Family Planning Victoria, November 2005
The report was jointly produced by the Royal Women's Hospital, Family Planning Victoria and the Centre for Adolescent Health. It provides an overview of young people's sexual and reproductive health in Victoria, with an emphasis on the dangers associated with youth sexual activity. Concerns include unplanned pregnancies, high levels of coerced sexual activity, and increasing levels of sexually transmitted infections. In terms of education, the report recommends an audit of sex education programs in all Victorian primary and secondary schools; an audit of teachers who cover this area to identify their knowledge of and 'level of comfort' with the subject; minimum standards for teachers running comprehensive programs; and dissemination of information about existing programs in the proposed annual report of young people's sexual and reproductive health. See also review in The Age 13 November 2005.
Dusseldorf Skills Forum, November 2005
Commissioned by the Australian Industry Group, Dusseldorf Skills Forum and Group Training Australia, this report is based on a survey of 1500 firms in New South Wales and from focus groups organised with young workers. Recommendations are made around five critical policy areas. Authors advocate a continued focus on apprenticeships, improvements for the current apprenticeship system and an increase in investment. The report suggests that employers would recruit more apprentices if government incentives and wages for apprentices were increased, output was higher and the quality of applicants was improved. Reasons for hiring apprentices included increasing workloads and difficulties in finding and retaining skilled tradespeople. (Adapted from review by Alethea Mouhtouris in Campus Review vol15 no45, 14 November 2005)
Subject HeadingsVET (Vocational Education and Training)
Centre for Independent Studies (CIS), October 2005
This report advocates the recruitment of established professionals to address critical teaching shortages. A site-based teacher education (SBTE) model is presented for training secondary Mathematics and Science teachers, and to fill rural and remote positions. Under the model, schools could recruit members of the labour force or recent graduates. The recruits would take up paid teaching and complete their qualification concurrently so that they are not deterred from teaching by the loss of income involved with study. The report explores the nature of rural, remote and subject teacher shortages; considers past and present recruitment strategies in Australia, the USA and Great Britain; the quality of current teacher education; benefits of increased practicum periods and the role of schools, universities and State organisations in the proposed model. To access the report, go to the CIS website and then select Publications, Issue Analysis no64.
Subject HeadingsMathematics teaching
Routeledge, January 2006
A contructivist approach to career counselling involves considering an individual's own knowledge of themselves, with reference to the impact of context and culture. This book outlines how career counsellors can, through dialogue, help individual students to build their self-knowledge and self-direction. The authors argue that a constructivist approach is more appropriate in today's society as it recognises that individuals have their own sense of self. Constructivist career counselling does not involve testing, unlike the positivist career counselling approach. Counsellors may operate between both practices. (Adapted from review by Michael Wong in Education Review vol15 no45, 14 November 2005)
Allen and Unwin, November 2005
The Queensland School Reform Longitudinal Study (QRSL) was commissioned in 1997 to identify productive pedagogies in primary and secondary schools. These pedagogies, or classroom and school practices which are shown to have significant impact on student learning and achievement, are discussed in this book. The authors outline how educational practitioners can have an increased role in educational reform, through debate and by developing best practice networks. An organisational framework for schools is offered, built by valuing difference and establishing a curriculum that is engaging and relevant to students' lives. The book discusses productive assessment, which is based on collaboration and drives learning from the outset. Productive performance in turn views learning outcomes in terms of a student's ability to generate social change. (Adapted from review by Steve Marshall, Chief Executive of the South Australian Department of Education and Children's Services, featured in Teacher November 2005)
Teaching and learning
The book suggests research-based strategies for implementing change. Five stages of planning are outlined: planning preparation, designing a vision, implementation, monitoring and adjusting the plan. The book is written by a school improvement consultant and the Deputy Executive Director of Great Britain's National Staff Development Council. It offers 20 carefully crafted sessions that will guide participants in establishing a common vision and implementing research-based strategies. (Adapted from publisher's description)