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This document contains 21 papers and an introduction on work force preparation in a global context. The following papers are included: "Introduction" (Johanna Lasonen); "Access of Girls and Women to Vocational Education: Implications for the Workplace in Swaziland" (Comfort B. S. Mndebele); "Intersectoral Approaches to Literacy and Vocational Education and Training: The Case of the Sudan" (Sidiga A. Rahim Washi); "Women's Education in the Sudan" (Sidiga A. Rahim Washi); "Research Development and Challenges of the 21st Century for Vocational Education and Training: Canadian Experience" (Marcelle Hardy); "The Business Incubation Concept: Global Possibilities for Vocational-Technical Education" (Victor M. Hernandez-Gantes); "Implementing Education and Training Policies in the United States: A Case Study" (Curtis R. Finch); "A Study on the Development of Further Extensions in Vocational Education and Training in Taiwan, ROC (Republic of China)" (Ming-chung Chiang, Dar-chin Rau); "Networking between Business and Educational Institutes in Taiwan, ROC" (Dar-chin Rau, T. T. Hwang); "Knowledge-Based Cooperation in Vocational Education, University and Industry in Australia" (Matt Ngui); "Strategies for Promoting Parity of Esteem between Vocational and Academic Education" (Johanna Lasonen); "Qualifications with a Dual Orientation towards Employment and Higher Education--Innovative Schemes in Seven European Countries" (Sabine Manning); "'Bildung' through Vocational Education" (Matti Vesa Volanen); "Shaping the Work Life--A Future Oriented Way of Lifelong Learning" (Gerald Heidegger); "Towards Understanding the Development of an Entrepreneurial Leadership-Identity among Finnish Female Entrepreneurs" (Leena Avotie, Eija Pehu); "Enterprises as Environments for Workplace Learning and Training" (Johanna Lasonen); "Review and Preview of Higher Vocational Education: Changes in Hong Kong and International Trends" (Bradford W. Imrie); "A Comparison of Occupational Programs in Comprehensive High Schools in the USA, Japan, and Taiwan" (Lung-Sheng Lee); "Challenges of the 21st Century for Technical-Vocational Education and Training from Global, Regional, and National Perspectives" (C. K. Basu); "Human Resource Development and Labour Market Policy Issues in the Asia Pacific: Opportunities for Collaborative Research with Europe" (Matt Ngui); "Vocational Education and Training Projects in Developing Countries: Issues of Quality and Sustainability" (Dennis R. Herschbach); and "New Roles for Vocational Education and Training" (Armoogum Parsuramen). Each paper contains references. (MN)

This book contains 15 papers on current issues and future options in Australian rural education. Part 1 covers contemporary issues and includes: (1) "Issues in Education in Remote Rural Australia" (education of girls, education of Aboriginals, lifelong learning, and research needs) (Ted Scott); (2) "Redefining Remoteness in the Post Industrial Society" (Peter d'Plesse); (3) "Expanding Vocational Preparation in the Post-Compulsory Years" (Richard Sweet); (4) "Educational Change in New South Wales: Rural Teacher Reactions and Rural Development" (Colin Boylan); (5) "Education in Rural Victoria Is a Social Justice Issue" (Merryl Robson); (6) "Austudy Rural Inequities" (Jennifer Sheed and Doug Lloyd); and (7) "Farm Management Education for the Future" (Keith Woodford and Ray Collins). Part 2, "Target Groups," includes: (1) "Retaining Teachers in Rural Schools: Satisfaction, Commitment, and Lifestyles" (Colin Boylan and others); (2) "Overcoming Distance: Isolated Rural Women's Access to TAFE across Australia" (Pauline Mageean); (3) "Isolation and Culture: The Challenges for Teachers in Torres Strait" (Barry Osborne); (4) "What about Me? Ever Thought about Including Rural Australians Who May Also Have an Intellectual Disability?" (Libby Cross and James Burrell); and (5) "Non English-Speaking Background Children in Wagga Wagga Schools" (Marietta Elliott). Part 3 covers technology and includes: (1) "Technologies: Present and Future for Distance Education in Victoria" (Neil Elliott and Ian Conboy); (2) "Learning Technology Programs in an Isolated Region: Classroom Applications of Technology" (Carol Hughes); and (3) "Technology and the Provision of Specialist Educational Support Services to Young Children of Itinerant Families" (Mike Lally). (SV)

The six articles in this issue tackle topics that relate to the role and function of numeracy in adult life. "Reading Comprehension in Written Mathematics Problems" (Sue Wareham) examines the levels of reading ability required of numeracy students and offers strategies to help students with limited reading skills. "Can Ordinary People Do Real Maths?" (Joan O'Hagan) tackles the issue of "real" math through a review of historical, philosophical, and cultural perspectives on the nature of mathematics and considers the consequences for tutors and students. "Numeracy: A Core Skill or Not?" (George Barr) reviews the place of numeracy within recently established core skills frameworks. "Sorting Out Statistics: Confessions of a Numeracy Tutor" (Sarah Oliver) considers the place of statistics in life and in the curriculum. "Learning Contracts in Higher Education: Towards Confidence in Developing Numeracy Skills" (Ian Beveridge, Gordon Weller) describes the development of numeracy support for Access (a program which attracts a lot of single parent mothers, housewives with older children, and non-mainstream groups) and higher education students at Luton College, England. "Effective Provision of Literacy and Numeracy Instruction for Long-Term Unemployed Persons" (Joy Cumming), an article that reviews the provision of employment-related courses in Australia, evaluates the features of good practice in both literacy and numeracy, and considers the most effective approaches in developing numeracy skills. (YLB)

Research messages is a summary of research produced by NCVER each year. This year's compilation includes a range of research activities undertaken during 2023, comprising of research reports, summaries, occasional papers, presentations, webinars, consultancies, submissions, the 32nd 'No Frills' national research conference, and various additions to VOCEDplus knowledge resources. "Research messages 2023" highlights the diverse range of research activities undertaken over the past year by the National Centre for Vocational Education Research (NCVER). This edition provides: (1) Key findings from NCVER's program of research; (2) Details of conferences, presentations, webinars, podcasts and other NCVER research communications; (3) Resources collated by NCVER designed to assist in informing the VET (vocational education and training) system and its related policies; and (4) A summary of NCVER discussion papers and submissions to government reviews.

This document contains 15 papers from the information technology (IT) in vocational education and training (VET) section of an international conference on VET for lifelong learning in the information era. The following papers are included: "Adapting the System of Continuing Vocational Education for the 3rd Industrial Revolution--Experiences from the Swedish Pilot Project with AVE (Advanced Vocational Education)" (Mats Lindell); "A Flexible Investment: The Australian VET Sector's Framework for Applying New Technologies in Learning" (Sandra Lerch, Peter Le Cornu); "E-Portfolio: More Than an Electronic Resume" (N. Faye Angel); "A Joint Venture in Distance Education Program between Hong Kong and Australia" (Fun-ting Chan, John Messing); "An Evaluation of a Model Multiple Site Distance Learning Program for Non-traditional Students" (Dale E. Thompson, Betsy Orr, Kit Brooks, Cecelia Thompson); "How to Teach Students in the Information Era?" (K.C. Chu); "Integrating Adult Learning Principles in Web Based Open Learning" (Shyamal Majumder); "Integrating the Strengths of the Web-Based and Traditional Models of Teaching" (T.Y. Leung, Sarah Y.S. Tran); "Web-Site Teaching: Analysis of Its Future Development" (Ying Wai Peter Chiu); "Using the Web to Enhance Language Teaching and Learning and Distributed Cognitions in a Conventional Sub-degree Setting" (Wanda W.Y. Lau); "The Effectiveness of Using Technology to Teach English as a Second Language" (Rita Yuk Kwan Ng); "Web-Based Vocational English: Development, Practice and Problems" (Kim Hung Martina Chan, Chi Ming Lee);"Establishing a Virtual Building and Construction Site for Education and Training" (John F. Barrett, Brian Wilkins); "The Webvolution's Impact on Vocational Classrooms and Administration" (Elaine S. Stith); and "Audio and Video Development for Multimedia and Web-Based Applications" (Teresa Yohon). Most papers contain substantial bibliographies. (MN)

This document contains eight papers from the international issues section of an international conference on vocational education and training (VET) for lifelong learning in the information era. The following papers are included: "The Impact of Globalisation and the Changing Nature of Work on Vocational Education and Training" (Chris Robinson); "In Search of a Governance Framework of Vocational Education and Training for the 21st Century: An International Comparative Study" (Humphry Hung); "Cross Border Activities to Strengthen Technical and Vocational Education and Training Systems in the Information Era" (L. Efison Munjanganja, Di Booker, Sarah Hayman); "The Competency of Cross-Culture of Expatriates in the Multinational Corporation" (S.T. Tsai, Shu-Hsaio Tsen); "Provision of Professional Training to Meet Global Procurement Challenges in Hong Kong" (Josephine C.S. Kea); "From 20th Century Education and Training to 21st Century Skills Enhancement" (Archibald M. Fleming); "Regional Integration of TVET (Technical and Vocational Education and Training) Systems among Small Island States: Caribbean Initiatives" (Tom McArdle); and "Thirsty Horses and Public Waterholes" (Joyce Marie Turnbull). Most papers contain substantial bibliographies. (MN)

This document contains 18 papers from the human resource development and manpower training section of an international conference on vocational education and training (VET) for lifelong learning in the information era. The following papers are included: "Use of Social and Economic Modeling to Plan Vocational Education and Training" (David L. Passmore); "Retraining for the Unemployed--An Up-hill Battle That Never Ends" (S.S. Kwong); "Manpower Planning in Hong Kong" (Anthony Cheng); "Identifying and Responding to Skills Shortages" (David L. Passmore); "Analysis of Training Needs for Employees of International Five-Star Hotels in Taipei, Taiwan" (Shu-Hsaio Tsen); "An Evaluation on the Effectiveness of a 9-Month Intensive Full-Time Program for the Unemployed" (Che Keung Yeung, Yuet Kueng Cadbury Chan, Lai Ling Lilian Chow, Yuen Bing Leung, King Chung Joseph Chow); "An Examination of the Concept of Providing Leadership Development for All Students as an Integral Part of Classroom Instruction" (Jerome I. Leventhal); "Contingency Theory Is of Little Value in Helping Leaders or Potential Leaders to Perform Successfully" (Eric Cheng); "Continuing Professional Development towards Employee Empowerment in Manpower Training: A New Domain of Organisational Strategy" (Joseph S.L. Yip); "Assessment and Preparation of Career and Technical Education Teachers: Implications for Curriculum Development" (Victor K.A. Gbomita); "What's Happening in Your Teacher Education Program?" (C. Gloria Heberley); "Stress Management for Teachers in Vocational Education and Training Sector" (Gloria Ching Wah Chan); "Mining Labour Market Information for Use in Developing an IT (Information Technology) Manpower Predictive Model" (Gar-yun Garry Suen); "Training for Betterment: A Model for Training of Professionals in a Diverse Organisation" (Freidoon A. Khavarpour, Bruno Gelonesi); "E-Learning in Knowledge-Based Society" (P.F. Tsui, Ian K.M. Yue); "The Development of a Management Competency Model and a Development Centre" (Sara Wong); "Graph Theory, Job-Labour System and Manpower Planning" (Kwai Wing Leuung); and "Overview of Assessment and Quality Assurance on TVET (Technical and Vocational Education and Training) and a Proposal for Turkey" (Sabahattin Balci, Riza Gurbuz). Most papers contain substantial bibliographies. (MN)

This document contains nine papers from the social and ethical issues section of an international conference on vocational education and training (VET) for lifelong learning in the information era. The following papers are included: "Attitudes of University Faculty Members toward Students with Disabilities" (Marie F. Kraska); "Attitude of Gaming Employees towards Problem Gambling: How It Affects Their Learning at an Awareness Training" (Lisa M. Bybee); "Quantitative Evaluation of the Educational Programmes on Students' Awareness of Social Responsibility" (Loky Tsui, Lee Wong); "Increasing Female Participation in Technology Education: A Hong Kong Perspective" (Ken Volk); "Integration of General Education into the Vocational Training Curriculum" (Kwok Hung Lai); "Flexible Learning: Developing Opportunities" (Lesley Wemyss, Carmel Thompson); "Role of Supported Services in the Provision of Vocational Training for Open Employment to People with Disabilities in Hong Kong" (Eliza Woon-ching Lo Chan); "Exploration of the Aboriginal Vocational Training Implementation Strategem from the Outlook of the 'Tribal Classroom'" (Chou Chin-hung); and "Professional Ethics--A Life-long Pursuit by an Engineer" (C.K. Leung, Jolly Wong). Most papers contain substantial bibliographies. (MN)

A collection of papers on distance education is presented. "Distance Education: An Option for Social Welfare and Social Work Education in the 1990s" (Robert A. Bush and Chris J. Williams) discusses the implications for welfare education of changes in tertiary education and community services industry that are likely to pressure welfare educators to change their educational strategies. This paper also examines the potential for using distance educational technology is social work and social welfare education programs. "Educational Packages for External Students" (Peter A. Donnan) examines that constitutes a well written and designed package for external students. "Textbook Selection: Evaluative Criteria" (Brian Hemmings and David Battersby), presents a procedure that instructors might adopt to assist in decision making. An appendix provides an alphabetical list of textbooks assessed, including checklist scores. (SM)

Issues in distance education at the tertiary level in Australia are addressed in three papers. The need to provide mature students with information before course attendance is discussed by Edward R. Reid-Smith in "Why Educational Advisory Services for Mature Students?" During 1982-1984, new external students at Riverina College of Advanced Education were sent a pre-course informational package that covered time management, motivation, finance, and the family. A "Returning to Study" correspondence course was also offered. E. David Meacham's paper, "Suggestions Arising from an Investigation of Distance Education in the United Kingdom," explores the relevance of external studies in the United Kingdom to educational practice at the Riverina College of Advanced Education. Information is included on external studies and industry, resource-based learning, staff development, design of learning materials, and computer-assisted learning. In "Motivation of Adults: Implications of Adult Learning Theories for Distance Education," Michael Hough considers the problem of motivating adults, with attention to: adult learning principles; needs and interests of adults; the design of adult programs; and implications for tertiary colleges and staff, particularly those involved in correspondence teaching. (SW)

"Proceedings of International Conference on Social and Education Sciences" includes full papers presented at the International Conference on Social and Education Sciences (IConSES), which took place on October 13-16, 2022, in Austin, Texas. The aim of the conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and to connect with the leaders in the fields of education and social sciences. The IConSES invites submissions that address the theory, research, or applications in all disciplines of education and social sciences. The IConSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals, and all interested in education and social sciences. [Individual papers are indexed in ERIC.]

These proceedings contain the papers of the 15th International Conference on e-Learning (EL 2021), which was organised by the International Association for Development of the Information Society (IADIS), July 20-22, 2021. This conference is part of the 15th Multi Conference on Computer Science and Information Systems (MCCSIS), July 20-23, 2021, which had a total of 456 submissions. Due to an exceptional situation caused by the COVID-19 pandemic, this year the conference was hosted virtually. The e-Learning (EL) 2021 conference aims to address the main issues of concern within e-Learning. This conference covers both technical as well as the non-technical aspects of e-Learning. The conference accepted submissions in the following seven main areas: (1) Organisational Strategy and Management Issues; (2) Technological Issues; (3) e-Learning Curriculum Development Issues; (4) Instructional Design Issues; (5) e-Learning Delivery Issues; (6) e-Learning Research Methods and Approaches; and (7) e-Skills and Information Literacy for Learning. [Individual papers are indexed in ERIC.]

This document contains three papers on workplace learning issues and human resource development. "The Impact of Self-Management on Training Participation" (Jasper B. van Loo, Andries de Guip, Jo G.L. Thijssen) combines HRD and economic theory to in an attempt to explain the relationship between self-management and training participation. An economic model is used to formulate five research hypotheses that are then investigated by using survey data from workers in a large insurance company. "Corporate Training as an Organization Subsystem" (Monica M. Tuttle) compares organization subsystems of finance and corporate training and argues that, with both seeking to optimize different qualities within the larger system, one variable is likely to be suboptimized. The ramifications of this situation, including the issue of increased accountability in measurement as an area for further research, are discussed. "The Relationship between Workplace Training and Organizational Commitment in Australian Organizational Settings: A Preliminary Analysis" (Adela J. McMurray, Rae Dorai) reports on a survey of staff at various levels in the hotel industry, automotive manufacturing, and nonprofit organizations that established a relationship between workplace training and organizational commitment. The implications of this relationship for implementation of Australia's National Training Reform Agenda were discussed. All three papers include substantial bibliographies. (MN)

This document contains three papers from a symposium on organizational culture and climate that was conducted as part of a conference on human resource development (HRD). "A Comparative Profile of Workgroup Climate in Different Organizational Settings" (Allan H. Church) reports on a comparative analysis of climate data on more than 5,000 groups (representing more than 23,000 team members) that were collected during a 9-year period from 10 different databases and that revealed significant effects with respect to rater (manager versus group member) and industry. "The Relationship between Organisational Commitment and Organisational Climate" (Adela J. McMurray, Don Scott, R. Wayne Pace) reports on a study of 1,413 white and blue collar employees from 42 different countries of origin (response rate, 97.8%) that showed a significant correlation (.66) between organizational commitment and organizational climate. "Action Learning as a Vehicle for Organizational Culture Change" (Susan R. Meyer) reports on an examination of an ongoing 2-year action learning program indicating that managers who participate in the program recognize the need to adopt systems thinking and change their managerial practices in order to break down organizational norms against open, cross-divisional communication and engage in more innovation and problem solving. Two papers contain reference sections. (MN)

"Research Messages 2014" is a collection of summaries of research published by the National Centre for Vocational Education Research (NCVER) in 2014 in the context of changing economic, industrial, social and education conditions, organised under the following broad categories: (1) Productivity: to sustain and build Australia's human capital; (2) Participation: to support and build Australia's workforce diversity; (3) Learning and teaching: to support development of capabilities in teaching and assessment; and (4) Place and role of VET (including institutions): to enhance productivity and drive new value-added products and services in Australia's vocational education and training (VET) system. Following Highlights for 2014 by C. Fowler, this paper presents the following summaries: (1) 22nd National Vocational Education and Training Research Conference "No Frills": refereed papers (Laura O'Connor, Ed.); (2) A differentiated model for tertiary education: past ideas, contemporary policy and future possibilities (Francesca Beddie); (3) An exploration of labour mobility in mining and construction: who moves and why (Georgina Atkinson and Jo Hargreaves); (4) Are neighbourhood characteristics important in predicting the post-school destinations of young Australians? (David W. Johnston, Wang-Sheng Lee, Chandra Shah, Michael A. Shields, and Jean Spinks); (5) Disadvantaged learners and VET to higher education transitions (Tabatha Griffin); (6) Does scored VET in Schools help or hinder access to higher education in Victoria? (Cain Polidano, Domenico Tabasso, and Rong Zhang); (7) Early impacts of the Victorian Training Guarantee on VET enrolments and graduate outcomes (Felix Leung, Duncan McVicar, Cain Polidano, and Rong Zhang); (8) Economic vulnerability in Australia, 2002-12: an employment perspective (Michelle Circelli and John Stanwick); (9) Entry to vocations: building the foundations for successful transitions (Kira Clarke); (10) Gendered pathways into the post-secondary study of science (Joanna Sikora); (11) Incentives for relocating to regional Australia: estimates using a choice experiment (Aaron Nicholas and Chandra Shah); (12) Intergenerational mobility: new evidence from the Longitudinal Surveys of Australian Youth (Gerry Redmond, Melissa Wong, Bruce Bradbury, and Ilan Katz); (13) Interpreting competencies in Australian vocational education and training: practices and issues (Steven Hodge); (14) The labour force participation of Australian mature-aged men: the role of spousal participation (Rong Zhu); (15) Measuring VET participation by socioeconomic status: an examination of the robustness of ABS SEIFA measures over time (Patrick Lim and Tom Karmel); (16) Qualification utilisation: occupational outcomes -- overview (Bridget Wibrow); (17) Quality assessments: practice and perspectives (Josie Misko, Sian Halliday-Wynes, John Stanwick, and Sinan Gemici); (18) Refining models and approaches in continuing education and training (Stephen Billett, Sarojni Choy, Darryl Dymock, Ray Smith, Ann Kelly, Mark Tyler, Amanda Henderson, Jason Lewis, and Fred Beven); (19) Transitioning from vocational education and training to university: strengthening information literacy through collaboration (Sonia White); (20) Understanding the non-completion of apprentices (Alice Bednarz); (21) Does financial stress impact on young people in tertiary study? (Sian Halliday-Wynes and Nhi Nguyen); (22) Do schools influence student engagement in the high school years? (Sinan Gemici and Tham Lu); (23) Educational outcomes: the impact of aspirations and the role of student background characteristics (Jacqueline Homel and Chris Ryan); (24) The factors affecting the educational and occupational aspirations of young Australians (Sinan Gemici, Alice Bednarz, Tom Karmel, and Patrick Lim); (25) The impact of increasing university participation on the pool of apprentices (Tom Karmel, David Roberts, and Patrick Lim); (26) The contribution of education to economic growth in Australia, 1997-2009 (Tom Karmel); and (27) Readiness to meet demand for skills: a study of five growth industries (Francesca Beddie, Mette Creaser, Jo Hargreaves, and Adrian Ong). Contains an author index.

"Research messages 2011" is a collection of summaries of research projects published by National Centre for Vocational Education Research (NCVER) in 2011. The publication also has an overview essay that captures the themes and highlights from the research for the year, including: (1) the initial education and training of young people and their pathways to employment; (2) apprenticeships and traineeships, with a particular focus on completions; (3) the ongoing education and training of the learner groups--namely older workers, people with a disability, low paid workers and the unemployed; (4) trends in the labour market, including labour mobility, skills mismatch and skills shortages; (5) the role of vocational education and training (VET) in innovation and workforce development; and (6) methodological and measurement issues. This paper presents the following summaries: (1) Highlights for 2011 (Georgina Atkinson); (2) As clear as mud: defining vocational education and training (Tom Karmel); (3) The attitudes of people with a disability to undertaking VET training (Lisa Nechvoglod and Tabatha Griffin); (4) Attrition in the trades (Tom Karmel, Patrick Lim and Josie Misko); (5) Building innovation capacity: the role of human capital formation in enterprises--a review of the literature (Andrew Smith, Jerry Courvisanos, Jacqueline Tuck and Steven McEachern); (6) Building the foundations: outcomes from the adult language, literacy and numeracy search conference (National Centre for Vocational Education Research); (7) The challenge of measurement: statistics for planning human resource development (Tom Karmel); (8) Differing skill requirements across countries and over time (Chris Ryan and Mathias Sinning); (9) Does changing your job leave you better off? A study of labour mobility in Australia, 2002 to 2008 (Ian Watson); (10) Does combining school and work affect school and post-school outcomes? (Alison Anlezark and Patrick Lim); (11) Education and training and the avoidance of financial disadvantage (Gary N. Marks); (12) Effect of the downturn on apprentices and trainees (Tom Karmel and Damian Oliver); (13) The effect of VET completion on the wages of young people (Nicolas Herault, Rezida Zakirova and Hielke Buddelmeyer); (14) Embedding learning from formal training into sustained behavioural change in the workplace (Cheryle Barker); (15) Enabling the effective take-up of e-learning by custodial officers (Malcolm Reason); (16) E-waste management in the VET environment (Virginia Waite); (17) Fostering enterprise: the innovation and skills nexus--research readings (Penelope Curtin, John Stanwick and Francesca Beddie); (18) From education to employment: how long does it take? (Darcy Fitzpatrick, Laurence Lester, Kostas Mavromaras, Sue Richardson and Yan Sun); (19) Getting tough on missing data: a boot camp for social science researchers (Sinan Gemici, Alice Bednarz and Patrick Lim); (20) How VET responds: a historical policy perspective (Robin Ryan); (21) The impact of wages and the likelihood of employment on the probability of completing an apprenticeship or traineeship (Tom Karmel and Peter Mlotkowski); (22) Individual-based completion rates for apprentices (Tom Karmel); (23) Initial training for VET teachers: a portrait within a larger canvas (Hugh Guthrie, Alicen McNaughton and Tracy Gamlin); (24) Juggling work, home and learning in low-paid occupations: a qualitative study (Barbara Pocock, Jude Elton, Deborah Green, Catherine McMahon and Suzanne Pritchard); (25) Lost talent? The occupational ambitions and attainments of young Australians (Joanna Sikora and Lawrence J. Saha); (26) Mapping adult literacy performance (Michelle Circelli, David D. Curtis and Kate Perkins); (27) The master artisan: a framework for master tradespeople in Australia (Karen O'Reilly-Briggs); (28) Measuring the quality of VET using the Student Outcomes Survey (Wang-Sheng Lee and Cain Polidano); (29) Measuring the socioeconomic status of Australian youth (Patrick Lim and Sinan Gemici); (30) The mobile worker: concepts, issues, implications (Richard Sweet); (31) Moving the fence posts: learning preferences of part-time agriculture students (Alan Woods); (32) Musing budding musos: the role of peer mentoring in learning to be a contemporary musician (Ross Stagg); (33) Older workers: research readings (Tabatha Griffin and Francesca Beddie); (34) Outcomes from combining work and tertiary study (Cain Polidano and Rezida Zakirova); (35) Outcomes of stakeholder consultations to identify the LSAY analytical program for 2011-13 (National Centre for Vocational Education Research); (36) Over-skilling and job satisfaction in the Australian labour force (Kostas Mavromaras, Seamus McGuinness, Sue Richardson, Peter Sloane and Zhang Wei); (37) Pathways: developing the skills of the Australian workforce (Hugh Guthrie, John Stanwick and Tom Karmel); (38) Plumbing, sustainability and training (Sian Halliday-Wynes and John Stanwick); (39) Pre-apprenticeship training activity (Paul Foley and Davinia Blomberg); (40) Pre-apprenticeships and their impact on apprenticeship completion and satisfaction (Tom Karmel and Damian Oliver); (41) Pre-vocational programs and their impact on traineeship completion and satisfaction (Damian Oliver and Tom Karmel); (42) Review of the Survey of Employer Use and Views of the VET System: outcomes from the discussion paper (National Centre for Vocational Education Research); (43) The role of VET in workforce development: a story of conflicting expectations (Tanya Bretherton); (44) The shifting demographics and lifelong learning (Tom Karmel); (45) Skill (mis-)matches and over-education of younger workers (Chris Ryan and Mathias Sinning); (46) Skill shortages in the trades during economic downturns (Damian Oliver); (47) Social capital and young people: do young people's networks improve their participation in education and training? (Ronnie Semo and Tom Karmel); (48) To gain, retain and retrain: the role of post-school education for people with a disability (Cain Polidano and Ha Vu); (49) Understanding and improving labour mobility: a scoping paper (John Buchanan, Susanna Baldwin and Sally Wright); (50) Understanding the psychological contract in apprenticeships and traineeships to improve retention (Erica Smith, Arlene Walker and Ros Brennan Kemmis); (51) Understanding the undertow: innovative responses to labour market disadvantage and VET (Tanya Bretherton); (52) VET and the diffusion and implementation of innovation in the mining, solar energy and computer games sectors (Robert Dalitz, Phillip Toner and Tim Turpin); (53) The vocational equivalent to Year 12 (Patrick Lim and Tom Karmel); (54) Vocational qualifications, employment status and income: 2006 census analysis (Anne Daly); (55) Weighting the LSAY Programme of International Student Assessment cohorts (Patrick Lim); (56) What is a practical, effective and sustainable approach to leadership development at the Canberra Institute of Technology? (Coralie Daniels); (57) Which paths work for which young people? (Tom Karmel and Shu-Hui Liu); (58) Work, life and VET participation amongst lower-paid workers (Barbara Pocock, Natalie Skinner, Catherine McMahon and Suzanne Pritchard); and (59) Year 12 completion and youth transitions (Chris Ryan). [For the previous edition, "Research Messages 2010," see ED517177.]

This book contains 13 papers examining topical issues in vocational education and training (VET) in Victoria, Australia. The following papers are included: "Vocational Education and Schooling: The Changing Scene" (Jane Kenway, Sue Willis, Peter Watkins, Karen Tregenza); "The Enterprise Approach" (James Mulraney); "VET Programs at James Harrison College" (John Bromilow); "'Great Organisations Dream Great Dreams" (David Gallagher); "An Investigation into the Impact of Mentoring Unemployment" (Barbara Hammond); "Issues Confronting Vocational Education in Victorian Schools in the Late 1990s" (Karen Tregenza, Jane Kenway, Peter Watkins); "Participant Pathways and Outcomes in Vocational Education and Training: 1992-95" (Peter Dwyer, Aramiha Harwood, Geoff Poynter, Johanna Wyn); "Paths to Pathways: Educational Pathways for Educationally Disadvantaged Young People" (Jennifer Angwin, Louise Laskey); "Enhancing Girls' Post School Options through Career and Vocational Education" (Jane Kenway, Sue Willis); "Vocational Education Programs: Managing Risk in a Risk Society" (Peter Watkins); "Reframing the Discourse of Skill" (Nancy S. Jackson); "Learning about Poverty, Disadvantage and Justice" (Basil N. Varghese); and "Spectacle in the Dark: Youth as Transgression, Display, and Repression" (Leslie G. Roman). Individual papers contain references. (MN)

Competencies are the focal concept in the world of education and training in Australia at this moment in 1993. This book is a collection of papers and has three purposes. First, it aims to provide basic information about education and training. Second, the book aims to explore something of what competency-based education and training looks like in 1993 below the stratosphere of national policy. The third aim of the book is to set out some of the issues which need to be debated by educators and the community. The first of five sections, "Policy Formation," contains three papers: "Workplace Imperatives for Education and Competence" (Laurie Carmichael); "Key Competencies--Uncovering the Bridge between General and Vocational" (Ann Borthwick); and "Reform of Australian Vocational Education and Training: A Competency-Based System" (Lorraine Wheeler). Section 2, "Key Competencies," contains three papers: "Linking Key Competencies and the National Curriculum Agenda," (Rob Randall); "Key Competencies and Schooling in South Australia" (Jim Dellit); and "Training Reform and Key Competencies" (Colin Ducker). Section 3, "Competency-Based Vocational Education and Training," contains two papers: "Queuing for TAFE not INXS: Vocational Education and Training in the Nineties" (Susan Holland); and "Competency-Based Training in TAFE: Rhetoric and Reality" (Bert Beevers). Section 4, "Defining Professional Work," contains three papers: "National Competency Standards for the Teaching Profession: A Chance to Define the Future of Schooling or a Re-affirmation of the Past?" (Sharan Burrow); "Competency-Based Standards in the Professions and Higher-Education: A Holistic Approach" (Barbara Preston and Jim Waller); and "Areas of Competence for Teachers--The NSW (New South Wales) Scene" (Christine Deer). Section 5, "Critique," contains three papers: "The Psychology of Competency-Based Education" (Gordon Stanley); "Competence: A Game of Smoke and Mirrors?" (Nancy Jackson); and "Is There a Need to Redress the Balance between Systems Goals and Lifeworld-Oriented Goals in Public Education in Australia?" (Victor Soucek). (Contains 292 references.) (RR)

This document contains 17 papers on vocational training and lifelong learning in Australia and Germany. The following papers are included: "Vocational Training and Lifelong Learning in Australia and Germany: Background" (Gerald Burke); "Vocational Training and Lifelong Learning in Australia: Observations and Conclusions from a German Perspective" (Jochen Reuling); "The Australian Federal Government and Vocational Training and Lifelong Learning" (Paul Cowan); "The German Federal Government and Vocational Training and Lifelong Learning" (Veronika Pahl); "A Practitioner's Perspective on Current Vocational Training Issues in Australia" (Virginia Simmons); "The International Economy, Changing Employment and Lifelong Learning: Response of the Vocational Training Sector in Germany" (Helmut Putz); "Global Trends, Implications for Vocational Training and Lifelong Learning: Response of the University Sector" (Ken Eltis); "A Balanced and Liberal Education in a Military Environment: Australian Defence Force Academy" (Robert King); "Financing Lifelong Learning in Australia: Review of Needs and Options" (Gerald Burke); "Trends in Public Funding for In-Company Training in Germany: From a Dual to a Plural System" (Klaus Berger, Gunter Walden); "The Role of Industry and the Economy in Shaping Vocational Training, Exemplified by Deutsche Bahn AG" (Ulrich Wiegand); "The Role of Industry and Economic Institutions in Shaping Vocational Training" (David Soskice); "Industry Training in Australia: Causes and Consequences" (Andrew Smith); "The Role of Industry and the Economy in Shaping Vocational Training: Discussion" (Thorsten Stromback); "Pathways for Youth in Germany" (Jochen Reuling); "Pathways for Youth in Australia" (Philip McKenzie); and "Youth Pathways: Comparing Australia and Germany" (Richard Sweet). Some papers contain substantial bibliographies. (MN)

"Research Messages 2013" provides a summary of the research published in 2013 by the National Centre for Vocational Education Research (NCVER) in the following broad categories: (1) skills and productivity: from VET qualifications to higher-level qualifications and issues affecting the workforce; (2) social inclusion and participation in education and training: equity groups and measuring socioeconomic disadvantage; (3) young people: school, science and income support; (4) the VET sector: institutions, practices and the workforce; and (5) structures in the tertiary education and training system. [Funding for this paper was provided by the Australian Government Department of Industry.]

Research messages 2010 is a collection of summaries of research projects published by the National Centre for Vocational Education Research (NCVER). The summaries are clustered under five broad themes used by NCVER to organise its research and analysis: Industry and employers; Students and individuals; Teaching and learning: VET system; and VET in context. Research messages 2010 also has an overview essay that captures the themes and highlights from the research for the year. This paper presents the following summaries: (1) Developing the childcare workforce: understanding "fight" or "flight" amongst workers (Tanya Bretherton); (2) Work, skills and training in the Australian red meat processing sector (Kent Norton and Mike Rafferty); (3) The role of VET in alcohol and other drugs workforce development (Ken Pidd, Ann Roche, and Amanda Carne); (4) What would it take? Employer perspectives on employing people with a disability (Peter Waterhouse, Helen Kimberley, Pam Jonas, and John Glover); (5) Responding to changing skill demands: training packages and accredited courses (Josie Misko); (6) Where tradies work: a regional analysis of the labour market for tradespeople (Phil Lewis and Michael Corliss); (7) Does support for VET reduce employee churn? A case study in local government (Kath Curry); (8) Against the odds: influences on the post-school success of "low performers" (Sue Thomson and Kylie Hillman); (9) Returns from education: an occupational status approach (Jung-Sook Lee); (10) Breaking down the barriers: strategies to assist apprentices with a learning disability (Sandra Cotton); (11) Education and happiness in the school-to-work transition (Alfred M. Dockery); (12) The impact of wages on the probability of completing an apprenticeship or traineeship (Tom Karmel and Peter Mlotkowski); (13) Post-school education and labour force participation in Canada and Australia (Siobhan Austen and Fiona MacPhail); (14) The role of vocational education and training in the labour market outcomes of people with disabilities (Cain Polidano and Kostas Mavromaras); (15) Who works beyond the "standard" retirement age and why? (Chris Ryan and Mathias Sinning); (16) Analysis of private returns to vocational education and training (Wang-Sheng Lee and Michael Coelli); (17) Measures of student success: can we predict module-completion rates? (Jeanette Learned); (18) Using rubrics to support graded assessment in a competency-based environment (Sherridan Maxwell); (19) Blind date: an exploration for potential partnerships between literacy teachers and community service workers (Ann Leske); (20) Practitioner expectations and experiences with the Certificate IV in Training and Assessment (TAA40104) (Berwyn Clayton, Dave Meyers, Andrea Bateman, and Robert Bluer); (21) Training and assessment (TAA40104) in community providers in New South Wales: participant intentions and outcomes (Ruth Walker); (22) Approaches to research priorities for policy: a comparative study (Diana Wilkinson); (23) The future of VET: a medley of views (Francesca Beddie and Penelope Curtin [Editors]); (24) The effectiveness of the traineeship model (Tom Karmel, Davinia Blomberg, and Monika Vnuk); (25) How reasons for not completing apprenticeships and traineeships change with duration (Tom Karmel and Peter Mlotkowski); (26) Building capability in vocational education and training providers: the TAFE cut (Hugh Guthrie and Berwyn Clayton); (27) Expanding national vocational education and training statistical collections: private provider engagement (Andrew C. Smith, Rosemary Potter, and Peter J. Smith); (28) An investigation of TAFE efficiency (Peter Fieger, Tom Karmel, and John Stanwick); (29) A short history of initial VET teacher training (Hugh Guthrie); (30) Professional development in the vocational education and training workforce (Hugh Guthrie); (31) Vocational education and training workforce data 2008: a compendium (Hugh Guthrie [Editor]); (32) Dustman, milliner and watchcase maker: skilling Australia (Francesca Beddie); (33) Crediting vocational education and training for learner mobility (Sandra Walls and John Pardy); (34) Mixed-sector tertiary education: implications for self-accrediting and other higher education institutions (Gavin Moodie); (35) Annual transitions between labour market states for young Australians (Hielke Buddelmeyer and Gary Marks); (36) The incidence and wage effects of overskilling among employed VET graduates (Kostas Mavromaras, Seamus McGuiness, and Yin King Fok); (37) The role of VET in preventing the scarring effect of youth joblessness (Hielke Buddelmeyer and Nicolas Herault); and (38) Skilling and reskilling for our (greener) future (Tom Karmel).

One of the challenges facing Australia is the ageing of the population. Of major concern, especially to government, is that the dependency ratio--a measure of the burden that economically active persons carry by supporting dependent persons--will increase significantly unless older people keep working or immigration is used to change the demographic profile of the population. In the latest intergenerational report, the Australian Government identifies a number of education, employment service, and income support initiatives designed to increase participation of older workers. The Consultative Forum on Mature Age Participation, launched as part of the Productive Ageing Package in 2010, will assist in identifying opportunities for the government to further support employment for mature-aged workers. To help inform the consultative forum, and to generate discussion on older workers more broadly, the National Centre for Vocational Education Research (NCVER) commissioned six researchers to draft essays on various issues around keeping older Australians engaged. Topic areas the authors touched on included: international trends in "active ageing"; age discrimination; determinants of labour force participation; the economics of population ageing and the effects of superannuation reform; the nature of workforce participation and under-participation; and employability and training. Discussants were invited to present and respond to these essays at a policy roundtable held in May 2011. The essays and the discussants' responses are contained in this volume, which also includes an introduction that distils the major themes. The major themes were: (1) the need to recognise the diversity of older workers; (2) the challenge of low literacy and numeracy skills for some groups of older workers; (3) issues around discrimination and stereotypes; (4) lifelong learning as a core concept in modern careers, aligned with the notion of active ageing; and (5) that it should not be assumed that all older workers want to keep working. This publication contains: (1) Introduction (Georgina Atkinson and Francesca Beddie); (2) Making the Most of Mature Minds: Issues, Trends and Challenges in Making Active Ageing a Reality (Jasper van Loo); Discussant (Elizabeth Brooke); (3) Employment at Older Ages in Australia: Determinants and Trends (Peter McDonald); Discussant (Graeme Hugo); (4) Ageism and Age Discrimination in the Labour Market and Employer Responses (Philip Taylor); Discussant (Michael Keating); (5) Economics of Population Ageing: Australia May Not Have a Labour Supply Problem, but Recent Superannuation Reforms Have Not Helped (Bruce Headey); Discussant (Saul Eslake); (6) Understanding Mature-Age Workforce Participation in Australia (Helen Kimberley and Dina Bowman); Discussant (Michelle Hogan); and (7) Older Workers, Employability and Tertiary Education and Training (Stephen Billett); Discussant (Hugh Guthrie). Individual papers contain tables, figures, footnotes and references.

This book contains 16 papers on learner support in distance education in an international context. The following papers are included: "Constructivism or Confucianism? We Have the Technology, Now What Shall We Do With It?" (Louise Aylward); "Exploring Informal Study Groups in a South African Teacher Education Programme" (Carol Bertram); "Supporting the Masses? Learner Perceptions of a South African ODL (open and distance learning) Programme" (Norma Corry, Tony Lelliot); "Addressing the Learning Skills Needs of Students at a Distance: A Dual Medium Approach" (Margaret Johnson, Clive Barrett); "Supporting the Student in New Teaching and Learning Environments" (Brian Kenworthy); "The Importance of the Tutor in Open and Distance Learning" (Helen Lentell); "Remembering Our Common Work: Institutional Support for Open Learning" (Alan Mandell, Lee Herman); "On-line Learning and Supporting Students: New Possibilities" (Robin Mason); "The Centrality of Learner Support in Open and Distance Learning: A Paradigm Shift in Thinking" (Roger Mills); "Distance Higher Education and Library Services in Japan" (Chieko Mizoue); "Changing Entrenched Learner Support Systems: Vision and Reality" (Evelyn Pulane Nonyongo); "Lost and Found: Open Learning Outside the Doors of Academe" (Jennifer O'Rourke); "Challenges in Adjusting to New Technology in Supporting Learners in Developing Countries" (Jason Pennells); "Delivering Learner Support On-line: Does the Medium Affect the Message?" (Marion Phillips); "Rethinking Learner Support in the Open University UK; A Case Study" (Alan Tait); and"Collaborative On-line Learning: Transforming Learner Support and Course Design" (Mary Thorpe). All papers include substantial bibliographies. (MN)

This book, which focuses on how personality, societal values and politics have influenced the mission of adult education, contains 34 papers originally presented at a 2000 conference on the history of adult education. Following a Foreword (Poggeler) and Preface (Nemeth) the papers are: "The Globalization of Adult Education and the One World Concept: Aspects of Their History, Present and Future" (Poggeler); "Adult Education in a Voluntary Social Movement: the Education Work of the British Anti-Apartheid Movement, 1959-94" (Fieldhouse); "Adult Education and Cooperation: The History of a Dutch Walden" (van Gent); "Questions of Value in Adult Education: A Theoretical-Scientific and Methodological Challenge in the History of Adult Education" (Theile); "Influence of Ideas and Institutions on the Culture and Adult Education in Hungary" (Felkai); "The Changes Of Folk ANF Worker's Universities in Slowenia Between 1945-1991" (Jug); "THR Folk High Schools From the View of Political and Social Problems of Poland" (Solarczyk); "Basic Conceptions and Aims in Some Theories of Adult Education Through History" (Popovic); "The Role of Scientific Positivism in European Popular Educational Movements: France and Radical Free Masonry" (Steele); "Samuel Smiles and the Ideology of Self-Help" (Cooke); "How Adult Education Participates in the Making of 'Active Society'" (Bouverne-De Bie); "Local and Global Experiences and Dimensions of German Adult Education" (Hinzen); "Adult Education and the Human Rights Movement: Toward a Global Research Agenda for the History of Adult Education" (Boucouvalas); "The Performance-Directed or Task-Oriented Approach as a Teaching and Learning Concept in Adult Education" (Paape); "The Assimilation Possibilities and Problems of East European Adult Education After the Political Change: The Example of Hungary" (Petho); "Ideological and Paradigmatic Changes in the History of a German Further Education Centre Based on the Centre of Further Education, Aachen" (Putz); "Struggle and Compromise: A History of South African Adult Education from 1960 to 1999" (Aitchison); "Idealists and Liberal Adult Education in the West of Scotland" (Turner); "Through a Glass Darkly: The Seduction of an Adult Education Social Movement" (Benn); "Adult Education and Social Movements: A Century of (Informal) Learning in Social Movements" (Dekeyser);"Grundtvig: From a European and Romanian Perspective" (Sacalis); "Self-Fulfilling Prophecy in Adult Education as an Ethical Issue" (Cser); "The Social-Historical Conditionality of the Constitution and Activities of Croatian People's and Workers' Universities" (Ceptic); "The Transformation of Adult Education from Culture to the World of Work" (Tosse); "Lloyd Ross and the Education of Australian Workers" (Morris); "From the Workers' Education to the Work Development: Historical Stages and Changing Interests in the Finnish Trade Union Education" (Tuomisto); "Social Based Adult Education: The Development of Workers' Education and Training in Pecs Hungary at the Turn of the 19th and 20th Century" (Koltai, Nemeth); "Adult Education An Ideal of Modernity: The End of Adult Education as a Social Movement" (Jarvis); "The History of the Finnish Adult Education System" (Ropponen); "Advanced Teaching Movement in Croatia and Its Influence on National Education" (Lavrnja, Klapan); "Some Changes in the Sphere of Adult Education in Russia in the Transitional Period: Socio-Psychological Aspects" (Mryakina); "Adult Education in Romania in the Last Ten Years Requirements and Realities" (Sava); "Social-Educational Aims and Forms of Adult Education on Distance in the 1980s in Poland: TV Vocational Agricultural School and Radio-TV High School for Working People" (Gajda); "Dutch Andragology in Transformation" (Katus). Some of the papers contain figures and tables. All of the papers contain bibliographies, some of them substantial. (AJ)

These volumes contain 40 papers examining the principles, policies, structure, and practice of lifelong learning worldwide. The following are among the papers included: "Towards a Philosophy of Lifelong Learning" (David Aspin, Judith Chapman); "Locating Lifelong Learning and Education in Contemporary Currents of Thought and Culture" (Richard Bagnall); "Lifelong Learning and Personal Fulfillment" (Robin Barrow, Patrick Keeney); "Political Inclusion, Democratic Empowerment, and Lifelong Learning" (Penny Enslin, Shirley Pendlebury, Mary Tjattas); "Lifelong Learning and the Contribution of Informal Learning" (Paul Hager); "Lifelong Learning, Changing Economies, and the World of Work" (John Halliday); "From Adult Education to Lifelong Learning" (Mal Leicester, Stella Parker); "Caring for the Adult Self" (James Marshall); "Lifelong Learning for a Learning Democracy" (Stewart Ranson, Glenn Rikowski, Michael Strain); "Lifelong Learning in the Postmodern" (Robin Usher); "Lifelong Learning Policies in Low Development Contexts" (David Atchoarena, Steven Hite); "Lifelong Learning Policies in Transition Countries" (Zoran Jelenc); "Lifelong Learning and the Leisure-Oriented Society" (Kaoru Okamoto); "Towards New Lifelong Learning Contracts in Sweden" (Kenneth Abrahamsson); "How To Make Lifelong Learning a Reality" (Philip McKenzie); "Schools and the Learning Community" (Judith Chapman, David Aspin); "Integrity, Completeness and Comprehensiveness of the Learning Environment" (Jan Visser); "Innovative Teachers" (Christopher Day); "Lifelong Learning and Tertiary Education" (Chris Duke); "Universities as Centres for Lifelong Learning" (Ruth Dunkin, Alan Lindsay); "Lifelong Learning and Technical and Further Education" (Nic Gara); "Lifelong Learning and the Learning Organization" (James Walker); "Community Colleges and Lifelong Learning: Canadian Experiences" (Paul Gallagher, William Day); "From Literacy to Lifelong Learning in Tanzania" (Alix Yule); "Lifelong Learning and the Private Sector" (William Hanna, Pierre Haillet); "Recent Trends in the Practice of Lifelong Learning and Adult Education in Russia" (Joseph Zajda); "Community Empowerment through Lifelong Learning in Developing Countries" (Sharmala Naidoo); "Lifelong Learning, the Individual and Community Self-Help" (John Wilson); "New Lives for Old: Lifelong Learning among the Indigenous Peoples of Taiwan and Canada" (Huang Tung-Chion, Akiyo Pahalaan, John Steckley); "Promoting Lifelong Learning in Developing Countries: The Institutional Environment" (Ravi Palepu); and "Learning in the Third Age" (Leslie Dale). Many papers include substantial bibliographies. (MN)

This book contains 19 papers examining innovation in open and distance learning through development of online and World Wide Web-based learning. The following papers are included: "Innovation in Distributed Learning: Creating the Environment" (Fred Lockwood); "Innovation in Open and Distance Learning: Some Lessons from Experience and Research" (Bernadette Robinson); "The Influence of Teacher Beliefs on Flexible Learning Innovation in Traditional University Settings" (Edward Peter Errington); "Promoting Innovation and Change in a 'Traditional' University Setting" (Claire McLachlan-Smith, Cathy Gunn); "Making a Virtue of Necessity--Low-Cost, Comprehensive Online Teaching and Learning Environment" (Bruce King); "Experimenting in Lotus LearningSpace" (Sheila Tyler, Mike Green, Claire Simpson); "Generic Structures for Online Teaching and Learning" (Lindsay Hewson, Chris Hughes); "Selecting an Integrated Electronic Learning Environment" (Alistair Inglis); "Flexible Toolboxes: A Solution for Developing Online Resources?" (Ron Oliver, Stephen Towers, Peter Skippington, Yvonne Brunetto, Rod Farr-Wharton, Ann Gooley); "Lifelong Learning: Generating New Learning Opportunities" (Anne Gooley, Peter Skippington, Stephen Towers); "Campus Re-engineering" (Stephen Brown); "Student Recruitment and Retention in a Self-Financing University" (Danny S.N. Wong, Todd C.Y. Ng); "Using Networking Tools to Support Online Learning" (Ron Oliver, Catherine McLoughlin); "Mentoring in Open and Distance Learning" (Chris Morgan, Andre Smit); "Changing the Pattern: Towards Flexible Learning, Learner Support and Mentoring" (Santosh Panda, Tapan Jena); "Innovations in Online Assessment" (Chris Morgan, Meg O'Reilly); "VESOL [Video Auto-Editing System for Open Learning]: Cost-Effective Video Production to Support Distance Learners" (Patrick McGhee, Christopher O'Hagan); "Supporting Effective Reading of Pictorial Materials in Visually Oriented Learning Environments" (Ric Lowe); and "Professional Development in Distance Education--A Successful Experiment and Future Directions" (Ulrich Bernath, Eugene Rubin). Some papers include substantial bibliographies. (MN)

This book contains 14 papers on adult education and the struggle for knowledge and power in society. The following papers are included: "At the Heart of Practice: The Struggle for Knowledge and Power" (Ronald M. Cervero, Arthur L. Wilson); "The Power of Economic Globalization: Deskilling Immigrant Women through Training" (Shahrzad Mojab); "Silent Power: HRD (Human Resource Development) and the Management of Learning in the Workplace" (Fred M. Schied, Vicki K. Carter, Sharon L. Howell); "The Power of Discourse: Work-Related Learning in the 'Learning' Age" (Elaine Butler); "The Power of the State: Connecting Lifelong Learning Policy and Educational Practice" (Kjell Rubenson); "The Politics of Globalization: Transformative Practice in Adult Education Graduate Programs" (Budd L. Hall); "The Power of Race and Gender: Black Women's Struggle and Survival in Higher Education" (Juanita Johnson-Bailey); "The Politics of Positionality: Teaching for Social Change in Higher Education" (Elizabeth J. Tisdell); "Transforming Boundaries of Power in the Classroom: Learning from La Mestiza" (Mechthild Hart); "The Politics of Access and Communication: Using Distance Learning Technologies" (Nod Miller); "A Political Analysis of Discussion Groups: Can the Circle Be Unbroken?" (Stephen D. Brookfield); "The Politics of Place: Producing Power and Identity in Continuing Education" (Arthur L. Wilson); "Solidarity and Power in Urban Gay Communities: Planning HIV Prevention Education" (Kimberly B. Sessions, Ronald M. Cervero); and "Power in Practice: A New Foundation for Adult Education" (Arthur L. Wilson, Ronald M. Cervero). All papers include substantial bibliographies. (MN)

This document contains the six of the seven keynote speeches from an international conference on vocational education and training (VET) for lifelong learning in the information era. "IVETA (International Vocational Education and Training Association) 2000 Conference 6-9 August 2000" (K.Y. Yeung) discusses the objectives and activities of Hong Kong's Vocational Training Council, which is Hong Kong's major provider of VET. "Reform and Development of Tertiary Vocational Education in China" (Binglin Zhong) summarizes the current situation regarding tertiary VET in China, lists its motivations and main characteristics, and outlines the policies and measures being implemented by the Chinese government in preparation for VET's continued development. "Managing Changes in the Information Technology and Telecommunications (IT&T) Industry--The Challenge for Australian Vocational Education and Training (VET) Leaders" (Heather Crawford) identifies the six most pertinent changes to the IT&T sector and considers their impact on VET providers. "Global Implications of Education's Potential for Stimulating Economic Development" (David H. Monk) describes past and future contributions of education to economic growth and development with an emphasis on VET's potential unique role. "ICT (Information and Communications Technology)-Supported Development of Competent Skilled Workers and Professionals" (Johanna Lasonen) focuses on the function of and preconditions for applying information technology in the context of education and training in Finland and elsewhere. "Whither Vocational Education?" (Lee Ngok) explains VET's place in Hong Kong's current and future education systems. Two papers contain substantial bibliographies. (MN)

This book contains 22 papers that are designed to situate research and practice in adults learning mathematics within the wider field of lifelong learning and lifelong education. The following papers are included: "Introduction" (Diana Coben, Gail E. FitzSimons, John O'Donoghue); "Review of Research on Adults Learning Mathematics" (Diana Coben); "Section I: Perspectives on Research on Adults Learning Mathematics" (Gail E. FitzSimmons, Gail L. Godden); "Mathematics or Common Sense? Researching 'Invisible' Mathematics through Adults' Mathematics Life Histories" (Diana Coben); "Researching Adults' Knowledge through Piagetian Clinical Exploration--The Case of Domestic Work" (Juan Carlos Llorente); "Understanding Their Thinking: The Tension Between the Cognitive and the Affective" (Janet Duffin, Adrian Simpson); "Section II: Adults, Mathematics, Culture, and Society" (John O'Donoghue); "Mathematics: Certainty in an Uncertain World?" (Roseanne Benn); "Ethnomathematics and Political Struggles" (Gelsa Knijnik); "Statistical Literacy: Conceptual and Instructional Issues" (Iddo Gal); "The Roles of Feelings and Logic and Their Interaction in the Solution of Everyday Problems" (Dhamma Colwell); "Section III: Adults, Mathematics and Work" (Gail E. FitzSimons); "Women, Mathematics and Work" (Mary Harris); "Technology, Competences, and Mathematics" (Tine Wedege); "Mathematics and the Vocational Education and Training System" (Gail E. FitzSimons); "Section IV: Perspectives in Teaching Adults Mathematics" (John O'Donoghue); "Algebra for Adult Students: The Student Voices" (Katherine Safford); "Exploration and Modelling in a University Mathematics Course: Perceptions of Adult Students" (Barbara J. Miller-Reilly); "Assessing Numeracy" (John O'Donoghue); "Adult Mathematics and Everyday Life: Building Bridges and Facilitating Learning 'Transfer'" (Jeff Evans); "Teaching 'Not Less Than Maths, but More': An Overview of Recent Developments in Adult Numeracy Teacher Development in England--With a Sidelong Glance at Australia" (Diana Coben, Noyona Chanda); and "Postscript: Some Thoughts on Paulo Freire's Legacy for Adults Learning Mathematics" (Diana Coben). Most papers include substantial bibliographies. (MN)

This book, which focuses on the relationship between adult education institutions and social movements, contains 31 papers originally presented at a 1998 conference on the history of adult education. Following an Introduction (Cooke), the papers are: Mobilisation, Popular Participation and Sustainable Development: Themes in the Recent History of Adult Education in Poor Countries" (Brown); "Social Movements and Adult Education in a Cross-Cultural Perspective" (Hake); "Historical Reasons for the Rise and Fall of European Adult Education Institutions and Social Movements" (Poggeler); "Adult Education Institutions Within the Context of Political Change" (Popovik); "The Challenge of Modernisation: Education and Adult Education Policy in Hungary, 1950 to the Present" (Petho); "People's Universities, University Extension and Folk High Schools in Slovenia" (Jug); "The Development of Adult Education in Croatia, 1820 to 1990" (Lavrnja, Klapan); "A Continuity of Purpose? Education and the South Wales Miners" (Francis, Trotman); "REVAG An Association for the Social and Cultural Education of Miners" (Paape, Putz); "Adult Education Movements in Finnish Universities from 1870 to the Present" (Sivonen); "Five Decades of Adult Education at University College Cork, 1948-1998: From Roman Catholic Social Reconstruction to Community Partnerships and Empowerment" (O'Fathaigh, O'Sullivan); "Alternative Living, Alternative Learning: The Grith Fyrd Movement in England in the 1930s" (Field); "Mediating an Institutional and Professional Identity between Reich and Region: The Thuringian Association of Folk High Schools in the Weimar Republic 1919-1933" (Haase); "The Legacy of Mansbridge Down Under: the WEA (Workers Educational Association) in New South Wales 1913-1953" (Dymock); "Education for Women in Late Victorian Dundee" (Spackman, Paul); "The Relationship Between Adult Education as a Social Movement and the Women's Movement with Particular Reference to South Wales" (Elliot); "Non Aligned Popular Education versus National Socialism: the Decline of The Thuringian Folk High School 1930-1933" (Meilhammer); "The Rise and Fall of the Community School Society in Poland 1891-1939" (Aleksander); "The Protestant Academy of Thuringia Idea and Reality in a Totalitarian Context" (Nagel); "The Relationship between Adult Education Movements and Existing Social, Political and Economic Systems: The University Workers' Movement in Sri Lanka" (Wijetunga); "The Rise and Fall of the Public Understanding of Science" (Counihan); "Scotland and the 1919 Report (Cooke); Technical and Vocational a Challenge to the Hegemony of Adult Liberal Education?" (Merricks); "Ivory Tower or Wasted Asset? Why did Residential Adult Education Fail to Take Root in Scotland?" (Ducklin, Wallace); "A Policy Initiative: the Advisory Council for Adult and Continuing Education, 1977-1983" (Small); "The Australian Association of Adult and Community Education: The Evolution of an Adult Education Movement" (Stehlik); "The Development of Distance Education in Iran" (Alimohammadi); "Training Interventions for the Unemployed in Bremen, Germany, and Dundee, Scotland" (Sporing); "The Adult Education Movement for Literacy in South Korea Since 1945" (Lee); "Adult Education Development in Hong Kong Since the War" (Mok); "The Development of Adult Education and Its Training Institutions in Hungary Since 1989" (Nemeth). All of the papers contain bibliographies, some of them substantial. (AJ)

This book of readings was commissioned to enable a better understanding of the past, present and future role of the Australian vocational education and training (VET) sector in business innovation. This collection considers what the innovation process in business means for Australian workers and identifies the contributions of the VET system. International comparisons offer insights into those elements missing or under-emphasized in the current Australian innovation system. Finally, strategies to enable the VET sector to engage with business innovation are illustrated through examples. The following are included in this document: (1) Overview (Hugh Guthrie and Susan Dawe); (2) The engagement of vocational education and training and innovation in Australia: Some historical perspectives (Richard Pickersgill); (3) Innovation and vocational education and training: Lessons from leading national innovation systems (Richard Curtain); (4) How businesses innovate today and what that means for the workforce (Grant Kearney); (5) Innovation, economic growth and vocational education and training (Bob Bennett, Donald Brunker, and Rowena Hodges); (6) Innovation agents: Vocational education and training skills in the present and future Australian innovation system (Phillip Toner, Jane Marceau, Richard Hall, and Gillian Considine); (7) Vocational education and training and the commercialisation of Australian research (Karen Whittingham, Frances Ferrier, and Clifford Trood); (8) Training needs of innovative companies (Josie Misko, John Saunders, and Davinia Woods); (9) Stimulating the demand for skills within skillecosystems (Leslie Loble and Paul Williams); (10) How vocational education and training providers are working innovatively with industry (Victor J. Callan); (11) Vocational education and training engaging with emerging industries: Opportunity analysis model (Andrew Lindhjem and John Royle); (12) Tackling emergent needs: The Applied Technology Framework project (Catherine M. Down); (13) Innovation at Kangan Batman TAFE: From product development to change management (Russell Browne, Stephen O'Sullivan, and Tess Julian); (14) Central TAFE innovation: Positioning a TAFE college in the knowledge economy environment (Kevin Chennell); and (15) Vocational education and training engaging with emerging technology: The Liberated Learning Project consortium (Di Paez, Michaela Wilkes, and Mary Gurgone). (Individual papers contain references.)

This document contains 17 case studies and other papers on the impact of research and development on decision making in Australia's vocational education and training (VET), technical and further education (TAFE), and adult and community education (ACE) sectors. The following papers are included: "Introduction" (Chris Selby Smith); "When the Backwash Dwarfs the Wave: A Case Study of the Relationships between Research, Policy and Practice Concerning Two-Way Inter-Sectoral Movement in Australia" (Barry Golding); "A Research and Development Strategy for VET in Australia" (Geof Hawke, Rod McDonald); "ACE Works" (Geof Hawke, John McIntyre); "Impact of National Reviews of Educational Research Policy" (Barry McGaw); "The Development of Traineeships and the Impact of Research" (Chris Robinson); "A Research Contribution to User Choice Policymaking" (Chris Selby Smith, Joy Selby Smith); "The Impact of Research on the Vision" (Susannah Tidemann); "The Impact of Research on the Aboriginal Rural Training Program" (Geoff Creek); "Review of the TAFE NSW (New South Wales) Resource Allocation Model and the Impact on the Sydney Institute of Technology" (Brian Jones); "Decision Making and 'Capacity Building' in Victorian Adult and Community Education Providers: The 'Forging Pathways' Learning Package" (Peter Rushbrook, Allie Clemans); "Enterprise-Based Research in Seventeen VET Providers" (Terri Seddon, Allie Clemans); "Developing a Culture of Research in a VET Provider" (Robin Sefton, Peter Waterhouse); "The Cross-Sectoral Experience: An Analysis of Credit Transfer in Victoria's Dual Sector Institutions" (Richard Trembath); "Lost in Action?: The Case of 'Are You Being Served?'" (Damon Anderson); "Doing Research: Talking Policy. The Case of Equity and VET" (Elaine Butler, Fran Ferrier); "Participant Pathways and Outcomes in Vocational Education and Training: 1992-95" (Peter Dwyer); "Literacy Levels in Australia: An Example of Zero-Impact Research" (John Foyster); "Concluding Comments" (Chris Selby Smith); "Background Paper Circulated to the Authors of Case Studies"; and "Suggested Headings for Consideration by Case Study Authors." Most papers include substantial bibliographies. (MN)

This book consists of 19 selected papers that focus on the broad topic of education in the South Pacific. All the papers were originally presented at the Fifteenth Annual Conference of the Australian College of Education, which was held in May 1974. Titles of the papers include "Educating for Self Reliance (the Buntine Oration for 1974),""The Need for a Cultural Programme: Personal Reflections,""Education for What?""Cognitive Development and the Papua New Guinean Education System: Some Findings,""Monitoring Educational Development in a Foreign Culture--Spotlight the Problem Areas,""South Pacific Educational Resolve,""Curriculum Development in Primary Education: The Papua New Guinea Situation,""Devils or Angels? Pupil Misdemeanors in Papua New Guinea Primary Schools,""A Study on Mathematics in Papua New Guinea,""Secondary Social Science in Papua New Guinea--Dvelopmental Success, Implementation Failure?""The Place of Agriculture in the School Curriculum,""Power over the Environment--An Attitude to the World,""A Relevant Technical Education,""Difficulties in Improving the Quality of Teachers in Papua New Guinea,""The 1971 Report on Higher Education in Papua New Guinea--A Look Backwards and Forwards,""Theological Education in Papua New Guinea,""Selecting and Training Papua New Guinea Educational Administrators,""W.G. Groves: His Work and Influence on Native Education Especially in Papua and New Guinea," and "Nicholai N. Mikluho-Maklai (1846-1888), Pioneer Educator in New Guinea and Melanesia." (JG)

Three directors of TAFE (Technical and Future Education) are represented in this publication. Speeches by Lyall P. Fricker of TAFE, South Australia are: "Innovation in TAFE" and "Tertiary Education for All." Speeches by Allan Pattison of TAFE, New South Wales include "TAFE in New South Wales: Past Achievements and Future Prospects"; "TAFE and Higher Education"; "TAFE and Government Initiatives"; "Change and the TAFE Teacher"; "The Changing Role of TAFE: Access, Accreditation, Awards, and Articulation"; "Youth and Future Printing Trade Technology"; "Industry and TAFE: A New Relationship?"; and "Setting the Scene." The final speech, entitled "Where Next?" was a Sadadeen Secondary College speech night address" delivered by Geoff A. Hodgson of TAFE, Northern Territory Department of Education. (CML)

These 43 conference papers on vocational education and training (VET) markets are grouped under three broad themes describing them. Sixteen papers deal with the VET product and providers: "The VET Market" (Kemp); "Market Frameworks in VET" (FitzGerald); "The New Zealand Market Approach" (Barker); "An Economic Primer to Government's Role in VET" (Chapman); "Radical Surgery or Palliative Care? The Future of TAFE (Technical and Further Education)" (Schofield); "From the Barrel of the Public System?" (Butterworth); "Private Dynamics" (Graham); "The Role and Impact of Flexible Delivery of VET" (Kearns); "ACE (Adult and Community Education) and Adding Value to the Training Market" (Moore); "VET in 1996" (Borthwick); "The VET Product and the Development of the Training Market" (Robinson); "Developing International Activities with VET" (Streat); "Selling Australian Expertise to Indonesia" (Holland); "Coercion and User Choice: Whose Market?" (Barratt-Pugh); "Mapping the Training Market: Whose Model Works?" (Murray); and "Mapping the Training Market for Individuals" (Barker). The 13 papers concerning the client perspective--industry and enterprise are as follows: "Competitiveness Is the Key" (Moran); "Employer Perspectives on the Market for VET" (Balzary); "The Industrial Relations Framework for Training and Productivity" (Wright); "A Market for All" (Peoples); "Economic Trends and Outlooks" (Burke); "Returns to Enterprises from Investment in VET" (Billett); "Freeing Industry's Training Dollar" (Guthrie); "Improving Responsiveness of Supply Systems" (Smart);"Developing the Policy" (Smith, Smith); "The Impact on Providers" (Maddock); "VET Training for IT (Information Technology)" (Gage, Jarvis); "Recognizing IT Skills" (Street); and "Changing Demands on Training" (Bowker). The 14 papers on the client perspective--students and trainees are as follows: "Students and Trainees in VET" (Kotz); "Refocussing Market Reform" (Anderson); "Marketing VET" (Shreeve); "The Australian Recognition Framework" (Ward); "Observations of School-Industry Programs" (Goodman); "Co-ordinating VET Programs" (Hill); "Workplace Learning for Students" (Misko); "Developing Opportunities for Young People" (Hayes); "The Value of Qualifications" (Grimshaw); "Longitudinal Research and Participation in Further Education" (Ainley, Long); "Returns from Training for Apprentices" (Collins); "National Student Profiles" (Pattison); "Training To Add Value" (Curl); and "Key Issues" (Kirby). (YLB)

A project was conducted to examine the impact of vocational education and training (VET) research on decision making in VET in Australia. Data were collected from the following: a literature review; a symposium attended by state-, territory-, and national-level VET policymakers and planners and VET providers; semistructured telephone interviews with 50 VET decision makers on their use of VET research; nine case studies; and development of a background paper on overseas findings and perspectives. Direct awareness of research findings among key decision makers was low. Many had little or no awareness of sources of research information. Although senior decision makers frequently operated on the basis of briefing papers that most likely had a strong basis in research, they were generally unaware that research findings had any impact on their decision making. Because the volatile policy climate for VET and the time pressures on key players all tend to militate against the considered use of data as a component of decision making, many VET-related decisions were being made without referencing important research-based information. (Appended are the background paper for the Impact Project and the symposium program.) (MN)

This book consists of 18 selected papers that focus on the broad topic of the educational process. All the papers were originally presented at the Fourteenth Annual Conference of the Australian College of Education, which was held in May 1973. Titles of the papers include "The Educational Process: The Raw Material,""Towards a Sociology of Learning,""Learning and Teaching in the High School and the University,""What Education Means to Me: An Aborigine's Perspective,""The Educational Process from a Layman's Point of View,""A New Approach to Education: The Open Classroom Concept,""Science in the Primary School in Australia,""Adolescent Values and the Secondary School,""Roles of Teachers in Inquiry Classes,""Teaching Modern Languages in Secondary School,"" The Outcomes of Secondary Education,""'Foreign Accent' or Mastery of Speech Rhythm?""Priorities for the Improvement of Teaching and Learning at the Tertiary Level,""Architectural Design and the Tertiary Educational Process,""Classroom Television in the Educational Process,""Reading with Words in Colour,""Graphical Communication," and "Worries of the New Student." (JG)

This book consists of 14 selected papers that focus on the broad topic of Australian educational priorities. All the papers were originally presented at the Thirteenth Annual Conference of the Australian College of Education, which was held in May 1972. Titles of the papers include "Responsibility (The Buntine Oration for 1972),""Sociological Overview of Australian Society,""Educational Consequences of Social Change,""Resources Available for Education,""Priority for the Education of Technicians,""Priority in Multimedia Education Programmes,""History's Future in the Secondary School,""Priorities in Tertiary Education,""Human Values: A Priority in Australian Education,""Teachers--A Forgotten Priority,""Priorities Within Aboriginal Education,""Social Consequences of Educational Change in Papua and New Guinea,""Priorities in the Implementation of Educational Change," and "Assessment of Priorities." (JG)

This book consists of 14 selected papers that focus on the broad topic of educational planning. All the papers were originally presented at the Twelfth Annual Conference of the Australian College of Education, which was held in May 1971. Titles of the papers include "People, Policies and Planning,""Planning for Effective Education: A Matter of Faith or Despair?""Education for Administration,""Helping the Teacher through System Administration,""The School and Its Locality When Planning for Effective Education,""Creating Classroom Climate by Influencing Norms: An Approach to Educational Planning,""Planning Education and Training for Industry's Needs,""Technology, Tradition and Tabu: The Planning of Tertiary Technical Education in New Guinea,""Computers in Australian Education: A Complete System,""Unit Progress: An Attempt to Cater for Individual Differences,""The Generation Gap in Administrative Structures,""Education for Administration Is Not Enough,""Planning for Effective Education: Final Review," and "The Use of Mathematical Models as an Aid to Effective Planning in Education." (JG)

This document contains five monographs on correctional education in the United States and internationally. "Towards a Renaissance of Prison Education: International Preconference Symposium" (Carolyn Eggleston, Alice Tracy) reports on a joint symposium of the Correctional Education Association and the European Prison Education Association at which 50 representatives from countries around the world drafted a theoretical framework for prison/correctional education. "Cost Effective Corrections Program Options" (Sylvia G. McCollum) examines the benefits of prison job fairs and discusses a U.S. Federal Bureau of Prisons initiative that has resulted in 43 mock job fairs in 34 federal prisons since October 1996. "It Just Couldn't Have Been Our School: A Phenomenological Study of the Schooling Experiences of African American Male Inmates" (Shandra R. Terrell) reports on a study in which nine African American male inmates were interviewed regarding their schooling experiences. "Funding Sources for the Education of Incarcerated Adults in Sheboygan County, Wisconsin" (Sharon Abel) explores funding options to expand a local technical college's program for local inmates. "The Need for Cognitive Skills Training in Correctional Vocational Education Programming" (Kim Kachelmyer) examines the role of cognitive skills training as a precursor to vocational education programming in Minnesota prisons. All papers contain substantial bibliographies. (MN)

This first annual report by the Dusseldorp Skills Forum on the situation of young Australians provides a national perspective on developments that have affected 15-19 year olds during the 1990s. An overview chapter, "Youth: The Rhetoric and the Reality of the 1990s" (Richard Sweet), addresses these topics: education-work transition; the labor market and youth; vocational education and training and youth; national targets; and building bridges from insecure to secure employment. "Rapporteur's Observations" (Meredith Edwards) addresses issues generally, some concerns expressed, and some possible policy directions. "The Labor Market for Young Australians" (Mark Wooden) provides a statistical overview of the labor market for teenagers drawing primarily on labor force survey data."School Participation, Retention, and Outcomes" (John Ainley) addresses the decline in school completion, characteristics of secondary school completers, and destinations of school leavers. "Young People's Participation in and Outcomes from Vocational Education" (Chris Robinson, Katrina Ball) offers a profile of 15-19 year olds in the vocational education sector from 1990-96 and of apprentices and trainees and describes factors affecting uptake of apprenticeships and traineeships. "Young Peoples' Participation in Higher Education" (Simon Marginson) addresses changes in enrollments and participation rates. "Young People and Labor Market Disadvantage: The Situation of Young People Not in Education or Full-Time Work" (Alison McClelland, Helen MacDonald, Fiona MacDonald) examines the young people engaged in marginal activities who may face limited choices about their job and income situation in the future. "Youth Incomes" (John Landt, Phillip Scott) examines incomes of 15-19 year olds in 1994-95, using the most recent Australian Bureau of Statistics survey. "Expenditure on Education and Training: Estimates by Sector and Course" (Gerald Burke) provides an overview of aggregate and sector expenditures. Three brief commentaries represent an initial response from key organizations in the community sector, labor movement, and business to the seven papers. An executive summary is attached. (YLB)

This book contains papers presented at a conference focused on the subject of funding for higher education and providing comparative perspectives on, and case studies of, educational financing from around the world. After an introduction by Ernest L. Boyer, the papers and their authors are as follows: "The Costs of Higher Education: Worldwide Issues and Trends for the 1990s" (D. Bruce Johnstone); "Optimizing Allocation Strategy" (William F. Massy and Michael C. Hulfactor); "University Strategies for the Third Stream of Income" (John Furstenbach); "The Future of Higher Education Financing" (George Psacharopoulos); "Sources of Revenue" (Ihsan Dogramaci); "Are University Funding Systems in Need of an Overhaul?" (Karel Tavernier); "Industry-University Research Collaboration: An Option for Generating Revenue" (Linda Parker); "Higher Education Funding in Open Door China" (Richard A. Hartnett); "Toward Understanding the Economics of African Higher Education" (Teshome G. Wagaw); "Allocating Budgets Using Performance Criteria" (Michael A. Brown and David M. Wolf); "Changing Patterns in the Funding of University Education and Research: The Case of the Netherlands" (Cornelius A. Hazeu and Peter A. Lourens); "Issues in Funding Higher Education in Eastern Europe: The Cases of the Czech Republic and Slovakia" (James E. Mauch and Daniel S. Fogel); "Problems of Funding the Transformation of Higher Education in East Germany" (Helmut de Rudder); "Higher Education Funding in Australia" (Brian G. Wilson); "Canadian Universities and the Politics of Funding" (Howard Buchbinder and P. Rajagopal); and "Constructing the 'Post-Industrial University': Institutional Budgeting and University-Corporate Linkages" (Janice A. Newson). Contains an index. (GLR)

This book contains 13 papers that identify major education and work issues related to post-compulsory schooling in Australia. The following papers are included: "Changing Policy Perspectives" (Millicent E. Poole); "A Historical Essay" (Andrew Spaull); "A Philosophical Perspective" (Colin W. Evers); "School to Work: Transition and Policy" (Cath Blakers); "Skill Formation for the Workplace" (John C. Stevenson, Charles W. McKavanagh); "Socialisation to the World of Work: An Analysis of Rural Children's Work Code" (Anne Butorac); "Experiencing Work: Bridges to Adulthood" (Glen Evans, Millicent E. Poole); "Women into Trades: Rhetoric or Reality?" (Patricia Weeks); "Factors Affecting the Development of Career and Family Orientations in Girls: A Review" (Millicent E. Poole, Janice Langan-Fox, and Michelle Ciavarella); "Experiencing Hegemony: Women, Work, and Education" (Judyth Sachs); "The Work Importance Study: Australian Young People's Values in International Perspective" (Jan Lokan); "Australia's Need for an Integrated Educational, Economic, and Social Strategy: Drawing on the Swedish and East Asian Experience" (Denis Davis); and "Summary and Conclusion: Issues in Need of Policy Formation" (Millicent E. Poole). The papers include references and the book is indexed. (KC)

This book contains the following papers on distance vocational education programs: "Vocational Education at a Distance" (Oliveira, Rumble); "An Introduction to Case Studies" (Oliveira, Rumble); "'Working on Work': Orientation on Work and the Labour Market in the Netherlands" (Bender, Bronkhorst); "Expanding Distance Learning through Technology Transfer to Employers in Colombia" (Ruiz); "The British Open College: A Flexible Response" (Innes); "Vocational Training at a Distance in Chile: Struggling to Survive" (Irigoin); "Distance-Taught Computer Education for Managers and Professional at the University of Victoria" (Muzio); "The Technician Training Scheme at the National Extension College, United Kingdom" (Morpeth, Rumble); "Banking Education in Indonesia" (Budimulia, Suparman, Romiszowski); "The Wye College External Programme and Third World Agriculture" (Bryson, Hakimian); "The National Technological University (NTU)" (Fwu et al.); "Use of Interactive Multimedia for In-company Training" (Dondi, Ricuperati); "Distance Training for Telecommunications Managers: The Telecom/Telematique International Course on Project Management" (Nettleton); "The Technical Open Polytechnic, New Zealand" (Rajasingham, Nicoll, Romiszowski); and "The Future of Vocational Education at Distance" (Oliveira, Rumble). Several papers contain substantial bibliographies. (MN)

"Vocationalism in Further and Higher Education" presents a collection of research-based papers on the 'English model' of vocationalism and higher education. It argues that negative societal and political perceptions have hindered the debate about the significance and relevance of vocational education and training provision to learning, work and the economy. In this book, the writers offer unique solutions to the difficult questions that have emerged from their investigations into vocationalism in England. This edited collection brings together a group of academic experts to report and discuss their findings from many years of evidence-based research on vocationalism at three levels: macro (national and policy-making), meso (programmes and organization), and micro (individual learning and teaching). Chapters explore the key issues relating to the topic, such as policies, curriculum, learning and teaching, and work contexts. The book reflects on the diversity of related programmes, and discusses the applicability and relevance of the term 'vocationalism' in the light of current developments relating to higher vocational education, including occupation, employability and professionalism. This book is a timely contribution to the debate on the 'English model' of vocational education and will be an essential resource for researchers, practitioners and postgraduate students in the fields of vocational education, technical and vocational education and training (TVET), work-based learning, politics and policy of education, teaching and learning, higher education, and curriculum and pedagogy. Contents include: (1) Introduction: Vocationalism in the English Context (Sai Loo and Jill Jameson); (2) Still asking - a new direction for vocational learning or another great training robbery? Further research into and analysis of the contemporary reinvention of apprenticeships in relation to further and higher education (Patrick Ainley and Martin Allen); (3) Merger Talk in Further Education: of whales and minnows, rhetoric and reality (Geoffrey Elliott); (4) Groundhog Day Again: Making Sense of a Complicated Mess: HIVE-PED Research on FE Student and Apprentice Progression to Higher Education in England (Jill Jameson, Hugh Joslin and Sharon Smith); (5) A question of identity: does it do what it says on the tin? (Prue Huddleston); (6) Links between concepts of skill, concepts of occupation, and the training system: A case study of Australia (Erica Smith); (7) Training of FE teachers with occupational/vocational experiences: an approach using collaboration and evidence-based research (Sai Loo); (8) "It's all about work": New Times, Post-Fordism and Vocational Pedagogy (James Avis); (9) Constructions of knowledge through practice in general vocational education in England (Ann-Marie Bathmaker); (10) Higher vocational learning and knowledgeable practice: the newly qualified practitioner at work (Karen Evans); and (11) Conclusion: Global Perspectives on Vocationalism and the English Model (Jill Jameson and Sai Loo).

This book consists of 16 selected papers that focus on the broad topic of new trends in Australian education. All the papers were originally presented at the Seventeenth Annual Conference of the Australian College of Education, which was held in May 1976. Titles of the papers include "Perspectives on Recent Changes in Australian Education,""Labor's Achievements in Australian Education 1972-1975,""The Political Economy of Educational Advancement,""Accountability in Australian Education,""Community Involvement in Education,""The School in the Community,""New World in the Morning?""The Dilemmas of Australian Preschool Education,""An Historical/Empirical Examination of the Effectiveness of Primary Teacher Preparation in Australia,""The Personal Development Programme in N.S.W. Secondary Schools: Rationale and Critique,""The 'Special Child' in Contemporary Australian Education,""Bilingual Education in the Northern Territory,""The Social Education Materials Project: A Review,""Directions in Advanced Education--Indicators and Influences,""A Model for Regional Tertiary Education," and "Policy Orientated Educational Research." (JG)

Fifteen selected papers are presented from the Australian College of Education's twenty-first annual conference, held in May, 1980, which focused on politics in education. The first four papers discuss educational equity, covering the problems of educational policy, equality, disadvantaged rural children, and women. The next two articles consider education's financial accountability, particularly in the context of Australian state-federal relations, while two further papers bring in the associated topic of social accountability and the alleged success or failure of Australian education. Six articles then examine educational decision-making in Australia, New Zealand, and the United States, including the issues of local-versus-federal control of schools and parental participation in school decisions. The concluding paper summarizes the conference's main themes and points out future needs in relating theory to experience. (Author/RW)