Brotherhood of St Laurence

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"It is like they just don't trust us" : balancing trust and control in the provision of disability employment services /

by Nevile, Ann | Brotherhood of St Laurence | Lohmann, Rosemary.

Publisher: Canberra, A.C.T. Australian National University. Crawford School of Economics and Government 2011Description: xi, 80 p.Online Access: Electronic copy Notes: June 2011 The research underlying this report was supported by an Australian Research Council Linkage Grant. Jobs Australia, ACE National and the Brotherhood of St Laurence were Industry Partners in this research and provided both financial and practical support. INTO AND OUT OF WORK SCHOOL TO WORKSummary: This research project provides an independent mid-term review of the new contracting arrangements introduced on 1 March 2010. In doing so, it takes up the question as to whether closer alignment to the funding arrangements used in mainstream employment services where design principles broadly derive from agency theory, allows disability employment service providers to meet the government?s goal of ?effective?tailored services that are flexible and responsive? (Australian Government, nd).Availability: Items available for loan: Brotherhood of St Laurence (1).

2010 update of the European inventory on validation of non-formal and informal learning - final report /

by Hawley, Jo | European Centre for the Development of Vocational Training | Souto Otero, Manuel | Duchemin, Claire.

Publisher: Thessaloniki, Greece European Centre for the Development of Vocational Training 2011Description: PDF.Online Access: Electronic copy Notes: Bibliography pp. 37-38Summary: The European Inventory provides a unique record on how validation is already being used at national, regional and local level to address issues relating to lifelong learning, employment and social exclusion. This is particularly important in the context of the current economic crisis, which has accelerated the importance of validation drivers identified in the 2007 Inventory, such as the need for effective re-deployment of the adult population into employment. A number of countries have recognised the role validation has to play in addressing skills shortages and in supporting those facing redundancy to identify and pursue an alternative career pathway. Other initiatives recognise the role of validation in combating social exclusion, by empowering 'the low qualified' and other disadvantaged groups to identify and understand their own competences and potential.Availability: (1)

Adult further education - the unfinished revolution /

by Fletcher, Mick | 157 group.

Publisher: London, U.K. 157 Group 2011Description: PDF.Online Access: Electronic copy Notes: July 2011 Includes bibliographical references.Summary: The aim of this paper is to welcome the steps that have already been taken by the coalition government to set colleges free from central regulation and to urge the government to go further and faster. Our proposals align closely with the principles outlined in the government's white paper about public services, which was published just as we were going to print. At the heart of this white paper is the notion of improving public services by enabling choice and control for individuals and neighbourhoods. In their foreword, the prime minister and deputy prime minister say they want to make opportunity more equal and that they believe that the old, centralised approach to public service delivery is broken. Embedded throughout the white paper are five core principals : choice, decentralisation, diversity, fairness and accountability. We fully support these principles; they strengthen our arguments for a truly demand-led system, with entitlement for loans and funding for all who seek it.Availability: (1)

Against the odds: disadvantaged students who succeed in school /

by Organisation for Economic Co-operation and Development.

Publisher: OECD Publishing 2011Description: 194 p.Online Access: Electronic copy Summary: Most of the students who perform poorly in PISA share a challenging socio-economic background. Some of their socio-economically disadvantaged peers, however, excel in PISA and beat the odds working against them. This report focuses on resilient students; those who succeed at school despite a disadvantaged background. These individuals show what is possible and provide students, parents, policy makers and other education stakeholders with insights into the drivers of skills and competencies among socio-economically disadvantaged students...ForewordAvailability: (1)

All things being equal? Equality and diversity in careers education, information, advice and guidance /

by Hutchinson, Jo | University of Derby | Rolfe, Heather | Moore, Nicki.

Publisher: Manchester, U.K. Equality and Human Rights Commission 2011Description: PDF.Other title: Equality and Human Rights Commission Research report ; no. 71.Online Access: Electronic copy Notes: Bibliography pp. 119-130 Appendices pp. 131-151 INTO AND OUT OF WORK SCHOOL TO WORKSummary: In its education chapter, the Commission's first Triennial Review of evidence on inequality, How Fair is Britain's Equality, Human Rights and Good Relations in 2010, found that educational attainment has been transformed in recent years. Around half of young people are now getting good qualifications at 16 (5+ A-C GCSEs or equivalent including English and Maths) and, in 2008/09, 2.4 million students enrolled in higher education in the UK - a considerable change from a time when educational opportunities were only available to a minority of young people. However, the evidence shows that educational attainment continues to be strongly associated with socio-economic background. Stereotypical information and guidance can limit young people's options and aspirations at an early age. Careers advice often reinforces traditional choices and young people have limited information on the pay advantages of nontraditional routes. Nearly one in four young people say that they have not had enough information to make choices for their future. This rises to just under a quarter of disabled young people.Availability: (1)

Assuring quality in vocational education and training : the role of accrediting VET providers /

by European Centre for the Development of Vocational Training.

Publisher: Luxembourg Publications Office of the European Union 2011Description: PDF.Other title: Cedefop Reference series ; no. 90.Online Access: Electronic copy Notes: Bibliography pp. 207-217Summary: This publication examines how accreditation systems relate to quality assurance by means of 12 in-depth case studies. Of these, four relate to economic sectors, eight to countries. The results show that accreditation systems are widely accepted by providers, and deliver vocational education and training to predefined quality standards - with or without the direct involvement of public authorities. Accreditation has a clearing effect: weak performers disappear from the market and successfully accredited providers become more visible. The use of quality labels could be more widespread. It is mostly found in the sectoral examples, especially where the value of such labels can be clearly defined. The study shows that accreditation systems for vocational education and training can make sure that minimum standards are observed in VET delivery. For the future, the challenge will be to turn accreditation into a driving force for better quality. To do so, the study suggests a multistep approach to accreditation and concludes with recommendations for national, sectoral and European stakeholders.Availability: (1)

Australian vocational education and training statistics : completion and attrition rates for apprentices and trainees 2010 /

by National Centre for Vocational Education Research.

Publisher: Adelaide, S.A. National Centre for Vocational Education Research 2011Description: PDF.Online Access: Electronic copy Summary: This publication presents completion and attrition rates for apprentices and trainees using three different methodologies : contract completion rates, individual completion rates - uses contract completion rates and adjusts this figure based on recommencement data and projected completion rates - based on a 'life tables' methodology for the latest commencing cohorts.Availability: (1)

Brotherhood : stories of courage and resilience : workbook /

by Brereton, Elida | Brotherhood of St Laurence | Burke, Peter | Chapman, Brad | Daughtry, Stephen | Hewlett, Bev | Hunter, Carmel | Miller, Jamie.

Publisher: Fitzroy, Vic. Brotherhood of St Laurence 2011Description: iv, 56 p. : ill.Online Access: Electronic copy Notes: "Photography by Peter McConchie".Summary: This workbook is a companion for the book, Brotherhood: Stories of Courage and Resilience. This workbook is aimed at Year 9 and Year 10 students but can be adapted to all secondary students. The reflections and activities in this workbook can be used as a resource in different subjects. For example, they are suitable for social justice issues in Geography and History, and values education in subjects such as Religious Education and English. The purpose of this workbook is to provide students with a deeper understanding of the issues of poverty, disadvantage and social exclusion in Australia. This workbook also aims to influence young people's values, attitudes and beliefs, so they can reflect positive values in their present and future behaviour.Availability: Items available for loan: Brotherhood of St Laurence (1), BSL Archives (1).

Building the capacity to innovate : the role of human capital /

by Smith, Andrew | National Centre for Vocational Education Research | Courvisanos, Jerry | Tuck, Jacqueline.

Publisher: Adelaide, S.A. National Centre for Vocational Education Research 2012Description: PDF.Other title: National Vocational Education and Training Research and.Online Access: Electronic copy Notes: February 2012 Bibliography p. 38Summary: In this paper, the authors examine the links between human resource management, including learning and development practices, and building innovation capacity. The survey component of the research found only limited evidence for the links between human resource management and innovation capacity, although some management practices such as the bundling of high performance work practices were found to have some association with innovation capacity. Subsequent case studies found a lack of understanding by large enterprises of the role of human resource management in fostering innovation capacity. This was seen to have implications for the tertiary education system in stimulating demand for innovation courses.Availability: (1)

Career advice in Australian secondary schools : use and usefulness /

by Rothman, Sheldon | Australian Council for Educational Research | Hillman, Kylie.

Publisher: Melbourne, Vic. Australian Council for Educational Research 2008Description: p. 51.Other title: Longitudinal Surveys of Australian Youth. Research Report ;.Online Access: Electronic copy Notes: May 2008 This report forms part of the Longitudinal Surveys of Australian Youth analytical program conducted by ACER under contract to the Australian Government Department of Education, Science and Training (DEST). Bibliography : p. 29-30 SCHOOL TO WORKSummary: This report examines young people's participation in career advice activities while at school and their perceptions of the usefulness of the advice they receive. The data are from the 2003 15 year old cohort of the Longitudinal Surveys of Australian Youth (LSAY). Most members of this LSAY Y03 cohort were in Year 10 in 2003. The present report examines how much career advice students accessed in Years 10, 11 and 12 across three years of data collection (2003-2005). A smaller group of the cohort is followed each year; this group was in Year 10 in 2003, Year 11 in 2004, and Year 12 in 2005. For this group of more than 5000 young people, analyses were conducted to determine what influences their perceptions of the usefulness of career advice while at school.Availability: (1)

Career ready : skills and training for a career : discussion paper /

by Generationone.

Publisher: Redfern, N.S.W. Generationone 2011Description: 44 p. : ill.Other title: Skills and training for a career : a Generationone policy.Online Access: Electronic copy Notes: SCHOOL TO WORKSummary: Many employers want to expand their Indigenous workforce and many Indigenous people want to work. However, employers are having difficulty connecting with Indigenous jobseekers who are work and job ready, while some Indigenous jobseekers lack the basic skills and relevant training to apply for and participate in real work. Training is not aligned to the needs of the employment market, and despite large amounts of government expenditure, is failing to ensure Indigenous people are gaining work upon completion. This has to change. Communities and employers have advocated for changes to training and work preparation systems. The GenerationOne Skills and Training for a Career draft policy is about supporting Aboriginal and Torres Strait Islander people to become work and job ready, in line with the needs of employers. It is also about preparing workplaces for Indigenous involvement so that diversity is valued and seen as a strength. Under this framework, local industries and employers will work in partnership with Indigenous people and their communities, and governments, service providers, and education and training providers will support and enable that partnership to operate effectively.Availability: (1)

Differing skill requirements across countries and over time /

by Ryan, Chris | National Centre for Vocational Education Research | Sinning, Mathias.

Publisher: Adelaide, S.A. National Centre for Vocational Education Research 2011Description: PDF.Online Access: Electronic copy Notes: Bibliography : p. 36Summary: This report investigates skill matches to job requirements for workers in Australia, New Zealand, the United States and Canada. It might be expected that differences between the four countries in economic growth, technological innovation and structural change in the labour market may have led to differences in job skill requirements and use. This research finds, however, that the broad match of workers to jobs that use their skills is quite similar for the four countries, although some differences in the patterns of skill use over time were identified. This is one of the research reports resulting from a three-year program of research (Securing their future: older workers and the role of VET).Availability: (1)

Disadvantaged children's 'low' educational expectations : are the US and UK really so different to other industrialized nations? /

by Jerrim, John | University of London. Institute of Education. Department of uantitative Social Science.

Publisher: London, U.K. University of London. Institute of Education. 2011Description: PDF.Other title: University of London. Institute of Education. Department of.Online Access: Electronic copy Notes: June 2011 Bibliography pp. 32-34 Appendices pp. 44-52 SCHOOL TO WORKSummary: In most countries, children from disadvantaged backgrounds are under-represented amongst the undergraduate population. One explanation is that they do not see higher education as a realistic goal; that it is 'not for the likes of them'. In this paper, I use the Programme for International Assessment data to investigate whether 15 year olds from disadvantaged backgrounds are less likely to expect to complete university than their advantaged peers. I explore this issue across the OECD nations, though paying particular attention to the US and UK. My results suggest that children from less fortunate families are not as likely to make early plans for university as their affluent peers. Yet the extent to which these findings differ across countries is rather modest, with little evidence to suggest that the UK stands out from other members of the OECD. The US, on the other hand, appears to be a nation where the relationship between socio-economic background and the expectation of completing higher education is comparatively weak.Availability: (1)

Does combining school and work affect school and post-school outcomes? /

by Anlezark, Alison | National Centre for Vocational Education Research | Lim, Patrick.

Publisher: Adelaide, S.A. National Centre for Vocational Education Research 2011Description: PDF.Online Access: Electronic copy Notes: Bibliography p. 29 Appendices pp. 30-52 SCHOOL TO WORKSummary: In this report the authors seek to answer the question of whether combining school and work is detrimental or beneficial to a student's school educational performance and labour market outcomes. They find that young people who combine school and work are distributed right across the school population. Results show that individuals can combine school and work with minimal impact on their study if the hours are modest and those working longer hours show a stronger orientation towards work than study. The authors used data from the 2003 cohort (Y03) of the Longitudinal Surveys of Australian Youth.Availability: (1)

Education and training and the avoidance of financial disadvantage : a national vocationsl education and training research and evaluation program report. /

by Marks, Gary N | Australian Council for Educational Research.

Publisher: Melbourne, Vic. National Centre for Vocational Education Research 2011Description: pdf.Online Access: Electronic copy Summary: There is a very large body of literature on the returns from education, which typically focuses on narrow outcomes such as employment, occupational status and wages. Gary Mark?s paper extends this work by examining the relationship between educational attainment and a number of dimensions of financial disadvantage. The study uses four measures, namely, income poverty; financial stress, which refers to cash-flow problems; not being in employment; and low wealth.Availability: (1)

Effective and promising summer learning programs and approaches for economically-disadvantaged children and youth : a white paper for the Wallace Foundation /

by Terzian, Mary | Child Trends | Anderson Moore, Kristin | Hamilton, Kathleen.

Publisher: Washington, DC Child Trends 2009Description: PDF.Online Access: Electronic copy Notes: July 2009 Bibliography pp. 30-33 Appendices pp. 34-39Summary: This white paper summarizes findings from an extensive literature review that was conducted to identify the most promising models and approaches for meeting the needs of low-income children, youth, and families during the summer months. Special attention is paid to summer learning programs that serve diverse, urban low-income children and youth. Data on program participation suggest that children and youth who would stand to benefit the most from summer learning programs (i.e., children and youth who are economically disadvantaged, have low school engagement, and/or exhibit problem behavior) are the least likely to participate.Availability: (1)

Embedding learning from formal training into sustained behavioural change in the workplace /

by Barker, Cheryle | National Centre for Vocational Education Research.

Publisher: Adelaide, S.A. National Centre for Vocational Education Research 2011Description: PDF.Online Access: Electronic copy Notes: Bibliography p. 28Summary: Through a literature review and interviews with industry and trainers, the study identified a range of potential strategies to assist learners to integrate learning into the workplace. A pilot training program was conducted to test the effectiveness of these strategies. Learners' pre-training benchmarks were established and feedback was sought immediately after the conclusion of training and again two months later.Availability: (1)

Evaluation of national skills academies /

by Johnson, Claire | Institute for Employment Studies | Hillage, Jim | Miller, Linda | et al.

Publisher: London, U.K. Great Britain. Department for Business, Innovation and Skills 2011Description: PDF.Other title: BIS research paper ; no. 39.Online Access: Electronic copy Notes: July 2011 Appendices pp. 66-106Summary: National Skills Academies are employer led centres of excellence. They deliver the skills required by the economy contributing to world class competitiveness. NSAs provide an opportunity for employers to set out and invest in developing an approach which meet the needs of their sector. There are currently 18 National Skills Academies in various stages of development.Availability: (1)

Evaluation of the phase 2 raising the participation age trials - final report /

by Great Britain. Department for Education.

Publisher: Cheshire, U.K. Great Britain. Department for Education 2011Description: PDF.Other title: Great Britain. Department for Education. Research report ;.Online Access: Electronic copy Notes: June 2011 SCHOOL TO WORKSummary: The Education and Skills Act 2008 legislated to increase the age of compulsory participation in education or training to age 18 by 2015 and to the end of the year in which young people turn 17 in 2013. Young people will be able to participate in a way that suits them: for instance in full-time education at school or college, on an Apprenticeship, or part-time if they are also working or volunteering full-time. Achieving full participation of young people in education or training until age 18 will require all parts of the education system to play their part. Ultimately, however, it will be local authorities (LAs) that will be responsible for ensuring that young people in their areas participate and for providing the support young people need to overcome any barriers to learning.Availability: (1)

Exploring the educational experiences of Sudanese refugee women living in the United States : a thesis submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the /

by Pacheco, Leslie.

Publisher: Bowling Green, Ohio Bowling Green State University 2011Description: PDF.Online Access: Electronic copy Notes: May 2011 Bibliography : p. 100-109Summary: Violent civil conflict in the African nation of Sudan created a humanitarian crisis which necessitated involvement and support from the international community, resulting in the resettlement of many Sudanese refuges to the United States. Much of the research on refugee populations has failed to take into account the gendered nature of the refugee experience. This is especially true of the Sudanese refugee population, in which the experiences of men have been well documented, earning them recognitions as the Lost Boys of Sudan; while their female counterparts have remained, for the most, part voiceless. The purpose of this phenomenological study was to explore how Sudanese refugee women perceive and interpret their experiences in formal education programs and how these experiences influence the resettlement process. This study addresses gaps in the literature by providing insight into the lived experiences of nine Sudanese refugee women as they reflect on their education experiences. The findings of this study indicate that refugee women have unique needs during the resettlement process. In addition to the need to learn the language of the country of resettlement, find a job and adjust to social and cultural norms, the Sudanese refugee women in this study also expressed a strong need to establish relationships, gain economic independence, and find a sense of hope in the future. The findings of this study suggest that participating in formal education can assist Sudanese refugee women in the resettlement process by fulfilling many of these needs. Formal education provided the Sudanese refugee women in this study with language and occupational skills, in addition to, and most significantly, a sense of empowerment and the agency necessary for them to redefine their lives and advocate for social change.Availability: (1)

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