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Adult literacy is a context-dependent, purposeful, and constantly changing phenomenon. What counts for literacy at the end of the 20th century is not what counted for literacy at the beginning of the century. Literacy is the ability to read, use written information, and write appropriately in a range of contexts. Literacy also includes the recognition and meaning of numbers and basic mathematical formulas within texts. Literacy must change over a lifetime. The 1989 national survey of adult literacy in Australia (No Single Measure) broke new ground by adopting a definition of literacy as social practice. The most recent evidence of the extent of literacy and numeracy difficulties experienced by Australia's population comes from the 1996 Survey of Aspects of Literacy (SAL) (n=9,302). By conducting the SAL, the Australian Bureau of Statistics (ABS) became part of the International Adult Literacy Survey. According to the ABS survey, the percentages of Australians with very poor, poor, moderate, and good/very good literacy skills are 19%, 26%, 35%, and 17%, respectively. The decision to base literacy programs on a remedial or developmental approach will depend on how literacy is defined. The ABS survey also showed a clear link between literacy and work. (Contains 32 references.) (MN)

The Group of Eight (Go8) applauds the government's intention to comprehensively reform the skilled migration program, and it welcomes the opportunity to submit this response to the General Skilled Migration (GSM) Points Test Discussion Paper. The Go8 has argued for some time that it is inappropriate to link international education to the skilled migration program. Educational decisions should not be driven by the availability of extra points for studying in Australia nor for undertaking courses with narrowly defined occupational ends. Rather, the level and quality of educational qualifications should underpin the new skilled migration program so that the government, in consultation with relevant stakeholders, can better meet Australia's short, medium and long term human capital needs. This paper provides the Go8's response to specific questions raised by the Department of Immigration and Citizenship (DIAC) in its 15 February paper.

In this position paper, NCVER's Managing Director, Dr Tom Karmel, argues that the submission of vocational education and training student data should be mandated as a condition of registration for all registered training organisations, including private providers. This will ensure a comprehensive data collection that gives a realistic view of training activity occurring within the sector, which is essential for informing public policy, ensuring quality assurance and providing accurate information to potential students. However, he notes that the process needs to be as painless as possible.

The Higher Education Performance Funding to be introduced in 2011 is a key development in the policy and financing framework for Australian Higher Education. The performance funding framework, along with mission-based compacts, the new equity initiatives, the relaxing of caps on Commonwealth supported places and the establishment of the Tertiary Education Quality and Standards Agency (TEQSA) will radically change the drivers of higher education in Australia into the future. It is important these measures are implemented within a well considered policy framework and a strong understanding of the overall impacts. The Government's consultations on performance funding and low-SES participation provide opportunities for important inputs to be made. This response outlines the broader policy implications of the performance funding initiative, the Group of Eight's (Go8) approach to the Government's objectives, explores general policy issues which need further consideration, identifies specific concerns with the proposed measures, and suggests a way forward in partnership. (Contains 8 footnotes.)

This paper has been written as a supporting paper to "A Bridge to the Future: Australia's National Strategy for Vocational Education and Training 1998-2003" (ED 420 764). Because vocational education and training (VET) activities constitute a major expenditure for Australia's federal, state, and territory governments, effective performance measurement in VET helps to ensure funds are used efficiently and effectively. The primary objectives of key performance measures (KPMs) for the VET system are to demonstrate public accountability and identify continuous improvement opportunities. KPMs determine the efficiency with which resources are used to produce VET outputs and the effectiveness of these outputs in achieving the goals and objectives. They focus on outputs and outcomes. Efficiency, effectiveness, outputs, and outcomes are incorporated into seven KPMs. KPM 1 measures skill outputs produced annually within the domain of formally recognized VET. The four Effectiveness Measures are as follows: KPM 2: stocks of VET skills against desired levels; KPM 3: employers' views on the relevance of skills acquired through VET; KPM 4: student employment outcomes and prospects before and after participation in VET; and KPM 5: VET participation, outputs, and outcomes achieved by client groups. The two Efficiency Measures are as follows: KPM 6: (actual) public expenditure per publicly funded output and KPM 7: (actual) public expenditure per total recognized output. All KPMs are intended to be implemented progressively over the next 3 years with full reporting occurring in 2001 for the year 2000. (YLB)

This paper has been written as a supporting paper to "A Bridge to the Future: Australia's National Strategy for Vocational Education and Training 1998-2003" (ED 420 764). Technology has an impact on industry in terms of the work done, how it is done, and how individuals live and do business. Globalization means that business--and the business of education--is conducted on a world stage. Workers must be skilled in technology to get jobs and do them effectively and competitively. Reforms in the Australian vocational education and training (VET) system provide components for providers to respond effectively to demand for customized products. Training Packages and the Australian Recognition Framework provide the elements for training programs that can be tailored to meet clients' needs. "Buyers" can be sure that training programs and products developed by registered training organizations from Training Packages are consistent, of high quality, and customizable to meet specific needs. Under the National Training Framework, "purchasers" of VET products can expect the same quality approach, industry-set competency standards, links to qualifications, and rigorous assessment. The practical impact on individuals is better access to information, access to more modern equipment and technologies, and more providers to choose from. The government's Networking the Nation initiative provides funding for rural and remote communities to identify communication needs and development and implement projects that meet them. Government leadership is needed in the critical areas of infrastructure, standards and product development, professional development, and change management. (Contains 22 endnotes) (YLB)

A major weakness in the funding base for skill development in Australia arises from a declining investment in training by key stakeholders--employers. Australia is spending less on training and creating fewer high skill jobs than comparable countries and forcing individuals to take greater financial responsibility for their own development. Forces driving the trends are the changing structures of jobs and growth of so-called nonstandard forms of employment that are closely associated with declining levels of employer involvement in training. Public policy has addressed the problem in various ways. The last major initiative directed at increasing employer expenditure on skill formation was the Training Guarantee Levy in the early 1990s. It succeeded in stimulating employer expenditure, resulted in more genuine training, and encouraged managers to take training and skills development more seriously. Its major failings arose from a fixation with supply-side issues, preoccupation with training inputs, and enterprise orientation. To increase employer commitment and national productivity, Australia should institute a skills levy or similar mandatory system of employer contribution to training supplemented by individual learning accounts. Training should be coordinated by collaborative institutions comprising employers, training providers, brokers (public and private) and employee representatives. The institutions would be responsible for developing skills eco-systems on both a regional and industry basis. (Includes 49 references and a 5-page overview.) (YLB)

The relationships existing among human capital theory, Australian public policy, literacy education, and the plight of Australia's long-term unemployed were examined. The following topics were considered: human capital theory-based public policies and literacy education; social capital and learning; building and using social capital; the "social justice" and "social coalition" approaches to policy; and the notion of "mutual obligation" in social welfare policies. Next, a case study of the effects of policy changes on the long-term unemployed was discussed. The findings of the study, which involved interviews with 23 people (including 15 long-term unemployed individuals who had been or were currently enrolled in adult literacy courses) were shown to support the following conclusions: (1) to be successful, welfare policy related to unemployed persons must address both human and social capital elements; (2) although the skills associated with human capital are important in accessing and controlling the kinds of social factors that come with globalization, they are not enough to prepare individuals to cope with the knowledge explosion accompanying globalization; and (3) adults requiring the "second chance" learning provided in adult literacy and communication education need help in developing the networks, social norms, and trust that is included in the concept of building social capital. (Contains 29 references.) (MN)

The possibility of using the concept of social capital as an analytical tool for exploring lifelong learning and community development was examined. The following were among the topics considered: (1) differences between definitions of the concept of social capital that are based on collective benefit and those that define social capital as a resource used for the benefit of those individuals with access to it; (2) community development and community division; (3) the role of the concept of social capital in theories of community development; (4) the role of the concept of social capital in research into community development education; and (5) social capital and social cohesion. A social capital framework for analyzing community development was proposed. The framework called for considering the following items when analyzing community development, including adult education: (1) the balance between internal and external networks; (2) the presence and diversity of brokers who are able to operationalize the bridging and linking of networks; (3) the levels of self-confidence and self-esteem of community members and skills in working together, including conflict resolution; (4) norms present in the community (especially norms of inclusion/exclusion and reciprocity); and (5) the extent to which the community of analysis has shared visions for its future. (Contains 60 references.) (MN)

These five working papers present the recommendations of the Australian Early Childhood Association (AECA) regarding accreditation for early childhood education programs in Australia. The papers, written in response to the Interim National Accreditation Council's (INAC) proposed accreditation model, are entitled: "A Suggested Framework for Thinking about an Australian Accreditation System and Responding to the INAC Consultation Kit"; "An Accreditation System for Early Childhood Programs Starting with Centre-Based Long Day Care"; "Submission to the Interim National Accreditation Council"; "Comments on the INAC Draft Accreditation Process"; and "A Suggested Alternative Model for an Australian Accreditation Tool." The papers propose that: (1) accreditation aim to improve quality in all Australian child care centers and provide parents with assurance of quality; (2) the accreditation system needs to balance simplicity, fairness, protection of the service and the reviewer, and openness to variety in the interpretation of good practice; (3) the structure of the accreditation system needs to represent adequately the interests of the child care industry as a whole, starting with long-day care, but be able to be expanded to include family day care; (4) this structure should consist of a council, accreditation panels, and trained reviewers; (5) accreditation assessments should be made by those with demonstrated expertise; and (6) the accreditation process should also involve self-assessment. The AECA model differs from the INAC format mainly by suggesting three types of criteria for accreditation ("required,""self-selected," and "voluntary only"). (AC)

Broad assumptions about the impact of the Internet have created a "cult of hype" where the latest technological advancement is seen as the next best thing, and educators have been swept up in the promise of an educational utopia. The hype tells us that the world is joined by the infrastructure of this new technology and that globalization is now a reality. But the lack of an effective global telecommunications systems is creating a "digital divide," widening the economic gaps among nations. Areas that would benefit most from online education, such as remote areas in Australia and countries with limited economic resources for education, are the very areas that are hardest to reach with new technologies. This may create an even more elitist education system. Because businesses operate virtual classrooms to promote sales instead of learning, online education emphasizes the student as consumer. This approach is reflected in government policies, which have increasingly been influenced by economic rationalism. Online education is more than simply transferring learning methodologies from the classroom onto the Internet. It requires shifting from language-based learning to visual-based learning and understanding how education, technology, and culture impact each other. Little is known about the effectiveness of online education. An understanding of these changes will determine whether online education will become an effective and lasting educational medium or merely another educational gimmick that runs out of steam. (Contains 26 references.) (TD)

Conventional notions of leadership have focused on the leader alone rather than on the situation that leaders must enable. The common threads to successful rural community development in Australia over the last few decades lie in the way the community develops its stores of social capital, which is based on trust, shared values, networks, and collective action. Models of leadership should refocus on situations that demand a leadership of enablement, rather than on any single person presumed to somehow "conduct" the leadership process from beginning to end. This refocusing provides an opportunity to include and value a wider group of people rather than just one "leader." Qualities of interactive processes that foster this leadership of enablement include building internal networks; building links between internal and external networks; building a history of shared experiences and understandings; building shared visions; building shared communication; and building each other's self-confidence. The main role of leaders under these circumstances is developing trust. Tools for community builders include relationship building, collaborative problem solving, and situational analysis. The results of situational analysis can be used to specify the leadership structure for the situation, and local solutions can be woven from the diverse and complementary threads of the overall community fabric. Power is distributed along with the leadership, not vested in one authority figure. An example describes how a community's situation defined its leadership needs during the development of a vocational skills center. (TD)

Rural areas around the world face problems stemming from the globalization of agricultural and other markets, the resulting competitiveness for existing and shifting markets, loss of population, and consequent decline of economic and social infrastructure. Rural communities need to develop the ability to manage change, and this requires engaging in learning processes of both a formal and informal nature. There is a growing recognition that social capital is as important as economic capital in community development. A new model of leadership is needed that fosters social capital by drawing on knowledge and identity resources. Enhanced social relations produce social well-being and cohesion, as shown in a case study of a rural Australian town that revitalized itself through the whole-community activity of producing a huge silk tapestry. Based on 10 lessons gleaned from community development efforts in various U.S. cities, a model of "situated leadership" is postulated. Situated leadership does not flow from a predetermined "right" way to do things, but is determined by the nature of the changing situation at a particular location. The situated leader builds relationships across community sectors to establish common interests; develops relationships from qualities of historicity, externality, reciprocity, trust, and shared values; identifies relevant knowledge and identity resources; connects people with resources to plan futures; ensures the facilitation of networking across groups; and celebrates and documents successes. (Contains 16 references.) (TD)

Schools represent a major social investment in Australia. Assessment of Australian schools' performance depends on how one defines what they should be doing and on how well they can be expected to do it. In the official account, schools are of "high quality and modest cost" when compared with their own past and other school systems. An alternative view, however, assigns Australian schools with an equivocal rating. This paper considers current conditions and trends in schools from each of these different points of view. This second alternative view suggests that the goals of the "official" reform agenda are unlikely to be met, and that a different and more ambitious approach is required. The new approach might include: (1) national targets for improved levels and distribution of attainment; (2) work place and work force reform; (3) changes in the governing structures of schooling (a shift to a devolved, regulated market); and (4) substantial increases in public and private funding to schooling and redistribution of resources according to need. Neither of the two views is clearly right or wrong. The first view is vulnerable to the charge that it is not able to produce the kind of schooling required now and in the future. The second can be criticized as being too ambitious in current and likely future economic and political circumstances. Six figures are included. (Contains 47 references.) (LMI)

This paper offers a critique of the corporate-management culture manifested in Australian education systems and institutions. It is argued that in Australia, the drive toward a market culture is a form of administrative achievement that turns culture into commodities. One of the major features of the current educational reform context is a substantial increase in demands, accompanied by a severe decline in the proportion of national wealth directed toward educational activities. The market model is viewed as a strategy to protect middle-class privilege. A key effect of market policies is the redistribution of public resources away from those most in need. The devolution of education is accompanied by new forms of control: a performance-based national curriculum; a national testing system that allows inaccurate comparisons; budgets that are linked to performance; and a curriculum that ignores social, cultural, and ethic understandings. An examination of the perceived anti-educational impact of a "corporatist" culture concludes with a call to educators to show their commitment to a caring, just, morally responsible, compassionate and ecologically aware society. (LMI)

Clerks, salespersons, plant and machine operators and laborers, and related workers, defined as operative workers, currently form more than half the work force. They share the following characteristics: comparatively low earnings, limited qualifications, often employed in industries subject to economic restructuring and sensitive to economic cycles, and are subject to higher rates of labor mobility. Although already low skilled, they receive less training both through the publicly funded system and from their employers. Recent Australian and overseas research has found that improving the skills of operative level workers can benefit employers through enhanced efficiency and productivity and a more flexible work force. A retraining strategy that is integrated into the existing delivery of vocational education and training (VET) and meets the specific needs of the existing operative level work force is critical. This would require the following actions: identifying the type and level of training operative workers may require; emphasizing their needs during the profile process so maximum training opportunities can be provided through the public VET system; encouraging public providers and employers to provide more training; and flexible delivery. (Appendixes include state training profiles and the role of Australian state training agencies.) (YLB)

A study was conducted in Australia, to determine the factors that affect demand for job training. The study consisted of 30 detailed industry case studies, an industry analysis, and a literature review. Each case study examined current training practices, training decision making in the business, and the determinants of training for the enterprise. Industries studied included manufacturing (food processing and electronics) and construction. For each case study, information was provided on the following: the firm, the organization and management of training, the determinants of training, and the impediments to training. The findings were then synthesized across industries. Some of the findings were as follows: (1) training is primarily an operational, not a strategic issue in companies; (2) there were as many outcomes for training as there were companies studied; (3) the quality assurance movement has had a major impact; (4) the mix of company needs and individual needs for training is confusing; and (5) there is a lack of understanding of the national training reforms. (Contains 20 references) (KC)

An analysis of Australia's vocational education market reveals that the Technical and Further Education (TAFE) system is still the dominant provider of postcompulsory off-the-job vocational education and training in Australia. In the education and training (E&T) services market, TAFE is in competition with other public and private schools, universities, adult community education, industry skill centers, and commercial and enterprise training providers. The Australian market for E&T services is not, however, an open competitive market with full and fair competition among the providers of postcompulsory E&T. The desirability of formulating and implementing policies making vocational education more market responsive were considered in light of the following factors/issues: inherent conflicts between policies encouraging competition and those encouraging cooperation; limits of markets as instruments of social choice; the need to balance educational and labor markets; access and equity; quality; the benefits/drawbacks of fee-for-service, joint venture, tendering, and voucher arrangements and incorporating TAFE; and distortions. It was concluded that the general concept of developing a more competitive market is a good one provided it is understood in terms of a regulated rather than laissez-faire market. (Contains 83 references.) (MN)

This paper is one of five supporting papers to "A Bridge to the Future: Australia's National Strategy for VET 1998-2003" (ED 420 764). Although some equity client groups in Australia are now relatively well represented in vocational education and training (VET), patterns of enrollment and achievement are not uniform. To respond to this situation and take into account the forces for change and dominant policy shifts that will affect the VET sector over the next 5 years, a new approach is required that must be based upon three critical elements: overcoming or removal of structural inequities; implementation of targeted responses to equity based on workable solutions; and introduction of resource allocation strategies and incentives that encourage responsiveness to client needs. This framework for equity is equally consistent with approaches based on a philosophy of "social justice" as with approaches from the perspective of "managing diversity." It will also supplement focus on selected broad client groups with closer attention to the capacity of the system to respond to particular needs and circumstances. This will be reflected in an approach to the measurement and evaluation of performance in relation to equity that includes measures of outputs and outcomes and participation and is focused not only on the position of particular client groups, but also on the capacity of the system to respond to a diversity of clients. (The document contains 11 endnotes, 29 references, and 2 appendices: analysis of client groups and summary data.) (YLB)

An analysis of deficiencies of recent curriculum reform efforts in Australia and recommendations for improvement are presented in this paper. Despite criticisms that have been levelled at the educational system, a conclusion is that educators are well prepared to meet the demands for restructuring. What is needed is not merely restructuring, but a new, holistic, "colligative," spirit based on faith, love, and hope to counteract the present pessimistic, fragmented, and reductionistic approach. Borrowing concepts from Buddhism, Taoism, and global ecology, the new perspective is contrasted with the inherently individualistic, destructive, competitive, and antagonistic Western approach. Nine ways in which teachers can build a balanced worldview for personal and global survival are discussed from within a teaching perspective that instills the values of harmony, community, and gaiety. (16 references) (LMI)

Lifelong learning should be seen as both an educational and a social practice in which learning occurs throughout individuals' lives and throughout society in a wide range of contexts (including the workplace), involves both formal and informal learning, and is facilitated by an extensive range of partnerships and networks. Vocational education and training (VET) must acquire a new humanism with a focus on people as a way of investing in human intellect, imagination, and creativity. Five key dimensions for achieving lifelong learning that can serve as a coherent and integrated template for thinking about how lifelong learning might be achieved are as follows: (1) establish the foundations for lifelong learning; (2) strengthen and develop pathways, bridges, and transitions; (3) foster learning organizations and institutions; (4) extend the role of information and learning technologies; and (5) develop lifelong learning communities. In Australia and elsewhere, a convergence of VET and general education would potentially address the needs of a knowledge-based economy, lead to a more integrated system with stronger linkages to other sectors, and build on current VET reforms. (Contains 17 references. Appended are a diagram illustrating lifelong learning capability, and profiles of the learning organization and the learning city.) (MN)

Prior to considering the ability of infants to think, this discussion attempts to dispel prevalent myths about babies' thought processes. The fact that infants do not intentionally manipulate their parents; are not identical; are not simply hedonistic seekers of bodily pleasures; and are not passive, disorganized beings needing training into regularity is pointed out. In fact, infants are well-organized, individual in their responses, curious, active, and capable of learning. After establishing these premises, the question of the precise nature of infants' thinking abilities is explored in discussions of perception, physical activities with objects, the development of intention, the development of causality, construction of the permanent object, person permanence, motor memory and symbols, cognitive representation, development of self-awareness, and self-recognition. It is pointed out that (1) a baby's developing perceptual competence is remarkable; (2) processes of intentionality and causality have to be learned and are at first comprehended through infants' own bodies and their handling of objects; (3) symbolic representation at first appears to be of a motor nature; and (4) infants learn about themselves as reciprocating persons in interaction with caretakers. Throughout the discussion, emphasis is given to the need for parents to accept and facilitate children's development without feeling threatened. (RH)

Vocational education for 15- to 19-year-olds in England and Australia was compared. Recent literature was reviewed, and 20 individuals concerned with the planning and delivery of vocational education in England were interviewed to identify local and national practices and policies that are worthy of consideration for adoption in Australia. The following were among the topics and specific programs/policies considered: key competencies, politics, funding, Technical and Vocational Education Initiative, National Vocational Qualifications, National Curriculum, General National Vocational Qualifications (GNVQs), apprenticeships, Training and Enterprise Councils (TECs), and 1994 National Development Agenda. It was concluded that, although the English system is based on sound concepts whose adoption in Australia merits consideration, many of England's vocational education practices are questionable. The following concepts underlying the English system were praised and recommended for incorporation into Australia's system: GNVQs as a bridge between training and education, TECs as an approach to local control and delivery of training, a national assessment framework, and three-stage funding model. (The bibliography contains 18 references and lists 44 documents examined. Appended is a list of individuals interviewed.) (MN)

The first of two papers that comprise this document introduces Australia's response to 1990 as the United Nations (UN) International Literacy Year (ILY). The second paper sets policy directions for Australia's Literacy Year program. The first paper contains the six UN objectives for the year (to increase government action to combat illiteracy, public awareness of illiteracy, popular participation to combat illiteracy, cooperation and solidarity among member states and within the UN in the struggle against illiteracy, and to use the year for launching a plan of action for the eradication of illiteracy by the year 2000); a section on literacy in Australia; an outline of the Australian structures implementing literacy efforts; suggestions for literacy programming; and appendices that describe literacy, give reasons adults have literacy difficulties, and list the members of Australian groups guiding ILY activities. The second paper lists the aims of the National Consultative Council for International Literacy Year (to guide Australia's activities, formulate policy proposals, and promote literacy activities); states the UN objectives for the year; gives background information on illiteracy in Australia, including literacy rate, reasons adults have literacy problems, childhood literacy development, and adult learning experiences; and sets goals for the ILY program. (Among the goals are recognizing the value of reading and writing, expanding opportunities for adult learning, improving the quality of adult programs, promoting plain English, and linking various education sectors. Strategies and priority funding areas are listed and a request to launch ILY on International Literacy Day is reported. (CML)

These three papers outline the technological issues confronting the Department of Technical and Further Education (TAFE). The first paper describes the technological dimensions of the Department of TAFE. It establishes the role of technology within the department and the four avenues through which the department influences the technological future of South Australia: as a user of technology, as a developer of technology, as technological trainer and educator, and as a selective promoter of technologies. The second paper outlines local and international trends in industry, employment, and technological changes that provide cues for the department's response to technological change. The effect of technological change in TAFE is discussed in three contexts: the socioeconomic, the industrial structure of the work force, and the occupational structure of the work force. Special attention is given to approaches to vocational education and training. The third paper suggests ways in which an association between the Department of TAFE and the Ministry of Technology might profitably be forged. Major tasks confronting the department and relating to the ministry are outlined, after which some functional relationships between the two parties are proposed. (YLB)

This paper reports on the effectiveness of Australian schools in preparing young people for the workplace with particular emphasis on literacy and numeracy. Section 1 summarizes the contents. Section 2 notes current interest in assessing school effectiveness. The issue of standards of literacy and numeracy is then considered. Reference is made to interpretational and technical problems in monitoring standards, and the case is argued for more valid measures of student achievement and increased role by the Education Department in supporting school assessment of achievement and in monitoring standards. An employer perspective of school effectiveness makes detailed reference to a research study of employer expectations and perceptions of school leavers. Section 3 describes some school arrangements and initiatives in educating for literacy and numeracy, orienting students toward the world of work, and teacher education. Section 4 concludes that despite greater emphasis on literacy, numeracy, and vocational preparation, schools will have to be increasingly more effective in meeting demands of a rapidly changing society. Four focuses for further action are proposed: evaluation and implementation of new ideas; curriculum development; improved supervision, monitoring, and reporting of pupil progress; and emphasis in teacher education on teaching literacy and numeracy. (YLB)

This paper examines the influence of demographic factors on the contemporary South Australian education system, with emphasis on technical and further education (TAFE). Demography is essentially concerned with the study of changes in human populations, of birth rates and death rates, the timing of child bearing, internal migration and international migration. These factors influence the pattern of demand for educational services. Therefore, it is of fundamental importance that educational planners take note of the competent population projections. The bulge in population numbers represented by the "post war baby boom" has now reached adulthood. This age group is beginning to place pressure on the TAFE system. Another observable phenomenon is the increasing intermittent use of TAFE services by adults as they age. In summary, projections indicate that the population aged 30 and over will eventually dominate TAFE enrollments. Enrollments among those less than 30 years of age should be relatively static. Immigration to Australia from a wide range of overseas countries will require that further adjustments be made to the educational programs provided. (Author/RM)

The Australian 1981 Census results show that the coventional nuclear family is still by far the most prominent family form in Australia. However, since the first family statistics were collected in 1966, other family forms and nonfamily living arrangements have been increasing. This paper examines changes in factors determining family structure and discusses the changing nature of Australian families. After a brief discussion of precursors of change (such as increased education for girls, removal of restrictions on the employment of women, the development of birth control devices, rising divorce rates, and increased individualism), marriage in the 1970's and 1980's is discussed. Topics also receiving attention are the decline in fertility from 1971 to 1981 and the increase in divorces in the 1970's. Concluding remarks suggest that, while marriage and family are losing their significance in the public sphere, they are taking on a far greater relevance in the private realm. In addition, it is asserted that the real needs of people are not met or even recognized by those who cry that the family is disappearing or by those who advocate that it should disappear. (RH)

This paper explores, in an Australian context, effective multicultural curriculum strategies which can be developed at the school level. Many factors which impinge upon curriculum development and outcomes are beyond the control of individual schools, including state multicultural education policy and its relationship to more general curriculum policy, funding procedures, the narrow orientation of some teacher education, school staffing policies, and competing social education goals. Most educators agree that multicultural education should promote tolerance and intercultural understanding. However, teaching about "different cultures" can still leave students blind to society's inequalities and how they are perpetuated. Fundamentals of good multicultural education include attention to (1) the community's social composition and climate; (2) quality English language teaching; (3) compulsory learning of a language other than English; (4) incorporation of multicultural perspectives into existing school subjects; (5) students' personal development; (6) involvement of all parents; (7) use of bias-free instructional materials and resources; and (8) avoidance of cultural misunderstanding or racism in the treatment of minority students and staff. School policymakers should welcome input from staff, parents, and students, use information on the school community, understand the school as an organization, work through the existing curriculum to develop multicultural perspectives, and realize the importance of teaching methods and classroom interactions. Documentation and dissemination of successful programs is vital. 8 references. (SV)

This paper compares pluralistic and equitable approaches to sociocultural and language teaching in Australian schools. The pluralistic view of multiculturalism overemphasizes ethnic differences with the hope that appreciation and tolerance will follow. In fact, fostering feelings of difference may increase racism and cultural chauvinism. This emphasis neglects arguments about what culture is for, and the concomitant realization that everyone has culture. Equitable multiculturalism celebrates diversity, but also aims to provide students with tools of social literacy for cultural analysis and mainstream participation. Pluralism moralistically posits linguistic equality and simply aims to reproduce "community languages" as they are spoken. While not advocating the abandonment of community language projects, the equitable approach aims for language learning that provides the broadest cognitive and communicative usefulness. All language teaching should have an intellectual seriousness equal to that of traditional "foreign language" teaching. Equitable English teaching involves not only competence to survival stages, but also English for general use; it takes into account the break in language development that occurs as non-English-speaking children enter school. Multiculturalism should pervade mainstream curriculum areas. Achieving this end requires uniting the best of traditional and progressive curricula: a core curriculum that prepares students for equal access to society, with an inquiry methodology that develops general cognitive, conceptual, and linguistic skills and promotes understanding of self, family, and society. 24 references. (SV)

This paper discusses the migrant adolescent in Australia; specifically, the migrant of European origin, both newly arrived and Australian-born. The migrant experience can be perceived as being a dynamic psychosocial process that is uniquely experienced by each individual. In this process, the migrant adolescent has to deal simultaneously with two cultures while also trying to achieve a sense of psychological separation from the parents and a unique personal identity. Such a developmental stage can be fraught with family tension and conflict. The experiences or choices of one individual can be in accord or conflict with another in the family. The migrant adolescent may not have the support of the normal stability of the family to rely on, as the family members may also be undergoing social and role change. The universal generation gap can become a gap between cultures and may appear to some adolescents to be unbridgeable and unresolvable. Results for some can be increased family conflict and heightened individual anxiety. A case study illustrates the way in which cultural beliefs can be understood when looked at in the cultural context in a counselling situation. Practical suggestions for working with migrant families conclude the discussion. (RH)

Learning, motivational, creative, and leadership characteristics of very able pupils are listed prior to a discussion of aspects of programs available for gifted children in Australia, where the education of the gifted has not developed as an area of specialization within education. Early in the discussion, specific attention is given to research concerning gifted education. Because gifted children whose talents remain unrecognized may become underachievers, characteristics of underachieving children are listed. Also listed are types of school provision for the gifted child, whether within or outside the school and the school day. The paper concludes with a summation of educational provisions for the gifted in the Australian context and suggests directions for program development. (RH)

This collection of papers is a review of the adult literacy projects in Australia funded under the 1987-89 Adult Literacy Action Campaign (ALAC) of the National Policy on Languages. Fourteen authors describe various literacy projects and, often, their outcomes. The projects described are grouped in seven areas. On the subject of Literacy Training and the Workforce are "New Start" (Neil Baudinette); "Taking Basic Education to Work" (Elizabeth Compton); "Nature of Communication in the Workplace" (Jean Searle); "Literacy Competence of Young School Leavers" (Specific Learning Disabilities Queensland Inc.); and "Expansion of Literacy Services" (Linda Are). The topic of Literacy Training and the Electronic Media includes "Adult Literacy through Video" (Marie Persson) and "Community Service Advertisement for Regional Television" (Ursula Stephens). The next two sections cover "Literacy Training in Isolated Areas" (Cherrie Hawke) and "Literacy Training in Residence" (Chris Stewart, Rosa McKenna). A section on Literacy Training and Aborigines contains "Aboriginal Reading Resources" (Susan Sim) and "Project Read" (Julia Knight). The topic Literacy Training and Women is represented by "Women and Work Literacy Resources" (Susan Sim). The final section, Literacy Training and the Disabled, contains "Literacy for the Intellectually Disabled" (Julia Knight) and "A Student Group Support Project" (Sharon Coates). Appendixes list national and state-level ALAC projects and names and addresses of the authors. (KC)

The first of the two discussions presented here, "Sleep Problems, Overtiredness and Overanxiety," describes sleeping behavior of children from birth to 3 years of age and considers situations that affect children's sleep. Topics briefly addressed include the physiology of sleep; developmental aspects of sleep patterns; the effect of lack of sleep; causes of sleep disturbance; mothering difficulties and sleep disturbances; sleep problems from birth to 6 weeks of age; the ritualism surrounding learning to go to sleep; sleep problems between 1 and 4 months of age, between 4 months and 1 year, and between 1 and 3 years; and parental overanxiety and sleep problems. The second discussion, "Frustrating Children: From Birth to Preschool," describes "problem" infants--for example, the excessive crier, the poor sleeper, the difficult feeder, and the "out-of-joint" baby (the baby who does not fit into the family system). Also discussed are frustrations associated with looking after toddlers and frustrations induced by the preschool child. Discussion of toddlers focuses on poor sleep patterns and parental overanxiety, food refusal, misbehavior, and training problems. Discussion of preschool children deals with tantrums and other misbehavior problems, stubbornness, "selective deafness," refusal to be hurried, toilet training problems, and clinging behavior. (RH)

Alcoholism, and particularly alcoholism in the family, is an unsolved medical and social problem. Addictive drinking results in several social and psychological problems, most of which are caused by a change in brain function. Excessive drinking of alcoholic beverages operates as a stressor and produces alkaloids at the base of the brain that are closely related, chemically, to morphine. Not only a sedative, alcohol also has a stimulating effect on the brain. The difference in the duration of sedative and stimulating effects promotes continual drinking by alcoholics, who are not prepared to allow the stimulation to decline on its own. Such excessive drinking is one element of the diagnosis of alcoholism; other elements are problems arising from that drinking and compulsion to continue. The sequence of events in withdrawal is fairly regular, and the alcohol withdrawal episode is largely over after approximately 3 days. Psychological defenses of alcoholics and their families such as denial are numerous and must be relinquished for intervention to be effective. Phases in the development of alcoholism are evident, as are patterns in the behavior of the alcoholic's spouse and children. Alcoholism is not symptomatic of an underlying psychiatric disorder but causes problems in the patient's total environment, including his or her personal health. The problem of alcoholism demands that legal and medical professionals modify their attitudes. Recently, significant progress in understanding the disease has been made in public hospitals and universities. (RH)