This study explored the voice of students in the Ethiopian higher education context. Stratified sampling and an exploratory research design were employed to understand students’ voices. Thematic analysis was used to identify themes and meanings. The strength of students’ voices was contrasted with other countries that have implemented the Bologna Process. In Ethiopian higher education, students’ voices get considerable attention. Students are aware of their rights in terms of influencing decision-making processes. The study recommends inclusive and shared forums where the university, academic units, their staff, and students are expected to participate in participatory governance systems in pursuit of their respective missions within the university. The findings have implications for other countries. To fully implement the intention of the Bologna Process, student participation in university governance should be encouraged, but not at the expense of the participation of academic staff.
Aims & Rationale/Objectives To locate, analyse and make accessible innovative models of health training and service delivery that have been developed in response to a shortage of skills. Methods Drawing on a synthesis of Australian and international literature on innovative and effective models for addressing health skill shortages, 50 models were selected for further study. Models were also identified from nominations by key health sector stakeholders. Selected models represent diversity in terms of the nature of skill shortage addressed, barriers overcome in developing the model, health care specialisations, and customer groups. Principal Findings Rural and remote areas have become home to a set of innovative service delivery models. Models identified encompass local, regional and state/national responses. Local responses are usually single health service-training provider partnerships. Regional responses, the most numerous, tend to have a specific focus, such as training young people. A small number of holistic state or national responses, eg the skills ecosystem approach, address multiple barriers to health service provision. Typical barriers include unwillingness to risk-take, stakeholder differences, and entrenched workplace cultures. Enhancers include stakeholder commitment, community acceptance, and cultural fit. Discussion Of particular interest is increasing numbers of therapy assistants to help address shortages of allied health professionals, and work to formalise their training, and develop standards of practice and policy. Other models likely to help address skill shortage amongst VET health workers focus on recruiting, supporting and training employees from a range of disadvantaged target groups, and on providing career paths with opportunities for staff to expand their skills. Such models are underpinned by nationally recognised qualifications, but each solution is targeted to a particular context in terms of the potential workforce and local need.
This paper reports some of the findings from a project that aimed to identify effective processes for ensuring that the content of learning activities is relevant to the changing needs of clients, and evolves so as to always incorporate the best available knowledge and science. This paper focuses on findings relating to the drivers for the development of new or substantially revised learning programs. The project, ‘Providing client-focussed education and training’, was funded by the FarmBis section of the Department of Agriculture, Fisheries and Forestry. The project also produced a self-assessment checklist for training providers to identify ways of improving the development and delivery of training. The key issues include continuous monitoring of client’s needs, and actively seeking opportunities to meet and work with industry organisations, other training providers and funding bodies. There appear to be two drivers for the development of learning programs. One is problems or opportunities identified by people and organisations that could be termed ‘scanners’ and who tend not to be potential participants, the other is learning needs expressed by individuals or enterprises who want to participate in learning activities. Scanners are typically industry organisations, government agencies and researchers, but may include providers and participants. Scanners identify learning needs that are not yet being expressed by potential participants, with the occasional exception of leading primary producers. Expressed participant needs drive the development of other programs. Providers become aware of the need for a new or substantially revised program, for example as a result of feedback from an existing program, because of legislative change or from delivering a similar program in other industries or contexts (for example computer training). Brokers (such as industry organisations who work to connect providers and participants) and ‘champions’ of training help participants identify and articulate their learning needs.
Context:
Innovative economies require a workforce with a high level of technical skills and scientific awareness, yet worldwide there is a decline in the number of students participating in pre university science, technology, engineering and mathematics (STEM). Australia’s graduation rates in STEM fields are low by international comparison, providing challenges in meeting qualified workforce needs. Australia’s future in the next three to five years depends on a stronger workforce with more qualified engineers and associated professionals with high level skills who are capable of meeting the needs of growing industries such as advanced manufacturing and the maritime sector. Purpose:
This project identified the mismatch between current skills and future needs from a literature review and through interviews with Tasmanian industry stakeholders. It reflected on existing pathways and the changes required for ensuring that future skills needs are met. Approach:
Qualitative data on current skills and future skill needs were collected through semi-structured interviews with individual companies in the manufacturing, advanced manufacturing and maritime/marine industries in Tasmania. The companies selected for interview were either members of the Tasmanian Maritime Network or considered to be in growth industries or industries of importance for Tasmania. Companies were selected to ensure a mix of size, age of company and diversity within the industry. Results:
A major learning from this project was that there are common needs amongst the manufacturing, advanced manufacturing and maritime/marine industries for future skills despite the diversity of industries. The fundamental skills identified by industry for continued growth and effective management included basic skills such as literacy and numeracy, problem-solving, work ethic, IT, leadership and management including the need for staff to be multi-skilled. Technology is ever-changing and technology based skills for specific industries will also drive training needs for the future. Issues raised by industry included: retirement of the ageing workforce in these industries which will create a skills gap if industry does not address training and progression of existing staff; training providers were not necessarily offering the required training and therefore all companies offered some form of in-house training for specialty skills; and that the lack of higher level Vocational Education and Training (VET) in manufacturing, advanced manufacturing and engineering has left a gap of skilled staff in Tasmania. Discussion and Conclusions:
The results of this study clearly indicate that there is a need for VET and Higher Education (HE) to be flexible in their course offerings, and maintain a close relationship with industry (and with each other) to promote skills transfer between the sectors. This will ensure that the education and training sector remains relevant to meet the needs of employers, delivering consistent and quality learning outcomes. In addition, a close relationship will create a culture of communication and collaboration underpinned by mutual understanding of industry and education and training sector needs, possibilities and constraints.
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