|Research and Development in Colleges of Advanced Education|
AUTHORS: Warren Jones and John Ainley
DETAILS: ACER Research Monograph No. 31 Pages: 128 Price: S14.95
DATE: August 1987 REFERENCE: ISBN: 0 86431 0145
ACER has released a report on research and development in colleges of advanced education. This report describes the wide range of research and development activities in CAEs and shows that the amount of research and development in those institutions is greater than has often been formally acknowledged. The report is the result of a research study commissioned by the Commonwealth Tertiary Education Commission.
Even though the extent of research and development reported in CAEs was less than that in universities it was an important and growing activity. Research in CAEs was predominantly 'applied research' and 'experimental development', and in that respect differed from the mostly 'pure' and 'strategic basic' research reported by universities. The report provides descriptions of a number of examples of research projects being undertaken in CAEs.
Within the advanced education sector, research activity was greatest in science and engineering fields and, other things being equal, appeared to be greater for the larger metropolitan institutes of technology than for other types of institution.
Originally CAEs were seen as differing from universities in according greater emphasis to teaching and less to research. CAEs now fill a more diverse role in a range of institutions, in a variety of courses across different fields of study, and through associated non-teaching activities. Research and development now occupies a significant place in many of those institutions.
Arguments that have sometimes been advanced in support of research and development in CAEs can be grouped in two linked categories: those which are research as necessary for high quality higher education in a climate of professional activity and scholarship (with a special need for those teaching in technological fields to be at the leading edge of development), and those in which research and development is seen as utilizing the intellectual and material resources in CAEs for community and industry benefit (especially where alternative sources of expertise are not readily available).
The report documents the organizational support provided for research and development by CAEs through research centres, research companies, and college research committees. There was evidence of a steady increase in the funds attracted from external sources over the three years from 1983 to 1985. More generally, initiatives by the Commonwealth (for example, the Key Centres for Teaching and Research Program) to encourage research and development in CAEs appeared to have been successful and have also highlighted the research capabilities of some of those institutions.
|Participation in Education|
AUTHORS: Trevor Williams
DETAILS: ACER Research Monograph No. 30 Pages: 215 Price: S14.95
DATE: April, 1987 REFERENCE: ISBN O 86431 007 2
This report is the first ever to offer a comprehensive nationwide picture of participation in education. Many of the facts presented run counter to our cherished beliefs about the 'who' and 'why' of this matter and some educational myths suffer in the process. These sometimes controversial findings have stimulated nationwide media coverage of the report.
Basically, the report documents participation in eight forms of education: completion of Year 12; post-secondary education; TAFE; apprenticeships; higher education; universities; CAEs; and degree programs. Data provided by two national probability samples of young people four years apart in age are used to estimate participation rates on an 'ever/never' basis; for each sample, the proportions who had ever been enrolled in these various forms of education by age 19, and for the oldest sample, a further estimate to age 22.
Matters to do with educational policy are accommodated by providing estimates of participation rates across the categories of family social and economic status, ethnicity, rurality, school system, gender and State/Territory of residence. A further two attributes, 'school achievement' and 'schooling completed', are added to this list. Differences in participation rates - especially, differences in these rates, other things equal - are examined with the view to documenting group differences in participation which might be seen as inequitable.
The report is written in 'plain English' and is suitable for a non-specialist audience. Marginal notes provided throughout the text, and in a summary statement at the beginning of the report, make the main findings readily accessible to the reader. Some examples of these findings follow:
|TAFE CURRICULUM BRANCH|
All TAFE courses are classified using the national system of streams and fields. The course classification is used as a basis for assigning an award and for preparing submissions for approval, accreditation and registration. Once a course has been designed and classified, the branch arranges for its recognition by relevant bodies, such as professional associations, licensing authorities, governmental agencies and the Industry and Commerce Training Commission.
The Branch is also responsible for co-ordinating the design and approval processes involved when Colleges design short courses to meet the needs of local communities. In addition to statewide and local curricular activities, officers are also involved in national projects where TAFE clients seek consistency of approach across the country.
The Branch arranges for assessed courses to be considered for accreditation and for accredited courses to be forwarded to the Australian Council for Tertiary Awards to be registered.
|SEMINAR ON INTELLIGENCE|
A Forum to debate significant current contributions
to the Understanding and Improvement of
Intelligence organized by:
Australian Council for Educational Research
|Expressions of Interest - Contact:||Dr Helga A.H. Rowe|
Chief Research Officer
Australian Council for Educational Research
P.O. Box 210 Hawthorn VIC 3122
|Please cite as: QIER (1987). Publication reviews and Notices 3(3). Queensland Researcher, 3(3), 65-72. http://www.iier.org.au/qjer/qr3/book-revs-notices-3-3.html|