Upload
eletsonline
View
218
Download
0
Embed Size (px)
Citation preview
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 1/95
Learning for the knowledge society:
An education and training action plan for the information economy
Contents
Instructions for pdf navigation
•You can click on ‘Forward’, ‘Backward’ or 'Contents' at the top of the document pages.
•You can use the arrows on the Acrobat menu bar to navigate forwards or backwards page by page.
•You can also use the arrow icons on your keyboard to navigate through the document.
•To enlarge the viewing screen either:
– select the magnifying glass and click on the area you wish to enlarge or form a marquee over the area you
wish to view (ie. hold the mouse button down and drag the magnifying glass over the area);or
– use the view options menu bar at the bottom of the Acrobat screen.
•To pan out from the page,hold down the option button on your keyboard to change the +ve symbol
on the magnifying glass to a –ve symbol , then click the mouse.
•To search for a word or phrase select the binoculars icon on the menu bar.
•The Contents pages are live,ie. if you click on a topic you will go to that page.
•You can return to the Contents page by clicking your mouse on ‘Contents’ on each title page.
Forward
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 2/95
Learning for the knowledge society:
An education and training action plan for the information economy
ForwardBackward
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 3/95
ForwardBackward
ISBN 0 642 44901 5
©Commonwealth 2000
This work is copyright.It may be reproduced in whole
or in part for study or training purposes subject to the
inclusion of an acknowledgement of the source and no
commercial usage or sale.Reproduction for purposes
other than those indicated above,requires the prior
written permission from the Commonwealth available
from AusInfo.Requests and inquiries concerning
reproduction and rights should be addressed to the
Manager,Legislative Services,AusInfo,GPO Box 1920,
Canberra ACT 2601 or by e-mail to:
Front cover photo,left front cover,courtesy of
Universityof the Third Age (U3A),ACT
Note:copyright for Flexible Learning for the Information
Economyrests with the Australian National Training
Authority (ANTA).
©2000 Australian National Training Authority
This work has been produced with the assistance of
funding provided by the Commonwealth Government
through the Australian National Training Authority.
Copyright for this document vests in ANTA.ANTA will
allow free use of the material provided that ANTA’s
interest is acknowledged and the use is not for profit.
DETYA No 6465SCHP00A
Printed by J.S.McMillan Printing Group,Canberra phone (02) 6230 6200
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 4/95
F dB k d
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 5/95
ForwardBackward
Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Contact Details . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Executive Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Learning for the knowledge society: An education
and training action plan for the information economy . . . . . . . . . . . . 15
DETYA information economy strategic plan 1999–2002 . . . . . . . . . . . . 37
Learning in an online world – School education action
plan for the information economy . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Flexible Learning for the Information Economy – A Framework
for National Collaboration in Vocational Education and Training
2000–2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
The Way Forward – H igher Education Action
Plan for the Information Economy . . . . . . . . . . . . . . . . . . . . . . . . . . 79
5
ForwardBackward
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 6/95
ForwardBackward
6
Introduction
Learning for the knowledgesociety: An education and
training action plan for theinformation economy
This Action Plan articulates the education and
training industry’s response to the Government’s
Strategic Framework for the Information Economy
(December 1998),in particular to strategic priority 2:
“deliver the skills and education Australians need to
participate in the information economy”.
The Plan has been developed in consultation with
all parts of the education and training sector,
through the Education Network Australia (EdNA)
Reference Committee (ERC).The ERC is an
Advisory Committee of the Ministerial Council on
Education,Employment,Training and Youth Affairs
(MCEETYA) and is recognised by both MCEETYA
and the Commonwealth Ministerial Council for the
Information Economy (MCIE) as the national forum
for policy advice on issues relating to the educational
use of information and communication technologies.
This Action Plan seeks to provide a common agenda
on which all stakeholders – governments,education
and training providers and the private sector –
canwork jointly to achieve common national goals.
It provides a framework of outcomes and key
strategic priorities for education and training in the
information economy.It contains contributions from
all parts of the education and training sector and
includes individual Action Plans for each,which have
been endorsed by the relevant constituencies.
Acknowledgements
The Commonwealth Department of Education,
Training and Youth Affairs (DETYA) acknowledges
the valuable input of the education and training
community in the development of the Education
and Training Action Plan for the Information
Economy.The Action Plan is the result of
collaborative effort through the ERC and its
constituents,with significant contributions from the
ERC Information Economy Working Group (IEWG).
In March 2000 MCEETYA supported the broad
directions of the Action Plan and endorsed the
School Education Action Plan:Learning in an OnlineWorld.The Vocational Education and Training (VET)
Action Plan:Flexible Learning for the Information
Economy,and the Higher Education Action Plan:The
Way Forwardhave been endorsed by their relevant
constituencies.
ForwardBackward
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 7/95
ForwardBackward
7
Contact Details
Schools,VET and Higher Education have also
published their Action Plans individually.Further
information on each Action Plan is available from:
School Education Action Plan
Learning in an Online World
Carol McKenny
EdNA Schools Project Manager
Phone: 0419 814 834
Email: [email protected]
Learning in an Online World is also available on the
Web at www.edna.edu.au/onlineworld.pdf
Vocational Education and Training(VET) Action Plan
Flexible Learning for the Information Economy
Julie Ahern,Executive Officer
EdNA VET Advisory Group
Phone: 03 9412 4401
Fax: 03 9412 4452
Email: [email protected]
Flexible Learning for the Information Economyis also
available on the Web at http://flexiblelearning.net.au
Higher Education Action Plan
The Way Forward
Australian Vice-Chancellors’Committee (AVCC)
Advisor,IT Policy
Phone: 02 6285 8200Fax: 02 6285 8211
The Way Forward is also available on the Web at
www.avcc.edu.au/avcc/itpolicy/actionplan/
Education and Training Action Plan
Learning for the Knowledge Society:An Education and
Training Action Plan for the Information Economy
Online Education and Training Section
Department of Education,Training and Youth Affairs(DETYA)
Phone: 02 6240 7271
Fax: 02 6240 7509
Email:[email protected]
Learning for the Knowledge Society:An Education and
Training Action Plan for the Information Economyis
also available on the Web at
www.detya.gov.au/edu/edactplan.htm
ContentsForwardBackward
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 8/95
ContentsForwardBackward
Executive Summary
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 9/95
ForwardBackward E
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 10/95
11
Learni ng for the knowledge society
x e c ut i v e S umm ar y
services which enhance the learning experience in
Australia and develop leadership internationally.
How content,applications and services are
delivered is a key element in the value chain for
Australia’s education,training and researchindustries.Australia is a small market and
development costs are high.Education and
training must cooperate with the private sector to
promote an active and productive content and
services delivery market.
Policy and Organisational Framework
• Governments need to develop a comprehensive
policy framework for education and training,
including research and development,thatsupports the information economy and a
knowledge society.Policies at all levels (national,
system and organisational level) must articulate a
vision for the future,provide for a level of
investment to effect change and promote equity
and access,and enable Australia’s education and
training industry to become nationally effective
and internationally competitive.Education and
training organisations must improve their planning
and change management strategies to ensure theagreed outcomes are achieved.
Regulatory Framework
• Telecommunications,intellectual property
management models,online content,e-commerce,
and a range of other regulatory frameworks need
to be in place so that the education and
training industry can operate efficiently and
effectively and become internationally
competitive.Effective copyright legislation is
especially important becausein a knowledge
based society,intellectual property is currency.The
regulatory and technical frameworkswill need to
reflect international developments and should
support and not impede the needs of Australia’s
education and training industry.
Key Strategic Priorities
Key strategic priorities have been identified for the
education and training industry as a whole.The key
strategic priorities are:
People
The education and training sector will:
• Promote the development of generic and
information technology (IT) industry specific skills
through encouraging:
– the integration of ICT skills in all courses in all
parts of the education and training sector;
– improved career advice for students;and
–expanded education and training/industry
partnerships.
• Review and monitor the ICT skills base of
theexisting workforce in the education and
training sector.
ForwardBackward
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 11/95
12
Learning for the knowledge society
• Support a range of professional development
strategies and models that enable a critical mass
of staff in schools,VET and higher education to be
skilled in the pedagogical,technical and managerial
aspects of applying new technologies to learning
and programme delivery.
• Stimulate and disseminate research into effective
professional development using ICT and into the
relationship between the use of new technologies
and improvements in learning outcomes.
• Investigate approaches to address the needs of
students who do not have access to technology-
rich environments at home,through programs
targeted at students experiencing educational
disadvantage.
Infrastructure
The education and training sector will:
• Monitor the supply of,and demand for,bandwidth
across the education and training sector,including
cost factors and international comparisons.
• Examine funding and legislative options for
ensuring that education and training providers
have access to bandwidth at prices comparable to
Australia’s international competitors.
• Maintain up to date information across the
education and training sector that enables optimal
decisions on infrastructure.
• Investigate establishing minimum requirements for
bandwidth and establishing education and training
industry standards for equipment configuration
and numbers at the provider level.
ForwardBackward E x
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 12/95
13
Learni ng for the knowledge society
x e c ut i v e S umm ar y
• Investigate methods of funding,financing and
maintenance including the establishment of
strategic partnerships between education and
training and the ICT industries and service
providers to develop innovative new models forproviding infrastructure and bandwidth to
educational institutions and workplaces.
Online Content,Applications and Services
The education and training sector will:
• Promote the development of an Australian online
education and training content market through
publicly funded projects,national collaborative
efforts and other strategic interventions.
• Support a quality assurance framework for
Australian online education and training content,
including:
– development of technical standards and
information management standards to allow
widespread and easy access to the products,
applications and services;and
– intellectual property rights management.
• Promote EdNA Online as a public domaingateway to Australian education and training
resources and services.
• Investigate the development of an industry
strategy to work out how best to capitalise on
the potential for developing Australia’s capabilities
both for local application, including the public
interest,and for export.
• Stimulate and disseminate research on the
opportunities provided by online services for
innovative content development and its
relationship with pedagogy.
Policy and Organisational Framework
The education and training industry needs a shared
national vision and underpinning principles as a
framework for future actions.The education and
training sector will:
• Develop a cross sectoral policy statement for
endorsement by MCEETYA.
• Continue to support the ERC as the key national
body on information economy issues in the
education and training sector.
Regulatory Framework
The education and training sector will:
• Develop and implement a research agenda on
the actual and likely implications for education
and training of legal and regulatory frameworks
related to the use of ICT in education and
training.
• Devise and implement targeted communication
strategies to inform education and training
stakeholders of the current and emerging
regulatory issues that will impact on the use of
ICT for education and training.
• Establish and communicate its preferred position
in relation to the Government’s legal and
regulatory framework,particularly in the key areas
of copyright and telecommunications.
• Continue to develop its approach to priority
regulatory issues through the ERC.
ContentsForwardBackward
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 13/95
Learning for the knowledge society:
An education and training action plan for the information economy
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 14/95
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 15/95
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 16/95
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 17/95
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 18/95
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 19/95
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 20/95
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 21/95
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 22/95
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 23/95
ForwardBackward
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 24/95
26
Learning for the knowledge society
educational or administrative functions of AVCC
Members.Prior to revision of the Telecom-
munications Act 1997,AARNet provided access for
some TAFE colleges and schools in a number of areas where there was no alternative network
infrastructure.5
What will infrastructure cost,who should
pay and how?
Responsibility for developing,maintaining and
financing ICT infrastructure is shared between:
• individual students (who are generally left to their
own devices for off-campus access to PC
equipment,modems and other peripheral
equipment);
• providers (which generally take responsibility for
developing and maintaining internal ICT networks
and providing on-site student access to PCs);
• State,Territory and local Governments (and
AARNet in the case of higher education
institutions),which,to varying extents,provide
interconnections between providers and/or within
particular regions;and
• telecommunications providers,ISPs,and to a
lesser extent broadcasters,whose policies (made
within the constraints of a regulatory framework)
largely determine the price and availability of
wide-area and international connectivity.
Large infrastructure investments are being made by
all of these players.Not surprisingly,the question of
how these investments should be paid for is difficult
to resolve.For example:
• Who should pay for off-site student access toPCs and associated equipment?Should publicly
funded providers have the right to require
students to own such equipment and if so who
should pay for it?How would the equity
implications of a policy to require individuals to
own their own PCs and associated equipment
be managed?
• Who should pay for the bandwidth that
education and training providers will need to
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 25/95
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 26/95
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 27/95
ForwardBackward
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 28/95
30
Learning for the knowledge society
–development of technical standards and
information management standards to allow
widespread and easy access to the products,
applications and services;and
–intellectual property rights management.• Promote EdNA Online as a public domain
gateway to Australian education and training
resources and services.
• Investigate the development of an industry
strategy to work out how best to capitalise on
the potential for developing Australia’s capabilities
both for local application, including the public
interest,and for export.
• Stimulate and disseminate research on the
opportunities provided by online services for
innovative content development and its
relationship with pedagogy.
Action Area 4: Policyand OrganisationalFramework
Key outcome for educationand training
4.1 Commonwealth,State and Territory
Governments put in place an agreed policy
statement which recognises the key enabling
role played by education and training in
supporting Australia’s transition to the
information economy.
There is a need for a national vision in education and
training to provide a framework for governments,
education and training systems and institutions and
stakeholders to pursue future activities.All
governments,education and training stakeholders and
the broader community need to understand the key
role of education and training in the information
economy and to recognise the potential gains of
proactive policy and organisational responses.
The Government’sStrategic Framework for the
Information Economyprovides a whole of
government policy framework for the information
economy and includes the role of education and
training.There is wide agreement that new
technologies have the potential to transform
education and training.We now need to move
towards a national consensus about what
transformations are required and how they might
be achieved.Similarly,all parts of the education and
training sector recognise the importance of ICT in
education and training.We now need to move
towards a nationally agreed policy statement to
provide the vision and direction for education and
training in taking forward this Action Plan.
This Action Area proposes a set of key principles to
underpin a high level joint Commonwealth
State/Territory government statement to address
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 29/95
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 30/95
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 31/95
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 32/95
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 33/95
ForwardBackward
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 34/95
36
Learning for the knowledge society
regulatory issues that will impact on the use of
ICT for education and training.
• Establish and communicate its preferred position
in relation to the Government’s legal and
regulatory framework,particularly in the key areasof copyright and telecommunications.
• Continue to develop its approach to priority
regulatory issues through the ERC.
ContentsForwardBackward
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 35/95
DETYA information economy strategic plan
1999–2002
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 36/95
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 37/95
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 38/95
ForwardBackwardDE T Y A i nf or m at i o
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 39/95
41
Learni ng for the knowledge society
on e c on om y s t r at e g
i c pl an
Action Area 1: People
What needs to be achieved?
• High overall community ICT literacy levels.
• Capacity on the part of community managers,
decision-makers and leaders to comprehend,
leadand manage ICT-driven change.
• Avoidance of the creation of classes of people
whose life chances and lives are compromised
bylack of ICT skills.
• An adequate supply of people with specialist
ICT skills.
• A highly ICT literate education and training
workforce, especially teachers and educational
leaders/managers.
How can DET YA add value?
• By taking the lead in developing benchmarks
relating to the ICT literacy levels of the
community at large,of leaders and managers and
of people who are,or are at risk of becoming,
‘ICT have nots’.
• By ascertaining how well the needs of thesegroups are being met by existing programs at all
levels of government and acting where
appropriate to fill gaps.
• By working in partnership with industry to
address shortages of people with specialist ICT
skills and to enhance the long-term functioning of
the market for specialist skills.
• By ascertaining how well education/training
workers are being prepared for the information
economy and acting appropriately to fill gaps.
What wil l DETYA do?
Strategy 3
• Assist with the investigation of ICT literacy
benchmarks for the community at large,for
leaders and managers and for people in at-riskgroups,and participate in establishing these where
appropriate.
Strategy 4
• Review what programs are already on offer to
enhance ICT literacy levels,and consider taking
program action where there are gaps in provision,
taking into account the distribution of
responsibilities between levels of government and
education and training.
Photo courtesy of Hawker College,ACT
ForwardBackward
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 40/95
Strategy 5
• Work with industry to respond to ICT skills
shortages.
Strategy 6
• Determine how effectively both initial and
ongoing professional development courses are
preparing education and training workers
(especially teachers) for the information economy,
and develop program responses where
appropriate.
How wil l DETYA be able to show ithas succeeded?
• By showing that we know what Australians’ICT
skills in all areas are.
• By identifying adverse trends (eg a fall-off in our
position relative to other countries) if and when
these arise.By showing that we know what is
being done to develop ICT skill levels,and
showing what we ourselves are doing to fill any
gaps.
• By showing that we understand the ICT-related
professional development needs of the education
and training workforce, that we understand what
is needed to meet those needs and by showing
that we are playing an appropriate role in meeting
those needs.
Action Area 2:Infrastructure
What needs to be achieved?
• A world class ICT infrastructure for education
and training covering:the equipment end users
need to access and use online services;the
systems and networks that link users within their
own organisations;and the wider links that
connect people and online services around the
world.
• Universality of access to infrastructure to avoid
accentuating the divide between ‘knowledge
haves’and ‘knowledge have nots’.
How can DET YA add value?
• By establishing the status of the sectors in regard
to infrastructure availability,what the sector’s
future needs will be and playing our part in
ensuring that future needs are met,taking into
account the wide range of players with
responsibilities in this area.
• By acting as a conduit for the education and
training sector into other Commonwealth
portfolios with intersecting responsibilities,notably
the Department of Communications,Information
Technology and the Arts (DCITA).
What wil l DETYA do?
Strategy 7
• Take the lead in developing status reports,models
and benchmarks relating to the education and
training sector’s current infrastructure availability
and future needs.
Strategy 8
• Investigate the need and scope for DETYA
portfolio program action to assist the sector to
meet its infrastructure needs.
Strategy 9
• Develop links with all other Commonwealth
portfolios with intersecting responsibilities,notably
42
Learning for the knowledge society
ForwardBackwardDE T Y A i nf or m at i o
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 41/95
43
Learni ng for the knowledge society
on e c on om y s t r at e g
i c pl an
DCITA, and ensure that the sector’s voice is heard
in all fora dealing with relevant legislation,
regulation and expenditure.
How wil l DETYA be able to show
it has succeeded?• By showing that we have a well-founded
understanding of the sector’s current and future
infrastructure needs.
• By showing that we have a well considered
position on what the role is for program action
by DETYA in this area,having regard to the
broader framework of Commonwealth policy and
the varying responsibilities of the Commonwealth,
States/Territories and individual providers.
• By showing that we have effective links with other
Commonwealth portfolios with intersecting
responsibilities and a clear understanding of their
relevant policies and programs,and that we are
using these links to open up opportunities for
collaborative initiatives and policy development.
Action Area 3:Content, Applicationsand Services
What needs to be achieved?
• An education and training sector that has a world
class capacity to apply online services to all
aspects of its teaching,learning,research and
administration.
• A world class capacity to produce content,
applications and services that are capable of
meeting the sector’s own requirements,that give
expression to Australia’s cultural identity locally
while being sensitive to cultural differences
globally,and of earning export revenues.
• A highly sophisticated approach that ensures that
Australia’s education and training sector gets the
best possible value for money in acquiring online
content, applications and services.
How can DET YA add value?
• By encouraging collaboration between providers
and systems in the acquisition and production of online services.
• By taking the lead in co-ordinating the
development and maintenance of interoperability
standards,where these have a cross-sectoral
impact.
• By investigating what needs to be done to
stimulate the development in Australia of a world
class educational online services industry,working
with other portfolios with intersecting interests,
and playing our part in taking the action that is
needed.
What wil l DETYA do?
Strategy 10
• Investigate how best to encourage collaboration
between providers and systems in the acquisition
and production of online services and take action
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 42/95
ForwardBackward
A ti A 5
DE T Y A i nf or m at i on
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 43/95
Learni ng for the knowledge society
Action Area 5:Regulatory Framework
What needs to be achieved?
• Effective involvement in consideration of alllegislative and regulatory issues that impinge on
the effective application of ICT to education and
training.These include (but are not limited to)
copyright,online content,management of the .edu
internet domain space,telecommunications
competition policy,the legal status of electronic
transactions,and privacy/data protection.
How can DET YA add value?
• By ensuring that we understand fully the concerns
of the education and training community on
particular legislative/regulatory issues as these
arise.
• By developing and prosecuting well founded
positions in relation to these issues with the
responsible agencies,taking into account the
sector’s views and also displaying an
understanding of the considerations underlying
the Commonwealth’s broader policy framework.
What wil l DETYA do?
Strategy 15
• Ensure that we understand the sector’s views on
legislative and regulatory matters that impinge on
the application of ICT in the education and
training sector.
Strategy 16
• Develop perspectives on legislative and
regulatorymatters that respond to the
concernsof the education and training
community,taking into account the broader
Commonwealth policy framework,undertaking
research and analysis asnecessary to assist in the
development of positions.
Strategy 17
• Ensure that we have an effective input into the
development of legislation and regulation that
impinge on the application of ICT in the
education and training sector.
How wil l DETYA be able to showit has succeeded?
• By showing how we have drawn
legislative/regulatory issues to the sector’s
attention and gathered their views on those
matters.
• By showing how we have gone about developing
our own positions on these issues.
• By showing how our involvement in legislative and
regulatory matters has produced better
outcomes for the education and training sector.
45
n e c on om y s t r at e gi c pl an
ContentsForwardBackward
L i i li ld
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 44/95
Learning in an online world
School education action plan for the information economy
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 45/95
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 46/95
ForwardBackward
Key action areas Priorities
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 47/95
50
Learning for the knowledge society
y
The goals of the action plan will be achieved
through integrated approaches undertaken by
stakeholders, individually and collectively,across five
interrelated action areas.
People: Improved learning outcomes for students,
supported by educational leaders,teachers and
administrative staff with the skills and commitment
to use learning technologies effectively
Infrastructure:Access to an advanced information
and communication technology infrastructure that
supports good teaching and learning and delivers
efficiencies in business practices
Content and services:Access to and application of
online resources and services that support
continuous improvement in curriculum practice,in
classroom and distance settings,and in school
administration
Supporting policies:Policies and protocols that
facilitate the uptake and use of information and
communication technologies in schools
Enabling regulation:A legal and regulatory
framework in Australia that supports rather than
inhibits the use of new technologies to enhance
learning
Within the five key action areas,the highest
priorities for the school sector are:
• bandwidth:sufficient bandwidth must be available
at affordable rates,to enable all schools tointegrate online services into their curriculum
practice
• professional development: effective pre-service
teacher education and ongoing development for
all members of the teaching profession are critical
to achieving the student outcomes required
• online content: all school teachers and students
must have access to quality digital education
resources that support curriculum outcomes.
The development of such resources must
support Australia’s unique identity in the global
information economy.
Overarching strategies to achievethe action plan goals
• Strengthen programs for schools to adopt new
paradigms of learning using information and
communication technologies (ICT).
• Commit resources to the three key areas
of professional development, infrastructure
andcurriculum content in a balanced and
integrated way.
• Undertake and disseminate research related to
the links between the use of ICT and learning
outcomes.
• Continue to use the Education Network Australia
(EdNA) framework to maximise the benefits of
new technologies for schools through
collaboration.
Monitoring progress
The National Education Performance Monitoring
Taskforce is addressing the issue of performance
indicators for the achievement of the National
Goals for Schooling,including Goal 1.6,which is the
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 48/95
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 49/95
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 50/95
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 51/95
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 52/95
ForwardBackward
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 53/95
56
Learning for the knowledge society
Applications and services
Information and communication technologies play a
major role in improving the efficiency and
effectiveness of school administration systems.
Activities such as human resource management,
student enrolments,monitoring of student
achievement,communication within and beyond the
school all require sophisticated systems.Benefits
may be obtained through information sharing across
States and Territories and leveraging advantage inthe commercial market.
Strategies
• Develop and take forward a business plan for
online curriculum content generation,including
the promotion of a viable Australian market and
identification of key priorities for collaborative
action and funding.
• Promote EdNA Online as the gateway to online
materials for Australian education.
• Collate information from school education
authorities about applications that are improving
business practices and delivering efficiencies
andincreased productivity,including the impact
of e-commerce.
4. Supporting policies
Goal
1 National policies for the information economy
and for the education and training industry will
recognise and support the role of school
education in preparing Australia’s future citizens
and workers and in providing equitable access
to the opportunities for learning online.
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 54/95
ForwardBackward
Strategies
• Continue to use EdNA as a collaborative
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 55/95
58
Learning for the knowledge society
Telecommunications legislation
This area is addressed in action area 2
(Infrastructure)
Copyright
The school sector supports,through the EdNA
Reference Committee,the passage of the Copyright
Amendment (Digital Agenda) Bill 1999,but
identifies the need for ongoing reform to copyright
legislation.Schools need to access copyright
materials online on reasonable terms and in ways
that continue to support changes to teaching
practice using new technologies.
Other areas that concern school sector interests
include:
• online content regulation (protection against
illegal and inappropriate materials);
• privacy and data protection;
• security of electronic transactions.
mechanism to advocate school sector positions
regarding the legal and regulatory framework
for the information economy.
• Support liaison between the Ministerial Council
for Education,Employment,Training and Youth
Affairs (MCEETYA) Copyright Taskforce and the
EdNA Reference Committee on school sector
copyright issues.
• Maintain liaison with the Australian Broadcasting
Authority and appropriate international bodies
on matters relating to online content regulation.
• Share information across systems and sectors,including through EdNA Online,on issues
of common interest.
ContentsForwardBackward
Flexible Learning for the
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 56/95
Information Economy
A Framework for National Collaboration inVocational Education and Training 2000–2004
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 57/95
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 58/95
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 59/95
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 60/95
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 61/95
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 62/95
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 63/95
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 64/95
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 65/95
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 66/95
ForwardBackward
• First,there needs to be a shared national vision
which complements but does not compete with
the vision of individual enterprises or systems
within the VET industry.
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 67/95
70
Learning for the knowledge society
How to Collaborate?
There is no single preferred way to collaborate
nationally in order to advance flexible learning in
VET.The particular form that national collaboration
takes will be influenced by the nature of a particular
collaborative goal and the strategic agenda of the
VET players.
Collaboration means different things to different
people.It can range from very simple informal
activities such as individuals talking to each other,
building trust and working relationships through
national projects and joint research activities tomore formal collaborations such as the
development of mandatory standards,commercial
partnerships and similar joint ventures.
National collaboration is already a valuable
characteristic of Australia’s VET system,one which
has yielded results in areas ranging from recognition
of training to access and equity initiatives and
including flexible learning.In fact,the national VET
system is itself a collaborative enterprise,recognisingthe devolved nature of VET provision,shared
responsibilities and shared links with industry and
commerce.
There are,however,three pre-conditions if further
national collaboration on flexible learning in VET is
to be successful in moving VET into the information
economy:
e dus y
• Second,there needs to be a formal commitment
by all training authorities to the principle of
national collaboration in agreed areas to achieve
the shared vision.
• Third, there needs to be a robust national
network of committed and talented people
charged with the responsibility of identifying
opportunities for national collaboration and
finding creative ways of responding to them.The
EdNA VET Advisory Group has performed this
function to date,largely on a de facto basis ,andis now well-placed to serve as the national VET
leader for collaboration for flexible learning.
The following framework establishes these three
pre-conditions for creative collaboration for
competitive advantage within the national VET
system.
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 68/95
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 69/95
ForwardBackward
strategically selected national activities can
provide a national overlay which adds value to
employer and employee efforts without
substituting for them.
F l exi b l eL e ar ni n gf or t h eI nf or m at
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 70/95
73
Learni ng for the knowledge society
– National collaborative activities can also
develop the depth of the national VET skillspool in flexible learning in ways not achievable
at institutional or individual system level.
• The Strategies
Strategy 1
– Use a range of professional development
models to help build a critical mass of VET staff
at national,State/Territory and provider level
who are skilled in the pedagogical,technical and
managerial aspects of flexible learning.
Strategy 2
– Stimulate and sponsor quality research and
dissemination to increase understanding in the
VET industry of pedagogical, technical and
managerial aspects of flexible learning.
Strategy 3
– Encourage VET institutions and systems to
continuously improve the capabilities of their
staff to provide flexible learning services and touse technologies to achieve business objectives.
Strategy 4
– Develop international virtual communities of
interest amongst VET staff in the field of flexible
learning in VET
• Performance Measures
– Percentage of professional development
budgets of State Training Systems and
Registered Training Organisations spent on
developing the flexible learning capabilities
ofVET staff.
– Proportion of full-time,part-time and casual
staff who have participated in formal training
and developmental activities explicitly focused
on implementing flexible learning practices
inVET.
– Extent of national collaboration on professional
development for flexible learning.
– Number of publications in national and
international journals by VET staff on
pedagogical, technical and management aspects
of flexible learning.
– Level of staff participation in VET virtual
communities of interest.
Photo courtesy of OTEN
ti onE
c on om y
ForwardBackward
Goal 2: Supportive technologicalinfrastructure
• The Goal
– To achieve a national VET system which:
working and peer-to-peer learningwhich help
learners take greater responsibility for shaping
their own learning.
– The future growth and national and
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 71/95
- facilitates affordable access by all
communities, learners and employers toonline services;
- is underpinned by advanced information and
communications technologies;and
- achieves connectivity and associated
interoperability in the application of
technology to delivering training services
and,where required, to its business
processes.
• Why is this important nationally?
– VET is a key hub into the Australian community
and into industry.VET providers will require
access to an advanced information
infrastructure,(including high bandwidth,cable,
fibre optics,satellite and telecommunications) at
reasonable cost to maximise flexible vocational
learning opportunities for all Australians.
– As the report onPreferred Standards to Support
Cooperation in Applying Technology to VET advises,interoperability allows universal access,
promotes the sharing of content and resources
across the VET sector,achieves efficiencies and,
at the learner level,…encourages the
development of teamprocesses,collaborative
international competitiveness of the VET
industry,as with so many other industries,will
depend on substantial investment in advanced
technological infrastructure.
• The Strategies
Strategy 5
– Conduct ongoing review,update and
communication of preferred standards and
guidelines in VET.
Strategy 6
– Forge strategic partnerships to advocate for:
- reduced communications costs for VET;
- access by all VET providers and learners to
adequate levels of bandwidth;and
- access to VET online services from
workplaces and homes.
Strategy 7
– Facilitate ready affordable access for VET staff
and students to the technology infrastructurenecessary to increase the quality and quantity
of VET services available through flexible
learning methodologies.
• Performance Measures
– The extent to which preferred VET standards
are utilised by State Training Systems.
– Extent and quality of access by VET staff to
globally networked terminals.
– Costs to State Training Systems of data
transmission.
– Costs to VET learners of access to VET online
services.
– Proportion of capital investment targeted to
technological infrastructure.
74
Learning for the knowledge society
ForwardBackward
Goal 3: World-class onlinecontent development, applicationsand services
• The Goal
Strategy 9
– Sponsor the development a significant body of
nationally developed online content which is
flexible,interoperable nationally and is informed
b d i f d l t i th
F l exi b l eL e ar ni n gf or t h eI nf or m at i
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 72/95
75
Learni ng for the knowledge society
– To assist the Australian VET system to
maintain and to expand its share of the
training market within Australia and
internationally.
• Why is this important nationally?
– The delivery of training programs and services
to customers is the core business of VET.The
working futures of over one million individuals,
the businesses within which they work,and the
communities within which they live depend,to
a high degree,on the ability of VET to do its
core business.
In an increasingly competitive domestic market,
and faced with the threat of substantial
international competition using online
technologies,VET must ensure that:
- its programs and services are of high quality
and yet price competitive;
- the complex capabilities required by all
people in an information economy are
developed using the tools and collaborativelearning processes of the information
economy;and
- in the interests of Australian jobs and culture,
Australian providers capture a significant
share of the Australian and international
market in online training products and
services.
• The Strategies
Strategy 8– Establish and promote the use of a quality
assurance framework,including national
protocols for nationally funded projects,for the
development and implementation of online VET
programs.
by and informs developments in other
education and training sectors.
Strategy 10
– Ensure efficient access to and distribution of
flexible learning products and services within
the national VET system.
Strategy 11
– Through an e-VET marketing consortium,
create a demand for Australian online training
products and services in the global
marketplace.
Strategy 12
– Apply an holistic and broad-based approach to
develop online support services which
complement and support direct training
delivery.
• Performance Measures
– Balance of trade in VET online products and
services.- The proportion of nominal Student Contact
Hours (SCH) assigned to flexible delivery
arrangements which do not require
attendance at an RTO’s premises.
onE
c on om y
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 73/95
ForwardBackward
transactions,data protection,consumer rights
and industry regulation.
– These rules will impact significantly on how
flexible learning is organised and managed in
VET and on the future competitivenessof the
• Performance Measures
– Representation and influence of the VET sector
in key decision-making forums dealing with
regulatory regimes relevant to flexible learning.
Costofaccess to the Internet toVET
F l
exi b l eL e ar ni n gf or t h eI nf or m at i o
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 74/95
77
Learni ng for the knowledge society
VET and on the future competitiveness of the
VET industry.
– The interests of the VET sector must be clearly
articulated by VET itself and fully recognised in
national discussion of the preferred legal and
regulatory framework.
• The Strategies
Strategy 14
– In partnership with other education and
training sectors,facilitate knowledge and
understanding within the VET industry of relevant legal and regulatory issues so that the
VET industry communicates its preferred
position to government,the education and
training community and all participants in the
VET system.
– Cost of access to the Internet to VET
institutions,homes and workplaces.
onE
c on om y
P h o t o c o u r t e s y o f C a n b e r r a I n s t i t u t e o f T e c h n o l o g y
ContentsForwardBackward
The Way Forward
Higher Education Action Plan for the Information Economy
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 75/95
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 76/95
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 77/95
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 78/95
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 79/95
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 80/95
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 81/95
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 82/95
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 83/95
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 84/95
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 85/95
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 86/95
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 87/95
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 88/95
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 89/95
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 90/95
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 91/95
ForwardBackward
The regulatory framework should also support and
not impede the needs of Australia’s education and
training industry.In a knowledge-based society,
intellectual property is currency.
Amendments to proposed copyright legislation
The Copyright Amendment (Digital Agenda) Billshould incorporate furtherprovisions thatare
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 92/95
96
Learning for the knowledge society
should incorporate further provisions that are
critical to the ability of university,TAFE and school
students and staff to continue to exercise rights of
access,reading and fair dealing in the way that the
government intends.Failure to include such
provisions will result in a significant and seemingly
inadvertent change to the balance between the
interests of copyright owners and users.Support
from DETYA and other Commonwealth agencies is
urgently required.
Following the passing of the Bill into law,
consideration will also be given by the AVCC to the
preparation and circulation of guidelines for
universities to follow in developing their intellectual
property policies,particularly in relation to
university ownership of copyright in courseware
and online courseware.
Implementation of the Broadcasting Services
Amendment (Online Services) ActUniversities will need to assess the impact of the
above Act on their technical and administrative
systems over the next few months as the legislation
takes effect from 1 January 2000.
Responsibility
The responsibility for achieving a workable national
legal and regulatory framework does not lie with
one agency or stakeholder alone.
Universities,research organisations,the VET sector,
industry and schools must give easily understood
examples of how changes to current policy and
legislative arrangements would benefit the Australian
economy,and of how existing policies are hurting
them and the economy,to enable State and
Commonwealth Governments to plan positive,
effective change.
ForwardBackward
Endnotes:Learning for the knowledge society
1 The Common and Agreed Goals for Schooling in the 21st
Centurystipulate that ‘when students leave school they
should be confident,creative and productive users of newtechnologies including informationand
Endnotes:Flexible Learning for thInformationEconomy
1 A study by Richard Nelson of Colu
York and Nathan Rosenberg,StanfoCalifornia citedin TheEconomist ‘S
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 93/95
new technologies,including information andcommunication technologies,and understand the impactof those technologies on society.’
2 Real Time:Computers,Change and Schooling(NationalSample Study of the IT Skills of Australian SchoolStudents,October 1999)
3 Further information is available at:http://www.aiia.com.au/skillsTaskForce.html
4 Bandwidth Requirements of the Education and TrainingSector,Olaf Moon,August 1999.Measurement forUniversity requirements taken from the Committee of Australian University Directors of Information Technology(CAUDIT) 1999.
5 The Department of Communications,Information Technology and the Arts (DCITA) is currently reviewingthe future regulatory arrangements fortelecommunications facilities and services operated bythe AVCC and others.The current exemptions havebeen extended to end December 2000.
6 ‘EdNA Online’(http://www.edna.edu.au) is an extensive,
free,public Website with access to quality resources andservices for the Australian education and trainingcommunity.It vastly improves communication betweenpeers for both students and teachers,especially thoseworking in isolation because of geographical or physicalfactors.It allows improved access to curriculum materialsand provides opportunities for joint exploration of topicsbetween teachers and students.
7 To take one example,the Commonwealth Governmentis providing $1 040 000 under the Science LectureshipsInitiative to the University of New South Wales andLatrobe University to jointly develop a distance andon-line learning program,offering a Bachelor of Sciencein Prosthetics and Orthotics and continuing professionaleducation units in these areas,to meet national needs.
Endnotes:Learning in an on-line world
1 ‘Improving teaching and learning through the use of information and communications technologies:adiscussion paper for the EdNA Schools Advisory Group’(Lifelong Learning Associates,1999)
http://www.edna.edu.au/edna/system/llreport/home.html2 The Adelaide declaration on national goals for schooling
in the twenty-first century (Ministerial Council forEducation,Employment,Training and Youth Affairs,April 1999)h // i l d / / i l l /
California,cited in The Economist,‘SIndustry’,February 20 1999,p 12
2 The New Economy Index,Progressivewww.dicppi.org
3 Cited in The Economist,‘Survey of InFebruary 20 1999,p 22.
4 Porter,M (1998) ‘Clusters and the Ncompetition’,Harvard Business RevieNovember–December 1998,p 90
5 National Office for the Information AStrategic Framework for the InformaIdentifying Priorities for Action
6 Porter,M (1998),‘Clusters and the Competition’,Harvard Business RevieNovember–December 1998,p 89
7 National Office for the Information AStrategic Framework for the InformaIdentifying Priorities for Action
Endnotes:The Way Forward
1 Managing the Introduction of TechnoloAdministration of Higher Education,EInvestigations Program,Higher EducaDEETYA,1997,p 21
2 Bandwidth Requirements for the Aust Training Sector,Australian CommonwEducation,Training and Youth Affairspp11–12
3 High Performance Computing and CoAustralia,Higher Education Division
Series,1998,p 39.4 The Abilene Project is named after
in Abilene,Kansas during the 1860sambitions railhead of the 1800s stawas then the frontier of the United Project establishes a foothold from develop pioneering network technocentury’s railway changed the way plived.The Abilene project will transfresearchers and educators into the
5 The AARNet Board of ManagemenAVCC for the development and imrelevant AARNet service policy,witset by the AVCC and CSIRO.The sincludes the provision of networkinindividualAVCC member institution
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 94/95
Backward T h e
W a yF or w ar d
29 The Determinations in regard to eligible tertiaryeducation institutions cease to have effect on 31December 1999 or on such later date as is determinedby the Minister.The explanatory notes to the legislationstate that:
The ‘sunset’clause(s) will enable the operation of theexemption to be reviewed after some period of operation,following which its continued operation(either as drafted or in a revised form) can be
considered by the Minister.It is expected that,dependingon the outcome of such a review,options before theMinister mayinclude letting the exemption lapse
7/29/2019 Learning for the Knowledge Society - Department of Education, Training and Youth Affairs
http://slidepdf.com/reader/full/learning-for-the-knowledge-society-department-of-education-training-and 95/95
99
Learni ng for the knowledge society
Minister may include letting the exemption lapse,enablingthe exemption to continue for a furtherspecified period,and enablingthe exemption to continueeither in a widened or more narrow form.The Ministermay also consider whether the definition of tertiaryeducation institution is appropriate.