Professional Documents
Culture Documents
Annotated Bibliography
03/15
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Lifelong learning bibliography
Contents
Introduction................................................................................................. iv
Information for Readers............................................................................... ix
Policy (general)............................................................................................ 5
Policy statements, reports, and research monographs ........................................... 5
Conference papers and conference proceedings ................................................ 11
Journal articles................................................................................................ 12
Books and book sections.................................................................................. 17
Sectoral perspectives ................................................................................. 19
Schools .......................................................................................................... 19
Higher Education ............................................................................................ 29
Vocational Education and Training ................................................................... 38
Adult Community Education ............................................................................. 44
Cross sectoral perspectives ........................................................................ 51
Policy statements, reports, and research monographs ......................................... 51
Conference papers and conference proceedings ................................................ 56
Journal articles................................................................................................ 59
Books............................................................................................................. 62
Labour markets and education/training ..................................................... 63
Policy statements, reports, and research monographs ......................................... 63
Conference papers and conference proceedings ................................................ 68
Journal articles................................................................................................ 71
Books............................................................................................................. 76
References (author/title list) ....................................................................... 77
Keywords .................................................................................................. 91
APPENDIX A: Abridged list of lifelong learning bibliographical
entries ................................................................................................ 94
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Introduction
This annotated bibliography has been prepared for the Lifelong Learning Network
as part of the DEST funded project LifeLong Learning in Australia: Policy Directions and
Applications. Stage 1 of the project was to “identify gaps in research that need to be
addressed”. This annotated bibliography brings together 224 separate reports and
research papers assembled by the Lifelong Learning Network to illustrate the scope
of contemporary research on lifelong learning. The collection is not exhaustive. The
number of publications either drawing on the concept or on associated issues is
expanding daily. At the same time, and for reasons discussed below, it is difficult to
draw a clear boundary around ‘lifelong learning’ as a policy and research domain.
Breadth of issues
The bibliography aims to demonstrate the breadth of issues being addressed under
lifelong learning. It is arranged under a series of subject headings that reflect:
• The traditional education and training structures;
• Current moves towards increased cross-sectoral provision of education and
training; and
• Current trends towards linking education and training provision and outcomes
more directly with labour markets.
The bibliography indicates that lifelong learning is a term widely adopted by
politicians and policy agencies as a ‘catch-all’ term used to address the wide range of
education and training issues that have arisen along side the economic and
technological changes that have occurred in recent times and that are captured by
the term ‘globalisation.’ Thus lifelong learning is a central concept in international
forums such as OECD and UNESCO.
In Australia lifelong learning has been a key theme in policy statements and reviews
of education and training in each of the sectors: schools, higher education,
vocational education and training (VET), and adult community education (ACE).
For example, key government reviews that draw on the concept have included:
• West, R. (1998). Learning for life: Final report - Review of higher education
financing and policy (West Report). Canberra, Department of Employment
Education Training and Youth Affairs (DEETYA).
• ANTA (Australia National Training Authority) (1998). A Bridge to the Future.
Brisbane, ANTA.
• Crowley, R. (1997). Beyond Cinderella: Towards a learning society. Canberra, Australia
Senate Employment Education and Training References Committee
• Crowley, R (Chair) (1998) A Class Act: An Inquiry into the Status of the Teaching
Profession. Canberra, Australia Senate Employment Education and Training
References Committee
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Learning as empowerment
Much of the rhetorical power of the term ‘lifelong learning’ stems from its
resonance with established concepts drawn from learning theory. One of the best
exemplars of this use of the concept is to be found in the 1996 UNESCO report
Learning, the Treasure Within (the Delors Report). The ‘pillars’ of learning identified in
this report speak to a humanist tradition in educational theory that harks back to
the educational philosophy of John Dewey and others. The pillars of learning
identified in the UNESCO report are:
• Pillar 1: learning to know
• Pillar 2: learning to do
• Pillar 3: learning to live together
• Pillar 4: learning to be.
These ‘pillars’ allow the notion of life long learning to be coupled with a wide range
of curriculum issues – from, for example, ‘learning to learn’ to education for
citizenship, to increased vocational emphasis in the curriculum. This notion also
allows engagement with international concern over basic education provision for
the world’s poor – which is an important element of the UNESCO agenda.
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Audience
The bibliography clearly illustrates the diverse range of policy issues that draw on
the rhetorical power of the lifelong learning term. But to what extent has this term
reached beyond the boundaries of policy-makers and been actively taken up by
either the academic community or by education and training practitioners? Or, to
put it another way, how much critical debate is taking place outside the policy-
making domain? To address this question we have divided each section in the main
bibliography into four sections, as follows:
• Policy statements and reports. The reports include both government reports
and research monographs;
• Conference papers and published collections of conference papers;
• Journal articles; and
• Books and book sections.
In addition, we have drawn from the main bibliography a sub-set of the materials
that refer specifically to lifelong learning in their titles or abstracts This resulted on
a sub-set of 64/224 items (see Appendix A). This sub-set was then divided into the
same categories as those set out above, with the following results:
• Policy statements and reports (25/64);
• Conference papers and published collections of conference papers (22/64); and
• Journal articles, books and book sections (17/64).
In dividing the materials in this way it was assumed that the first set of materials are
those that promote the policy agenda directly either through policy statements or as
agency-funded research.
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Conclusion
This bibliography illustrates the wide range of education and training issues that
have drawn upon the rhetorical power of lifelong learning. It demonstrates that,
because the concept draws on traditional notions of the importance of education
and training for personal and social development, it has found acceptance both
within the education and training profession and in the wider community.
However, the bibliography also indicates that the ready adoption of the term by
policy makers, addressing a range of issues from structural reform of education and
training provision to human resource management and the impact of technology,
has rendered the term rather hollow – something of a ‘motherhood’ statement –
the meaning of which is mostly assumed. The different ways it is used in policy
statements and commissioned research is not sufficiently interrogated in the
academic literature for the concept to develop the strength necessary to usefully
engage with current education and training issues and debates. The emerging trends
do not give much heart to those who would wish to see the concept become more
sharply defined.
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Sources
The reports and papers listed in this annotated bibliography come from a range of
electronic and print sources, most of which are readily accessible in Australia.
Readers should consult their library about the best way to obtain copies of the
publications. Most reports and papers published in Australia and overseas relating
to vocational education and training (VET), adult education and lifelong learning
are available through the VOCED database at the NCVER website:
<www.ncver.edu.au>. European publications on vocational education and training
can be accessed through the European Training Village website:
<www.trainingvillage.gr>. OECD reports can be purchased from the OECD
website: <www.oecd.org>. Recent government reports are generally accessible
through the web-site of the relevant government department. All publications
printed in Australia should be held by the National Library of Australia in Canberra.
Further information
For further information about the bibliography, or the availability of any of the
specific items listed, contact the Lifelong Learning Network, as follows:
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Annotated
bibliography
3
Lifelong learning bibliography
Policy (general)
5
Lifelong learning bibliography
6
Lifelong learning bibliography
Doets, C., & Westerhuis, A. (2001). A life long of learning: elements for a policy
agenda: the six key messages of the European Memorandum in a Dutch
perspective. Hertogenbosch, Netherlands: CINOP.
The European Union's 'Memorandum of Lifelong Learning' published at the end of
2000 emphasised the importance of lifelong learning for all citizens in the Member
States. The Memorandum proposed a number of possible policy measures in the
form of six key messages which Member States were requested to discuss and to
formulate a standpoint where possible. As a response to this request, CINOP was
commissioned by the Dutch Ministry of Education, Culture and Sciences to
undertake a literature study of recent discussions around the six key messages and
associated measures at a national level in the Netherlands. The study focused on
what is known about the demand for lifelong learning from citizens, the existing
provision of lifelong learning opportunities, and the policy of government and
social partners. This report presents lifelong learning development trends in the
Netherlands and an examination of recent developments with respect to each of
the six key messages of the Memorandum. The report concludes with a synthesis of
the key points from the previous chapters into the elements of a policy agenda for
lifelong learning in the Netherlands. Appendices contain a bibliography and the text
of the Memorandum.
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sets out guidelines for future Community activities in the fields of education,
training and youth for the period 2000-2006. The communication was prepared for
the Council of Ministers concerned with a view of preparing for the presentation of
legislative proposals in spring 1998 and deals with decisions about the new
European Programs dealing with education, vocational training aid youth to be
taken in 1999.
Great Britain Dept for Education and Employment. (2001). Opportunity and skills
in the knowledge-driven economy: a final statement on the work of the
National Skills Task Force from the Secretary of State for Education and
Employment. Nottingham, U.K.: DfEE.
The National Skills Task Force was established in the United Kingdom (UK) in
1998 to develop a National Skills Agenda to ensure that the workforce had the
necessary skills to maintain high levels of employment, to compete in the global
marketplace, and to provide learning and employment opportunities for all
individuals. This document from the Secretary of State for Education and
Employment, sets out the Dept for Education and Employment's (DfEE's) plans
to act on the recommendations of the National Skills Task Force to realise the skill
development required for economic success. The plan aims to strengthen the link
between learning and employment, create excellence in vocational learning, provide
second chance learning opportunities for adults, ensure equal opportunities for
both men and women in job searching and skill development, and engage
employers in the skills agenda.
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OECD. (2001). Cities and Regions in the New Learning Economy: OECD, Paris.
Is there a "new learning economy"? Do regions and cities play new roles in terms of
governance and intervention in order to promote learning, innovation, productivity
and economic performance at the local level? This publication explores the idea
that learning regions and cities, which are especially well attuned to the
requirements of the new learning economy, may be fostered through the
development of appropriate strategies of public governance and intervention. The
relationships between various forms of learning and economic performance at the
regional level are analysed and provide strong evidence of the importance of
individual and firm-level organisational learning for regions' economic
performance. Case studies of five regions and cities indicate that social capital
affects both individual and organisational learning.
rise to this challenge? This report seeks to provide some answers by identifying and
examining the economic and financial issues that arise in implementing the goal,
and the strategies that the public and private sectors are pursuing to achieve it. It
deals with issues such as individual learning accounts, recognition of non-formal
learning, and measures to raise rates of return to lifelong learning. The report is
intended to provide a basis for continued in-depth discussion by public authorities
and their social partners. It aims to inspire future actions that ensure that lifelong
learning serves as a sustainable and equitable strategy for human development. The
report draws on analyses, findings, and lessons from the OECD's earlier work and
the proceedings of the international conference on "Lifelong Learning as an
Affordable Investment" (Ottawa, December 2000).
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Haw, G. W. and Hughes, P. W. (eds) (1998) Education for the 21st century in the
Asia-Pacific region: Report on the Melbourne UNESCO conference 1998,
Canberra, Australian National Commission for UNESCO.
Education is the priceless investment in our current and future generations...Our
challenge is to focus on ways to improve the delivery of education in the Asia-
Pacific Region through the development of national initiatives that recognise our
diverse backgrounds and vastly different needs. As a method of meeting this
challenge, UNESCO initiated the International Conference, Education for the 21st
Century in the Asia-Pacific Region, which took place in Melbourne in March
1998...This book is the compendium of all proceedings, including the
recommendations, of the Melbourne Conference. It offers us a range of options for
the way we could proceed in education in the next century, a focus for local
discussion and an aid to planning in education.
Kennedy, K. J. (1997) ‘Implementing life long education as a policy priority for the
twenty first century’. OECD Seminar, Korean Educational Development
Institute, Seoul, Unpublished.
Ministers from OECD countries agreed on the importance of life long learning as a
policy priority in 1996 (OECD, 1996). A common argument to support their
position is based on the widely held view that a skilled workforce is essential to the
economic competitiveness of modern nations. The assumed link between education
and the economy also raises important equity considerations, as has been argued
more recently (OECD, 1997). The equity issue is to ensure that all citizens have
access to education and training opportunities. The economic and social justice
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arguments in relation to life long learning are not mutually exclusive: they are
different sides of the same policy coin.
Ralph, D. (2000, 7-8 September 2000). Creating a state of learning: The South
Australian strategy. Paper presented at the Agenda for the Future: Adult
Learners Week Conference, 7-8 September 2000, Adelaide, SA.
The author examines initiatives being undertaken to establish South Australia as a
'state of learning'. He presents an overview of the policy context then some key
strategies being used. These strategies include: the establishment of the Centre for
Lifelong Learning and Development, the Information Economy 2002 Statement,
structural and legislative changes within the Education portfolio, strengthening the
adult community education (ACE) sector, the development of learning
communities, the Community Builders program and the Learning to Learn project.
The paper concludes with an examination of some future challenges.
Journal articles
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Edwards, R., Armstrong, P., & Miller, N. (2001). Include me out: Critical readings
of social exclusion, social inclusion and lifelong learning. International
Journal of Lifelong Education, 20(5 (Sept-Oct)), 417-428.
Social exclusion and inclusion have emerged as strong policy-leading concepts at
both the national and international level in recent years. Policies on lifelong learning
are themselves in part premised on the contribution education and training can
make to promoting an inclusive society. It is argued that social exclusion offends
against human dignity, denies people their fundamental human rights and leads, in
conjunction with social and economic instability, to marginalisation and deepening
inequalities, which threaten the stability of democracy. Social inclusion therefore
appears to be an unconditional good. The argument in this paper suggests that this
is not the case. Drawing on critical social policy studies and post-structuralist
philosophy, the authors argue that the notion of inclusion relies on exclusions,
some of which may be chosen and even desirable. They suggest that those
interested in lifelong learning should take a more critical stance towards the social
inclusion agenda to which it is being harnessed.
Gorard, S., Rees, G., Fevre, R. and Furlong, J. (1998) “Society is not built by
education alone: alternative routes to a learning society.” Research in Post-
compulsory Education 3 (1): 25- 37.
This article examines the notion of a learning society in Britain by outlining some
of the chief arguments currently being used to advocate the establishment of such a
society. These arguments have two main strands – that the standard of education
and training has a direct impact on the economy and that therefore expenditure on
lifelong learning is an investment which will be recouped, and the claim that there is
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a lack of justice in the distribution of education and its rewards in Britain today.
The article also involves a brief consideration of the extent to which a learning
society already exists. Using preliminary findings from a large-scale study of
participation in adult education and training over 50 years in industrial South Wales,
it concludes that to some extent “learning society” is used by policy-makers and
academics as a term of convenience. It is an ideal notion (but one with very prosaic
targets couched in terms of certification) which helps mask the lack of real progress
in some respects towards an “educated public”.
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This article attempts to set out a framework for financing lifelong learning that will
be more comprehensive, efficient, equitable and flexible than the existing approach.
After specifying the essential components of lifelong learning, it raises the question
of how the system should be financed and who should pay. The article proceeds by
suggesting a method for constructing both international and national databases on
lifelong learning that can assist in improving finance. Special emphasis is placed on
the roles of information, incentives and consolidation of existing sources of finance
into a more nearly unified approach.
Schuler, T. and Field, J. (1998) “Social capital, human capital and the learning
society.” International Journal of Lifelong Education, 1998(19/2/99)
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The idea of a learning society assumes that certain types of social arrangements are
more likely to promote lifelong learning than others. Yet although the idea of a
learning society has been widely and enthusiastically embraced by politicians and
educationalists, there has been little debate over the precise types of social
arrangement that promote communication, reflexivity and mutual learning over
time. Specific studies of learning within such social institutions as the family or the
workplace have rarely been accompanied by a wider conceptual framework on
societal learning. Considers the potential of one such framework, that of social
capital.
Soucek, V. (1999) “Education in global times: choice, charter and the market.”
Discourse 20(2): 219-234.
The issues of choice and charter do not constitute an easy problematic. They are
charged with antagonistic purpose, integrating progressive notions of teacher,
student, and parental empowerment, excellence in educational achievement and
pedagogical innovation with the invisible but fatefully blind hand of the market. It
is an antagonistic battle, because it is about the access to and control over limited
and diminishing resources. The crucial link between the new social order and
schooling is being forged by the state, which itself is struggling to survive. This
paper identifies four key factors instrumental in making schools a conduit for a
renewed and highly rigidified process of social stratification: market-led
differentiation between schools, worsening conditions for teachers, polarisation of
the teaching workforce, and rekindling the subliminal drives underpinning the class
struggle.
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and their availability, changes in technology, workplace skills and competencies, and
globalisation, have all set up a series of imperatives that are above and beyond the
possibilities of their being addressed simply within the confines and time scales of
traditional patterns of learning and the front on provision of education and training.
Nothing less that a substantial reappraisal of the provision, resourcing and goals of
education and training and a major reorientation of its direction towards the
concept and value of the idea of lifelong learning is required. To bring this about
government, in cooperation with other agencies and individuals in the public and
private sectors, must reconsider aspects to do with the governance, management
and financing of education; new concepts of knowledge and advances in cognitive
development.
Jarvis, P. (2001). The age of learning: education and the knowledge society.
London: Kogan Page.
Learning is now at the forefront of the educational agenda for teaching
professionals, policy makers and organisations. This book provides a
multidisciplinary analysis of the key features of learning in contemporary society,
including lifelong learning, learning organisations and the learning society. The
chapters are: The emerging idea / Linda Merricks; Social, economic and political
contexts / Stephen McNair; The changing educational scene / Peter Jarvis; From
education policy to lifelong learning strategies / Colin Griffin; The learning society
/ Colin Griffin and Bob Brownhill; Lifelong learning / Bob Brownhill; Paying for
the age of learning / Stephen McNair; Work-related learning / Paul Tosey and
Stephen McNair; Facilitating access to learning: educational and vocational
guidance / Julia Preece; Implications of the learning society for education beyond
school / Linda Merricks; The school in the age of learning / John Holford and Gill
Nicholls; Corporations and professions / Peter Jarvis and Paul Tosey; Implications
for the delivery of learning materials / John Holford and Tom Black; Implications
for including the socially excluded in the learning age / Julia Preece; The public
recognition of learning / Peter Jarvis; Questioning the learning society / Peter
Jarvis; Civil society and citizenship in a learning age / John Holford; Future
directions for the learning society / Peter Jarvis and Julia Preece.
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Sectoral perspectives
Schools
Crowley, R. (1998) A class act: Inquiry into the status of the teaching profession.
Canberra, Australian Senate: Employment, Education and Training
Reference Committee: pp51 of 1998.
Relevant terms of reference include: the perceived relevance, to young people, of
school and its links to vocational training and employment; social factors
influencing the expectations and attitudes of school students, and especially the
impact on teachers of 'at risk' and violent behaviour from students; new patterns of
work organisation in schools; teachers' work; teachers' continuing professional
development.
Dusseldorp Skills Forum (1999) How young people are faring, Dusseldorp Skills
Forum, Sydney.
How are young people faring in their move from full-time education to full-time
work? What proportion of young people are at risk of not making a successful
transition and how does this compare over time? How well do young people do in
Australia compared with other similar countries? Is the educational level of young
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Dwyer, P. (1996) Opting out: Early school leavers and the degeneration of youth
policy. National Clearinghouse for Youth Studies, Hobart.
In 1996, over 200,000 Australians aged 15 to 19 were not in full-time education or
full-time work. This Youth Research Centre report determines the concerns,
problems and needs of those defined as early leavers, and identifies effective
strategies that would give them the opportunity to choose to continue their
schooling beyond the compulsory years. The report includes extensive data on early
leavers and reviews both the policy and research backgrounds to the issue, placing
them within an international context. The many programs demonstrate that
effective responses are possible including examples of supportive school cultures
and comments from teachers and students in these schools. 'If we wish to re-
engage potential early leavers, we need quite consciously to disengage their needs
from the current preoccupation with Year 12 retention/completion rates...What is
at stake for them is to find ways in which their future choices are informed by a
positive and successful experience of schooling rather than by a feeling that
"anything is better than school".'
Eldridge, D. (2001). Footprints to the Future: Report from the Prime Minister's
Youth Pathways Action Plan Taskforce. Canberra: Youth Pathways Action
Plan Taskforce.
This report was commissioned by the Commonwealth government to examine
ways of improving assistance for young people and their families as they negotiate
transitions from school to an independent livelihood. It addresses ways to:
• Strengthen pathways for young people from school to work, further education
and active citizenship;
• Provide the earliest possible assistance for those young people at risk
• Strengthen and support the capacity of families and the community to help
young people; and
• Expand opportunities for young people to participate fully in the social and
economic life of their communities.
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McIntyre, J., Freeland, J., Melville, B. and Schwenke, C. (1999) Early School
Leavers at Risk. NCVER, Adelaide.
The key problem explored by this research is whether initial vocational education
and training, VET and associated support services assist early school leavers to
negotiate an effective transition from school to adult roles. Despite increased
education and training participation rates, and despite the changes to general and
vocational education, there still exists a significant group of teenagers who have
been identified as 'at risk' in the transition from school to work. It is estimated that
some 15% of 15-19 year olds fall into this category. The experience of early school
leavers are not generalisable: they do not constitute a homogenous group , and their
experiences upon leaving school are variable. The circumstances that influence their
decision to leave school prematurely include socio-economic status, Aboriginality,
ethnicity, geographic location, parenthood, and familial situations. Furthermore, in
all of these cases young females tend to be relatively more disadvantaged than their
male peers.
OECD. (2000). From initial education to working life: Making transitions work
OECD Paris
This final report from the OECD's thematic review of the transition from initial
education to working life sets out six key features of effective transition systems:
1. Well-organised pathways;
2. Workplace experience combined with education;
3. Tightly woven safety nets;
4. Good information and guidance;
5. Effective institutions and processes; and
6. A healthy economy.
Teese, R., Davies, M., Charlton, M., Polesel, J. (1995) Who wins at school? Boys and
girls in Australian secondary education. Department of Education Policy
and Management, University of Melbourne.
Media stories have given increasing weight in recent years to the view that girls are
now more successful at school than boys. Girls complete school more often, they
study subjects that lead into employment in growth areas in the economy, they are
better at English and perhaps also at maths, and enter university in greater numbers
than boys. The tables have turned. Boys have become the new disadvantaged. They
are more likely to fail, to develop behaviour problems, to experience isolation and
rejection, and to drop out. The jobs they are more likely to get are in decline and
have no long-term career prospects. Who Wins at School? examines trends in
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ACER. (2001). Understanding Youth Pathways: What does the research tell us?
Paper presented at the ACER Research Conference 2001. Understanding
Youth Pathways: What does the research tell us?, Melbourne, 15-16 October
2001.
The conference provided a review of major issues in relation to youth parthways
and lifelong learning in Australia. It includes papers by David Raffe, John
Spierings, Barry Golding, Robin Sullivan, Shelagh Whittleston, Jane Figgis, Richard
Curtain, Harris van Beek, Jan Carter, Peter Buckskin, Richard Sweet and Chris
Robinson.
Ball, K. and S. Lamb (1999) ‘Curriculum choice in senior secondary school and the
outlook for lifelong learning’. Lifelong Learning Network First National
Conference, held 27/8/99, Canberra.
Early post-school education and labour market outcomes influence the
opportunities for individuals to participate in lifelong learning. The paper discusses
the role of subject choice in senior secondary school in assisting young people
access learning opportunities post-school. The paper analyses the post-school
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outcomes in the tertiary education sector and in the labour market at age 21 of
students surveyed in the Australian Youth Survey who undertook year 12 between
1990 and 1994. The curriculum was mapped nationally to 20 mutually-exclusive
subject groupings, as part of a broader study examining the education, training and
employment pathways associated with year 12 curriculum choices. The subject
groupings are presented under the broad curriculum groups of 'arts and
humanities;, 'business studies', 'business studies and humanities', 'business studies
and sciences', sciences and maths' and 'sciences and humanities'. The methodology
used to achieve the mapping is discussed in the paper. The results of this analysis
provide information on the important role played by curriculum choice in senior
secondary school in providing young people with future learning opportunities.
Journal articles
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Lifelong learning bibliography
Beresford, Q. (1993) “The really hard cases: A social profile and policy review of
early school leaving.” Youth Studies Australia (Summer): 15-16.
Increasingly, the interaction between social and educational failure and the need for
policy to address early school leaving is attracting wider attention. This paper
provides an overview of this issue; the extent of the problem; the social
backgrounds of young people affected; and the policy responses called for. Such an
overview serves to highlight both the urgency and the magnitude of educational
reform in the emerging era of 'compulsory' post-Year 10 education.
Borghans, L. de Grip, A. and Heijke, H. (1996) “Labor market information and the
choice of vocational specialization.” Economics of Education Review 15(1):
59-74.
The choice of a vocational specialisation at school is often hampered by the need
for labour market information that is not available. This article investigates whether
students of the Dutch junior secondary technical schools anticipate future labour
market situations. We try to answer this question by introducing two extreme
models: the cobweb model and the rational expectations model. By using the
estimation results, the extent of the information problem is measured, indicating
large mismatches due to unanticipated changes in the labour market. These results
suggest the importance of additional public labour market forecasts to assist
students' choices.
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Chuang, H.-L. (1997) “High school youths' dropout and re-enrolment behaviour.”
Economics of Education Review 16(2): 171-186.
Numerous studies have investigated the behaviour of high school dropouts from
economic, sociological, and educational points of view. However, data from the
National Longitudinal Survey of Youth indicate that being a dropout is not
necessarily a permanent condition. This paper attempts to empirically study
through the application of logit models the dropout behaviour of youths, as well as
the decision of dropouts whether to return to school. Most results from the logistic
regression for dropping out of school are consistent with the common finding in
the literature. One exception is that the characteristic of being black is found to be
less likely associated with dropping out. Results from the logistic regression for
returning to school parallel the findings in the data analysis. Both results indicate
that a dropout's AFQT (Armed Forces Qualification Test) score, age, and out-of-
school duration are significant factors in determining the probability of returning to
school. However, dropouts' activities during their out-of-school period have little
influence on their decision to return to school.
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year 2001. This article provides a caution based on the long-standing American
experience of mainstreaming policies. It re-examines that policy agenda in the light
of the persistence of a substantial minority who do not conform to the mainstream
expectation. It suggests that in accepting a supposedly progressive target of
universal 'participation' we are also accepting what is in intent a restrictive
redefinition of the transition to adulthood and in effect a disaffiliation of a
significant minority of young Australians.
Dwyer, P. and Wyn, J.(1998) “Post-compulsory education policy in Australia and its
impact on participant pathways and outcomes in the 1990s.” Journal of
Education Policy 13(3): 285-300.
The substantial redefinition of youth and education policy in Australia over the past
decade has been associated with an increased emphasis on university entrance and
the adoption of a sequential model of pathways between the two worlds of study
and work. These new policy settings are examined in the light of research findings
from a major longitudinal study of young Australians who left school in 1991.
Definite signs of incompatibility between policy and outcomes are identified with
regard to non-university study pathways, uncertain career prospects, and the
assumed linear sequence between study and work. The analysis articulates a
theoretical concern about the inappropriateness of the policy settings and leads into
a re-examination of the data with reference to a typology of 'life patterns' more
compatible with young people's experience than the prevailing imagery of
pathways. This shift of focus also opens up the possibility of combining research
findings from the two - often separate - fields of education and youth studies in a
way that would do justice to the increasing complexity of the educational and life
choices confronting the post-1970 generation.
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Lifelong learning bibliography
Hammer, T. and Furlong, A.(1996) “'Staying on': The effects of recent changes in
educational participation for 17-19 year-olds in Norway and Scotland.” The
Editorial Board of the Sociological Review 44(4): 675-691.
In this paper we consider some of the implications of the growth of educational
participation for the labour market integration of young people between the ages of
17 and 19 in Norway and Scotland. In particular, we focus on the experiences of
disadvantaged youth and assess the extent to which they benefit from participation
in post-compulsory schooling. We argue that in terms of success in the labour
market, post-compulsory secondary education is only beneficial to those intending
to continue into Higher Education. We demonstrate the existence of persistent
inequalities among 'non-traditional stayers', and show that despite greater access to
post-compulsory education, young people from middle class families will retain
important advantages in both Norway and Scotland. However, we argue that in
Scotland, females and those from less disadvantaged social positions are more
disadvantaged than their Norwegian counterparts.
Hemmings, B. Hill, D. and Kay, R. (1994) “Factors influencing the decision to stay
on at or leave school.” Youth Studies Australia 13(2): 13-16.
In recent years Australian commentators on post-compulsory education have
concentrated on two major concerns: increasing retention rates and the nature of
the senior secondary curriculum. Arising directly from these concerns is the need to
examine how often and how seriously students in the senior school years consider
leaving school. This question provided the focus for the longitudinal study reported
here which followed a 1991 cohort of students through Years 10 and 11 to the
beginning of Year 12.
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McLeod, J. and Yates, L, (1998) “How young people think about self, work and
futures.” Family Matters 49: 28-33.
The 12 to 18 Educational Research Project, commenced in 1993, is a longitudinal
study that is following a number of young people at four different Victorian
schools through each year of their secondary schooling. Twice each year, interviews
are conducted with 24 students (six students at each of the schools), either alone or
with their friends; the interviews are video- and audiotaped. The aim of the study is
to follow qualitatively the thinking of these young people, and their pathways as
they go through schooling and then enter life beyond this. Some findings from this
work in progress are discussed, in particular at how young people in the early and
middle years of secondary schooling are thinking about self, work and futures, and
whether gender is an issue in their approach.
Rees, D. I. and Mocan, H. N. (1997) “Labor market conditions and the high school
dropout rate: Evidence from New York State.” Economics of Education
Review 16(2): 103-109.
A number of cross-sectional studies have examined the impact of labour market
conditions on the decision to drop out of school. However, results from these
studies have been mixed. In this paper the authors use panel data estimation
methods in order to avoid potential omitted variable problems. The results suggest
a negative relationship between the unemployment rate and the proportion of a
district's high school students who drop out in a given year. Educational inputs
such as teacher experience and education do not seem to be reliable predictors of
district dropout rates. The results underline the importance of controlling for
unobservable district characteristics.
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Lifelong learning bibliography
appeared in March 1997. It then considers the tensions in this legacy before
exploring some of the issues that might be involved in realising the Labour Party's
aims as set out, before the General Election, in their policy document Aiming
Higher. Finally, the authors speculate, in light of developments since the Labour
Party's victory on 2 May, on a possible scenario for the next decade and outline the
kind of 14-19 system that we might be wanting to try to develop in the future.
Higher Education
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Lifelong learning bibliography
1997. The main points to emerge from the data are: the overall poor rates of
success and retention of indigenous students remain a cause for concern; and other
areas of concern are the continuing low participation rates of people from rural
backgrounds, the low participation and retention rates of people from isolated
backgrounds, and the low participation rates of people from low socio-economic
status (SES) backgrounds.
Walstab, A., Golding, B., Teese, R., Charlton, M., & Polesel, J. (2001). Student
Attrition and Wastage in Tertiary Education. Canberra: Lifelong Learning
Network, University of Canberra.
In taking a snapshot of a cohort of students offered places in University or TAFE
during their first post-school year, this project examines the characteristics and
perspectives of a sample of 1999 Year 12 students as they make decisions about
accepting or rejecting a tertiary offer and their subsequent pathways. As well as the
very high proportion of students who accept their offer and continue their studies,
the cohort includes those who change courses or institutions, students who defer,
students who decide not to take up tertiary study in the first instance as well as
those who withdraw or discontinue for whatever reasons.
The project has two main objectives:
• To identify various institutional practices in monitoring attrition and wastage in
Australian universities and TAFE institutes; and
• To identify the factors contributing to discontinuance of university and TAFE
studies among at-risk students during their first year.
West, R. (Chair) (1998) Learning for life: Final report of the Review of higher
education financing and policy. DEETYA, Canberra.
In the decade that has passed since the last major review of higher education in
Australia there have been sustained and far-reaching changes to higher education.
These changes have included the abolition of the 'binary divide' between
universities and colleges of advanced education and the transformation of the
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sector from an elite to a mass higher education system. Over the next two decades,
the increasing globalisation of education services and advances in communications
technology are likely to have a profound impact on the nature of teaching, learning
and research. The report recommends changes to higher education policy that are
based on a clear vision of the role of education in a learning society.
Recommendations encompass issues of funding, fees, student choice and universal
entitlements to post-secondary education and training.
Dobson, I. and Sharma, R. (1998) ‘Lifelong learning: Will it influence the age
composition of Australia's student population?’ Fourteenth General
Conference of IMHE Member Institutions, held 7-9 September 1998, Paris.
In line with the situation in other parts of the world, massification has seen the
rapid growth of enrolments in Australian higher education. An increase of 49%,
from 421,000 to 659,000 occurred between 1989 and 1997. Much of the growth has
been generated by 'school leavers' in undergraduate programs, but growth in the
numbers of older students occurred also, many of whom were attending university
for the first time. In addition, there has been an expansion of enrolments in
postgraduate programs, including research degrees, principally by older students.
This paper examines the growth in the 'mature age' student population, in a period
marked by increasing interest in the lifelong learning concept.
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Lifelong learning bibliography
crisis that resulted from the expansion and the Report's impact must be judged on
the extent to which its recommendations resolved the crisis. A secondary element
of the Committee's work was to offer a framework within which the enlarged
higher education system could be run. While the Report provided an effective
analysis of the financial needs of higher education, its recommendations have in
fact been only partially implemented by the Government. The paper suggests that
higher education must now adjust itself to this level of funding which reflects the
transition from elite to mass higher education. Concludes that the Report's vision
of the Learning Society, however imprecisely expressed, may be its most lasting
contribution.
Journal articles
Allport, C. (2000) “Thinking globally, acting locally: Lifelong learning and the
implications for university staff.” Journal of Higher Education Policy and
Management 22(1): 37-.
The education policy mantra of the new millennium is 'lifelong learning'. This
sacred text can be used to justify both increases and decreases to the public funding
base for higher education, and for luring us towards a single post-secondary sector,
where education and training are one. If lifelong learning is to have reality beyond
the mantra, then it is necessary to take a broad view of public interest and public
benefit. The more we move towards universal participation in education, the
number of people who have a direct stake in education, and want to ensure the
education credential is a high quality one, also grows. And as the public benefit of
higher education increases, then the stronger becomes the argument for public
rather than private funding. Similarly, as higher education expands, the greater is
the obligation for industry and individuals to contribute to the funding of higher
education through progressive taxation.
Carpenter, P. G., M. Hayden, and Long, M. (1998) “Social and economic influences
on graduation rates from higher education in Australia.” Higher Education
35: 399-422.
An examination of national survey data on the graduation rates of young people
who enter higher education in Australia. Two cohorts of young people were
surveyed - those born in 1961 and those born in 1965. Of interest is the influence
of gender and of selected social and economic background characteristics on
graduation rates. The results for both cohorts provide further evidence of the gains
made by young females during the 1980s in terms of educational participation and
attainment. The results for the first cohort show also there were some signs of
lower graduation rates being associated with socioeconomic disadvantage, at least as
indicated by parent's occupational status and family wealth. For the second cohort,
however, there was little evidence of any effect in the same direction. This suggests
that attempts to deal with equity which have focussed on performance within
higher education have either been quite effective or might be better directed
towards the selection processes which lead to higher education.
Davies, P. (1999) “Half full, not half empty: A positive look at part-time higher
education.” Higher Education Quarterly 53(2): 141-155.
Explores the largely negative view of part-time higher education in contemporary
policy discourse and the academic community. Presents the available data and re-
interprets it in a positive way demonstrating that part-time students are not only in
the (silent) majority but represent a model of life-long learning, generate significant
income for the universities and represents a resource of great potential for higher
education. However, there remains an outstanding research agenda and policy
debate before its full potential can be realised.
Duke, C. (1999) “Lifelong learning: Implications for the university of the 21st
century.” Higher Education Management: Journal of the Programme on
Institutional Management in Higher Education 11(1): 19-35.
The emergence of lifelong learning and its revival after a period of disuse as an idea
and a social need represent a challenge and an opportunity for universities. This and
other new terms and concepts require clarification. There is a place for new
metaphors. Universities need to become more effective learning organisations and
to embrace and nurture their learning regions in order to flourish. Some new
functions are added onto established ones which will continue, some, like research
and socialisation, in modified form. Organisational learning as well as staff
development is increasingly important. Higher education will diversify further and a
rising proportion of higher education in the emerging universal system will take
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place outside universities, but their role as cathedrals, repositories and nurturers of
wisdom can be enhanced, as they remain valued places for people to meet and learn
together.
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Lifelong learning bibliography
state, more complex, and more broadly based. Private institutions tend to specialise
and are strong in such low-cost courses as business, law, and the humanities, while
comprehensive institutions and science-based courses are found mostly in the
public sector. These are global generalisations.
Sinclair, K. S. (1994) “Education issues for Australia at the turn of the century: The
views of chief executives from business and the universities.” Forum of
Education 49(2): 1-8.
Australia is currently experiencing a period of dramatic social and educational
change. Education is being forced to reconsider its objectives and structures to
make them more appropriate for life in the newly emerging information society. In
this process, dialogue between education, business and government is an important
ingredient and groups such as the Business/Higher Education Round Table have
been formed to facilitate the process. The round Table consists of the university
Vice-Chancellors and Chief Executives of prominent Australian companies. In the
Delphi study to be reported there were three rounds of questionnaires responded
to by a sample of members of the Round Table. In the final questionnaire,
respondents were asked to express their judgement as to the relative importance of
thirty key concerns and issues identified in the earlier questionnaires as being of
special significance for Australian education in the coming decade. Key concerns
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Lifelong learning bibliography
Teichler, U. (1999) “Lifelong learning as challenge for higher education: The state
of knowledge and future research tasks.” Higher Education Management:
Journal of the Programme on Institutional Management in Higher
Education 11(1): 37-53.
The role higher education plays in the framework of lifelong learning according to
the available research literature can be classified according to its function in
comparison to initial degree study, the categories of adult learners addressed as well
as the patterns of programs and modes of teaching and learning. Special attention
in the literature tends to be placed on continuing professional education whereas
the question is hardly addressed how the sequence and character of initial and
continuing education changes in a society that deserves the name lifelong learning
society. Future research should address issues of changing demands for lifelong
learning, the causes for different national policies and actual developments of the
role higher education plays in the framework of lifelong learning as well as the
impacts of varied lifelong learning provisions on participation, change of
competences as well as their consequences for the world of work.
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Lifelong learning bibliography
ANTA (Australian National Training Authority) (1999) Marketing Skills & Lifelong
Learning Project. ANTA website.
Summarises the key findings of research with individual and enterprise customers
and offers a range of options for the ways in which the vocational education and
training, VET system can respond to customer's learning values and expectations.
Options for broad strategy directions are presented within the framework of the
key marketing features of learning - product, price, place, position, people and
promotion. Options for responding to defined market segments are presented by
segment and by marketing features. The draft is presented as a prompt for national
discussion and consultation, both about the content of the document and about the
broader aim of promoting lifelong learning in Australia.
Billett, S. Cooper, M. Hayes, S. and Parker, H. (1997) VET policy and research:
Emerging issues and changing relationships, Office of Training and Further
Education, Victoria.
In relation to lifelong learning argues that there is increased participation in VET by
older Victorians (25-64 year olds) and that individuals are showing an increased
commitment to training through participation in Associate Diploma and Advanced
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Lifelong learning bibliography
Bradbery, P. (2000) ‘The nature of the relationship between TAFE NSW and NSW
schools in the context of delivering vocational education and training, VET
in schools’. 9th Vocational Education Researchers Conference, held 6-9 July
2000, Coffs Harbour.
Reports on a research study originated in the Primary Industries and Natural
Resources Educational Service Division of TAFE NSW. The Western Research
Institute, Inc. was commissioned by them to carry out most of the research
component of the project. It focuses in particular on the relationship between
TAFE NSW and schools in respect of the provision of Vocational education and
training, VET (VET) in schools. It was based on a proposition that mentoring was
an appropriate definition for significant parts and numbers of those relationships.
As part of this study, thirty-eight interviews were conducted with TAFE and school
personnel involved in the VET for senior secondary school students. Uses those
interviews to identify some of the important characteristics of the relationship
between TAFE NSW and NSW schools in relation to VET in Schools.
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Lifelong learning bibliography
Golding, B. and Volkoff, V. (1998) ‘Group handicap in the VET stakes’. Vocational
Knowledge and Institutions: Changing Relationships - 6th Annual
International Conference on Post-compulsory Education and Training held
2-4 December 1998, Surfers Paradise, Queensland.
Reports and explores selected findings from a national, longitudinal (1996-98) study
of the experiences of selected students from individual client groups over the
course of their vocational education and training, VET (Golding and Volkoff
1998). The study was based primarily on focus group interviews with students
enrolled in a wide range of VET programs and providers in Tasmania, Victoria,
Queensland and the Northern Territory. The interviews explored factors affecting
access, participation and outcomes for a range of groups seen to be disadvantaged,
for different reasons, in VET: because of their language or cultural backgrounds;
gender; rurality; disability; lack of skills or unemployment status. Focuses primarily
on findings that apply to members of these groups, the key barriers and
disadvantages they experience, as well as their commonly reported intentions and
outcomes. The paper uses some racing analogies in order to identify some
implications of the key findings for access and equity policies in a range of VET
settings. It highlights both the critical vocational and non-vocational outcomes of
participation in VET for the wider community, as well as for groups and
individuals.
Kearns, P. (1999) ‘VET in the learning age: The challenge of lifelong learning for
all’. Post-Compulsory Education and Training: Looking to the Future held
27 August 1999, Canberra.
The study concluded that the growing pressures for lifelong learning had radical
implications for VET policy and development. Five key challenges were identified
which are relevant to all sectors of education and training. A particular requirement
with cross-sectoral implications resides in the need to build strategic partnerships to
foster lifelong learning. Action being taken countries such as Britain and the United
States illustrates innovative approaches to this requirement.
Kilpatrick, S. and I. Falk (1999) ‘How learning for VET can build social capital for
regions’. Lifelong Learning Network first national conference, held 27/8/99,
Canberra.
Social capital helps communities respond positively to change. Our research into
managing change through vocational learning in communities and in small
businesses has highlighted the importance of relationships between people and the
formal and informal infrastructure of communities to the quality of outcomes
experienced by communities, businesses and individuals. Communities can be
geographic communities or communities-of-common-purpose, such as agricultural
discussion groups. In this paper we present our model of the simultaneous building
and use of social capital and explore the ways in which vocational learning as part
of a community-of-common purpose can be used to bring benefits to regions.
Robinson, C. (1999) ‘New skills, new pathways: Lifelong learning is the key’.
Lifelong Learning Network First National Conference, held 27 August 1999,
University of Canberra.
The changes that we have experienced in the workforce, the economy and in our
society have been rapid in the closing decades of the 20th century. The main focus
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Lifelong learning bibliography
in the post-compulsory education and training system in Australia to date has been
on how well it has been able to better prepare young people for the world of work.
In this paper, developments in the changing nature of work and demographic
structure of the population are examined in terms of what implications they might
have for changes in Australia's approach to skill formation.
Journal articles
Broadbent, R. (1998) “National vocational training policy and youth work training.”
Youth Studies Australia 17(2): 11-17.
In the 1980s, against a backdrop of major economic reform and the globalisation of
the Australian economy, the Hawke Labor Government began the process of
reforming the national vocational training system, a system viewed at the time as
antiquated and unresponsive. Much of the research and policy work of this period
was concerned with identifying changes in policy that would assist the country's
economic growth and development. This paper briefly considers the history that
underpins the principles of training reform in the 1990s and then reviews the
changes that drove specific training policy reforms affecting youth work training.
Cooper, J. (1995) “Education and training for the young in Scotland: A regional
example”. Journal of European Industrial Training 19(7): 8-12.
The emergence and principal characteristics of the contemporary Scottish
education system are outlined and compared with that of other parts of the UK. An
examination is made of the problems of post-16 education, together with the
various recent reforms that have been introduced in Scotland to deal with the
deficit in the amount and quality of vocational education. A number of pertinent
observations are made that reflect on the significance of what has been undertaken
with regard to various issues, including certification, the parity of vocational
qualifications with others, post-school training, and specific Scottish organisational
considerations.
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Lifelong learning bibliography
various managers and teachers are used to track the effects of government steering
in the TAFE Institute. This analysis shows that government steering drives
management steering in the TAFE Institute, creating new imperatives and work
organisation. These organisational changes are influenced by local conditions and
management priorities. They also call forth counter-steering by teachers and
managers as they attempt to deal with change. The paper suggests that
hyperrational government steering drives towards probable educational futures but
is also interrupted by counter-steering oriented to other values and priorities. While
there are probable futures, there are also preferred futures to be willed for and
worked for.
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Lifelong learning bibliography
ACFE Victoria (Adult Community and Further Education Board of Victoria) (1998)
Adult, community and further education: Access for adults - 1998. ACFE,
Melbourne.
This report is the fourth of Access for Adults, utilising 1998 Victorian adult student
statistical data collected by the Office of Training & Further Education, the Adult,
Community and further Education (ACFE) Board and Regional Councils of
ACFE, combined with demographic data from the 1996 ABS Census. Access for
Adults - 1998 has been compiled to give an overview of the participation in further
education and adult community education across Victoria. It has been designed to
assist providers, Regional Councils of ACFE, the State Training Board and the
ACFE Board in their planning to meet local needs. It will also enable comparisons
of participation patterns across Victorian Local Government Areas (LGAs) and
ACFE Regions. This report provides summaries for each Local Government Area,
ACFE Region and the State, including: a demographic snapshot (Section 1); a
profile of participation in further education and in community-based education and
how this participation compares with the population profile overall (section 2);
details of relative participation in further education (section 3); and community-
based education (section 4). In addition, for each region and the state, it provides
summary and comparative information LGAs in each Region, or between the 9
Regions in the State (section 5).
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Lifelong learning bibliography
Borthwick, J., Knight, B., Bender, A., & Loveder, P. (2001). Scope of ACE in
Australia: Analysis of existing information in national education and training
data collection - Volumes 1 & 2, [Online]. NCVER. Available:
http://www.ncver.edu.au/cgi-bin/srchCat.pl31/1/02].
Volumes 1 and 2 scope the provision of adult and community education in
Australia. The authors scope the current collection of data at the national and State
levels, including the purpose of the data to assist in a statistics collection that
measures achievement against objectives. The authors identify gaps in data
elements collected nationally, including looking at the feasibility of expanding the
current collection arrangements to allow for a more comprehensive collection and
reporting of ACE delivery and estimate the costs nationally (and to
States/Territories) of any possible expansion of reporting ACE delivery.
Duncan, P., & Thomas, S. (2001). Evaluation of the Community Champions and
the Community Development Learning Fund. (Vol. Research Report No.
280). Nottingham, UK: Great Britain. Dept for Education and Skills (DfES).
This evaluation of two government programs in the UK was carried out with the
aims of: reporting on the range of methods that exist for allocating government
funding to communities; assessing the impact of the different methods of allocation
in terms of who they reach and what they support; assessing the delivery of the
Community Champions and the Community Development Learning Fund (CDLF)
initiatives and their supporting activities; assessing the outcomes of Community
Champions and CDLF funding; making recommendations for improving the
operation of Community Champions and CDLF; and developing relevant
outcomes for linking community activity to education, training and employment
activities. This report includes suggestions for the development of outcome
measures linking community activity to education, training and employment
activities.
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Lifelong learning bibliography
Riddell, S., Baron, S., & Wilson, A. (2001). The learning society and people with
learning difficulties. Bristol, U.K.: Policy Press.
Lifelong learning is viewed as a major strategy for addressing the social exclusion of
a range of minority groups, including people with learning difficulties. This
monograph is based on a research project entitled 'The meaning of the Learning
Society for adults with learning difficulties' which was undertaken as part of a wider
research program, 'The Learning Society: knowledge and skills for employment',
funded by the United Kingdom Economic and Social Research Council (ESRC)
between 1995 and 2000. The project - Investigating the learning society and people
with learning difficulties - explored the range of education, training and
employment opportunities accessible to this significant minority group. The aim
was to analyse the experiences of this marginalised group in the learning society
and, through the analysis, reach an understanding of the learning society itself. This
report examines the range of policy areas which are increasingly intervening in the
field of lifelong learning and the agencies taking part in services delivery and their
varying cultures. It provides detailed case studies of the experiences of people with
learning difficulties as they engage in lifelong learning options. The research
demonstrates that policy based on human capital premises has generated forms of
lifelong learning which aggravate the marginalisation of people with learning
difficulties.
Smith, A. (1999) Creating a future: Training, learning and the older person.
NCVER, Adelaide.
As people live longer and healthier lives, the old assumptions about people retiring
from work completely at the age of sixty or younger and living lives unconnected to
the world of work are giving way to a situation in which an increasing number of
older people prolong their working lives well past the conventional age of
retirement. At the same time as the expectations of people regarding their working
lives are changing, the nature of work has also been the subject of significant
change in recent years. More people are experiencing multiple changes in career as
the security of employment once offered by large enterprises and the public sector
has disappeared in the wake of downsizing. Changes in career and the desire of
many to remain active in the workforce longer are two of the most important
forces reshaping the training and learning experiences of older Australians. The aim
of this book is to explain how training and learning has assisted the participation of
older workers in the workforce, and identifies the specific training issues facing
older Australians, to assist this sector of the workforce in achieving its potential.
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Lifelong learning bibliography
Adult Learning Australia. (2000). Agenda for the future: Proceedings of the Adult
Learners Week 2000 Conference. Paper presented at the Agenda for the
Future: Adult Learners Week Conference 7-8 September 2000, Adelaide,
South Australia,.
The "Agenda for the Future Conference", held in Adelaide from 7-8 September
2000, focused on what is perceived to be a move from an industrialised to an
information world in which the creation and dissemination of knowledge is of
paramount importance. To combat social exclusion and to maintain
competitiveness in a global economy, education must go beyond the framework of
initial schooling and support citizens in lifelong learning. The conference papers
address this broad theme.
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arrangements (with a move away from its role within liberal individualism) but its
potential for achieving equity of access in vocational education and training (VET)
is not fully recognised.
Books
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Lifelong learning bibliography
aged 16-65 in six countries: Canada, the Netherlands, Poland, Sweden, Switzerland,
and the United States. While the criterion of adult education participation and non-
participation is constant across the ten chapters, the authors focus on different
contextual, explanatory, and mediating variables. The authors' choice of these
variables is influenced by the findings of previous research studies on adult
education participation as well as by their use of different sociological, economic,
social-psychological and anthropological conceptual frameworks, theories, and
research methodologies. Collectively, the chapters in this volume seek to contribute
to cross-disciplinary theory building in the field of adult learning, to offer an
international perspective on the phenomenon, scope and patterns of adult
education participation in the countries studied, and to identify the factors that
explain this phenomenon and the observed cross-national similarities and
differences.
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Golding, B. (1998) Summary of findings from a major study of the two-way study of
movement and recognition between university and TAFE in Victoria, 1990-
1996. Melbourne, University of Melbourne
This paper is a summary of findings of a major doctoral research study of the two-
way movement of people between university and TAFE. While the research was
focussed on Victoria, some of the data and findings have implications for post-
compulsory education and training policies. The paper is necessarily brief. It is
simply a summary, and does not include detailed rationale, methodology, results or
policy implications or reference to other research. The list of publications, journal
articles and papers by the author between 1995 and 1996 are designed to give
readers of the paper access to detailed treatments of particular parts of the research.
Misko, J. (1999) Transition pathways: What happens to young people when they
leave school. NCVER, Adelaide
This paper has reported on the major transition pathways which Australian young
people take when they reach post-compulsory age. The pathways have been
presented as the 1. compulsory to post-compulsory school pathway; 2. school-to-
university/higher-education pathway; 3. school-to-VET (vocational education and
training) pathway; 4. apprenticeship/traineeship pathway; and 5. school-to-work
pathway. There are also pathways taken by young people, particularly early school
leavers, that do not involve further training and have the unintended consequences
of leading to prolonged bouts of unemployment or to withdrawal from the labour
market altogether.
OECD, Centre for Educational Research and Innovation, (1999) Adults in Training:
An International Comparison of Continuing Education and Training. Paris.
Examines the incidence and volume of continuing education and training among
adults across OECD countries. The main focus is on differences between countries
in participation of adults, the duration of courses, and financial sponsorship. The
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Lifelong learning bibliography
Teese, R., & Watson, L. (2001). Mapping and tracking: Data collections for
monitoring post-compulsory education and training. Leabrook, S.A.:
NCVER.
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This research project investigates the usefulness of institutional data collections for
monitoring student pathways between the sectors of:
• Schools;
• Vocational education and training (VET);
• Higher education; and
• Adult community education (ACE)
The authors conclude that the data collections for each sector have some strengths
and weaknesses in terms of their potential for tracking cross-sectoral student
movement. The authors suggest several modifications to improve the utility and
comparability of the data collections for researchers and policy-makers monitoring
student movement between the sectors.
Watson, L, Wheelahan, L and Chapman B (2002) Fair and Feasible. The scope for
a cross-sectoral funding model in Australian education and training. A
discussion paper. NCVER Adelaide.
The National Research and Evaluation Committee (NREC) commissioned the
authors of this discussion paper to investigate the development of a cross-sectoral
funding model for post-compulsory education and training in Australia. The project
aimed to identify issues arising from differences in the funding arrangements for
the four sectors (ie. senior secondary schooling, vocational education and training,
higher education and adult community education) and to discuss whether a cross-
sectoral funding model would address any of these issues. The authors propose an
incremental approach to developing a cross-sectoral funding model for education
and training. This would involve agencies and governments pursuing greater
consistency between the sectors in six key areas: Funding levels per student;
Accreditation frameworks; Processes for determining funding priorities;
Mechanisms for allocating resources to institutions; Student contributions; and
Equity strategies. By developing common principles, policies and practices in each
of these six areas, the authors argue that Australian education and training would
become more supportive of cross-sectoral provision. Over time, the system for
distributing public funding for post-compulsory education and training should be
based on principles that are consistently applied, regardless of the sector in which
studies are undertaken.
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equity strategies could be improved by: targeting low-SES students within all equity
groups; identifying two new target groups: those with low skills and the long-term
unemployed; reporting performance in a way that focuses on the outcomes (in
addition to the outputs) of education and training; and strengthening pathways to
employment from education and training. Also compares the educational outcomes
of targeted equity groups in each sector and finds that participation by
disadvantaged groups is higher in sectors where education and training provision is
more decentralised (such as VET or regional universities) but concludes that this
issue requires further research. Suggests that performance reporting could be
improved by collecting and publishing data in all sectors to the standard set by the
vocational education and training, VET sector; adopting the same sets of criteria
for identifying equity target groups; reporting outcomes for two additional sub-
groups: people with low skills; and people who are long-term unemployed;
capturing the socio-economic status of students by identifying at point of
enrolment the highest educational level and occupation of the student's parents;
and publishing data by ABS labour force region.
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post-compulsory practitioners that we are talking about like things when we talk
about 'Vocational Knowledge' and that we engage in similar research and
educational practices. As a result of this convergence, the best way to develop
'vocational knowledge' is not to distinguish it as a separate form of knowledge
domain or activity, sui generis and therefore distinct from other kinds of knowledge,
but an activity that is part of the common and therefore shared practice of
education that we all engage in.
Praetz, H. (1999) ‘Seamlessness: The way of the future’. Lifelong Learning Network
First National Conference, held 27 August 1999, University of Canberra.
Seamlessness is defined as a total system of education which provides vocational
outcomes at all levels and with pathways across levels. It is seamless from the
perspective of the student. discussions of seamless education benefit from the
Higher Education Council publication, Universities and TAFE (Summerlad, Duke
and McDonald 1998) and from Kinsman's analysis (1998). Under these schema,
RMIT is located on the end of the amalgamated spectrum, having abolished its
TAFE and higher education divisions in 1996 and incorporated the twenty or so
TAFE departments into eight, now seven Faculties. In practice, this meant that the
Dean of each Faculty took on responsibility for managing the overall performance
of both TAFE and higher education programs and personnel; and Faculty collegial,
advisory and decision making structures were re-shaped.
Teese, R. and Polesel, J. (1999) ‘Tracking students across institutional and sector
divides: The potential of TAFE and higher education statistical collections’.
Lifelong Learning Network First National Conference, held 27/8/99,
University of Canberra.
Changing patterns of student participation suggest increasing movement between
the sectors of higher education, vocational education and training, VET, schools
and adult community education. Policy makers need better information on the
nature of student transitions in order to monitor the effectiveness of cross-sectoral
policies and programs. This paper discusses the usefulness of two data collections
for tracking students across the institutional divides of higher education and TAFE
institutions. The institutional data collections analysed in this report can only be
used in a limited way to map cross-sectoral student movement.
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Journal articles
Ainley, P. and Corbett, J. (1994) “From vocationalism to enterprise: Social and life
skills become personal and transferable.” British Journal of Sociology of
Education 15(3): 365-374.
Addresses Cohen's (1985) argument in 'Against the New Vocationalism' by
broadening the debate into an examination of how generic skills have gained a
wider application with the emergence of new technology and structural economic
change. In order to demonstrate the extent of this development, we include
examples from training programs in social and life skills for young people with
learning difficulties and examine the Enterprise in Higher Education Initiative
(EHEI), which, among other things, aims to give students personal and transferable
skills. In this process, we extend Cohen's analysis to diverse ways in which a
behaviouristic model of skill transfer has been adopted.
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Lifelong learning bibliography
Avis, J. (1993) “A new orthodoxy, old problems: Post-16 reforms”. British Journal of
Sociology of Education 14(3): 245-260.
Explores the emerging consensus around post-compulsory education and training.
It argues the notion of settlement needs to be developed to incorporate concepts of
race and gender. It suggests a settlement is developing amongst the major political
parties and other constituents who have a stake in post-compulsory education and
training. These constituents share a common analysis of the problem facing
education and training. Whilst these different groups have varying strategies to
address the problem these are held under the sway of a capitalist logic. Post-Fordist
arguments celebrate the progressive possibilities that inhere in a high skill, high
trust economy, however such optimism is easily co-opted and colonised by
capitalist interests.
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and progression accords, and proceeds to propose a typology. The paper seeks to
locate the typology in the emerging paradigm focusing upon lifelong learning,
widening participation and progression. Finally, this paper provides a personal
summary of the nature and purpose of partnerships and concludes by suggesting
their potential value for learners.
Temple, P. (2001). The HE/FE divide: Is the end in sight? Perspectives, 5(3), 78-82.
The distinction between Higher Education (HE) and Further Education (FE) is
perhaps taken for granted by most people working in both these sectors of post-
compulsory education in the UK. A host of operational, financial and cultural
factors conspire to keep them separate. But profound changes, originating outside
the world of education, are having an impact on this long-standing distinction.
These changes make the HE/FE structural divide in England (in any case never so
apparent in other major industrial states) appear increasingly anachronistic in
developing a mass post-compulsory system supporting a learning society. Some
kind of institutional differentiation may be needed for practical purposes; but
policies aiming at greater diversity, moving away from the rigid HE/FE divide
towards a variety of more adaptable institutional structures able to meet a wider
range of needs, will be more in tune with modern needs.
Books
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Lifelong learning bibliography
Field, l., & Mawer, G. (1996). Generic skill requirements of high performance
workplaces. New South Wales Key Competencies Pilot Project, Department
of Training and Education Coordination.
This study examines what kinds of generic skills (that is, general, transferable skills
like problem-solving, teamwork and communications) are associated with work in
high performance workplaces. It uses ten detailed case studies within Australian
high performance enterprises, encompassing a range of office and plant
environments, as well as conducting interviews at five other enterprises where
considerable workplace reform had occurred. The types of skills and attributes that
employees and managers described as crucial are:
• An intellectual and attitudinal core;
• Routine technical skills;
• Generic skills (the key competencies);
• Learning; and
• Empowerment.
Hall, R., Buchanan, J., Bretherton, T., van Barneveld, K., & Pickersgill, R. (2000).
Making the grade? Globalisation and the training market in Australia. (Vol.
1). Leabrook, SA: NCVER.
Current conventional wisdom holds that the forces of globalisation are profoundly
reshaping the nature of economic life in general and working life in particular. It is
often asserted that institutional arrangements which may have worked in a previous
age are no longer workable today. Furthermore, it is generally assumed that change,
in particular the greater reliance now placed on market mechanisms, is required to
meet the new challenges. The primary objective of this project has been to assess
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the validity of these assumptions, especially as they concern the field of vocational
education and training (VET). Two questions in particular have been addressed:
• How does the industry training market actually operate in contemporary
Australia?
• How well does the training market meet the needs of employers grappling with
the challenges of globalisation?
The report identifies a series of challenges with globalisation and a series of
problems associated with the implementation of some of the most significant
elements of recent training policy reform.
Kearns, P. (2001). Generic skills for the new economy. Adelaide: National Centre for
Vocational Education Research.
This review of research into generic skills has been undertaken at a time of radical
change in the workplace, economy and in society. The review considers the
implications of key contextual shifts for generic skills, raising a range of conceptual
issues which go to the character and role of generic skills and their link to human
development over the life cycle.
Long, M. and Burke, G. (1998) An analysis of the 1997 training practices survey.
Monash University - ACER, Centre for the Economics of Education and
Training, Melbourne
The 1997 Training Practices Survey (TPS) is a mail survey of some 6000 business
and government organisations. The results of the survey are reported in Employer
Training Practices Australia, February 1997 (ABS 6356.0). This report discusses
four aspects of the survey: the extent of training provision, the determinants of
training, limitations on structured training, and the training market.
Meagher, G. A. (1997) Structural change, the demand for skilled labour and lifelong
learning. Centre of Policy Studies, Monash University, Melbourne.
This paper investigates the distribution of employment across occupations in
Australia. Three changes in this distribution are considered: the change that actually
occurred between 1986-87, a forecast of the change that is likely to occur between
1994-95 and 2002-03, and an estimate of the change that will result from trade
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OECD Centre for Educational Research and Innovation (1998) Education policy
analysis 1998. OECD, Paris.
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Lifelong learning bibliography
OECD Centre for Educational Research and Innovation (1999) Education Policy
Analysis 1999. OECD, Paris.
As the desire for education continues to grow, the debate about goals for learning
does not abate. In this perspective, the chapters in this volume offer a strong,
common underlying theme: more investment may be needed to meet the demand,
but it is the nature and quality of that investment that counts. The challenge, in this
era of expanding, deepening and diversifying demand for learning over a lifetime, is
how best to meet the volume demand while ensuring that the nature and types of
learning respond effectively to needs. The new quality imperative, with its strong
focus on outcomes, responds to a desire for increased accountability for the use of
public funds. More generally, it reflects a wider concern about performance levels,
either that might be falling or that are not rising to meet the needs of today or
tomorrow - for individuals, for the economies in which they work and for the
societies in which they live. In this perspective, systematic monitoring of outcomes
has the potential to encourage flexibility in education systems by remitting more
decisions about the management of inputs and educational processes to regions and
institutions, while holding them accountable for the outcomes achieved.
Stasz, C. and Chiesa, J. (1998) Education and the new economy: Views from a
policy planning exercise. Rand Education, Santa Monica, CA.
During the 1990s, policymakers have become increasingly attentive to the
relationship between education and national economic health and society's need to
upgrade and equalise workforce skills, talent, and wages. The U.S. education and
training system is fragmented, decentralised, and in flux, as more responsibility
moves from federal to state governments and the private sector. To explore how
education might meet new economic challenges, the National Centre for Research
in Vocational Education joined with RAND to sponsor a policy exercise based on
Department of Defence 'war games'. The June 1997 Policy Planning Exercise on
Education and the New Economy assembled vocational-education researchers,
federal and state vocational-education officials, leaders of interested non-profit
organisations, and business community representatives. Exercises required panelists
to allocate funds for a January 1998 training program in a hypothetical 'state',
redesign a 2002 update of this education and training system, and apply what they
had learned to federal policy in the near term. This paper synthesises panelists
observations about the nation's first-chance and second-chance education systems;
standards, certifications, and institutional accountability; lifelong learning; teacher
training and development; an integrated academic and vocational training system;
and the federal government's role.
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Victoria Training Board (1998) A vision for training and further education in
Victoria. Victoria Training Board, Melbourne.
The state of Victoria (Australia) needs a well-educated, adaptable work force to face
the numerous challenges stemming from the following: shifts in employment
toward 'knowledge workers'; the impact of competition, technological change, and
the microeconomic reform; aging of the population; disparate views regarding the
purpose of education; and the increasing internationalisation of capital, labour, and
education. To cope with these and other changes, Victoria must ensure that people
can learn throughout their working lives by working focusing on the following
strategic directions: establishing new, more effective relationships between industry,
students, service providers, and government (providing client-oriented
differentiated services; planning and implementing industry-specific training
strategies; improving industry and community understanding of the benefits of
training and further education); giving meaningful expression to learning through
life (meeting the increasing demand for just-in-time training, teaching people to
learn, recognising individual learners as primary clients); providing leadership in
learning through new technologies (improving learning outcomes, enabling
universal access to training, ensuring that local communities retain a major
influence over work force training); and securing and developing resources for the
future (ensuring that the level and mix of human and financial resources available
to training and further education are flexible and adaptable enough to achieve
desired outcomes).
Waterhouse, P., Wilson, B., & Ewer, P. (1999). The changing nature and patterns of
work and implications for VET: Review of research: NCVER.
This review of research provides an overview of the literature on the way in which
work is changing and the effects such changes have on the VET sector. The nature
of the changes is described, including the decrease in full-time permanent work, the
move towards increasing part-time and casual work and employment shifts across
industries. If VET programs are to be judged successful they need to address the
needs of multiple clients simultaneously, and be tolerant of diversity while
balancing the tensions between national and/or State policy frameworks and more
localised needs. Regional frameworks to connect VET with local and community
development networks are particularly important.
Wooden, M., VandenHeuvel, A., Cully, M., & Curtain, R. (2001). Barriers to training
for older workers and possible policy solutions . Canberra: DETYA.
This report was commissioned by the Analysis and Equity Branch of the
Commonwealth Dept. of Education, Training and Youth Affairs (DETYA). Its
objectives were to report on barriers facing older Australian workers (aged 45 years
and over) in gaining access to, and benefit from, training, and innovative and
achievable policies for addressing these barriers.
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Burke, G. (1998) ‘Economic change: implications for jobs, income and joblessness’.
Rapid Economic Change and Lifelong Learning, held 31 August 1998,
Melbourne.
Australia has experienced faster economic growth than most other OECD
countries and has increased its rate of productivity growth in recent years. This
apparent successful aggregate outcome has occurred along with increasing internal
deregulation, privatisation, and exposure to international forces. Considerable
changes in patterns of employment, joblessness and income distribution have
accompanied these changes.
Falk, I. Sefton, R. and Billet, S. (1999) What does research tell us about developing a
training culture? In Robinson, C. and K. Arthy (eds) Lifelong learning:
Developing a training culture. NCVER, Adelaide.
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This paper is the work of three different researchers looking that the question 'what
does research tell us about developing a training culture?’. Ian Falk begins by
considering the need for a radical new model for thinking about workplace learning,
change and research. The old model is almost past its use-by-date, and practitioners
are moving beyond researchers in a number of significant ways. Robin Sefton talks
of the necessity to develop a culture of practice in VET that values and encourages
research, particularly that of the critically reflective workplace educator. Stephen
Billett picks up on the theme of transferability of some of the latest research
outcomes on further evidence for the relationship between learning, change and
research. Essentially, they argue collectively that if we are looking for the answer to
the question about how to change the training culture (for industry, for any
organisation or for society), the answer should involve a heavy reliance on research.
Whatever name you call it, research of some kind is the quality-assured process
through which change ought to occur.
usage from the occasional supplements to the CPS or has had to link CPS data on
worker characteristics to noisy measures of industry-level information technology
investments and capital stocks. Matched employer-employee data sets with detailed
information on technologies, worker attributes, and personnel practices would
greatly enhance our ability to sort out how new technologies are affecting skill
demands and the organisation of work.
Long, M. (1998) ‘The match between educational qualifications and jobs.’ Rapid
Economic Change and Lifelong Learning Conference, held 31 August 1998,
Melbourne.
Explores the extent to which educational qualifications were required by employers
in Australia in order to obtain their jobs. Results bear on the supply and demand
for educational qualifications. Some of the research literature and policy documents
on education and employment assume that increases in educational qualifications
produce increases in productivity regardless of whether there are jobs in which the
skills embedded in those qualifications can be used - that is, there is a focus on the
supply of qualifications at the expense of the demand for qualifications.
McDonald, R. (1999) Research and a training culture: Implications for large and
small businesses. In Robinson, C. and K. Arthy (eds) Lifelong learning:
Developing a training culture. NCVER, Adelaide.
Focuses on the idea of a training culture at the enterprise level. Drawing on
Australian case studies, research evidence from the USA, Europe and a major
national survey, the key elements in the business that form the building blocks of
an enterprise training culture are examined in this paper. The implications for
enterprises and training providers are then drawn out.
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Shah, C. and L. Maglen (1998) ‘How have jobs in Australia been affected by
globalisation and rapid technological change?’ Rapid Economic Change and
Lifelong Learning, held 31 August 1998, Monash University, ACER Centre
for the Economics of Education and Training, Melbourne.
To examine the impact of globalisation on the Australian labour market, the
authors re-classify ABS labour force occupations to reflect Robert Reich's typology
of "3 jobs in the future". The findings are that between 1985-86 and 1995-96,
employment among Symbolic Analysts has increased. However employment at the
lower skill level of In-person Services occupations is also on the rise. The
implications of these findings are discussed.
Journal articles
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The concept of skill reflects the capacities and human capital that workers bring to
jobs - what psychologists refer to as 'knowledge, skills, and abilities' - and the
specific demands that individual jobs make on workers who occupy them. Whether
the demand for skills is changing is a vitally important question for public policy.
Such changes help determine the distribution of income and the extent of
technological unemployment; they also help determine whether relative skill
shortages exist that may lead to a lack of competitiveness, especially in relation to
other economies that possess the valued skills in more abundance. An extensive
literature has examined the causes of technological change and its effects on the
demand for skills and the structure of wages. This article begins by reviewing this
literature, which spans economics, sociology, and other social science disciplines
that examine industrial behaviour. It then makes use of an extensive establishment-
level survey to examine the effects of organisational structure and investment
activity on wages. The study finds that establishments that adopt new technologies
pay production workers more than those that do not, and also pay them more
relative to the pay of supervisors. Thus, the results suggest that recent changes in
workplaces are increasing skill requirements for production workers. The article
concludes with some comments on how this trend will play out in terms of labour
market adjustments.
Fuhrer, J.C. and Little, J.S. (1996) “Technology and growth: An overview.” New
England Economic Review(November/December 1996): 3-25.
Most of the industrial world has experienced a decline in trend and productivity
growth, an increase in income inequality, and even slower job creation than seen in
the United States. While some (particularly Asian) developing countries are rapidly
joining the ranks of the industrialised, most remain mired in poverty. According to
the World Bank's recent report on poverty, over 20 percent of the world's
population lives on less than one dollar a day. This situation wastes human talent
and contributes to political instability. While raising trend growth rates would not
directly address distributional issues, increasing growth rates by even a fraction of 1
percent would, with compounding, have profound implications. Unfortunately,
economists and policymakers do not know how to engineer such an outcome.
While the determinants of growth are widely agreed to be capital, labour, and a
composite including managerial skills and organisational culture that Robert Solow
abbreviated as 'technology', the interrelationships among these variables are not
clearly understood. In the developed economies, at least, recent large capital
investments have shown surprisingly little positive impact on productivity or
potential growth. Accordingly, attention has increasingly turned to the role of such
intangibles as human capital, social organisation, and technology.
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Gordon, K. (1995) “The United States: Developing the workforce.” OECD Observer
197: 49-49.
Responding to trends in relative wages that lowered the cost of employing low-
skilled workers, US enterprises have identified promising activities, implemented
suitable technologies and garnered the financial resources required to employ the
existing stock of workers and skills. According to this view, recent trends in wages
and jobs creation reflect a market system that, in the course of equating the supply
of and demand for labour, has merely placed a price tag on the economic
dimension of some deeply rooted problems. Chief among these is an initial
education system that, for many communities, functions very poorly. Some analysts
hold forth the hope that, by increasing the skills and knowledge of the adult
workforce, the deficiencies of the initial education system might be repaired.
Hicks, P. (1996) “The impact of aging on public policy.” OECD Observer 203: 19-
21.
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The assumptions about the composition of society that underlie much public policy
have been undermined by a trend towards older populations and by changes in
living patterns. The repercussions are likely to be substantial. The aging of
individuals and the changing patterns of education, employment and retirement will
necessitate changes in four major areas of policy:
• Fiscal policies;
• Policies that support markets;
• Policies that support the provision of services; and
• Public policies.
Government policies influence the allocation of time over the life-course in many
ways, both intended and unintended.
Race, P. (1998) “An education and training toolkit for the new millennium?” IETI
35(3): 262-271.
Continuing professional development should be about much more than equipping
professional people with a licence to practice in their field, it should also equip
them to be able to develop themselves as autonomous learners. The processes
whereby effective learning is achieved change very slowly indeed, and renewed
attention to the quality of learning may be the bridge to harness the power of the
variety of delivery mechanisms that now exist, to equip professional people and
others for future work and life. The range of terms and acronyms in the world of
continuing education, lifelong learning and training should be regarded as
representing a toolkit, rather than a series of separate compartments, and educators
and trainers need to be successful general practitioners in their application of this
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Books
Krugman, P. (1994) Peddling prosperity: Economic sense and nonsense in the age
of diminished expectations. W.W. Norton & Company, New York.
Krugman summarises US postwar economic performance up to 1994 and is critical
of supply side economic policies that see the cause of slow US economic growth
was high taxation and excessive regulation. Argues that supply-siders asserted big
government was the problem and the cure required tax cuts which would 1) bring
back growth, 2) raise investment, and 3) enable deficit reduction. All these
assumptions are incorrect. Krugman is also critical of Robert Reich's thesis that US
economy is being transformed by the impact of technology and globalisation.
Reich, R. B. (1991) The work of nations: Preparing ourselves for 21st century
capitalism. Alfred A. Knopf, New York.
The author analyses the impact of rapid economic change and globalisation on the
US labour market and identifies "3 jobs of the future": Symbolic Analysts, In-
person Services and Routine Production Services. He predicts that national
economic prosperity rests increasingly on the capacity to export symbolic analytic
services in a competitive global market.
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Borthwick, S., Roussel, S. and Briant, J (2002), Why people don’t participate: factors
inhibiting individual investment in education and training. DEST, 2002.
Bradbery, P. (2000). The nature of the relationship between TAFE NSW and NSW schools
in the context of delivering vocational education and training, VET in schools. 9th
Vocational Education Researchers Conference, held 6-9 July 2000, Coffs
Harbour.
Broadbent, R. (1998). “National vocational training policy and youth work
training.” Youth Studies Australia 17(2): 11-17.
Brown, T. (1999). Adult community education and lifelong learning. Lifelong Learning
Network First National Conference, held 27/8/99, Canberra.
⎯ (2000). Lifelong learning: Making it work, Canberra, Adult Learning Australia.
Burke, G. (1998). Economic change: implications for jobs, income and joblessness. Rapid
Economic Change and Lifelong Learning, held 31 August 1998,
Melbourne.
Burke, G. Long, M. Malley, J. & McKenzie, P. (1999). Individual and enterprise
investment in learning in a rapidly changing economy. In Robinson, C.
and K. Arthy (eds) Lifelong learning: Developing a training culture. NCVER,
Adelaide.
Business/Higher Education Round Table. (2000). The Critical Importance of
Lifelong Learning: A Position Paper of the BHERT Task Force on
Lifelong Learning. Melbourne.
Caley, L. & Hendry, E. (1998). “Corporate learning: Rhetoric and reality.”
Innovations in Education and Training International 35(3): 241-.
Candy, P. C., Crebert, G., et al. (1994). Developing lifelong learners through
undergraduate education. National Board of Employment, Education
and Training, Canberra
Cappelli, P. (1996). “Technology and skills requirements: Implications for
establishment wage structures.” New England Economic Review May/June:
139-156.
Cardak, B. A. (1999). “Heterogeneous preferences, education expenditures and
income distribution.” The Economic Record 75(228): 63-76.
Carnegie, J. (2000). Pathways to partnerships: Qualification linkages between
vocational education training and higher education, ANTA/AVCC.
Carpenter, P. Hayden, M. & Long, M. (1998). “Social and economic influences on
graduation rates from higher education in Australia.” Higher Education 35:
399-422.
Chapman, B., Doughney, L & Watson, L (2000). Towards a cross-sectoral funding system
for education and training. Discussion Paper No 2, Lifelong Learning
Network, University of Canberra.
Chapman, J. (1996). A new agenda for a new society. International handbook of
educational leadership and administration. J. C. K. Leithwood, D. Corson, P.
Hallinger and A. Hart. Dordrecht, The Netherlands, Kluwer Academic.
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Chuang, H-L. (1997). “High school youths' dropout and re-enrolment behaviour.”
Economics of Education Review 16(2): 171-186.
Coffield, F. (1996), “A Tale of three little pigs: building the learning society with
straw”. Paper presented at the EU Conference on Research on Lifelong
Learning: Implications for Policy and Practice at Newcastle University.
Cooper, J. (1995). “Education and training for the young in Scotland: A regional
example.” Journal of European Industrial Training 19(7): 8-12.
Cornford, I. R. (1998). “Schooling and vocational preparation: Is a revolution really
taking place?” Australian Journal of Education 42(2): 169-182.
⎯ (1999). “Imperatives in teaching for lifelong learning: Moving beyond rhetoric to
effective educational practice.” Asia-Pacific Journal of Teacher Education
27(2): 107-.
Crawford, L. & Williamson, J (1992). “Change the school environment.” Youth
Studies Australia(Winter): 43-.
Crowley, R. (Chair) (1997). Beyond Cinderella: Towards a learning society. Australia
Senate Employment Education and Training References Committee.
AGPS, Canberra.
⎯ (1998). A class act: Inquiry into the status of the teaching profession. Australian Senate:
Employment, Education and Training Reference Committee: pp51 of
1998, Canberra
Cully, M. (1999). “A more or less skilled workforce? Changes in the occupational
composition of employment, 1993 to 1999.” Australian Bulletin of Labour
25(2): 98-104.
Cummins, G., Rutten, B. & Wagstaff, D. (1998). Movement of students from TAFE to
university: Analysis of data from DEETYA higher education student collection.
Canberra Institute of Technology.
Curtain, R. (2001). An Entitlement to Post-compulsory Education: International Practice and
Policy Implications for Australia. Adelaide: National Centre for Vocational
Education Research.
Davies, P. (1999). “Half full, not half empty: A positive look at part-time higher
education.” Higher Education Quarterly 53(2): 141-155.
Davies, P., Gallacher, J & Reeve, F. (1997). “The accreditation of prior experiential
learning: A comparison of current practice within the U.K. and France.”
International Journal of University Adult Education 36(2): 1-21.
DEETYA (Department of Employment Education Training and Youth Affairs)
(1998). Australia's young people: Towards independence - A report on youth affairs.
DETYA,Canberra.
Delors, J. (1996). Learning: The Treasure Within - Report to UNESCO of the International
Commission on Education for the Twenty-first Century., UNESCO.
DETYA (Department of Education Training and Youth Affairs) (1999). Preparing
youth for the 21st century: The policy lessons from the past two decades. Speech by
the Minister, The Hon Dr David Kemp,.
⎯ (1995) Australia's workforce 2005: Jobs in the future. AGPS, Canberra
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Eldridge, D. (2001). Footprints to the Future: Report from the Prime Minister's Youth
Pathways Action Plan Taskforce. Canberra: Youth Pathways Action Plan
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European Commission for Research Technological Development and Innovation
and Education Training and Youth (1995). European Commission white
paper teaching and learning: Towards the learning society. Electronic source.
⎯ (1997). Towards a Europe of knowledge. Electronic source.
Evans, J. (1998). “Muddled thinking in the funding of tertiary education in New
Zealand.” New Zealand Journal of Educational Studies 33(2): 211-222.
Fairweather, P. (1999). Employers' perceptions of training and the way forward. In
Robinson, C. and K. Arthy (eds) Lifelong learning: Developing a training
culture. NCVER, Adelaide.
Falk, I., Sefton, R. & Billet, S. (1999). What does research tell us about developing a
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Keywords
A completion equity
access continuing education evaluation
admission convergence expenditure
adult community corporatism
education costs
adult learning credit transfer F
articulation cross-sectoral finance
attainment Crowley report Finn Targets
attrition culture flexible learning
autonomy curriculum foundation studies
four pillars
Foyer Federation
B D funding
barriers demographic factors further education
benchmark developing countries
borderless education digital
business disabilities G
disadvantaged gender
distribution generic skills
C diversity globalisation
careers dual sector institutions government
casual
choice
citizenship E H
client needs early school leaving higher education
collaboration economy homeless
communications education human capital
community education employment
competencies enterprises
competition entitlement
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I,J N R
income Nelson report Recognition of Prior
Learning
indicators new right
regional issues
industry
Reich
inequality
relationships
international O
research
Internet OECD
retention rates
older people
RPL
outcomes
K outsourcing
knowledge society
S
knowledge workers
knowledge-based schools
P
economy seamless education
participation
secondary education
partnerships
services
part-time
L skills
pathways
labour market small business
pedagogy
learning social capital
personal enrichment
learning society social factors
policy
life skills society
post-compulsory
lifelong learning education socio-economic
environment
literacy postgraduate
special needs
low-skilled workers private providers
standards
privatisation
statistics
productivity
strategies
M professional
development student organisations
management
public education students
market
support
marketing
support services
mass media
Q symbolic analysts
mature age students
quality assurance
mentoring
minority groups
motivation
multiskilling
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T
TAFE
taxation
teaching
technology
television
tertiary education
training
transition
U
undergraduate
unemployment
UNESCO
university
urban issues
V
VET
virtual education
vocational education and
training
voucher schemes
W
West Report
work practices
work-based learning
work-related learning
X,Y,Z
young people
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APPENDIX A
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Teichler, U. (1999). “Lifelong learning as challenge for higher education: The state
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Journal of the Programme on Institutional Management in Higher Education 11(1):
37-53.
Tight, M. (1998). “Education, education, education! The vision of lifelong learning
the Kennedy, Dearing and Fryer reports.” Oxford Review of Education
24(4): 473-485.
Wagner, A. (1999). “Tertiary education and lifelong learning: Perspectives, findings
and issues from OECD work.” Higher Education Management: Journal of the
Programme on Institutional Management in Higher Education 11(1): 55-67.
99