Alison Peters who is the Director of the Council of Social Service of NSW has been interviewed on the Sector Workforce Issues by Miguel Ferrero (MF), convener of the Traning Directions Network. This is a transcript of the conversation.
1) What is your position within the community sector?
I am the Director of the Council of Social Service of NSW (NCOSS).
2) What are the key workforce issues faced by the community sector?
· Poor rates of pay and conditions, compared to other industries with similar skill levels and responsibilities
· High turnover rates - “churn” of workers from employer to employer. Employers in the sector say it is hard to retain good staff.
· An increasingly complex work and regulatory environment requires an ever increasing level of skills, experience and knowledge across all levels of the sector. This isn’t just about increasing and recognising formal qualifications but also about building understanding and networks beyond particular specialisations.
· All of these factors make it harder and harder to attract people to the sector (or to studies that would lead to them working in the sector)
3) What strategies the sector could develop to address these issues?
The sector needs to
· Develop a industry plan for the sector that meets our own unique challenges to attract and retain a highly skilled and sustainable workforce. This plan needs to work for the whole sector and not just individual organisations if it is to be sustainable and therefore needs to be developed collaboratively by the sector for the sector. (for more details about what an industry plan for the sector would involve see: http://www.ncoss.org.au/resources/080708-Industry-Plan.pdf
· Advocate for funding that allows for effective service delivery by skilled workers and that recognises the need to invest in developing such a workforce on a sustainable basis. In other words funding that recognises the true costs of delivering services.
· Support the ASU’s pay equity case! *
4) What is your advice to the community-welfare sector that could be helpful to deal with these issues?
Diversity and collaboration are particular strengths of the community sector. In a fast moving and ever more complex environment it is often hard for individual organisations, or indeed individuals, to see beyond their own organisational imperatives. What this does, though, is reduce our capacity as a sector to thrive and provide quality services that improve the outcomes for vulnerable and disadvantaged people. My advice to the sector is that if we are to be the best we can possibly be as individual organisations (and individual workers) we need to start with a strong foundation and that means a strong sector. We need to use our diversity and our capacity for effective collaboration to build a strong sector as the foundation from which we can all flourish. This means getting involved in the discussion and debate about workforce issues for the sector and not leaving it to others. We also need to support the ASU’s pay equity case!*
*Disclosure – I am a former official and a life member of the ASU.
Wednesday, December 16, 2009
Thursday, December 10, 2009
WSCF Training Focus Groups Report (Jan-Jun 2009)
Dear TDN members
In order to assist formulate training sessions that are responsive to the sector needs WSCF, the training and development team conducted six focus groups from January to June 2009, which were attended by a total of 45 participants.
The aim of the focus groups was to obtain participant’s thoughts, opinions, and experiences relating to post training and to find out what in their opinion were the components that contributed to the learner’s applying learned skills and knowledge into daily work practice. WSCF Learning and Development Team will utilise this information to further improve practice and we are happy to share this information with our TDN colleagues. I have attached the link to this message.
http://www.wscf.org.au/uploads/File/FG_Report_Final_2009.pdf
MF
In order to assist formulate training sessions that are responsive to the sector needs WSCF, the training and development team conducted six focus groups from January to June 2009, which were attended by a total of 45 participants.
The aim of the focus groups was to obtain participant’s thoughts, opinions, and experiences relating to post training and to find out what in their opinion were the components that contributed to the learner’s applying learned skills and knowledge into daily work practice. WSCF Learning and Development Team will utilise this information to further improve practice and we are happy to share this information with our TDN colleagues. I have attached the link to this message.
http://www.wscf.org.au/uploads/File/FG_Report_Final_2009.pdf
MF
Metropolitan South HACC Workforce Project
Dear TDN members
I received this information on this new project. If you are interested you can contact Glen
"This is the first of a series of information sheets that will keep HACC service providers and community care stakeholders updated on the progress of the Metropolitan South HACC Workforce Project. The project has been funded by the Metropolitan South Region of Ageing, Disability and Home Care, Department of Human Services and is being administered by the Bankstown Area Multicultural Network (BAMN). It will be conducted between late 2009 and the end of June 2010.
This is separate yet linked project to the statewide HACC Workforce Project currently underway. The statewide project focuses on research, collecting information from agencies, volunteers and paid staff about the composition of the workforce and its current staff recruitment and retention challenges. The Metropolitan South project will use the research findings of the statewide project and consultation advice from local stakeholders to strengthen workforce development and support capacity in the Met South ADHC Region.
Project Aims and Objectives
The overall aim of the Metropolitan South HACC Workforce Project is to implement cost effective and efficient recruitment and retention strategies for paid workers.
The specific objectives of the project are to:
• review local and other research that can be used as an evidence base and a building block for effective workforce development and support initiatives and strategies
• analyse the potential to establish recruitment and professional development strategies with the vocational education and training (VET) sector
• identify innovative models and notional costs of regional HACC sector recruitment strategies
• produce some form of local resource for on-going use.
Project Tasks
Late 2009 and early 2010
The focus in this part of the project will be on gathering all available information on the HACC paid workforce and its challenges and the opportunities that may be available in Met South through the VET and employment services sectors. During this time, the Project Team will:
• analyse Met South HACC workforce data from the statewide project, identifying local trends and challenges across and within the three Local Planning Areas (Inner West, South East Sydney and South West Sydney)
• meet with all the HACC Development Workers and other key HACC stakeholders and develop a picture of local workforce challenges and initiatives
• talk with local VET providers and employment services with which the HACC sector has or could have mutually beneficial working relationships
• combine this information and identify a range of resource options and possible initiatives that could be implemented later in the project.
February and March 2010
The focus in this part of the project will be on consultation with service providers in Met South to determine what workforce development resources and initiatives will be of most value to the HACC sector. During this time, the Project Team will:
• meet with all HACC forums in the Met South region to outline research findings and workshop ideas for workforce development resources and initiatives
• meet again with relevant VET providers and employment services to explore further collaboration initiatives
• confirm project priorities and directions with the Project’s Steering and Advisory Committees.
April to End June 2010
The focus of this part of the project will be on the development of an agreed resource or resources to support on-going HACC workforce development in Met South. The word ‘resource’ here is used in its broadest sense. It could include materials or processes to assist in recruiting, orientating, training or supporting paid staff.
How You Can Help
Agencies with a stake in recruiting and retaining a skilled and dynamic HACC paid workforce can assist by:
• encouraging staff to participate in the upcoming statewide survey of the HACC paid workforce in early 2010
• informing the Project Team of any relevant local or agency workforce recruitment and retention research, collaborations, projects, initiatives or strategies
• meeting with the Project Team to identify potential opportunities for collaboration
• participating actively in the first HACC forums of the year which will greatly influence the agreed path forward
• participating in any trials of resources in mid 2010.
Contact the Project Team
Suggestions, information and feedback can be send to the Project Team indirectly through the HACC Development Officers or directly by contacting Glen Sorensen, Age Communications, PO Box 1231, Bondi Junction, NSW 1355, Phone: 9369 5542.
I received this information on this new project. If you are interested you can contact Glen
"This is the first of a series of information sheets that will keep HACC service providers and community care stakeholders updated on the progress of the Metropolitan South HACC Workforce Project. The project has been funded by the Metropolitan South Region of Ageing, Disability and Home Care, Department of Human Services and is being administered by the Bankstown Area Multicultural Network (BAMN). It will be conducted between late 2009 and the end of June 2010.
This is separate yet linked project to the statewide HACC Workforce Project currently underway. The statewide project focuses on research, collecting information from agencies, volunteers and paid staff about the composition of the workforce and its current staff recruitment and retention challenges. The Metropolitan South project will use the research findings of the statewide project and consultation advice from local stakeholders to strengthen workforce development and support capacity in the Met South ADHC Region.
Project Aims and Objectives
The overall aim of the Metropolitan South HACC Workforce Project is to implement cost effective and efficient recruitment and retention strategies for paid workers.
The specific objectives of the project are to:
• review local and other research that can be used as an evidence base and a building block for effective workforce development and support initiatives and strategies
• analyse the potential to establish recruitment and professional development strategies with the vocational education and training (VET) sector
• identify innovative models and notional costs of regional HACC sector recruitment strategies
• produce some form of local resource for on-going use.
Project Tasks
Late 2009 and early 2010
The focus in this part of the project will be on gathering all available information on the HACC paid workforce and its challenges and the opportunities that may be available in Met South through the VET and employment services sectors. During this time, the Project Team will:
• analyse Met South HACC workforce data from the statewide project, identifying local trends and challenges across and within the three Local Planning Areas (Inner West, South East Sydney and South West Sydney)
• meet with all the HACC Development Workers and other key HACC stakeholders and develop a picture of local workforce challenges and initiatives
• talk with local VET providers and employment services with which the HACC sector has or could have mutually beneficial working relationships
• combine this information and identify a range of resource options and possible initiatives that could be implemented later in the project.
February and March 2010
The focus in this part of the project will be on consultation with service providers in Met South to determine what workforce development resources and initiatives will be of most value to the HACC sector. During this time, the Project Team will:
• meet with all HACC forums in the Met South region to outline research findings and workshop ideas for workforce development resources and initiatives
• meet again with relevant VET providers and employment services to explore further collaboration initiatives
• confirm project priorities and directions with the Project’s Steering and Advisory Committees.
April to End June 2010
The focus of this part of the project will be on the development of an agreed resource or resources to support on-going HACC workforce development in Met South. The word ‘resource’ here is used in its broadest sense. It could include materials or processes to assist in recruiting, orientating, training or supporting paid staff.
How You Can Help
Agencies with a stake in recruiting and retaining a skilled and dynamic HACC paid workforce can assist by:
• encouraging staff to participate in the upcoming statewide survey of the HACC paid workforce in early 2010
• informing the Project Team of any relevant local or agency workforce recruitment and retention research, collaborations, projects, initiatives or strategies
• meeting with the Project Team to identify potential opportunities for collaboration
• participating actively in the first HACC forums of the year which will greatly influence the agreed path forward
• participating in any trials of resources in mid 2010.
Contact the Project Team
Suggestions, information and feedback can be send to the Project Team indirectly through the HACC Development Officers or directly by contacting Glen Sorensen, Age Communications, PO Box 1231, Bondi Junction, NSW 1355, Phone: 9369 5542.
Wednesday, December 9, 2009
Training Needs Analysis Guide
Dear TDN members
I found this interesting guide which would help you conduct your training needs analysis. The guide tells you how to do it at individual, team and organisational levels. This resource has beed developed by SKILLS THIRD SECTOR which is based in the UK. Skills Third Sector is an independent charity which helps ensure the third sector has the skills and learning it needs to do the best possible job.
http://www.skills-thirdsector.org.uk/documents/Training_Needs_Analysis_full_doc_for_sts.pdf
Happy reading
MF
I found this interesting guide which would help you conduct your training needs analysis. The guide tells you how to do it at individual, team and organisational levels. This resource has beed developed by SKILLS THIRD SECTOR which is based in the UK. Skills Third Sector is an independent charity which helps ensure the third sector has the skills and learning it needs to do the best possible job.
http://www.skills-thirdsector.org.uk/documents/Training_Needs_Analysis_full_doc_for_sts.pdf
Happy reading
MF
Tuesday, December 1, 2009
ENGAGING TOMORROW'S WORKFORCE – Industry Skills Council
This seminar was organised by the Industry Skills Council (Community Services and Health) to explore what strategies the sector needs to implement to attract, recruit and keep younger workers (Generation Y) in the sector. This seminar took place on Friday 27th of November.
Here is a summary of the main thoughts discussed at the meeting
How do we 'sell' the sector to Generation Y?
· Our biggest competition in recruitment comes from the armed forces (Army, Navy and Air Force). They use ideas such as “the spirit of ANZAC”, “mateship”, “adversity”, “sport” and use a computer game format in their training to make the whole career interesting.
The three top selling points, we can use to highlight the profile of our sector:
* One of the most diverse industry in the Australian workforce – more than 500 different occupations supporting the well being of Australians (diversity)
* Big industry and tipped to become the fastest growing industry sector – it is the third largest employer which involves the Government and business sector (choices)
* Make it exciting, rewarding to young people (flexibility, offering training, supportive environment)
There are some 'danger zones' that we need to avoid highlighting, and others we want to emphasize in promoting the sector to Generation Y
Danger marketing zones:
– highlight the low number of young people in the sector
– highlight that 35% of the jobs are located outside capital cities
Emphasize
– Flexibility in working hours (46% part time)
– We are a skilled workforce (75% with tertiary education)
– Skills are transportable and transferable, in case younger workers would like to move overseas or interstate
The presentation concluded with a number of good strategies to start attracting younger workers, including:
· You are “making a difference” in the life of people
· It is meaningful work
· learning life long human skills (knowledge, empathy, understanding)
· Helping you to better grapple with important social and ethical issues
Here is a summary of the main thoughts discussed at the meeting
How do we 'sell' the sector to Generation Y?
· Our biggest competition in recruitment comes from the armed forces (Army, Navy and Air Force). They use ideas such as “the spirit of ANZAC”, “mateship”, “adversity”, “sport” and use a computer game format in their training to make the whole career interesting.
The three top selling points, we can use to highlight the profile of our sector:
* One of the most diverse industry in the Australian workforce – more than 500 different occupations supporting the well being of Australians (diversity)
* Big industry and tipped to become the fastest growing industry sector – it is the third largest employer which involves the Government and business sector (choices)
* Make it exciting, rewarding to young people (flexibility, offering training, supportive environment)
There are some 'danger zones' that we need to avoid highlighting, and others we want to emphasize in promoting the sector to Generation Y
Danger marketing zones:
– highlight the low number of young people in the sector
– highlight that 35% of the jobs are located outside capital cities
Emphasize
– Flexibility in working hours (46% part time)
– We are a skilled workforce (75% with tertiary education)
– Skills are transportable and transferable, in case younger workers would like to move overseas or interstate
The presentation concluded with a number of good strategies to start attracting younger workers, including:
· You are “making a difference” in the life of people
· It is meaningful work
· learning life long human skills (knowledge, empathy, understanding)
· Helping you to better grapple with important social and ethical issues
Thursday, November 26, 2009
WORKFORCE DEVELOPMENT AND THE FUTURE OF THE NATIONAL TRAINING SYSTEM
On Thursday 19th I attended the NSW Community Services and Health – ITAB Forum. The key speaker at the event was Phillip Bullock who is the chair of SKILLS Australia and who talked about the future of our National Training System. This is a summary of some ideas presented at the Forum:
· SKILLS Australia was formed to deal with a changing economy and society
· Government policy needs to respond to the following questions: what kind of industries will emerge in the future? What kind of skills and capacities will we be required to develop? Do we have the capacity to respond to these challenges?
· There are clear drivers and trends that will shape the future of industries and skills. The economy will depend on Asian markets and demands, climate change will be the central theme, there will be more integrated technologies and Australian society will be demographically more diverse and with an ageing groups
· Skills Australia will be focused on workforce development issues.
· Workforce development is built on three elements: participation, up-skilling and skills utilization
In order to answer these three questions: Where are we headed?, Where do we want to be? And How do we get there?
Skills Australia conducted three activities:
· 1. identifying major workforce and education trends for the next few decades. This was done by analysing historical data.
· 2. three scenarios were developed as a future planning tool for an uncertain environment. An open and closed economy were the first two scenarios and the current status quo was the third. Policy directions and responses were developed according to each scenario.
· 3. Access Economics conducted a number of models and projections based on economic data.
SKILLS Australia received the following feedback from their consultations
· There is clear support for a national approach to workforce development, but not to centralised control
· Encourage holistic, multi-faceted action (eg training, stimulus, tax incentives)
· Greater role of Government is needed
· Improve numeracy, literacy and generic core skills
· Support of new jobs and new industries
· Future role of immigration in addressing skill shortages
· Ongoing targeted focus on participation
Some areas of future changes affecting the training system
· Tighten AQTF 2007 framework
· Purchasing contracts to drive day-to-day quality
· Use information to improve accountability, performance and choice
· Establish a national regulator
MF
· SKILLS Australia was formed to deal with a changing economy and society
· Government policy needs to respond to the following questions: what kind of industries will emerge in the future? What kind of skills and capacities will we be required to develop? Do we have the capacity to respond to these challenges?
· There are clear drivers and trends that will shape the future of industries and skills. The economy will depend on Asian markets and demands, climate change will be the central theme, there will be more integrated technologies and Australian society will be demographically more diverse and with an ageing groups
· Skills Australia will be focused on workforce development issues.
· Workforce development is built on three elements: participation, up-skilling and skills utilization
In order to answer these three questions: Where are we headed?, Where do we want to be? And How do we get there?
Skills Australia conducted three activities:
· 1. identifying major workforce and education trends for the next few decades. This was done by analysing historical data.
· 2. three scenarios were developed as a future planning tool for an uncertain environment. An open and closed economy were the first two scenarios and the current status quo was the third. Policy directions and responses were developed according to each scenario.
· 3. Access Economics conducted a number of models and projections based on economic data.
SKILLS Australia received the following feedback from their consultations
· There is clear support for a national approach to workforce development, but not to centralised control
· Encourage holistic, multi-faceted action (eg training, stimulus, tax incentives)
· Greater role of Government is needed
· Improve numeracy, literacy and generic core skills
· Support of new jobs and new industries
· Future role of immigration in addressing skill shortages
· Ongoing targeted focus on participation
Some areas of future changes affecting the training system
· Tighten AQTF 2007 framework
· Purchasing contracts to drive day-to-day quality
· Use information to improve accountability, performance and choice
· Establish a national regulator
MF
Tuesday, November 17, 2009
"Towards an Australian Workforce Development Strategy" discussion paper
Dear TDN members
Skills Australia has launched this discussion paper to frame national consultations on how to best meet the nation's future skills needs. "Workforce Futures" presents a case for a changed focus in how Australia approaches planning for our future skills.
I have attached the link to download this document for your perusal.
http://www.deewr.gov.au/Skills/Programs/skillsaustralia/Documents/WorkforceFuturesOverview1.pdf
MF
Skills Australia has launched this discussion paper to frame national consultations on how to best meet the nation's future skills needs. "Workforce Futures" presents a case for a changed focus in how Australia approaches planning for our future skills.
I have attached the link to download this document for your perusal.
http://www.deewr.gov.au/Skills/Programs/skillsaustralia/Documents/WorkforceFuturesOverview1.pdf
MF
Friday, November 13, 2009
NCVR Paper: "Practitioner experiences and expectations with the Certificate IV in Training and Assessment"
Through a number of interviews and surveys with teachers and practitioners, this paper explores experiences and expectations upon completion of the Certificate IV in Training and Assessment. Also, this research explores issues such as uneven quality, incosistencies in delivery and the perceived inability ot meet the skills and knowledge of future trainers.
It is worth reading it.
http://www.ncver.edu.au/research/proj/nr08504r.pdf
MF
It is worth reading it.
http://www.ncver.edu.au/research/proj/nr08504r.pdf
MF
Tuesday, November 3, 2009
Sydney Facilitators Network - November meeting
You are cordially invited:
Graphic Facilitation with Nancy White
This session explores how images and drawing can help with the facilitation process.
Whether you are an artist or not (especially if you think you aren't), we will be painting, drawing, smudging and crayoning.
Nancy White has worked with organisations as diverse as the World Health Organization, IBM, IEEE & the International Labor Organization. She is the co-author of "Digital Habitats" with Etienne Wenger & John Smith.
Venue:
University of Technology Sydney (UTS), Jones Street, Ultimo corner Thomas Street.
Room 5.580 Level 5, Building 10, Take the lift to level 5, cross the atrium foot bridge, walk straight ahead to room 580.
Time:
from 5:30pm to 7:30pm sharp No RSVP - Just turn up
Graphic Facilitation with Nancy White
This session explores how images and drawing can help with the facilitation process.
Whether you are an artist or not (especially if you think you aren't), we will be painting, drawing, smudging and crayoning.
Nancy White has worked with organisations as diverse as the World Health Organization, IBM, IEEE & the International Labor Organization. She is the co-author of "Digital Habitats" with Etienne Wenger & John Smith.
Venue:
University of Technology Sydney (UTS), Jones Street, Ultimo corner Thomas Street.
Room 5.580 Level 5, Building 10, Take the lift to level 5, cross the atrium foot bridge, walk straight ahead to room 580.
Time:
from 5:30pm to 7:30pm sharp No RSVP - Just turn up
Tuesday, October 27, 2009
Twenty roles pictures play in presentations - article
Dear TDN members
I found this interesting article I would like to share with you: http://www.aspirecommunications.com/Download/Aspire%20Picture%20Roles%20Guide%20v1.4.pdf
cheers
MF
I found this interesting article I would like to share with you: http://www.aspirecommunications.com/Download/Aspire%20Picture%20Roles%20Guide%20v1.4.pdf
cheers
MF
Monday, October 26, 2009
"Future of the National Training System Forum" - change of time
Dear TDN members
if you are planning to attend this forum on Thursday 19th November, the keynote speaker (Mr. Phillip Bullock) session has been moved forward one hour. So, he is booked from 1 to 3 pm that afternoon.
see you there one hour earlier
MF
if you are planning to attend this forum on Thursday 19th November, the keynote speaker (Mr. Phillip Bullock) session has been moved forward one hour. So, he is booked from 1 to 3 pm that afternoon.
see you there one hour earlier
MF
Tuesday, October 20, 2009
"Labor dynamics and the Non-government community services workforce in NSW" Report
The Social Policy Research Centre from the University of NSW has recently released a report that provides vital information about the state of the Non-Government sector workforce, highlighting strength and challenges and possible strategies for reform. I have attached the link to this message as it is a very comprehensive snapshot of our sector.
http://www.ncoss.org.au/hot/20090904-NGO-Labour-dynamics.pdf
have a good reading
MF
http://www.ncoss.org.au/hot/20090904-NGO-Labour-dynamics.pdf
have a good reading
MF
Thursday, October 15, 2009
Contribution of the Not-for-Profit Sector - Report
Dear TDN members
the Productivity Commission has made available the first draft of their report providing a number of reforms and recommendations. It is available in PDF format
http://www.pc.gov.au/__data/assets/pdf_file/0007/91717/not-for-profit-draft.pdf
MF
the Productivity Commission has made available the first draft of their report providing a number of reforms and recommendations. It is available in PDF format
http://www.pc.gov.au/__data/assets/pdf_file/0007/91717/not-for-profit-draft.pdf
MF
Wednesday, October 14, 2009
"The Future of the National Training System" Forum
NSW Community Services and Health ITAB have organised a forum to talk about the future of the national training system on Thursday 19 of November. The event will be held at the Sydney Cochlear Implant Centre, Building 39, Gladesville Hospital, Victoria Road, Gladesville NSW.
Phillip Bullock who is the Chair of "Skills Australia" will be the keynote speaker on the day. I have attached electronic copy of the flyer for your perusal.
http://www.csh-itab.com.au/documents/AGMinvitation.pdf
have a good day
MF
Phillip Bullock who is the Chair of "Skills Australia" will be the keynote speaker on the day. I have attached electronic copy of the flyer for your perusal.
http://www.csh-itab.com.au/documents/AGMinvitation.pdf
have a good day
MF
Friday, October 9, 2009
A Profile of VET Providers 2006
Dear TDN members
This summary, from the National Centre for Vocational Education Research (NCVER), provides a profile of both TAFE institutes and private providers in the provision of publicly funded vocational education and training (VET). It provides data on student characteristics and outcomes, which demonstrate the extent of variation in the sector in 2006.
http://www.ncver.edu.au/statistics/vet/publications/sp09020r.pdf
MF
This summary, from the National Centre for Vocational Education Research (NCVER), provides a profile of both TAFE institutes and private providers in the provision of publicly funded vocational education and training (VET). It provides data on student characteristics and outcomes, which demonstrate the extent of variation in the sector in 2006.
http://www.ncver.edu.au/statistics/vet/publications/sp09020r.pdf
MF
Tuesday, September 8, 2009
Sydney Facilitators Network - September meeting
The Sydney Facilitators Network is geeting together on Monday 14 of September. See below details:
"Our September Facilitators Network meeting will deal with that elusive topic ‘spirituality at work’. David Tacey defines spirituality as receptivity to mystery, a sense that there’s more to reality than meets the eye. Benedictine monk and psychologist Steindl Rast characterises spiritual experience as moments of heightened aliveness and actually, common sense (!!).Is any of this useful in our daily interactions with business? And how relevant is the topic now, to the world of organizations and consulting?
This session will offer the opportunity to explore the potential value of spirituality for us as practitioners.Claire Jankelson will facilitate a process that builds a picture of how the group itself makes sense of 'spirituality at work'. We'll consider the implications of the group's understanding, for taking action.Claire is coordinator for February 2010 Spirituality Leadership and Management conference. www.slamconference.org.au Claire’s web site is www.confluential-leadership.com Venue:
Venue: University of Technology Sydney (UTS), Jones Street, Ultimo corner Thomas Street.
Room 5.580 Level 5, Building 10, Take the lift to level 5, cross the atrium foot bridge, walk straight ahead to room 580.
Time: from 5:30pm to 7:30pm sharp"
have a good day
MF
"Our September Facilitators Network meeting will deal with that elusive topic ‘spirituality at work’. David Tacey defines spirituality as receptivity to mystery, a sense that there’s more to reality than meets the eye. Benedictine monk and psychologist Steindl Rast characterises spiritual experience as moments of heightened aliveness and actually, common sense (!!).Is any of this useful in our daily interactions with business? And how relevant is the topic now, to the world of organizations and consulting?
This session will offer the opportunity to explore the potential value of spirituality for us as practitioners.Claire Jankelson will facilitate a process that builds a picture of how the group itself makes sense of 'spirituality at work'. We'll consider the implications of the group's understanding, for taking action.Claire is coordinator for February 2010 Spirituality Leadership and Management conference. www.slamconference.org.au Claire’s web site is www.confluential-leadership.com Venue:
Venue: University of Technology Sydney (UTS), Jones Street, Ultimo corner Thomas Street.
Room 5.580 Level 5, Building 10, Take the lift to level 5, cross the atrium foot bridge, walk straight ahead to room 580.
Time: from 5:30pm to 7:30pm sharp"
have a good day
MF
Monday, August 31, 2009
Powerpoint Presentations - Resource
Dear TDN members
In the last two weeks I found two websites that can help you with your powerpoint presentations. These websites have examples and you can download material. It is worth having a look.
http://www.slideshare.net/
http://www.aspirecommunications.com/index.html
MF
In the last two weeks I found two websites that can help you with your powerpoint presentations. These websites have examples and you can download material. It is worth having a look.
http://www.slideshare.net/
http://www.aspirecommunications.com/index.html
MF
Monday, August 24, 2009
LORN - training portal
LORN is new easy-to-use portal that allows teachers and trainers to access quality learning resources for the Australian VET sector. It consist of resources that owner organisations are willing to share across the VET sector.
http://lorn.flexiblelearning.net.au/
This new website will replacing the public website training.com.au and the Nationall Training Information service website. The website is still in development.
http://blog.training.gov.au/
MF
http://lorn.flexiblelearning.net.au/
This new website will replacing the public website training.com.au and the Nationall Training Information service website. The website is still in development.
http://blog.training.gov.au/
MF
Tuesday, August 18, 2009
Podcast Interviews from NCVER websitee
Dear TDN
I found a list of interesting interviews from the NCVER website. I recommend the last one where Tom Karmel explains the mismatches between the kind of training received and the real job done by the trainee. The community sector (aged and disability) are mentioned by Karmel in the interview.
http://www.ncver.edu.au/resources/podcasts.html
MF
I found a list of interesting interviews from the NCVER website. I recommend the last one where Tom Karmel explains the mismatches between the kind of training received and the real job done by the trainee. The community sector (aged and disability) are mentioned by Karmel in the interview.
http://www.ncver.edu.au/resources/podcasts.html
MF
Wednesday, August 12, 2009
"NGO Training Providers Directory" - New Resource
Dear TDN members
After the success of its BLOG, the next initiative of the Training Directions Network is to develop a directory of NGO Training Providers to support the work of the community welfare sector.
The Training Directions Networks aims to bring together training providers and interested workers in Western Sydney to discuss and identify current cross-sectorial strategies to meet the training needs of community based organisations.
The compilation of the information for the NGO Training Providers Directory has been conducted using a collaborative Wiki. The use of this technology will enable the TDN to update the information, especially, the training calendar links and to allow anyone to visit this on-line resource.
The Directory contains contact information and web-links for Not-for-Profit NGOs who provide training and learning opportunities to the Community and Welfare sector and can be viewed at
http://www.wscf.org.au/index.php/home/learning_and_development_program
Once there, click on the relevant category of provider listed on the left hand side of the screen to find the information you need.
For further information or comments you can email Miguel Ferrero: miguelf@wscf.org.au
After the success of its BLOG, the next initiative of the Training Directions Network is to develop a directory of NGO Training Providers to support the work of the community welfare sector.
The Training Directions Networks aims to bring together training providers and interested workers in Western Sydney to discuss and identify current cross-sectorial strategies to meet the training needs of community based organisations.
The compilation of the information for the NGO Training Providers Directory has been conducted using a collaborative Wiki. The use of this technology will enable the TDN to update the information, especially, the training calendar links and to allow anyone to visit this on-line resource.
The Directory contains contact information and web-links for Not-for-Profit NGOs who provide training and learning opportunities to the Community and Welfare sector and can be viewed at
http://www.wscf.org.au/index.php/home/learning_and_development_program
Once there, click on the relevant category of provider listed on the left hand side of the screen to find the information you need.
For further information or comments you can email Miguel Ferrero: miguelf@wscf.org.au
Tuesday, August 4, 2009
Universal Design Principles - Traininig and Learning Material
Universal design is a term being used more and more frequently, in relation to designing everything from products and communications to the built environment, with accessibility in mind. These principles can be used when designing learning materials so that more people can use them, and that most people can use them more easily. I have attached this link which can provide you with more information
http://trainandemploy.qld.gov.au/partners/fact_sheets_and_resources/training_support/accessible_resources/index.html
MF
http://trainandemploy.qld.gov.au/partners/fact_sheets_and_resources/training_support/accessible_resources/index.html
MF
Sydney Facilitators Network - August meeting
"Living a Sustainable Life with Matt Moore & Sharon McGann"
You are warmly invited to the next meeting of the Facilitators Network on Monday 10th August, 2009
"Sustainability" is widely-used term today in politics, business and the media today. It often crops up often at Facilitators Network meetings. However, while it is widely-used, its meaning is often ambiguous. What is sustainable behaviour? What does it mean to lead a sustainable life?
This session will explore participants' definitions of sustainability and our possibilities for action. Those who feel they have plenty of experience in this area and those who feel like newbies are equally welcome and will have equally important parts to play.
Facilitators: Matt Moore & Sharon McGann. Matt Moore wants to do the right thing but often fails. His day job is a director of Innotecture and an occasional lecturer at UTS. Sharon McGann is a Director and Consultant for A Passion for Results who has been studying Sustainable Leadership practices formally and informally for a number of years and attempting to practice what she researches.
Venue: University of Technology Sydney (UTS), Jones Street, Ultimo corner Thomas Street.
Room 5.580 Level 5, Building 10, Take the lift to level 5, cross the atrium foot bridge, walk straight ahead to room 580.
Time: from 5:30pm to 7:30pm sharp
MF
Training Needs Assessment - Report
Dear TDN members
I have attached to this message copy of the Final Report of "Mental Health Training Needs Assessment for the NGO Sector in NSW". This report was commissioned by the Mental Health Coordinating Council in 2006 and drew my attention as it is a very comprehensive training needs analysis as it combines a number of strategies (survey, focus groups, workshop and interviews) to collect information
http://www.mhcc.org.au/images/uploaded/Training_Needs%20_Analysis%20_for%20_the%20_NGO%20_Sector%20_in%20_NSW.pdf
MF
I have attached to this message copy of the Final Report of "Mental Health Training Needs Assessment for the NGO Sector in NSW". This report was commissioned by the Mental Health Coordinating Council in 2006 and drew my attention as it is a very comprehensive training needs analysis as it combines a number of strategies (survey, focus groups, workshop and interviews) to collect information
http://www.mhcc.org.au/images/uploaded/Training_Needs%20_Analysis%20_for%20_the%20_NGO%20_Sector%20_in%20_NSW.pdf
MF
Monday, July 27, 2009
"Improving transfer of learning" article
TDN Bloggers
Anita Mullaly who is the HACC Training Coordinator at Macarthur Disability Services and member of our TDN has emailed me a recommended article about what a manager can do to improve transfer of learning to their workers when they go to training. By clicking the link you will have access to the full article
http://www.hrdcentral.com/blog/?p=1258
Also, I included a free extract from the book "The Skilled Facilitator" by Roger Schwarz who is one of the "gurus" in the facilitation world. The chapter explains what is the "Skilled Facilitator" Approach. Very informative.
http://www.hrdcentral.co.nz/wordpress/wp-content/uploads/2009/02/9780787947231excerpt.pdf
Thanks Anita
MF
Anita Mullaly who is the HACC Training Coordinator at Macarthur Disability Services and member of our TDN has emailed me a recommended article about what a manager can do to improve transfer of learning to their workers when they go to training. By clicking the link you will have access to the full article
http://www.hrdcentral.com/blog/?p=1258
Also, I included a free extract from the book "The Skilled Facilitator" by Roger Schwarz who is one of the "gurus" in the facilitation world. The chapter explains what is the "Skilled Facilitator" Approach. Very informative.
http://www.hrdcentral.co.nz/wordpress/wp-content/uploads/2009/02/9780787947231excerpt.pdf
Thanks Anita
MF
"Training for Change" Website
Dear TDN bloggers
I found a really interesting website called "Training for Change" and what really drew my attention was the "tools" section. It contains excellent games and activities to make the training session more participatory and inclusive. It is really worthing exploring the entire website.
Happy surfing
http://trainingforchange.org/tools
MF
I found a really interesting website called "Training for Change" and what really drew my attention was the "tools" section. It contains excellent games and activities to make the training session more participatory and inclusive. It is really worthing exploring the entire website.
Happy surfing
http://trainingforchange.org/tools
MF
Monday, July 20, 2009
"Facebook and Not for Profits" article
I have recently found an article about "Facebook and the Not for Profits" sector in the website of "Probono Australia".
Although I am not a heavy user of Facebook (checking my account twice per week), I found the article very encouraging on how the sector can use this e-learning tool to promote events, build online communities and engage mainly a younger audience. I know that this tool is more likely to be used among youth workers with positive and encouraging results.
The full article is attached to this post for your perusal.
http://www.probonoaustralia.com.au/news/detail.chtml?filename_num=283411
MF
Although I am not a heavy user of Facebook (checking my account twice per week), I found the article very encouraging on how the sector can use this e-learning tool to promote events, build online communities and engage mainly a younger audience. I know that this tool is more likely to be used among youth workers with positive and encouraging results.
The full article is attached to this post for your perusal.
http://www.probonoaustralia.com.au/news/detail.chtml?filename_num=283411
MF
Monday, July 13, 2009
Training Needs Analysis - List of articles
Dear TDN members
I found this website with seven short articles about training needs analysis. They are very informative, succint and short
http://www.trainingneedsanalysis.com.au/
Also, I found this website based in the UK containing some useful bits
http://www.trainingzone.co.uk/
Happy reading
MF
I found this website with seven short articles about training needs analysis. They are very informative, succint and short
http://www.trainingneedsanalysis.com.au/
Also, I found this website based in the UK containing some useful bits
http://www.trainingzone.co.uk/
Happy reading
MF
"The People of NSW" 2006 Census
Dear TDN members
The Community Relations Commission has made available two volumes of statistical data from the 2006 Census. The name of the document is "The People of New South Wales" which is a major compilation of statistics on birthplace, language, religion and ancestry from the 2006 Census of Population and Housing. I hope that this information can help you with your planning process.
http://www.crc.nsw.gov.au/publications/documents/ponsw
MF
The Community Relations Commission has made available two volumes of statistical data from the 2006 Census. The name of the document is "The People of New South Wales" which is a major compilation of statistics on birthplace, language, religion and ancestry from the 2006 Census of Population and Housing. I hope that this information can help you with your planning process.
http://www.crc.nsw.gov.au/publications/documents/ponsw
MF
Monday, June 29, 2009
"Combining formal, non formal and informal learning" report
This paper provides a literature review, undertaken for the Australian Industry Group. Different type of strategies (job redesign, cross-skilling, multi-skilling, diversified career pathways, action learning projects, quality assurance arrangements, job rotations and mentoring programs) can be used to prepare workers to gain, maitain or progress through jobs. Copy of the report has been attached to this post.
http://www.ncver.edu.au/research/commercial/op03830.pdf
happy reading
MF
http://www.ncver.edu.au/research/commercial/op03830.pdf
happy reading
MF
Friday, June 19, 2009
NCOSS MSU new info sheets - Community Management
Dear TDN members
Recently, community.net has published some resources produced by NCOSS on Governance, Partnerships and how to select a consultant. The material has been developed by NCOSS' Management Support Unit (MSU). Link has been attached to this message for your perusal.
http://www.ncoss.org.au/component/option,com_docman/task,cat_view/Itemid,78/gid,250/orderby,dmdate_published/
Miguel Ferrero
Recently, community.net has published some resources produced by NCOSS on Governance, Partnerships and how to select a consultant. The material has been developed by NCOSS' Management Support Unit (MSU). Link has been attached to this message for your perusal.
http://www.ncoss.org.au/component/option,com_docman/task,cat_view/Itemid,78/gid,250/orderby,dmdate_published/
Miguel Ferrero
Friday, June 12, 2009
Recognising non-formal and informal learning - NCVER report
Recognition of prior learning has been a longstanding issue within the education and training landscape. This report provides insights into how people become aware of their recognition options and explores factors that encourage or inhibit access to recognition of prior learning. Copy of the report is attached to this post.
http://www.ncver.edu.au/research/proj/nr07501.pdf
http://www.ncver.edu.au/research/proj/nr07501.pdf
Friday, June 5, 2009
ACOSS Community Survey Results - NSW
The ACOSS Australian Community Sector Survey Report 2009 has been released. The report provides information on service use, income, expenditure and workforce issues forthe communitiy services and welfare sector. Attached to this post you will find PDF copy of the National and New South Wales Survey Results.
http://www.ncoss.org.au/resources/090604-CSS-National-final.pdf
http://www.ncoss.org.au/resources/090604-NSW-final.pdf
Miguel Ferrero
http://www.ncoss.org.au/resources/090604-CSS-National-final.pdf
http://www.ncoss.org.au/resources/090604-NSW-final.pdf
Miguel Ferrero
Thursday, May 28, 2009
Training Needs Analysis - Useful resources
Dear TDN members
In the last couple of days, I have been doing some research on Training Needs Analysis (TNA) and I found some wonderful resources that could help us with our own TNA. I have attached the links to this post for your perusal.
http://www.businessperform.com/html/poor_employee_performance.html
http://www.businessperform.com/html/transfer_of_training.html
http://articlesea.com/training-the-right-way-tips-for-novice-trainers/
http://www.nwlink.com/~donclark/analysis/analysis.html
http://www.cipd.co.uk/subjects/lrnanddev/needs/idtlneeds.htm
http://www.businessperform.com/html/training_needs_analysis.html
Miguel Ferrero
In the last couple of days, I have been doing some research on Training Needs Analysis (TNA) and I found some wonderful resources that could help us with our own TNA. I have attached the links to this post for your perusal.
http://www.businessperform.com/html/poor_employee_performance.html
http://www.businessperform.com/html/transfer_of_training.html
http://articlesea.com/training-the-right-way-tips-for-novice-trainers/
http://www.nwlink.com/~donclark/analysis/analysis.html
http://www.cipd.co.uk/subjects/lrnanddev/needs/idtlneeds.htm
http://www.businessperform.com/html/training_needs_analysis.html
Miguel Ferrero
Wednesday, May 20, 2009
"Informal Learning" at glance
This publication talk about the submerged aspect of learning and how to encourage informal learning among older workers, business people, migrant and refugees, disengaged learners and learning inside and outside of your workplace. The paper is brief and very entertaining.
http://www.ncver.edu.au/research/proj/nd08022.pdf
MF
http://www.ncver.edu.au/research/proj/nd08022.pdf
MF
Thursday, May 14, 2009
NCVER Latest Reports
I have recently found a couple of interesting reports from NCVER website. The first one is about the current competitive environment affecting training providers and how they do business. Three areas are covered especifically in the report: income sources, thin markets for VET and research and development activity. It provides a good picture of the sector
http://www.ncver.edu.au/research/proj/nr06006p.pdf
The second paper addresses four areas:
- how the VET system encourages employer participation in training in Australia
- the main indicators used to measure employer training activity
- evidence relating to the returns employers obtain from training
- main barriers to employers undertaking or investing in more training.
http://www.ncver.edu.au/research/commercial/op04230.pdf
Also, I have included the lastest issue of Training Packages @ Work Newsletter
http://www.tpatwork.com/ViewIssue.asp?issueid=277
MF
http://www.ncver.edu.au/research/proj/nr06006p.pdf
The second paper addresses four areas:
- how the VET system encourages employer participation in training in Australia
- the main indicators used to measure employer training activity
- evidence relating to the returns employers obtain from training
- main barriers to employers undertaking or investing in more training.
http://www.ncver.edu.au/research/commercial/op04230.pdf
Also, I have included the lastest issue of Training Packages @ Work Newsletter
http://www.tpatwork.com/ViewIssue.asp?issueid=277
MF
"The Impact of E-learning on Employability Skills Development" report
The Australian Flexible Learning Framework has produced a report on how technology (e-learning) can assist with effective teaching, learning, reporting and VET assessment process for employability skills. The VET sector is experiencing changes as a result of implementing a new policy for the employability skills of learning and use of technology.
Copy of the full report is attached to this message.
http://www.flexiblelearning.net.au/flx/webdav/site/flxsite/shared/Benchmarking%20and%20Research/E-learning_Employability_Report.pdf
MF
Copy of the full report is attached to this message.
http://www.flexiblelearning.net.au/flx/webdav/site/flxsite/shared/Benchmarking%20and%20Research/E-learning_Employability_Report.pdf
MF
Tuesday, May 5, 2009
Greening VET - skills for sustainability
The VET Connect Professional Development Forum has produced an interesting paper summarising and addressing sustainability issues such as moving towards a carbon neutral VET sector, include sustainability principles in training design and identify the future demands of Green skills. It is a really easy document to read as it provides some clues on how to build a sustainable VET sector.
You can download copy of the document by clicking the link:
http://www.vetpd.qld.gov.au/resources/pdf/tla/rpl/vetconnect_report.pdf
MF
You can download copy of the document by clicking the link:
http://www.vetpd.qld.gov.au/resources/pdf/tla/rpl/vetconnect_report.pdf
MF
Certificate IV in Training and Assessment (under review)
Did you know that the Certificate IV in Training and Assessment is under review?
Innovation and Business Skills Australia is currently conducting the review and they are inviting individuals and organisation to provide feedback. In April last year, they released a discussion paper and interested parties are invited to provide comments on the qualification's suitability for its role as the basic training qualification in the vocational education and trianing sector, the design and content of the core units and the balance of the various components of the training package.
I have attached the link of Innovation and Business Skills Australia and the discussion paper for your perusal
http://www.ibsa.org.au/content/currentprojects/TAA40104_Review.html
www.ibsa.org.au/downloads/TAA40104_Consultation_Paper.pdf (PDF 103KB).)
Innovation and Business Skills Australia is currently conducting the review and they are inviting individuals and organisation to provide feedback. In April last year, they released a discussion paper and interested parties are invited to provide comments on the qualification's suitability for its role as the basic training qualification in the vocational education and trianing sector, the design and content of the core units and the balance of the various components of the training package.
I have attached the link of Innovation and Business Skills Australia and the discussion paper for your perusal
http://www.ibsa.org.au/content/currentprojects/TAA40104_Review.html
www.ibsa.org.au/downloads/TAA40104_Consultation_Paper.pdf (PDF 103KB).)
Sydney Facilitators Network - May 11
The Sydney Facilitators Networking is getting together on Monday 11th at 5.30 pm at UTS. If you are interested in attending the meeting, you can visit their blog. Their link has been attached to this message.
http://facilitatorsnetwork.blogspot.com/
MF
http://facilitatorsnetwork.blogspot.com/
MF
Friday, April 24, 2009
"Environmental Scan 2009" Report
The Industry Skills Council has made available their 2009 environmental scan report. This document proved that the community services and health industry is one of the largest employers in Australia and confirmed a massive workforce growth (+38%) from 1998 to 2008.
https://www.cshisc.com.au/docs/R&PProjects/ESCIP/environmentalscan2009_v1.pdf
MF
https://www.cshisc.com.au/docs/R&PProjects/ESCIP/environmentalscan2009_v1.pdf
MF
"Health and Community Services Labour Force 2006" Report
The Australian Institute of Health and Welfare has recently published this report. In 2006, over 9% of Australia's workforce was employed in health and community services occupations - a 26% increase from 2001. The report confirms that the number of workers aged 55 to 64 has increased by 4% from 2001. The report also provides some info on other factors such as country of birth and qualifications.
http://www.aihw.gov.au/publications/hwl/hwl-43-10677/hwl-43-10677.pdf
MF
http://www.aihw.gov.au/publications/hwl/hwl-43-10677/hwl-43-10677.pdf
MF
Thursday, April 16, 2009
"BIG Skills Conference" - Papers and presentations
In the last Community.Net newsletter, TRI Community Exchange has made available some presentations from the "Big Skills Conference" held in March 2-5 in Sydney. The Conference brought together major national and international players with an interest in skills and training issues. I would recommend to visit the powerpoint presentations of Phillip Bullock and John Buchanan as they provide a good glimpse of the workforce development debate in Australia.
http://www.dest.gov.au/sectors/training_skills/programmes_funding/Programme_categories/Conferences/Speakers_Presentations.htm
MF
http://www.dest.gov.au/sectors/training_skills/programmes_funding/Programme_categories/Conferences/Speakers_Presentations.htm
MF
National Training Information Services Directory
Looking for an Aboriginal RTO, I found the National Training Information Services Directory website. It is a great resource. I have attached the link to this message
http://www.ntis.gov.au/Default.aspx?/rto/all&page=1&state=01
MF
http://www.ntis.gov.au/Default.aspx?/rto/all&page=1&state=01
MF
Wednesday, April 15, 2009
Sydney Facilitators Networl - April meeting
The Sydney Facilitators Network - has advertised their next meeting:
"You are warmly invited to the next meeting of the Facilitators Network on Monday 20th APRIL 2009 (a joint meeting with the Games & Simulations Network (GSN)
Topic: Simulations in the Context of Restorative Practices
The Games and Simulations Network (GSN) Team will lead a session on Restorative Practices to reflect on past, present, future options for use in potentially difficult communication contexts.
The restorative practices concept has its roots in "restorative justice," a new way of looking at criminal justice that focuses on repairing the harm done to people and relationships rather than on punishing offenders (although restorative justice does not preclude incarceration of offenders or other sanctions). Originating in the 1970s as mediation between victims and offenders, in the 1990s restorative justice broadened to include communities of care as well, with victims' and offenders' families and friends participating in collaborative processes called "conferences" and "circles". See http://www.iirp.org/whatisrp.php
This is a collaborative meeting of the Simulations Games Network and the Facilitator’s Network The GSN Team will use a number of strategies from simulation-supported learning contexts – including scenarios and the briefing/action/debriefing sequence. The session will model the use of such tools and invite participants to explore how these can be applied to a variety of contexts where improving the quality of communication is a priority.
Restorative Practices assist individuals and groups re-establish equanimity after damaging exchanges, so we can expect a powerful exploration of its principles. The session will provide insights into the values underpinning restorative practices and simulations for learning, a valuable introduction to current and future oriented communication strategies.
Date: Monday 20th April
Venue: Room 5.580 Level 5, Building 10, University of Technology Sydney (UTS), Jones Street, Ultimo corner Thomas Street. Take the lift to level 5, cross the atrium foot bridge, walk straight ahead to room 580.
Time: from 5:30pm to 7:30pm sharp
Social Networking: Afterwards at the Broadway Bar, Cnr. Harris St & Broadway, from 7.30"
"You are warmly invited to the next meeting of the Facilitators Network on Monday 20th APRIL 2009 (a joint meeting with the Games & Simulations Network (GSN)
Topic: Simulations in the Context of Restorative Practices
The Games and Simulations Network (GSN) Team will lead a session on Restorative Practices to reflect on past, present, future options for use in potentially difficult communication contexts.
The restorative practices concept has its roots in "restorative justice," a new way of looking at criminal justice that focuses on repairing the harm done to people and relationships rather than on punishing offenders (although restorative justice does not preclude incarceration of offenders or other sanctions). Originating in the 1970s as mediation between victims and offenders, in the 1990s restorative justice broadened to include communities of care as well, with victims' and offenders' families and friends participating in collaborative processes called "conferences" and "circles". See http://www.iirp.org/whatisrp.php
This is a collaborative meeting of the Simulations Games Network and the Facilitator’s Network The GSN Team will use a number of strategies from simulation-supported learning contexts – including scenarios and the briefing/action/debriefing sequence. The session will model the use of such tools and invite participants to explore how these can be applied to a variety of contexts where improving the quality of communication is a priority.
Restorative Practices assist individuals and groups re-establish equanimity after damaging exchanges, so we can expect a powerful exploration of its principles. The session will provide insights into the values underpinning restorative practices and simulations for learning, a valuable introduction to current and future oriented communication strategies.
Date: Monday 20th April
Venue: Room 5.580 Level 5, Building 10, University of Technology Sydney (UTS), Jones Street, Ultimo corner Thomas Street. Take the lift to level 5, cross the atrium foot bridge, walk straight ahead to room 580.
Time: from 5:30pm to 7:30pm sharp
Social Networking: Afterwards at the Broadway Bar, Cnr. Harris St & Broadway, from 7.30"
Tuesday, April 14, 2009
Social Bookmarking - Follow up
Dear TDN members
at the last meeting we did not have enough time to talk about social bookmarking which was on the agenda. Social bookmarking can be defined as a method for Internet users to store, organise, search and manage your favorite web pages. It is a really useful e-learning tool. Attached to this message you will find a YouTube presentation on what is social bookmarking and I hope that we can have a brief demostration at the next TDN meeting.
http://www.youtube.com/watch?v=x66lV7GOcNU
at the last meeting we did not have enough time to talk about social bookmarking which was on the agenda. Social bookmarking can be defined as a method for Internet users to store, organise, search and manage your favorite web pages. It is a really useful e-learning tool. Attached to this message you will find a YouTube presentation on what is social bookmarking and I hope that we can have a brief demostration at the next TDN meeting.
http://www.youtube.com/watch?v=x66lV7GOcNU
Monday, March 30, 2009
IT Predictions for the NGO sector
UK Fundraising website has recently published the top six technology predictions for the community sector in 2009. I have attached the link with full article for your perusal
http://www.fundraising.co.uk/news/2009/01/23/it-experts-suggest-top-six-notforprofit-technology-predictions-2009
MF
http://www.fundraising.co.uk/news/2009/01/23/it-experts-suggest-top-six-notforprofit-technology-predictions-2009
MF
The Centre for Social Impact - Summer newsletter
Dear TDN members
The Centre for Social Impact has recently released the summer edition of their newsletter called "Knowledge Connect". It has a couple of interesting articles about leadership in the third sector.
enjoy the reading
http://www.csi.edu.au/uploads/31642/ufiles/Knowledge-Connect-Edition-2.pdf
Miguel Ferrero
The Centre for Social Impact has recently released the summer edition of their newsletter called "Knowledge Connect". It has a couple of interesting articles about leadership in the third sector.
enjoy the reading
http://www.csi.edu.au/uploads/31642/ufiles/Knowledge-Connect-Edition-2.pdf
Miguel Ferrero
Thursday, March 26, 2009
A Directory of Education & Training Statistics, 2009 - ABS
The lastest edition of the electronic newsletter community.net published a directory of a national statistical resources available relating to education and training activity in Australia. The directory covers all recent national ABS statistical collections which have education and training as a main focus. I have attached the link to this message for your perusal.
http://www.abs.gov.au/ausstats/abs@.nsf/mf/1136.0?OpenDocument
Miguel Ferrero
http://www.abs.gov.au/ausstats/abs@.nsf/mf/1136.0?OpenDocument
Miguel Ferrero
Tuesday, March 24, 2009
Communities of Practice: Addressing Workforce Trends Through New Learning Models
Interesting article on how technology, especially, social network sites such us Facebook, MySpace or Flickr are changing the communication dealings of workers and the possibility of creating communities of practice through this collaborative techonologies.
http://www.elearnmag.org/subpage.cfm?article=37-1§ion=best_practices
http://www.elearnmag.org/subpage.cfm?article=37-1§ion=best_practices
Wednesday, March 18, 2009
ICT Strategy for the NGO sector
NCOSS is launching the Information and Communication Technology Strategy for the NGO sector on Friday 20th of March. From the Executive Summary the issue of training is mentioned as the sector will require to become more aware of the new technologies availble
http://www.ncoss.org.au/projects/ITStrategy/downloads/Ex_Sum_ICT.pdf
MF
http://www.ncoss.org.au/projects/ITStrategy/downloads/Ex_Sum_ICT.pdf
MF
Wednesday, March 11, 2009
"The Alchemy Project Feasibility Report"
Last December I attended the launch of this interesting report conducted by FAR Social Enterprise. It contains a literature review and views from a broad range of organisations on leadership development issues, needs, challenges and strenghts within the not for profit sector.
By clicking this link you will be able to download the PDF copy
http://www.sydneycommunityfoundation.org.au/content/media/alchemy_project.pdf
MF
By clicking this link you will be able to download the PDF copy
http://www.sydneycommunityfoundation.org.au/content/media/alchemy_project.pdf
MF
Friday, March 6, 2009
"The demand for training" NCVER paper
This paper was presented at the Skills Australia, Academy of Social Sciences seminar in Sydney in September 2008. This paper examines the demand for training. It concentrates on the factors that affect individual and employer demand, and points out that accredited vocational education and training (VET) need to be considered in the context of extensive use of non-accredited and on-the-job training.
http://www.ncver.edu.au/pubs/confs/Demand_for_training_TK_MC.pdf
MF
http://www.ncver.edu.au/pubs/confs/Demand_for_training_TK_MC.pdf
MF
Systemic innovation in the Australian VET system: country case study report
The aim of this report is to analyse innovation systems and strategies in vocational education and training by bringing together evidence of the drivers for systemic innovation in six different countries (Australia, Denmark, Germany, Hungary, Mexico and Switzerland).
All countries participating in the study have selected two or three case studies of innovations in VET for in-depth analysis by the expert team. The following is a list of issues that the study focuses on in particular:
- How countries go about innovation;
- The processes involved, leadership and the relationships between the main actors;
- The knowledge base that is drawn on; andThe procedures and criteria for assessing progress and outcomes.
The three case studies are: a) research and statistics in VET with a focus on the National Centre for Vocational Education Research (NCVER); b) raising the status of VET; and c) the Australian Flexible Learning Framework.
http://www.oecd.org/dataoecd/17/38/42243354.pdf
All countries participating in the study have selected two or three case studies of innovations in VET for in-depth analysis by the expert team. The following is a list of issues that the study focuses on in particular:
- How countries go about innovation;
- The processes involved, leadership and the relationships between the main actors;
- The knowledge base that is drawn on; andThe procedures and criteria for assessing progress and outcomes.
The three case studies are: a) research and statistics in VET with a focus on the National Centre for Vocational Education Research (NCVER); b) raising the status of VET; and c) the Australian Flexible Learning Framework.
http://www.oecd.org/dataoecd/17/38/42243354.pdf
Sydney Facilitators Network - March meeting
You are warmly invited to our next meeting of 2009 on Monday 9th MARCH 2009
“Decision Making in Uncertain Times: Managing Encounters with Uncertainty and Discontinuity” with Dr Elyssebeth Leigh
Once upon a time – so the story goes – to be a successful decision maker only required memorising then following carefully a chosen set of stepping stones called a “decision-making sequence”
You know the kind of thing. First do this, then do that and follow that with the other. And behold! A decision emerges as you cut your way through all the competing options to find your way to clarity and certainty!
Whether you actually thought they were as helpful as their proposers asserted, might have been a different matter. For my self I always felt there was something missing – but could not say what it was – so said naught.
Now I know why I felt something was missing. I have learned that decisions - happen in contexts – which heavily influence your starting point are of different kinds – which kind is yours?
have known and unknown influencing factors – which impact on the extent to which you can make/implement a decision anyway are driven by causes which may have different effects in different conditions concern problems that will not always succumb to applications of logical sequencing. The work of David Snowden and the Cognitive Edge team has opened my eyes to a whole new world of ‘decision making in uncertain times’.
This session will introduce the Cognitive Edge approach to thinking, learning and decision making in the 21st century. The action will focus on Snowden’s model of ‘decision heuristics’ to co-create some new understandings of problem finding and decision creating.
When: Monday 9th March
Venue: Room 5.580 Level 5, Building 10, University of Technology Sydney (UTS), Jones Street, Ultimo corner Thomas Street. Take the lift to level 5, cross the atrium foot bridge, walk straight ahead to room 580.
Time: from 5:30pm to 7:30pm sharp
Social Networking: Afterwards at the Broadway Bar, Cnr. Harris St & Broadway, from 7.30
“Decision Making in Uncertain Times: Managing Encounters with Uncertainty and Discontinuity” with Dr Elyssebeth Leigh
Once upon a time – so the story goes – to be a successful decision maker only required memorising then following carefully a chosen set of stepping stones called a “decision-making sequence”
You know the kind of thing. First do this, then do that and follow that with the other. And behold! A decision emerges as you cut your way through all the competing options to find your way to clarity and certainty!
Whether you actually thought they were as helpful as their proposers asserted, might have been a different matter. For my self I always felt there was something missing – but could not say what it was – so said naught.
Now I know why I felt something was missing. I have learned that decisions - happen in contexts – which heavily influence your starting point are of different kinds – which kind is yours?
have known and unknown influencing factors – which impact on the extent to which you can make/implement a decision anyway are driven by causes which may have different effects in different conditions concern problems that will not always succumb to applications of logical sequencing. The work of David Snowden and the Cognitive Edge team has opened my eyes to a whole new world of ‘decision making in uncertain times’.
This session will introduce the Cognitive Edge approach to thinking, learning and decision making in the 21st century. The action will focus on Snowden’s model of ‘decision heuristics’ to co-create some new understandings of problem finding and decision creating.
When: Monday 9th March
Venue: Room 5.580 Level 5, Building 10, University of Technology Sydney (UTS), Jones Street, Ultimo corner Thomas Street. Take the lift to level 5, cross the atrium foot bridge, walk straight ahead to room 580.
Time: from 5:30pm to 7:30pm sharp
Social Networking: Afterwards at the Broadway Bar, Cnr. Harris St & Broadway, from 7.30
Friday, February 27, 2009
Online Training - "Webinars"
Online training sessions using Web-based seminars, or Webinars, represents progress in organisational effectiveness that can no longer be ignored. Feel free to download these these two articles: " Five Keys to Getting Started with Interactive Online Training", to learn how leading trainers are leveraging online tools to extend their reach, deliver more training and lower their costs.
https://www1.gotomeeting.com/images/ad/pdf/12704_wh_onlinelearning.pdf?Portal=www.gotomeeting.com
http://secure.eloqua.com/web/CitrixOnline/1080FiveKeysOnlineTrn.pdf
MF
https://www1.gotomeeting.com/images/ad/pdf/12704_wh_onlinelearning.pdf?Portal=www.gotomeeting.com
http://secure.eloqua.com/web/CitrixOnline/1080FiveKeysOnlineTrn.pdf
MF
Supporting learners using e-learning in workplaces
The electronic newsletter: "The Creative Economy" has posted an interesting article on practical models for businesses and their training partners to provide effective support for learners using e-learning in workplaces.
I have attached the pdf document to this message for your perusal.
http://industry.flexiblelearning.net.au/2009/guidelines_supporting_elearners_in_workplaces.pdf
MF
I have attached the pdf document to this message for your perusal.
http://industry.flexiblelearning.net.au/2009/guidelines_supporting_elearners_in_workplaces.pdf
MF
Thursday, February 19, 2009
Community Services Industry Sector Meeting
TAFE NSW Training Education and Support (TES) Portfolio, Industry Skills Unit (ISU), Meadowbank works collaboratively with key stakeholders in industry sectors to support training delivery and build capacity in NSW. Their role includes developing innovative education and training solutions, identifying and responding to current and emerging training issues/priorities, designing and implementing workforce development strategies and networking with key stakeholders.
They are holding their Community Services Industry Sector Meeting on Wednesday 4th March 10.30 am to 3.30 pm - TAFE NSW, North Sydney Institute, Meadowbank Campus - Building J, Level 3, Rooms 1 & 2.
If you are interested in attending this meeting you need to register by contacting Karin Rule on 9942-3235 or at karin.rule@det.nsw.edu.au
MF
They are holding their Community Services Industry Sector Meeting on Wednesday 4th March 10.30 am to 3.30 pm - TAFE NSW, North Sydney Institute, Meadowbank Campus - Building J, Level 3, Rooms 1 & 2.
If you are interested in attending this meeting you need to register by contacting Karin Rule on 9942-3235 or at karin.rule@det.nsw.edu.au
MF
Tuesday, February 17, 2009
AITD National Conference
The Australian Institute of Training and Development is holding their National Conference on 21 and 22 April at the Australian Technology Park, Sydney. I have included the page with the main speakers and you can download the brochure from the website which is available in PDF.
http://www.aitd.com.au/conference/programandspeakers
Also, I have included the link of "Navigating NSW" which is an information gateway for community services and health industry sectors.
http://www.csh-itab.com.au/navnsw/#
http://www.aitd.com.au/conference/programandspeakers
Also, I have included the link of "Navigating NSW" which is an information gateway for community services and health industry sectors.
http://www.csh-itab.com.au/navnsw/#
VET Information Portal
Dear TDN members
This portal provides access to over 300 Australian and International research resources related to research in the field of vocational education and training. I have attached the link for your perusal.
http://www.vetinformationportal.edu.au/
This portal provides access to over 300 Australian and International research resources related to research in the field of vocational education and training. I have attached the link for your perusal.
http://www.vetinformationportal.edu.au/
Tuesday, February 10, 2009
CommunityNet - Resources compilation
Dear TDN member
our colleague, Silvia Betancourt from TRI has made available a wonderful resource for the NGO sector. It is a compilation of valuable documents, reports, guidelines and other resources published on the electronic newsletter "communitynet" between November 2006 and October 2008. You can download it from the link.
http://www.cnet.ngo.net.au/compilation/
MF
our colleague, Silvia Betancourt from TRI has made available a wonderful resource for the NGO sector. It is a compilation of valuable documents, reports, guidelines and other resources published on the electronic newsletter "communitynet" between November 2006 and October 2008. You can download it from the link.
http://www.cnet.ngo.net.au/compilation/
MF
Thursday, February 5, 2009
Sydney Facilitator Network - First meeting of 2009
You are warmly invited to our first meeting of 2009 on Monday 9th FEBRUARY 2008
"What can we Learn about Leadership from Indigenous Kids?" with Greg Jenkins
The Australian Football league (AFL) recently launched an indigenous academy for Aboriginal kids in Western Sydney. Greg Jenkins had the privilege of working on the leadership component of the program in 2008. In this session, Greg will facilitate an experience of the frameworks, facilitation tools and games that he found to be highly effective in the program. Greg's insights have the potential to transform the way we plan and implement leadership development in organisations, schools and communities.
Greg delivered this session at both the AFN Conference in Bathurst in Nov '08 http://www.markbutz.com/afn/afn_08_conference/index.html and the ICEL Conference at UTS in Dec '08 http://www.education.uts.edu.au/icel/ . The feedback was extremely positive.
Greg Jenkins works with business, education and community organisations facilitating strategy, culture, sustainability. He is founder of TinCAN Learning www.tincanlearning.com which develops and delivers blended learning programs in facilitation, leadership and change. Greg is coordinator of the Sydney Facilitators Network.
(See our new Facilitators Network Blog: http://facilitatorsnetwork.blogspot.com/)
Venue: Room 5.580 Level 5, Building 10, University of Technology Sydney (UTS), Jones Street, Ultimo corner Thomas Street. Take the lift to level 5, cross the atrium foot bridge, walk straight ahead to room 580.
Time: from 5:30pm to 7:30pm sharp
About Facilitators Network:
The Facilitators Network (Est. 1992) is a self-organising Community of Practice requiring no formal membership apart from a closed email list. Meetings attract between 25 and 40 participants including independent facilitators, trainers and consultants, volunteers and those employed in business, public sector, not for profits and the community sector. A donation of $5 per participant covers outgoings.
Meetings are held on the second Monday of the month from February to December (*unless a public holiday falls on the date in which case the meeting slips back 1 week).
Our Three Principles
The 3 Principles of Facilitators Network (a community of Practice)
No RSVP, just turn up - all are welcome
Turn up to receive the benefits –There are no benefits for non-attendees
Practice facilitation –we are all about the experience (practice) of facilitation
Our Values - PICSEU (From session May 12, 2008)
· PREPARED - We value facilitation that is well prepared and planned to ensure a delivered outcome
· INVOLVED - We value the inclusive participation of all people gathering to focus on an outcome
· CLEAR - We value the clear communication of ideas and meanings.
· SAFE - We value the building of safe environments for equal participation
· EXCITED - We value the presence, passion and play on offer by facilitators
· UNDERSTOOD - We value processes that clarify participant expectations
Values workshop outputs www.unfoldingfutures.net/pdf/SydneyFacNetwork-May08-Values.pdf
"What can we Learn about Leadership from Indigenous Kids?" with Greg Jenkins
The Australian Football league (AFL) recently launched an indigenous academy for Aboriginal kids in Western Sydney. Greg Jenkins had the privilege of working on the leadership component of the program in 2008. In this session, Greg will facilitate an experience of the frameworks, facilitation tools and games that he found to be highly effective in the program. Greg's insights have the potential to transform the way we plan and implement leadership development in organisations, schools and communities.
Greg delivered this session at both the AFN Conference in Bathurst in Nov '08 http://www.markbutz.com/afn/afn_08_conference/index.html and the ICEL Conference at UTS in Dec '08 http://www.education.uts.edu.au/icel/ . The feedback was extremely positive.
Greg Jenkins works with business, education and community organisations facilitating strategy, culture, sustainability. He is founder of TinCAN Learning www.tincanlearning.com which develops and delivers blended learning programs in facilitation, leadership and change. Greg is coordinator of the Sydney Facilitators Network.
(See our new Facilitators Network Blog: http://facilitatorsnetwork.blogspot.com/)
Venue: Room 5.580 Level 5, Building 10, University of Technology Sydney (UTS), Jones Street, Ultimo corner Thomas Street. Take the lift to level 5, cross the atrium foot bridge, walk straight ahead to room 580.
Time: from 5:30pm to 7:30pm sharp
About Facilitators Network:
The Facilitators Network (Est. 1992) is a self-organising Community of Practice requiring no formal membership apart from a closed email list. Meetings attract between 25 and 40 participants including independent facilitators, trainers and consultants, volunteers and those employed in business, public sector, not for profits and the community sector. A donation of $5 per participant covers outgoings.
Meetings are held on the second Monday of the month from February to December (*unless a public holiday falls on the date in which case the meeting slips back 1 week).
Our Three Principles
The 3 Principles of Facilitators Network (a community of Practice)
No RSVP, just turn up - all are welcome
Turn up to receive the benefits –There are no benefits for non-attendees
Practice facilitation –we are all about the experience (practice) of facilitation
Our Values - PICSEU (From session May 12, 2008)
· PREPARED - We value facilitation that is well prepared and planned to ensure a delivered outcome
· INVOLVED - We value the inclusive participation of all people gathering to focus on an outcome
· CLEAR - We value the clear communication of ideas and meanings.
· SAFE - We value the building of safe environments for equal participation
· EXCITED - We value the presence, passion and play on offer by facilitators
· UNDERSTOOD - We value processes that clarify participant expectations
Values workshop outputs www.unfoldingfutures.net/pdf/SydneyFacNetwork-May08-Values.pdf
Thursday, January 22, 2009
Is your computer ready for e-learning? article
The latest Community.net newsletter issue has included an article about a new online tool which can tell you if your computer has the required softwares for e-learning. I have included the link to the full article and some info about funding available for e-learning in 2009
http://www.cnet.ngo.net.au/index.php?option=content&task=view&id=40270
http://www.flexiblelearning.net.au/flx/go/home/op/edit/pid/592/
MF
http://www.cnet.ngo.net.au/index.php?option=content&task=view&id=40270
http://www.flexiblelearning.net.au/flx/go/home/op/edit/pid/592/
MF
Wednesday, January 21, 2009
Lifelong Learning (2) History
The origins of the concept of Lifelong Learning can be traced back to authors such as Basil Yeaxlee and Eduard Lindeman in England in the 1920’s. They understood education as an ongoing process, affecting mainly adults, and certainly not restricted to formal school. They also introduced the concepts of “life-as-education”, and the valuing of individual’s experiences as much as their formal education (Faris:2004). These two authors helped to define the limits and the basic principles of adult education, and therefore Lifelong Learning.
From the 1930’s and up until the 1970’s, Lifelong Learning was closely linked to adult/popular education and the worker’s education movement (Kearns et al: 1999). The focus at the this time was on training workers, linking them to formal education and increasing the influence of the trade union movement by building their activist base.
The post-World War II period saw the decolonisation of African and Asian nations and the rise of national – liberation movements in other Third World countries. Newly elected governments were required to implement literacy campaigns and massive expansion of education to build nationhood and incorporate new groups into the political process (Kearns at al:1999). In response to the needs of these emerging nations, UNESCO took the lead in developing the concept of Lifelong Learning as a cultural policy which promoted social change. In 1972, UNESCO released the Faure report titled “Learning To Be”. In this report, UNESCO outlines their vision of what they titled “education permanente”, or permanent (i.e. lifelong) education, as encompassing the whole life span, being inclusive of different social sectors, occurring across different formal and informal settings (home, communities, workplaces), and addressing a broad range of social, cultural, and economic purposes (cited in Kearns: 2005).
The 1970’s saw a number of important reports outlining policy directions regarding education in this broad sense. The OECD contributed to the debate with their own reports: “Recurrent Education: a Strategy for Lifelong Learning” (1973) and, later, the “Lifelong Learning for All” report (1996) (Faris: 2004). The first (1973) report was quite similar in spirit to UNESCO’s contribution. However, by the time their second (1996), the view of the OECD (and, to some extent, the views of UNESCO) had shifted.
The OECD’s “Lifelong Learning for All (or Delors) report represented a major shift in the focus of lifelong learning. This report claims that lifelong learning is based on four pillars: learning to live together, learning to be, learning to know, and learning to do (cited in Robinson: 2000 and Kearns: 1999). The concepts of “learning to live together” and “learning to be” attempt to address social goals such as civic participation, social cohesion and democratic processes. On the other hand, the concepts lf “Learning to know” and learning to do” address economic imperatives such as building a highly skilled and competitive workforce (Noonan: 2005). These last two “pillars” were given the most emphasis in the OECD report.
The OECD’s 1996 report highlighted the socio-economic purpose of Lifelong Learning, and recommended increasing early childhood education, explicitly linking learning and work, assessing and recognising skills and competencies, developing new Lifelong Learning opportunities, and rethinking the roles and responsibilities of unions, employer organisations, civil society and governments (Kearnes, McDonald, Candy, Knights and Papadopoulos: 1999).
The European Union joined the debate in the 1990s, building on the OECD’s report and attempted to combine economic (international competitiveness) and social (social cohesion) outcomes as the main goals of their lifelong learning policy, with a slightly stronger emphasis on the economic advantages.
These milestone documents produced by UNESCO, OECD and the European Union have highlighted the recognition of formal and informal learning, the importance of self-motivated learning, and the universal participation in Lifelong Learning (Watson: 2003). Over the years, the economic prosperity and social stability have become more prominent than inclusion or some of the other original social ideas, and has come to embrace the idea of self-funded learning as key element of Lifelong Learning policy.
The next article will be covering the current drivers of Lifelong Learning. If you have any comment, you can send them to Miguel to miguelf@wscf.org.au
From the 1930’s and up until the 1970’s, Lifelong Learning was closely linked to adult/popular education and the worker’s education movement (Kearns et al: 1999). The focus at the this time was on training workers, linking them to formal education and increasing the influence of the trade union movement by building their activist base.
The post-World War II period saw the decolonisation of African and Asian nations and the rise of national – liberation movements in other Third World countries. Newly elected governments were required to implement literacy campaigns and massive expansion of education to build nationhood and incorporate new groups into the political process (Kearns at al:1999). In response to the needs of these emerging nations, UNESCO took the lead in developing the concept of Lifelong Learning as a cultural policy which promoted social change. In 1972, UNESCO released the Faure report titled “Learning To Be”. In this report, UNESCO outlines their vision of what they titled “education permanente”, or permanent (i.e. lifelong) education, as encompassing the whole life span, being inclusive of different social sectors, occurring across different formal and informal settings (home, communities, workplaces), and addressing a broad range of social, cultural, and economic purposes (cited in Kearns: 2005).
The 1970’s saw a number of important reports outlining policy directions regarding education in this broad sense. The OECD contributed to the debate with their own reports: “Recurrent Education: a Strategy for Lifelong Learning” (1973) and, later, the “Lifelong Learning for All” report (1996) (Faris: 2004). The first (1973) report was quite similar in spirit to UNESCO’s contribution. However, by the time their second (1996), the view of the OECD (and, to some extent, the views of UNESCO) had shifted.
The OECD’s “Lifelong Learning for All (or Delors) report represented a major shift in the focus of lifelong learning. This report claims that lifelong learning is based on four pillars: learning to live together, learning to be, learning to know, and learning to do (cited in Robinson: 2000 and Kearns: 1999). The concepts of “learning to live together” and “learning to be” attempt to address social goals such as civic participation, social cohesion and democratic processes. On the other hand, the concepts lf “Learning to know” and learning to do” address economic imperatives such as building a highly skilled and competitive workforce (Noonan: 2005). These last two “pillars” were given the most emphasis in the OECD report.
The OECD’s 1996 report highlighted the socio-economic purpose of Lifelong Learning, and recommended increasing early childhood education, explicitly linking learning and work, assessing and recognising skills and competencies, developing new Lifelong Learning opportunities, and rethinking the roles and responsibilities of unions, employer organisations, civil society and governments (Kearnes, McDonald, Candy, Knights and Papadopoulos: 1999).
The European Union joined the debate in the 1990s, building on the OECD’s report and attempted to combine economic (international competitiveness) and social (social cohesion) outcomes as the main goals of their lifelong learning policy, with a slightly stronger emphasis on the economic advantages.
These milestone documents produced by UNESCO, OECD and the European Union have highlighted the recognition of formal and informal learning, the importance of self-motivated learning, and the universal participation in Lifelong Learning (Watson: 2003). Over the years, the economic prosperity and social stability have become more prominent than inclusion or some of the other original social ideas, and has come to embrace the idea of self-funded learning as key element of Lifelong Learning policy.
The next article will be covering the current drivers of Lifelong Learning. If you have any comment, you can send them to Miguel to miguelf@wscf.org.au
Tuesday, January 13, 2009
The Big Skills Conference 09 - Sydney Australia
"The Big Skills" Conference is hosted by the Department of Education, Employment and Workplace Relations. This is the first major national conference on skills and training hosted at the Federal level in recent times.
I have attached the registration brochure for your perusal if you are interested in attending it.
http://www.dest.gov.au/NR/rdonlyres/D3260971-B107-45D7-A182-EB44939C71C2/25155/08241VETBIGskillsconferenceREGOBROCHURE_V2_proof03.pdf
MF
I have attached the registration brochure for your perusal if you are interested in attending it.
http://www.dest.gov.au/NR/rdonlyres/D3260971-B107-45D7-A182-EB44939C71C2/25155/08241VETBIGskillsconferenceREGOBROCHURE_V2_proof03.pdf
MF
Friday, January 9, 2009
Lifelong Learning (Introduction)
Lifelong Learning (Introduction)
Over the next few weeks, I will be discussing the idea of Lifelong Learning, its origins and driving forces. These short articles are based on literature research I carried out last year in the course of my Masters studies at Sydney University.
The concept of Lifelong Learning (LLL) has gained prominence in developed countries in response to the economic, technological, demographic and business changes experienced by these economies beginning in the 1980s and into the 1990s. Although this term (LLL) is presented as relatively new, the concept behind it is much older, having emerged in the 1920s and 1930s under the discourse of “adult education”.
There is now relative agreement about the scope of Lifelong Learning, which is defined broadly in the wider literature as “post-secondary education”. However, in its evolution from the original concept of Adult Education, a number of different perspectives have developed in terms of its fundamental aims.
Different aspects of the discussion around Lifelong Learning in will be covered in progressive blog posts. These will include a historical account of the concept, the main drivers of the current interest in LLL, the current debate amongst the main perspectives on LLL, and the different discourses which are fighting for control over the local and international LLL agenda. I will identify and describe the key issues affecting the Lifelong Learning framework in Australia and the contribution of the voluntary sector to the practice of LLL. But first, let’s set up some definitions and context.
Lifelong learning should be understood as an organising principles to address issues of education and training differently. These principles are that:
a) LLL occurs throughout society and in different contexts (families, communities, workplaces),
b) it affects the lifecycle of the individual,
c) involves formal education and training and informal learning, and
d) LLL can be facilitated by a broad range of agents, networks and partnership. (Kearns: 1999)
The World Initiative on Lifelong Learning (p.5: 1999) provides an interesting definition that encompasses the organising principles described above:
“Lifelong Learning is a continuously supportive process which stimulates and empowers individuals to acquire all the knowledge, values, skills and understanding they will require throughout their lifetimes and to apply them with confidence, creativity and enjoyment in all roles, circumstances, and environments”
In the next few weeks I will be covering the historical background of LLL. Please let me know your thoughts about this issue, specifically on how the concept of lifelong learners applies ( or doesn’t apply) to your work in the sector. You can send me your comments and ideas to miguelf@wscf.org.au
MF
Over the next few weeks, I will be discussing the idea of Lifelong Learning, its origins and driving forces. These short articles are based on literature research I carried out last year in the course of my Masters studies at Sydney University.
The concept of Lifelong Learning (LLL) has gained prominence in developed countries in response to the economic, technological, demographic and business changes experienced by these economies beginning in the 1980s and into the 1990s. Although this term (LLL) is presented as relatively new, the concept behind it is much older, having emerged in the 1920s and 1930s under the discourse of “adult education”.
There is now relative agreement about the scope of Lifelong Learning, which is defined broadly in the wider literature as “post-secondary education”. However, in its evolution from the original concept of Adult Education, a number of different perspectives have developed in terms of its fundamental aims.
Different aspects of the discussion around Lifelong Learning in will be covered in progressive blog posts. These will include a historical account of the concept, the main drivers of the current interest in LLL, the current debate amongst the main perspectives on LLL, and the different discourses which are fighting for control over the local and international LLL agenda. I will identify and describe the key issues affecting the Lifelong Learning framework in Australia and the contribution of the voluntary sector to the practice of LLL. But first, let’s set up some definitions and context.
Lifelong learning should be understood as an organising principles to address issues of education and training differently. These principles are that:
a) LLL occurs throughout society and in different contexts (families, communities, workplaces),
b) it affects the lifecycle of the individual,
c) involves formal education and training and informal learning, and
d) LLL can be facilitated by a broad range of agents, networks and partnership. (Kearns: 1999)
The World Initiative on Lifelong Learning (p.5: 1999) provides an interesting definition that encompasses the organising principles described above:
“Lifelong Learning is a continuously supportive process which stimulates and empowers individuals to acquire all the knowledge, values, skills and understanding they will require throughout their lifetimes and to apply them with confidence, creativity and enjoyment in all roles, circumstances, and environments”
In the next few weeks I will be covering the historical background of LLL. Please let me know your thoughts about this issue, specifically on how the concept of lifelong learners applies ( or doesn’t apply) to your work in the sector. You can send me your comments and ideas to miguelf@wscf.org.au
MF
Thursday, January 8, 2009
Volunteer Involving organisations Partnering with RTOs
Dear TDN members
Our colleagues from Community.Net have included a resource produced by Volunteering Australia to assist NGOs in partnering with RTOs. The guidelines will help NGOs to ask the right questions when seeking partnerships with RTOs to deliver training for volunteers.
You can download the guidelines from the Community.Net newsletter or by clicking the link:
http://www.cnet.ngo.net.au/index.php?option=content&task=view&id=39959
Have a great and productive 2009
MF
Our colleagues from Community.Net have included a resource produced by Volunteering Australia to assist NGOs in partnering with RTOs. The guidelines will help NGOs to ask the right questions when seeking partnerships with RTOs to deliver training for volunteers.
You can download the guidelines from the Community.Net newsletter or by clicking the link:
http://www.cnet.ngo.net.au/index.php?option=content&task=view&id=39959
Have a great and productive 2009
MF
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