Hailing from Manchester, England, sophisticated pop purveyors 10cc hit the ground running with their 1972 debut single, 'Donna'. Their pedigree reached back to bassist Graham Gouldman's '60s' songwriting successes including The Yardbirds' 'For Your Love' and The Hollies' 'Bus Stop'. Guitarist and recording engineer, Eric Stewart, was already a bonafide pop star having sung the global 1966 hit, 'Groovy Kind of Love', for his group The Mindbenders. When the pair teamed up with drummer/singer Kevin Godley and multi-instrumentalist/singer, Lol Creme, the combination wrought a legacy of four albums. They included the ambitious The Original Soundtrack and several hit singles, including the groundbreaking 'I'm Not In Love, ' that were rich in eclectic boundary-pushing pop that earned 10cc comparisons to The Beatles while still occupying a unique position in music. Departing in 1976, Godley and Creme moved on to create genre-defying experimental albums, while Gouldman and Stewart continued their run of hit singles and albums with a new 10cc lineup. Their final album was 1995's, Mirror Mirror, a highly respectable full stop on the influential band's colourful and innovative discography. This book examines every released recording by both Godley & Creme and 10cc, including the band's debut album under their early name, Hotlegs.
The generic skills needed for the new economy were identified through a review of research studies. First, the development of sets of key competencies/key skills in Great Britain, the United States, and Australia were examined. The U.S. model, which involves a broader, more flexible, and more holistic set of generic skills, was contrasted with the Anglo-Australian model, which has resulted in a more narrowly focused and instrumental set of key skills/key competencies that are broadly similar. Next, the implications of key contextual shifts for generic skills were considered. The following topics were discussed: the emergence of the new knowledge-based economy and the impact of new technologies; the consequent pressures for lifelong learning and maintaining employability; changes in the workplace; and initiatives to foster an enterprise culture and innovation. The following were among the key conclusions: (1) there is no international consensus regarding identification of the essential generic skills; (2) fostering generic skills requires active learning strategies in which learners assume responsibility for their own learning; and (3) direct and indirect evidence of the impact of generic skills on business performance exists. (Ten tables/figures/boxes and 95 references are included. A glossary and description of the Organisation for Economic Cooperation and Development's DeSeCo Program are appended.) (MN)
Existing equity strategies for postcompulsory education and training in Australia were examined to assess their effectiveness in a learning society. First, the equity and access policies in schools, vocational education and training (VET), higher education, and adult community education were compared. Next, educational outcomes of target groups in each sector were examined to identify patterns of participation for specific disadvantaged groups and to determine the extent to which structural factors affect patterns of participation in each sector. The feasibility of developing access and equity policies that would transcend sectoral boundaries was also explored. The following were among the study's key findings: (1) government equity strategies could be improved by targeting low socioeconomic status students within all equity groups, reporting performance so as to focus on outcomes, and strengthening pathways to employment from education and training; (2) performance reporting could be improved by collecting and publishing data in all sectors to the standard set by the VET sector; and (3) although it is not necessary to redefine equity in the context of lifelong learning, governments may need to develop new approaches to equity policies and programs to ensure that workers are able to participate effectively in the knowledge economy. (Contains 130 references.) (MN)
Research on flexible delivery of training in Australia since 1990 was reviewed to identify main trends in the delivery of training, the adequacy of research on the topic, and topics that should be addressed in future studies. Selected conclusions of the review are as follows: (1) flexible delivery strategies are valuable in facilitating access to vocational education and training (VET) by disadvantaged groups; (2) more innovation is occurring in off-campus contexts than on VET campuses; (3) effective staff and management development strategies are central to effecting necessary cultural change in training providers and in industry; (4) flexible delivery appears to be entering a more systemic phase of development; (5) Australian national policy toward flexible delivery is now being focused on a more strategic basis within a 5-year strategy; and (6) the emerging new strategic phase of implementation will likely highlight tensions between economic and efficiency objectives in VET provision. According to the review, the following types of research are needed: studies of the application of adult learning principles; research on the learning benefits and outcomes of alternative delivery strategies; longitudinal studies of the change process; and ongoing statistical monitoring of delivery mode and productivity outcomes. (Contains 57 references.) (MN)
This study of policies, strategies, and practices designed to create a learning and training culture focuses on Britain, Germany, Sweden, the Netherlands, and the United States. Part I provides an overview of key contextual changes influencing development of policy for building a learning culture in the countries; sets out the approach adopted towards culture; indicates major themes in the interaction between contextual imperatives and culture in the countries; and gives an overview of general approaches to policy coordination as background to specific policies adopted. Part II analyzes two dominant themes in the general directions for policy in building a learning and training culture: building infrastructure, partnership, and community and developing active access strategies in a lifelong learning perspective. Part III focuses on five policy areas significant in national strategies to build a learning and training culture that relate to ensuring that foundations, incentives, information and marketing, role of technology, and private sector practices are linked. Part IV is a summary of main findings and implications for Australia that point to the need for a new phase in vocational education and training development that addresses the imperatives of the new economy, strengthens linkages between VET and other sectors of education and training, and has an overall demand-side orientation in policy. (Appendixes include 117 references and country overviews.) (YLB)
This study examined the implications of lifelong learning for vocational education and training (VET) in Australia. Data were collected from the following activities: literature review; consultations across Australia with stakeholders; case studies in five locations (Albury-Wodonga, Devonport, Ballarat, Newcastle, Canberra); investigations into developments in other Organization for Economic Cooperation and Development countries; and preparation of an interim report and discussion of that report at a national seminar in Sydney in November 1998. The study established that major changes in VET's socioeconomic environment have made it essential that the sector develop and implement coherent policies and strategies (such as the Learning City) to advance lifelong learning opportunities for all Australians. Specific actions to promote lifelong learning and help transform Australia into a learning society were recommended for the following entities: Ministerial Council on Employment, Education, Training and Youth Affairs; national and state/territorial governments; Australian National Training Authority; Department of Education, Training and Youth Affairs; National Centre for Vocational Education Research; industry associations; and VET institutions. (Contains 147 references and 23 tables/figures/exhibits. Appended are the following: glossary; project terms of reference; a report on the project seminar; project group members; overview of the case studies; and the report's recommendations and principal themes.) (MN)
Trends in lifelong learning were examined through a review of the following: perspectives of selected international organizations (Council of Europe; United Nations Educational, Scientific and Cultural Organization; Organization for Economic Cooperation and Development; and the European Union); experiences of five European countries (Finland, Netherlands, Norway, Sweden, and the United Kingdom); and case studies of lifelong learning in five Australian cities (Albury-Wodonga, Ballarat, Devonport, Newcastle, and Canberra). The study identified four bottlenecks that must be overcome if the rhetoric surrounding lifelong learning is to be converted into reality: (1) developing a culture of lifelong learning must be motivated by more than the economic rationale that currently dominates policy thinking; (2) despite persistent efforts at bridging the differences between general education and vocational education and training, the gap remains; (3) the level of employer involvement in lifelong learning programs clearly remains inadequate; and (4) new resources are needed if implementation of policies for lifelong learning is to become affordable. (Contains 23 references. Appended are a list of the lifelong learning conclusions adopted by the Council of the European Union and an overview of Sweden's Adult Education Initiative. The case studies, which contain 10 tables, make up approximately 60 per cent of this document.) (MN)
This report reviews the research and development (R&D) structures and practices for vocational education, training, and employment in the United States, Germany, France, Sweden, and England. The organization and management of each country's R&D system as well as R&D agendas and priorities are analyzed. General observations and implications for the setting of strategic directions for vocational education and training (VET) R&D in Australia are developed. Special emphasis is placed on the following: the role, governance, organization, management, and agenda of R&D; quality assurance; cost-effective use of resources; linkage of research, policy, and practice; and development of coherent policies for VET R&D. Appendixes include the following: a glossary of acronyms; the mission statement of the National Center for Research in Vocational Education, key issue areas of its research program, and Perkins Act requirements for its dissemination and training activities; information on the University of Pennsylvania's National Center on the Educational Quality of the Workplace, U.S. National Assessment of Vocational Education, and Centre d'Etudes et de Recherches sur les Qualifications; and the medium-term priorities of the German Federal Institute for Vocational Training and English Employment Department. (MN)
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