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Aboriginal and Torres Strait Islanders in very remote parts of Australia are increasingly participating in vocational education and training (VET); however, completion rates remain low and employment outcomes are not improving. This project identifies how retention and completion can be improved and what other indicators of success are important outcomes of training in remote communities. Using a case study approach to investigate five unique training programs in remote areas of Australia, the report finds a that range of factors contribute to retention, including: (1) trainer qualities and characteristics of delivery; (2) family, personal, community and cultural factors; (3) training coordination and support; (4) supportive relationships with other students; (5) local community ownership of training; and (6) training that is connected to culture and local knowledge. A literature review is appended. [For a related Support Document, see ED574709.]

The case studies presented in this Support Document are a compilation of learnings derived from the research project, "Enhancing training advantage for remote Aboriginal and Torres Strait Islander learners." The project, funded by the National Centre for Vocational Education Research (NCVER), was conducted by a consortium of researchers from five institutions: TAFE SA, Batchelor Institute of Indigenous Tertiary Education, University of New England, James Cook University and the University of Notre Dame Australia. The research was conducted during 2016 with participants from five locations: the Anangu Pitjantjatjara Yankunytjatjara Lands of South Australia, the Northern Territory, western New South Wales, the Kimberley region of Western Australia, and the Cape York and Torres Strait Island regions of Queensland. Based on training programs considered to be successful, the project was designed in order to gain an understanding of the dynamics of retention and completion towards employability. Nationally, for very remote Aboriginal and Torres Strait Islander trainees, completion rates for VET courses are on average 16.6%, with an even lower figure for certificate I courses. [This document was produced by the author(s) based on their research for the report "Enhancing Training Advantage for Remote Aboriginal and Torres Strait Islander Learners" (ED574708).]

The education system, as it relates to very remote Aboriginal and Torres Strait Islander communities in Australia, faces challenges. While considerable resources have been applied to very remote schools, results in terms of enrollments, attendance and learning outcomes have changed little, despite the effort applied. The Cooperative Research Centre for Remote Economic Participation (CRC-REP) in its Remote Education Systems (RES) project is trying to understand why this might be the case, and also attempting to identify local solutions to the "problem" of very remote education. The RES project is in the process of building its research program across five remote sites in the Northern Territory, South Australia and Western Australia. As the project begins, the researchers involved have begun to consider what are the assumptions behind the "system" in its current form(s). The article begins with an outline of the context of remote education in Australia within a rapidly changing global environment. However, the purpose of the article is to outline many of the assumptions built into remote education and to ask what the alternatives to these assumptions might be. The authors go on to ask questions about how a remote education system would approach some of the assumptions presented. The assumptions presented are based on a reading of the philosophical bases of education. The questions are designed to prompt a deeper discussion about how the values and worldviews of those living in very remote communities might be taken into consideration and acted upon.

The article focuses on market competition and price policies in Australia. The country uses a free-market, pro-competition philosophy to economic activity based on the Trade Practices Act (TPA) of 1974. The TPA deals with various business issues, including prevention of restrictive trade practices and regulation of consumer-related services. Anti-competitive conduct prohibited by the TPA includes, price fixing, boycotts, exclusive dealing, and resale price maintenance.

The article presents information on the economic condition of Australia, as of July 2006. It discusses the regulatory market outlook and assessment of the country. Several foreign direct investments that the country have reached are also presented. Fundamental indicators of its corporate taxes, personal taxes, and foreign trade are addressed.

Looks at the status of competition and price policies in Australia. Application of a free-market, pro-competition philosophy to economic activity by the Australian government; Overview of the Trade Practices Act of 1974 of the country; Reforms to encourage competition in the non-traded areas of the Australian economy.

The article reports that Boeing is offering a militarized version of its 737-700 Boeing Business Jet to be the South Korean airborne early warning and control (AEW&C) platform. The company is already under contract to build six 737 AEW& C aircraft for Australia under the Wedgetail program and four for Turkey under the Peace Eagle initiative.