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This paper is the fourth in the Open Training and Education Network (OTEN) Occasional Papers series. It is the second study undertaken and addresses the social and personal difficulties which may impede students’ educational progress, and examines strategies most likely to be effective in addressing these difficulties. Show less

Papers included in these proceedings are: NCVER and VET research / B. Kinnaird; Building qualitative models / T. Anderson; OTEN student services pilot exit survey: 1996 / A. Andrews and T. James; 'What's to know about the CRO?': development of a self-paced CD-ROM package / D. Bartolo; Understanding the dynamics of workplace cultures: implications for VET / S. Black; 'United we teach, united we learn': investigating the integration of on and off the job training and assessment / B. Bloch; Learning to learn in vocational education and training: concerns for students and teachers / J. Boote; Measuring the net economic benefits of an apprentice training school / R. Brown, T. Murphy, J. Hicks, M. Logan, P. Bradbury; Providing tools for compliance with disability legislative obligations / J. Burrows; Study of students: perceptions of their participation within the context of a joint educational development / M. Davies; Learning and teaching in initial vocational education and training / M. Davies; Assessment verification in the Certificate III in Tertiary Preparation / A. Finnane; This little piggy went to market...' / J. Fogarty; How dynamic learning at the Sydney Institute of Technology and organisations are working together to make learning exciting and relevant / G. Geor; Competency based curriculum in adult basic education / P. Hazell; Evaluating training from the inside: a qualitative study / B. Heron; Promoting independent learning in TAFE: seven indicators to measure success / V. Lal; Designing accessible learning materials / A. MacCann; Information skills: the key to tomorrow / B. McLaren; Taking the 'distance' out of law: the role of technology in breaking down the barriers of distance for OTEN law students / T. Miles, J. Vidler; Open door teaching: the impact of 'Working together' on vocational education and training / N. Milliken, B. Kennedy; National teaching and learning: how successful in the Riverina / N. Milliken, H. Sly; Perceptions of access and equity issues: a survey of staff in the NSW TAFE Sydney Institute of Technology / V. Potter, J. Sanders; Public sector employees in TAFE / M. Sheehan, D. Bartier, J. Raines; The development of an analysis tool to enable change / A. Walsh, C Leys; A peer support network for information technology teachers in TAFE NSW using the Internet / G. Webb; There is no accounting for knowledge is there? / D. Wyatt; Attitudes and access to online training: TAFE trainers and trainees. Show less

This article argues the growth in the number of university students working and in their working hours is the result of inadequate government funding and support and that student work commitments are now having a negative impact on class attendance and out-of-class study. This, however, is not simply an educational issue. With over 300,000 university students working, it is important to understand more about their employment experience. This is made possible by citing the results of a 2006 regional survey which examined the nature of student work in terms of industry, size of business, earnings, hours and union membership. In this way, student employment is firmly placed within the context of a deregulated industrial relations system. The article also discusses the problem of student paid employment in the light of the Bradley review of higher education in Australia.

Published abstract reprinted by permission of the copyright owner. Show less

The purpose of this research project was to outline improvements that can be incorporated into the design of learner guides produced by the Educational Services Divisions (ESDs) of TAFE NSW. The report includes recommendations on how existing learner guides can be improved with specific advice regarding requirements for different student profiles, such as those from non-English speaking and Aboriginal and Torres Strait Islander backgrounds. Recommendations on the development of policy, and the staff skills necessary for the improvement of learner guides, are also included. Show less

This document was written for part two of a two part report co-ordinated for the Asian Programme of Educational Innovation for Development (APEID). It is a contribution to an Australian inventory of innovative experience in technical and vocational education. Contributions to this document have been received from New South Wales, Victoria, Queensland, South Australia, the Australian Capital Territory, Western Australia and Tasmania.

Published abstract. Show less

This study gives the results of a telephone survey examining the support needs of TAFE NSW teachers undertaking the Bachelor of Teaching (Vocational Education and Teaching), offered in distance mode by Charles Sturt University. Support for teachers studying in the program was provided by the University and by TAFE NSW, the latter including provision of mentor support and release time for study.

There was an 80 per cent response rate from a total of 15 teachers enrolled in the course. The study concluded that satisfactory levels of support were provided to course participants by the University and by TAFE NSW. The study identifies areas where support could be improved by both Institutions. This includes recognising learners' differing educational backgrounds and learning needs; improving access to lecturers, including remote face-to-face access; clarification of the purpose of assignments and their assessment criteria; providing help with learning how to write and structure assignments; making the 'residential' more flexibly responsive to student needs, and improving access to learning materials. Show less

This article presents outcomes of two studies which focus on the lived experience of transition by students entering higher education in NSW (New South Wales), Australia, from two divergent pathways: Technical and Further Education (TAFE) and a university based enabling program. The studies intersect in two fundamental ways. First, the theoretical foundations (Mezirow's Transformational Learning Theory and Bourdieu's Social Capital Theory) which emphasise the role of habits of mind and the habitus respectively in an individual's life. Second, both studies have identified the primacy of the contribution of education to changing notions of self. The studies have found that successful students reappraise and reimagine their self-identity inclusive of possible future selves. The studies reject deterministic and often deficit models of socio-cultural influences on self-concept, and instead embrace the perspective that adult learning can not only realise, but also build upon latent capabilities, and ultimately that it is an empowering experience for many transitioning students.

Published abstract. Show less

This plan sets out the strategic directions and priorities of the transport and distribution industry in New South Wales for vocational education and training (VET) over the three years 2000-2002. The contents of this plan include: industry expectations; government policies and regulations and priorities for VET; markets; industry organisation; information and other technologies; industry profile; industry environment; employment; regional distribution; and recommendations for VET. Ten tables detail industry advice 2000-2002 for vocational education and training.

The transport and distribution industry includes the following sectors: road freight; public transport; maritime; ports; warehousing; air; and rail. Show less

This document provides information for people to be able to run workshops for older people as part of the 'Pathways to Action' program. Show less

Dr Gregor Ramsey is to undertake the wide-ranging Review of Teacher Education in NSW, as part of the NSW Government's program for raising the quality of teachers and teaching in the state. In this interview, he discusses the importance of the review, societal changes which have affected the teaching profession, and his hopes for the outcome of the review. Show less