Emerging and potential Australian industries were surveyed to identify the skills needed by their current and future workers and to determine how Australia's vocational and training (VET) system can best respond to those skill needs. The study investigated industries emerging from the work of Australia's Co-operative Research Centres program. The…

This book comprises an overview and 11 chapters that address issues related to flexible approaches to delivery and online learning in particular. "Overview" (Guthrie) highlights key points drawn from the chapters. "Does Digital Literacy Mean More Than Clicking Your Fingers?" (Candy) discusses the importance of information and…

This document explains how adult and community educators in the United Kingdom can involve adults as equal partners in the provision and delivery of adult learning. The guide profiles many innovative and imaginative ways in which adult and community learning practitioners are engaging with their communities in increasing the demand for adult…

Perceptions of success in teaching and learning adult literacy in England were examined in a study that included interviews with 30 learners and 10 tutors. The teaching approaches most often cited by the tutors as leading to success were as follows: (1) base tutoring on individual interests; (2) personal and social support for each student; (3)…

This document is designed to provide tutors, teachers, lecturers, and other supporters of online learners in the United Kingdom with ideas and suggestions for developing learners' online learning skills. The materials presented are based on the premise that learning skills are best developed in an environment that encourages active participation…

This collection of papers includes the following: "The Great Debate. Proposed: TESOL is a Science, Not an Art" (David Nunan); "Argument and Entertainment: TESOL as a Science" (Elana Shohamy); "TESOL: Art and Craft" (Henry Widdowson); "An Attitude of Inquiry: TESOL as a Science" (Diane Larsen-Freeman);…

Begun in Israel in 1960, the HIPPY (Home Instruction for Parents of Preschool Youngsters) program is a family support, parent-focused, early childhood literacy program. This book compiles 17 evaluation studies of the program, from researchers and practitioners in 7 countries. The studies are organized around five themes: exploring theoretical…

In autumn 2001, the United Kingdom's (UK's) government published the following key documents concerning workforce development: (1) "In Demand: Adult Skills in the 21st Century"; (2) "The UK Productivity Challenge"; and (3) "Building a Stronger, Fairer Britain in an Uncertain World." Key positions and policies included…

Since 1997, policymakers in the United Kingdom and Europe have devoted extensive effort to devising policies and programs to reconnect young people with learning and work. In April 2001, England's government launched the Connexions Service, which is designed to meet young people's needs through a comprehensive, coherent, and holistic system of…

An intrinsic part of the transition to a modern market economy in Hungary has been the restructuring of the vocational education and training (VET) system. A positive side effect of the socioeconomic transition is the emergence of human resources development (HRD). The transition process has been successful in the school-based education system,…

This report on vocational education and training (VET) in Poland has nine chapters. Chapter 1 presents the socioeconomic situation; explains reasons for different rates of development in particular regions; and presents trends in job creation and rise and fall in unemployment. Chapter 2 deals with changes in the VET field in these areas: VET's…

This report details a study combining qualitative and quantitative research tools to compare the functioning of schools in China, Guinea, India, and Mexico and in different development contexts within each country. The focus of the analysis was on the critical factors determining the quality of the interactive process taking place in schools, how…

In the context of the United Kingdom's further education (FE) system, continuous professional development (CPD) can be considered to include study for further qualifications and formal and informal in-college development programs. The tradition has been for teachers to determine their own development. In situations where resources to support…

The Ontario College of Teachers licenses, governs, and regulates teaching practice. Its mandate includes providing leadership in developing standards of practice. This paper examines the mandate of the Standards of Practice and Education Committee and work of the staff in the Standards of Practice and Education Unit. After describing development…

This document contains eight articles from German newspapers that feature women who have achieved career success in very diverse economic sectors, while simultaneously highlighting the discrimination and other problems (including lower income, fewer promotions to executive positions, and smaller pensions) that many other German women continue to…