and travel expenses. The conclusions drawn from the data are that Canadian leave plans are not nearly as uniform as those in United States universities; Canadian plans have become more formalized and better documented since 1969; salary paid for full-year leaves in Canadian universities has improved since 1969 and is now substantially better than in the United States, but not as good as in Australia and New Zealand; and participation rates in all countries appear to be higher than those reported prior to 1965 by Ingraham. (JMF)

College enrollment trends were examined with attention to participation of women and youth, part- and full-time study, and qualifications of entering students. Findings include the following: in 1973 there was only one university in Western Australia, and the colleges sector consisted of five teacher training institutions and one institute of technology; in 1983 the colleges had amalgamated into one multi-campus college of advanced education and another university had been founded, making a total of four institutions in higher education; student enrollments increased by 65 percent; in 1973, 55 percent of university students were in the 17-21 age group, but by 1983 only 47 percent were in this age group; part-time enrollment in the college sector increased from 41 percent to 56 percent during the decade, while the percentage (38%) of part-time students in the university sector remained about the same; and part-time enrollment by women has increased notably. Data for the 1973-1983 period are provided on: enrollments by 17-21 year olds by sector and sex; male students as a proportion of total enrollments by sector and institution; part-time enrollments by sector and institution; full- and part-time enrollments; and the numbers of students beginning college directly from school. (SW)

The demographic context that will affect postsecondary education in Western Australia is examined, with attention to recent trends in population growth as well as population distribution and projections to the year 2021. The analysis is based on the 1981 Population and Housing Census and population projections of the Australian Bureau of Statistics (ABS). It is projected that Western Australia's population might grow from 1,299,094 in 1981 to 1,859,031 in 2001; the population of Perth might grow to 1,360,811, about 73.2 percent of the state's population by 2001. Within the Perth Statistical Division, the population residing in the North Metropolitan and Southeast Metropolitan areas is likely to grow at faster rates than the population of other areas. Outside the Perth Statistical Division, population projections are unreliable; however, increases would be expected in coastal towns and their adjacent regions as well as in resource development areas. The influence of the Corridor Plan for Perth on future population distribution is addressed. Appendices include: a summary of ABS assumptions concerning population projections for 1981 to 2021; population projections of Western Australia by age groups (17-24, 25-29, and 30-64) for 1981 to 2001; and a map of the Corridor Plan for Perth. (SW)

The stability of Rasch test item difficulty parameters was investigated under varying conditions. Data were taken from a mathematics achievement test administered to over 2,000 Australian students. The experiments included: (1) relative stability of the Rasch, traditional, and z-item difficulty parameters using different sample sizes and designs; (2) effect of different sample types and sizes on the Rasch item fit estimator; (3) effects, on the item fit parameter and the Rasch item difficulty parameter, of removing some less appropriate items from the test; and (4) an examination of Wright's statement that the standard error of the item difficulty parameter is a good estimator of its variance, and that it has an inverse square root relationship to the sample size. Results showed that Rasch and z-item difficulty parameters were similar. Item fit increased as sample size increased. The removal of poorly fitting items improved fit values for the entire test, but worsened them for the remaining items. The Rasch standard error parameter was an appropriate measure of the true error of estimation as calculated from the square root of the sampling variance of the item difficulty index. (Implications for test calibration are concluded, and detailed item analyses are appended.) (GDC)

Preliminary research investigating alcohol education throughout Australia was translated into a set of curriculum materials. A critical analysis of the process that was used to develop the materials and the program as a whole is presented; the stages of implementation of the program are described. The nature of the curriculum model and its strengths and weaknesses in relation to alcohol education, the learning that is afforded to young people, and the current curriculum context into which it fits are reviewed. This project represents an effort on the part of the Australian Brewers' Foundation to initiate applied research relevant to the concerns of schools. Findings of the research led to the application of the concept of "harm minimization" as the most viable approach given the role of alcohol in Australian society and existing patterns of use by young people. Harm minimization, based on learning to make choices, was built into the program. Major objectives and the policy context of the program are discussed. The issue of partnership between the industry and education is addressed. The project is important as a model of industry-education cooperation and for the quality of materials developed. (EMK)

Data from Australia's Department of Employment, Education and Training were analyzed to determine the relationship between the costs and returns of secondary education in Australia. The analysis focused on changes in the following: the earnings premium from having a level of educational attainment equivalent to completing at least secondary school; the demand for employees who left school before graduation; full-time employment opportunities for teenagers; and the income support available to young people who stay in school. The earnings premium from having a level of educational attainment equivalent to completing at least secondary school was found to have increased in the 1980s after having declined in the 1970s. Changes in occupational structure and increases in the labor force participation of workers beyond their teens have substantially reduced the number of full-time jobs available for teenagers. Two other factors have also likely helped to more than double the rate of student retention in the final year (year 12) of secondary education since the early the 1980s: a long-term increase in the proportion of schoolchildren in part-time employment and substantial increases in government allowances for students who stay in school. (Thirteen tables/figures are included. Contains 50 references.) (MN)

As the number and size of different ethnic groups in the Australian population has increased, so has the demand for a measure of ethnicity that goes beyond data collected in earlier Australian censuses, including birthplace, religion, race, and more recently, birthplace of parents. This report and the data in the attached sets of Appendix tables provide a descriptive overview of the social and demographic characteristics of 57 distinct ancestry groups in Australia, separately for each of 3 immigrant generations. The first consists of people born in countries other than Australia, and the second consists of people born in Australia with one or both parents born overseas. The third and older generations comprise people born in Australia of Australian parentage. Data used to prepare the tables in this report come from six special tabulations prepared by the Australian Bureau of Statistics. The following chapters are included: (1) "Ethnicity in the Australian Census"; (2) "Ancestry and Immigrant Generations in the 1986 Census"; (3) "Cautionary Remarks on Immigrant Generations"; (4) "Urban/Rural Residence, Ancestry, and Immigration Generation"; (5) "Age Structure, Ancestry, and Immigrant Generation"; (6) "Ancestry, Immigrant Generation, and School-Leaving Age"; (7) "Ancestry, Immigrant Generation, and Qualifications"; (8) "Ancestry, Immigrant Generation, and Economic Activity"; (9) "Ancestry, Immigrant Generation, and Occupation"; (10) "Ancestry, Immigrant Generation, and Family Income"; and (11) "Ancestry, Immigrant Generation, and Religion." Appendixes contain tables on first-generation immigrants, second generation, and third- and earlier generation Australians. (Contains 81 tables, including those in appendixes, and 4 references.) (SLD)

The purpose of this teacher resource paper is to assist preschool teachers in (1) interpreting the interactions of children in terms of educational growth, (2) insuring that planned interactions will stimulate growth related to program goals, and (3) developing realistic expectations of children. Three topics are discussed. In Topic A the reader is introduced to the notion that, while children have individual growth patterns, there are consistencies in the learning process which can be observed and which can serve as a basis for analyzing sequences in educational growth. The object of teaching when working with individual children, matching educational experiences to child interests and abilities, is the next topic (B) for discussion. In Topic B, readers are offered suggestions for observing and analyzing growth. Topic C provides information about different approaches to planning for sequence in educational growth in order to clarify thinking about the open framework approach to sequence. The appendix explores the parameters of the following growth areas: acting independently, problem solving, social communication and self-expression. (Author/RH)

This resource paper for preschool teachers provides (for discussion) examples of written plans and types of evaluation used by teachers in open framework educational settings. A brief overview of educational planning and evaluating is followed by four examples of teacher's program planning at three grade levels: a preschool, an early education class, and a first grade class. Preschool materials include statements of the teacher's aims, a chart of general educational objectives, a sample weekly plan, an individual record of development, a record of parent and teacher meetings, large and small group weekly plans, evaluation notes and anecdotal records. Early education materials include a teacher's statement of aims and practices, a short term plan outline, a guide to relating key experience areas to subject matter, a daily plan and a checklist of concept development. First year materials consist of a statement of teacher's values and principles, guidelines for organizing the classroom, examples from files related to subject areas, notes on activity and self evaluation, and comments on parent participation. In conclusion, six processes used by teachers--and which are features of an open framework approach to writing educational plans and evaluating--are identified and discussed. (Author/RH)

Since 1947, some 3.5 million migrants have entered Australia, giving birth to 2.2 million children. Whereas, in 1947 only 9.8% of Australia's populace were of overseas birth and less than 3% were of non-Anglo Saxon origin, by 1976, some 20% were of overseas birth, some 39% had been born overseas or had a parent born overseas, and some 25% had been either born overseas in a non-British country or had a parent born in such a country. Factors influencing the family formation of non-Anglo Saxon migrants were the Australian economy's structure and the migrant's role in the economy; the family reunion policies of all post war Australian governments; and the interfamilial conflicts between generations over social mores, values, and priorities concerning the preservation of traditional ethnic identity. Briefly reviewing the history of post war migration and the present-day socioeconomic context, this paper provides data on the occupational distribution of male migrants; migrant women in the workforce; non-English speaking workers; migrant unemployment; age, sex, marital status (divorce, separations, and first and second generation intermarriages), and family size of migrants; migration policies and family reunions; settlement and integration; loss of extended family networks; problems of intergenerational conflict; and effects of the Australian economy's structure. (NQA)

This discussion provides parents with guidelines for selecting appropriate literature for children. Initially and briefly explored is the issue of the value of literature written specifically for children. Subsequent discussion explores aspects of picture books, fairy stories, beginning readers, comics, and children's books. Drawing on research by Weitzman, Eifler, Hokada, and Ross (1972), commentary on picture books emphasizes the surprising extent to which these first books for children are biased according to sex. The discussion of fairy stories relies heavily on Bettelheim's (1976) "The Use of Enchantment: The Magic and Importance of Fairy Tales." It is recommended that fairy stories be allowed to have their unconscious effects and that adults not impose interpretations. It is also suggested that the true "characters" of beginning readers are consonants, vowels, and dipthongs; supplemental stories are recommended. Discussion of comics focuses on their unworthiness for encouraging serious attention and on ways their paucity of content and effects can be brought to the attention of young readers. The discussion of children's books offers general guidelines for selection. In particular, various criticisms of certain children's books are reported, and a list of desirable features from both adults' and children's perspectives is provided. Finally, the document includes brief analyses of three children's stories, a list of recommended stories, and a guide for selecting children's literature and other reading material. (RH)

Relevant to all principals and teachers, specifically those teachers who are responsible for library resource collections, this statement is designed to outline the role of teacher librarians in government secondary schools in Western Australia and to show how their original role of resource provision and management can be extended to meet the changing patterns of teaching and learning. Terminology used in the paper is defined, and the rationale behind this definition of the role of the teacher librarian in the educational process is explained. Discussions of the process by which the teacher librarian, a staff member who functions in a teaching role with a library-related specialization, becomes a full partner in the students' experience of learning include (1) the educational and administrative components of the role of the teacher librarian; (2) the understanding and support that principals can provide to ensure the successful integration of the library resource center (LRC) program; and (3) the support that teachers can provide to meet the individual learning needs and information requirements of students. Sixteen references are provided. (KM)

A course for first-year architectural students is described. The approach concentrated on developing an understanding of the nature of design activity through exploration of the kind of thinking that may be applied in order to improve the first-year studio work. The course is based on the following premises: (1) it is possible and educationally desirable to separate a thinking process from any product that results from that process; and (2) beginning students bring with them knowledge and experience from their everyday life that provide a useful starting point for investigation of the activity of design, and it is desirable to proceed from this starting point. Studio work consistently differentiated between work relating to learning about the nature of design (process) and work where the end product of the process was the main concern. The pattern of work was: a project in which an intuitive approach towards satisfying certain design conditions was indicated; a series of projects aimed at exploring particular aspects of the process now shown to be a natural way of proceeding towards some desired future state and relating this to architectural needs; and an exercise designed to reach a satisfactory architectural expression meeting the conditions set. Projects included accommodation for architecture library in an existing space, accommodation for medical general practitioners, and an exhibition stand for solar energy hot water units. Implications of the approach for professional education are considered. (SW)

Developed as a means of fostering concern for world issues within an Eltham College (Australia) Year 12 home economics course, "Human Development and Society," this teaching unit has five broad topics: (1) the social significance of food; (2) Australian food patterns; (3) the world food problem; (4) detailed study of nutrients; and (5) human development and growth through the life cycle. Topics are approached through the preparation and use of background materials, identification of the problem, consideration of implications of the problem, examination of the causes of the problem, evaluation of solutions currently being applied, and recommendations for further action. The primary emphasis is on the social rather than the scientific significance of the topics, encouraging a cross cultural approach. Within the restrictions of the subject and time, there is a limit on the extent to which the real issues raised in this unit can be explored. Therefore, this unit of study would be most effective in the integration of a unit taught concurrently across social studies and economics. (NEC)

This document provides general principles and learning activities for multicultural education in elementary and middle schools in Australia. Participating schools integrated multicultural learning into the existing curriculum. The general principles which evolved from the project are that education for a multicultural society involves more than an examination of the literature, art, music, and architecture of a particular group. Parents and the wider society outside the school need to reinforce the aims of the multicultural program and, because multiculturism means different things to different people, differences of opinion must be accepted in the same spirit accorded to cultural differences. Activities to enhance students' sense of their multicultural society include reading variations of the same fairy tale, e.g., "Cinderella" in German and French translation and in English; displaying information about significant days celebrated by various ethnic groups; studying derivations of English words and learning foreign words for greetings; conducting reviews of multicultural resources in the school library; and researching special events, customs, and celebrations of different countries. The document concludes with a discussion of teaching social studies within a multicultural framework. (KC)

A set of four surveys conducted on behalf of the Committee of Inquiry into Education and Training (Department of the Prime Minister and Cabinet, Australian Government), 1977, is presented. The National Educational Survey, 1977, was a survey of 8000 students enrolled in the major sectors of post-secondary education in Australia: universities, colleges of advanced education, and technical and further education colleges. It interlocks with the National Survey of Post-Secondary Teaching Staff, of which there were three versions tailored to each of the major sectors. Some 4000 staff members were surveyed. The major variables of the National Education Survey were students' career planning and history, quality of the educational experience, and expectations for the future. The staff survey probed career paths of teaching staff, assessments of the educational experience being offered to students, and their views on the future of post-secondary education in Australia. Many questions were common to all four surveys, permitting inter-survey comparisons for selected items. As the first nationwide survey of the post-secondary education system, the data are of considerable significance for the establishment of national and cross-sectoral norms. Several variables are also suitable for international comparisons. (Author/PN)

Intended for teachers and teacher-librarians in primary and secondary schools in South Australia, this booklet offers guidelines for organizing a literature festival. The booklet presents information in response to such questions as, What is a literature festival? How big does it have to be? What time is involved? Why have a literature festival? Who will communicate decisions? and When will the festival be held? The booklet concludes with a section showing how to resolve questions already raised, a random list of things that might happen, and a list of additional resources. (EL)

A survey was conducted through the School of External Studies and Continuing Education at the University of Queensland in 1985 to ascertain the extent of foreign language teaching at a distance in Australian higher education institutions, and to seek information on a wide range of services and facilities provided to students. Of the 868 students surveyed, 358 (41%) responded to questions presented under the headings of General Information, Student Characteristics, Course Information, Seminar/Tutorial Attendance, Library Facilities, Study Centers, Assignments, Method of Assessment, Teaching, Objectives, and Assessment of Courses and Comments. Students were invited to comment on any aspect of their courses and to express their opinion on the efficacy of teaching languages at a distance. Data on programs in 14 languages at six universities and the students enrolled in them are presented in 27 tables with a minimum of interpretative comment. (DB)

This publication outlines the process for developing policies for Australian child care and education programs--policies that are not only relevant and useful but that also reflect the parents' wishes and the programs' philosophies. Based upon principles of the Quality Improvement and Accreditation System (QIAS), this document highlights the importance of a written philosophy and written goals and policies. The document describes how developing and using policies will add credibility and thereby lead to improved conditions, a higher profile, and a better image for the program. Part 1, "Background," provides a definition of policy and discusses who has policies and the reasons for policies. It also addresses the importance of developing a philosophy from a mission statement to guide later policy development and suggests a process for developing a mission statement and philosophy. Part 2, "Policy Creation," discusses policies imposed by governmental and other agencies; lists areas in which child care centers may need to develop policies, such as enrollment, health/safety, programming, staffing, and administration; discusses when a program should make or revise policies; and discusses how to develop policies. It also includes common questions and ideas from other centers and concludes by noting how philosophy and policy development, as part of the accreditation process, provide an opportunity to achieve the goal of reaching best practice. Two appendices detail several sample policies and philosophies. (KDFB)

Based on its statutory duty to provide comprehensive holdings of library material relating to Australia and the Australian people, the National Library of Australia outlines in this selection policy the directions in which its collections are to be developed. Following a policy summary and an extensive history of the National Library's collections, guidelines are presented which apply to all subsequent chapters of the selection policy, each dealing with a particular type of acquisition. Principles of collection are provided for both book acquisitions--including subject coverage of Australiana, the humanities and the arts, science and technology, and the social sciences--and nonbook acquisitions comprising manuscripts, maps, oral history materials, coins and medals, items of philatelic interest, other objects, films, music, sound recordings, and pictorial material. A discussion of the language of material to be acquired, a select list of guides to the collections of the National Library, and a list of institutions involved in consultation before purchase of expensive items are appended. (ESR)