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Descriptors:
Retirement; Employment Level; Employer Attitudes; Learning Disabilities; Labor Market; Program Effectiveness; Foreign Countries; Local Government; Comparative Analysis; Vocational Education; Apprenticeships; Job Skills; Job Training; Labor Force; Vocational Education Teachers; Child Care Occupations; Barriers; Education Work Relationship; Wages; Academic Achievement; Trainees; Unemployment; Postsecondary Education; Technical Education; Higher Education

Abstract:
Research messages 2010 is a collection of summaries of research projects published by the National Centre for Vocational Education Research (NCVER). The summaries are clustered under five broad themes used by NCVER to organise its research and analysis: Industry and employers; Students and individuals; Teaching and learning: VET system; and VET in context. Research messages 2010 also has an overview essay that captures the themes and highlights from the research for the year. This paper presents the following summaries: (1) Developing the childcare workforce: understanding "fight" or "flight" amongst workers (Tanya Bretherton); (2) Work, skills and training in the Australian red meat processing sector (Kent Norton and Mike Rafferty); (3) The role of VET in alcohol and other drugs workforce development (Ken Pidd, Ann Roche, and Amanda Carne); (4) What would it take? Employer perspectives on employing people with a disability (Peter Waterhouse, Helen Kimberley, Pam Jonas, and John Glover); (5) Responding to changing skill demands: training packages and accredited courses (Josie Misko); (6) Where tradies work: a regional analysis of the labour market for tradespeople (Phil Lewis and Michael Corliss); (7) Does support for VET reduce employee churn? A case study in local government (Kath Curry); (8) Against the odds: influences on the post-school success of "low performers" (Sue Thomson and Kylie Hillman); (9) Returns from education: an occupational status approach (Jung-Sook Lee); (10) Breaking down the barriers: strategies to assist apprentices with a learning disability (Sandra Cotton); (11) Education and happiness in the school-to-work transition (Alfred M. Dockery); (12) The impact of wages on the probability of completing an apprenticeship or traineeship (Tom Karmel and Peter Mlotkowski); (13) Post-school education and labour force participation in Canada and Australia (Siobhan Austen and Fiona MacPhail); (14) The role of vocational education and training in the labour market outcomes of people with disabilities (Cain Polidano and Kostas Mavromaras); (15) Who works beyond the "standard" retirement age and why? (Chris Ryan and Mathias Sinning); (16) Analysis of private returns to vocational education and training (Wang-Sheng Lee and Michael Coelli); (17) Measures of student success: can we predict module-completion rates? (Jeanette Learned); (18) Using rubrics to support graded assessment in a competency-based environment (Sherridan Maxwell); (19) Blind date: an exploration for potential partnerships between literacy teachers and community service workers (Ann Leske); (20) Practitioner expectations and experiences with the Certificate IV in Training and Assessment (TAA40104) (Berwyn Clayton, Dave Meyers, Andrea Bateman, and Robert Bluer); (21) Training and assessment (TAA40104) in community providers in New South Wales: participant intentions and outcomes (Ruth Walker); (22) Approaches to research priorities for policy: a comparative study (Diana Wilkinson); (23) The future of VET: a medley of views (Francesca Beddie and Penelope Curtin [Editors]); (24) The effectiveness of the traineeship model (Tom Karmel, Davinia Blomberg, and Monika Vnuk); (25) How reasons for not completing apprenticeships and traineeships change with duration (Tom Karmel and Peter Mlotkowski); (26) Building capability in vocational education and training providers: the TAFE cut (Hugh Guthrie and Berwyn Clayton); (27) Expanding national vocational education and training statistical collections: private provider engagement (Andrew C. Smith, Rosemary Potter, and Peter J. Smith); (28) An investigation of TAFE efficiency (Peter Fieger, Tom Karmel, and John Stanwick); (29) A short history of initial VET teacher training (Hugh Guthrie); (30) Professional development in the vocational education and training workforce (Hugh Guthrie); (31) Vocational education and training workforce data 2008: a compendium (Hugh Guthrie [Editor]); (32) Dustman, milliner and watchcase maker: skilling Australia (Francesca Beddie); (33) Crediting vocational education and training for learner mobility (Sandra Walls and John Pardy); (34) Mixed-sector tertiary education: implications for self-accrediting and other higher education institutions (Gavin Moodie); (35) Annual transitions between labour market states for young Australians (Hielke Buddelmeyer and Gary Marks); (36) The incidence and wage effects of overskilling among employed VET graduates (Kostas Mavromaras, Seamus McGuiness, and Yin King Fok); (37) The role of VET in preventing the scarring effect of youth joblessness (Hielke Buddelmeyer and Nicolas Herault); and (38) Skilling and reskilling for our (greener) future (Tom Karmel). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Agribusiness; Food Processing Occupations; On the Job Training; Supervision; Supervisory Training; Work Environment; Labor Turnover; Labor Force Development; Case Studies; Industrial Structure; Ownership; Employment; Job Simplification; Employee Attitudes; Professional Associations; Foreign Countries

Abstract:
Work practices in the meat-processing industry have changed in recent years. The industry has moved away from workers dressing a whole carcass towards a chain-based system, with each worker performing a single task along a moving production line. The nature of the meat-processing workforce has also changed. It is no longer dominated by seasonal but longer-term workers, usually white and male. It is now diverse and often characterised by workers with low levels of post-secondary education and literacy. Significant pools of labour are temporary (417 visa holders, backpackers and grey nomads), contributing to high levels of staff turnover. This report investigates what these significant changes have meant for training in the industry. Key messages of this report include: (1) Training systems have been adapted to accommodate the new work systems, with training now oriented to on-the-job induction and learning of single tasks; (2) The case studies demonstrated the importance of quality supervision and the building of a safe and supportive culture in the workplace. Improved supervisor training, as well as practices that support workers as teams and individuals, result in safer and less stressful places to work; (3) The training systems accommodate rather than prevent the high rates of labour turnover in the sector. The meat-processing industry employs many workers who are entering or re-entering the paid labour force, and many of these workers move onto other areas of the paid labour market. This report arises from the second year of a three-year program of research on training and workforce development in industries which are characterised as low-skill entry points to the labour market. Appendices include: (1) Institutional structure of meat-processing sector; and (2) The ownership structure and business model used at each case study site. (Contains 1 table and 3 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Classroom Techniques; Cultural Context; Elementary Secondary Education; English Curriculum; English Instruction; Higher Education; Homophobia; Homosexuality; Political Issues; Sexual Identity; Writing Instruction

Abstract:
This international collection of essays presents a contemporary overview of issues of sexual identity as they relate to teaching and learning in English from elementary through university levels. Coming from teachers in classrooms in India to North America to South Africa to Europe, the essays theorize lesbian, gay, and transgendered positions in the classroom, offer pedagogical strategies for teaching lesbian and gay studies, and examine the broader social and political contexts that shape classroom discourse and practices. Following the introduction by the editor, the 16 essays are: (1) "Cruising the Libraries" (Lee Lynch); (2) "When the Cave Is a Closet: Pedagogies of the (Re)Pressed" (Edward J. Ingebretsen, S.J.); (3) "Blame It on the Weatherman: Popular Culture and Pedagogical Praxis in the Lesbian and Gay Studies Classroom" (Jay Kent Lorenz); (4) "On Not Coming Out: or, Reimagining Limits" (Susan Talburt); (5) "(Trans)Gendering English Studies" (Jody Norton); (6) "The Uses of History" (Lillian Faderman); (7) "'What's Out There?' Gay and Lesbian Literature for Children and Young Adults" (Claudia Mitchell); (8) "Creating a Place for Lesbian and Gay Readings in Secondary English Classrooms" (Jim Reese); (9) "Shakespeare's Sexuality: Who Needs It?" (Mario DiGangi); (10) "Coming Out and Creating Queer Awareness in the Classroom: An Approach from the U.S.-Mexican Border" (tatiana de la tierra); (11) "'Swimming Upstream': Recovering the Lesbian in Native American Literature" (Karen Lee Osborne); (12) "Reading Gender, Reading Sexualities: Children and the Negotiation of Meaning in 'Alternative' Texts" (Debbie Epstein); (13) "Fault Lines in the Contact Zone: Assessing Homophobic Student Writing" (Richard E. Miller); (14) "Queer Pedagogy and Social Change: Teaching and Lesbian Identity in South Africa" (Ann Smith); (15) "The Straight Path to Postcolonial Salvation: Heterosexism and the Teaching of English in India Today" (Ruth Vanita); and (16) "Rememorating: Quilt Readings" (Marcia Blumberg). (NKA) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Libraries; Authors; Females; Higher Education; Library Collection Development; Publications; Reading Materials; Womens Studies

Abstract:
This study explores and documents the inclusion of American women literary authors in recommended lists that have been used by academic librarians as a main tool for collection development and evaluation. These lists have been the well-known standards used as guides for building a core collection in support of the college curricula. A sample of 40 women authors was selected from "The Norton Anthology of Literature by Women: The Tradition in English," which is considered an important canon in the field of women's studies and women's literature. An additional 60 women authors selected from "American Women Writers: A Critical Reference Guide from Colonial Times to the Present" were added to the sample. The study documents and evaluates the inclusion of the 100 American women literary authors in Charles B. Shaw's "A List of Books for College Libraries (1930) and its supplement published in 1940. In addition, the study documents and evaluates women's inclusion in the three editions of "Books for College Libraries" (BCL) that were intended to update Shaw's list. The three editions were published in 1967, 1975, and 1988. All are considered highly respected core bibliographies for undergraduate libraries. The timeframe chosen for publication by the American women authors is between 1620 and 1929. This enabled the study to begin by documenting their inclusion in Shaw's list. Results show that there is a tendency to exclude women from the literary canon. The inclusion of women of color was almost nonexistent until BCL3 in 1988. Even though the inclusion of women has increased steadily since the publication of Shaw and its supplement, the adequacy of BCL3 in representing works by American women literary authors is questionable. (Contains 32 references.) (Author/AEF) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adult Education; Adult Learning; Aging (Individuals); Annotated Bibliographies; Educational Opportunities; Foreign Countries; Library Services; Older Adults; Open Universities; Outreach Programs; Preretirement Education; Program Content; Retirement

Abstract:
These annotated bibliographies are intended to assist researchers, students, and other practitioners interested in the topic of education and aging. How-to guides, research studies, literature reviews, essays, state-of-the-art reviews, and program descriptions are included. Works are arranged by the following subject areas: general, learning ability in later life, leisure and health, educational provision, outreach provision, the media, reminiscence, libraries, preretirement education, University of the Third Age, and policy for education. An author index and lists of useful addresses, journals, regular newsletters, and abbreviations are included. (MN) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Cooking Instruction; Creative Teaching; Experiential Learning; Gifted; Learning Activities; Teaching Methods

Abstract:
The article discusses the rationale for adopting a seemingly unrelated vehicle, such as cooking, for teaching gifted and other children such diverse subjects as geography, history, and language, and relates this to the concept of synectics (which holds that all subjects are interrelated). (Author/DLS)

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Descriptors:
Business Skills; Clerical Workers; Elementary Secondary Education; Guides; Management Systems; Organizational Effectiveness; Records (Forms); Standards; Task Analysis

Abstract:
A certain amount of paper work is necessary in school systems, but it must be handled in a rational, planned, and controlled manner. Most problems begin and end with the lack of training for paper work and management systems. To avoid this problem, an operating procedures manual was developed for the Special Education Instructional Materials Center (SEIMC). A built-in change factor was incorporated in the manual in that the basic format remains the same but the working parts are constantly updated and revised by the clerical staff and management. The main idea of the manual is to apply proven business methods of administration to any type of school setting or project where paper work and training are needed. The possibility of using this approach with small school systems that do not receive extensive funding cannot be understated. (Author/MLF) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Administrator Education; Cross Cultural Studies; Cultural Influences; Decision Making; Foreign Countries; Lecture Method; Management Systems; Non Western Civilization; Problem Solving; Seminars; Systems Approach; Technology; Western Civilization

Abstract:
A training program for upper-middle to upper-level managers of a company in Iran uses the lecture/seminar approach. The goals of the course are to develop insights into problem areas connected with the development of a pragmatic intercultural management model, and to introduce approaches and prerequisites for modern management. The 10 lectures provide a general understanding of the development of Western and non-Western organization and management in model form, introduce new managment techniques (Western) in the context of their applicability to an intercultural management system, and discuss problem areas common to the process of intercultural management. Each lecture contains an outline, text, summary, and references. (Author/MLF) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Exceptional Child Education; Guidelines; Handicapped Children; Job Analysis; Learning Resources Centers

Abstract:
The Operating Procedures Manual of the Special Education Instructional Materials Center (SEIMC) of the St. Paul Public Schools provides information on work stations, job details, mail handling, telephone communications, materials acquisition, materials utilization, and membership. Use of the operating manual is reported to have given staff increased assurance regarding policies and procedures of the SEIMC. Detailed instructions are given for tasks such as filing correspondence, processing incoming mail, answering the telephone, ordering materials, checking out materials, and issuing membership cards. Many of the procedures are thought to be applicable to any SEIMC. (DB) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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