ADULT LEARNING AUSTRALIA

I S S U E 1 A U T U M N 2 0 0 3

5 ALA SURVEY

9 ADULT LEARNERS’ WEEK EVALUATION

14 ST LOUIS CONFERENCE

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CONTENTS

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Adult Learning Australia Inc. (ALA) is the peak body for organisations andindividuals involved with adult learning in Australia. ALA informs and fostersnetworks of adult educators; advises and lobbies government; promotes policydevelopment; represents Australia on international education bodies; coordinatesAdult Learners Week; and more.

ARBN 074 892 005 ABN 78 533 061 672

ALA EXECUTIVE 2001/2002:

� President: Garry Traynor� Immediate Past President: Ned Dennis� Lorelie Ball (SA Branch Contact)� Rita Bennink (SA)� Vaughan Croucher (ACT)� Jan Dunsby (TAS Branch Contact)� Rachel Fry (VIC Branch Contact)� Cynthia Grant (NSW Branch Contact)� Dorothy Lucardie (NT Facilitator)� Roger Morris (NSW)� Barbara Pamphilon (ACT Branch Contact)� Georgiana Poulter (QLD)� Wendy Shearwood (WA Branch Contact)� Lou Tod (QLD)

NATIONAL OFFICE STAFF:

� Executive Director: Francesca Beddie� Executive Support | Membership Officer: Margaret Bates� Business Development Manager: Phil Robson� Coordinator of Adult Learners Week: John Cross� Manager, Projects and Research: Mary Hannan� Web Manager: Jacqui Levan

FOR FURTHER INFORMATION CONTACT:

Adult Learning AustraliaPO Box 308, Jamison Centre, ACT 2614p: 02 6251 7933, f: 6251 7935, e: info@ala.asn.auhttp://www.ala.asn.au

Adult Learning Australia is the newsletter of ALA, published quarterly anddistributed free to members. Copies are held by libraries and educationalinstitutions throughout Australia. Non-members may subscribe for $64. Single issues are available at $16 plus postage.

ISSN 1327-8347

Editor: Francesca BeddieEditorial Coordinator: Margaret BatesArtwork: adcorp.green (16940)

Copy: Contributions of news, stories, reviews, pictures and so on are welcome.They will be received at any time but deadlines are the last Fridays of January,April, July and October.

Advertising: ALA accepts advertising from appropriate vendors in quarter-page,half-page and full-page formats, as well as inserts. For rates and dates contactMargaret Bates or download http://www.ala.asn.au/pubs/advertising.pdf

Views expressed in Adult Learning Australia are those of the authors and do notnecessarily reflect the views of ALA. Written material from Adult LearningAustralia may be reproduced, providing its source is acknowledged.

ALA also publishes the Australian Journal of Adult Learning, in April, July andNovember. ALA members receive this publication as part of their membership.Non-members may subscribe for $70. Single issues are $24 plus postage.

ALA gratefully acknowledges the assistance of theAustralian National Training Authority. In addition, we thank the many volunteers who submit material toAdult Learning Australia.

T A B L E O F C O N T E N T S

3 From the Editor

4 Briefs

5 ALA Survey

9 Adult Learners’ Week evaluation

INTERNATIONAL

12 Community Based Education in Taiwan

14 Meet me in St Louis

16 Global Campaign on Education meets in Porto Alegre

LEARNING COMMUNITIES

18 Lifelong Learning Conference, Auckland

LEARNING CIRCLES

19 Full Circle, Full Cycle

19 Lone Parents in Mt Druitt

ON THE GROUND

20 New South Wales

20 South Australia

20 Queensland

21 Pioneer Learning Success!

21 New Developments at U3A online

21 World of Words

22 Conference

23 Welcome, new members

23 Join ALA

Back Page Calendar

� ALA representatives at the ALA/ANTA consultation on the 2004-2010national strategy for vocational education and training.

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The second theme of thenewsletter is the art and resultsof surveys. We bring you theresults of our own survey, towhich around ten percent of themembership responded. That isonly a very small sample of theAssociation. Nevertheless, withinthis group there were someconsistent messages, which have encouraged the staff in thenational office that we were on the right track. For those,however, who are concernedabout the Association’scommitment to positive socialchange, let me assure you thatthis underpins all the decisionswe make on what issues topursue and projects toimplement.

ACNielsen recently completed a two-year evaluation of AdultLearners’ Week which resulted in a very positive assessment ofthe week’s contribution to ourmission of promoting the valueof learning. Its marketsegmentation suggests thataround 60 percent of thepopulation have positiveattitudes to learning, while 26percent have negative views. The rest seem to be indifferent.These figures pose a considerablechallenge for ALA because we must still try to reach theuninterested and particularly thedisengaged. This will be a strongfocus of our research activities in2003.�

Francesca Beddie

eF R O M T H E E D I T O R

The picture on the frontcover is of a meetingbetween ALA

representatives from around thecountry with the AustralianNational Training Authority(ANTA) to discuss the 2004-2010 national strategy forvocational education andtraining (VET). This was animportant opportunity to conveyto ANTA perspectives from adulteducation practitioners andlearners. I would like to thank allthose who contributed. (Notesabout the consultation can befound on www.ala.asn.au)

Two themes dominate this firstissue of Adult Learning Australiafor 2003. The first deals withinternational events—in Taiwan,the United States, South Americaand New Zealand where variousmembers have visited in the lastfew months. What is striking isthe extent of the focus onlearning all over the globe, evenwhen most attention appears to be on matters of internationalsecurity. This is one indicationthat lifelong learning can play an important role in nurturinggreater understanding of theworld and making more durablethe peace we are striving toattain.

Garry Traynor talks in his articleabout the inspiration he drewfrom enthusiastic youngTaiwanese community educators.Knowing what others are doing,against what odds and with whatresults, is certainly one way to

maintain momentum in our ownwork. That is one of themotivations behind ALA’s newestproject, the establishment of a learning communities website,which we hope will become a catalyst for new communities,virtual and real, for policydevelopment and for initiativesin established communities.

Another international influenceon our work this year is the factthat 2003 is the first year of theInternational Decade of Literacy.This has led to our decision tomake literacy the theme for thisyear’s Adult Learners’ Week. Thedefinition for literacy we areadopting is a broad one whichin, the words of the AustralianCouncil for Adult Literacy, isabout

being able to participate as a citizen in a democracy,understanding and fulfillingone’s role, being able to assessone’s needs, having one’s sayand responding to the viewsand actions of others byengaging in the range ofliteracy/communicationpractices required in the publicdomain.

We are confident that this will

give all those who participate

in Adult Learners’ Week great

flexibility to promote their

activities and achievements,

while also helping us to bring

to national attention the urgent

issue of Australia’s poor literacy

levels.

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trained to deal with non-profitinquiries.

The phone service follows recentupgrades to the For Non-ProfitOrganisations section of the TaxOffice website. It has alsoexpanded it’s A Fax from Taxservice to include a new sectionspecifically for non-profitorganisations. By simplyphoning 13 28 60 and followingthe prompts, non-profitorganisations have specific taxinformation at their fingertips. �

(Association Times Online)

CONGRATULATIONS MERLE

We were delighted to hear thatMerle Henning, from the KoordaLearning Centre in WesternAustralia, was honoured with anOAM in the recent Australia Dayawards. �

TRAINING PACKAGES

A report on the qualitativeimpact of training packages isnow available from ANTA. Itfound that the students havebeen satisfied with their training,especially with the close linksbetween their training and theircurrent or intended work.

However, it also found there hadbeen a lack of strong leadershipfor the educational processduring the introduction of thenew system which did notensure ownership andconfidence among practitionersin the change process. It suggeststhat training packages needpolicy and training specificationsto be translated into a clearpicture of teaching, learning andassessment materials. �

Contact Sangeetha Das (03-96309829 dass@anta.gov.auor visit http://www.anta.gov.au).

EQUITY TOOLBOXES

Teachers and trainers now haveaccess to online learningtoolboxes designed especially forlearners in key equity groups.

The new toolboxes include:

� Truvision: an IT Help Desk—customised online

courseware to supportCertificate I in InformationTechnology for people with avision impairment;

� Certificate II in Horticulturefor Indigenous learners; and

� Online Literacy andNumeracy Resource Centre—supporting students withliteracy and numeracydifficulties.

Contact Vivienne Blanksby. p 03-96373734. f 03-93372220

e blanksby.vivienne.l@edumail.vic.gov.au or visitflexiblelearning.net.au/toolbox

2003 AUSTRALIAN MUSEUM EUREKA PRIZES

The Australian Museum EurekaPrizes will include new awardsin 2003 for inspiring science; forinnovative grains research; andfor outstanding scientificresearch involving scientists intwo or more disciplines. Thesejoin established prizes ineducation, industry andinnovation, research and sciencecommunication. Entries close onFriday 16 May 2003. �

Information and entry forms forall prizes are available atwww.amonline.net.au/eureka

NEW (TAXATION) PHONE SERVICE FOR NON-PROFIT SECTOR

The Australian Taxation Officehas launched the Non-ProfitInfoline for the benefit of non-profit groups. By phoning 1300130 248 non-profit organisationswill have direct access to staff

MAKING CONNECTIONSCONFERENCE 2003 ACE

The Heart of Learning20 and 21 June 2003

Following on from last year’s verysuccessful ACE conference we areall enthusiastically planning the2003 event. ALA is one of a numberof partners in this event whichalready looks like breaking lastyear's records.

The main themes for thisconference are:

1. Exploring innovation incommunity learning

2. Getting ACE ‘out there’ – raisingawareness and understanding

3. Involving more of thecommunity in learning

4. Improving the quality of learningand getting better results

The call for papers is out now.

If you want to find out more emailNeil, stara@iinet.net.au the WA ALArepresentative on the committee.

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The aim of the recent ALA surveywas to gather information aboutmembers’ requirements and to

seek their views in relation to various keyareas of ALA, such as publications (bothprinted and electronic), areas of interestand expertise, and priority areas for ALAactivity.

SURVEY RESPONDENTS AND AGE OF RESPONDENTS

Although response rates differed betweenstates and territories, we received surveyforms from all states and territories (andoverseas), totalling 17 organisational and33 individual members. This is slightlyless than 10% of the current membership.Over 60% of respondents were in the 45-64 age bracket.

YOUR FIELD OF PRACTICE

A substantial proportion of respondents—

ALA Survey

RESPONDENTS LIST ADVOCACY AND NATIONAL POLICY AS PRIORITY AREAS FOR THE ASSOCIATION. THEY SEE

PROFESSIONAL DEVELOPMENT AND ACCESS TO COMMUNITIES OF PRACTICE AS THE BENEFITS OF MEMBERSHIP.

25% of individual and 27% oforganisational members—haveinvolvement in the coordination andmanagement of learning programs. (See Figure 1.) More individual membersare policy makers, learners and educatorsin the workplace, with organisationalmembers tending to be in communityeducation and other categories.

(Figure 1) Field of practice

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STATISTICAL ANALYSISFor ease of comparison of responses of individual and organisational members many of the Figures show individual andorganisational responses as a percentage of their respective totals. Thus, for example, the Figures allow readers to seereadily that the proportions of organisational members who find the e-newsletter (Figure 5) useful differ from thecorresponding proportions of individual members but keep in mind that there are substantially more individualmembers (328) than organisational members (186). N/A indicates the question was not answered.

Indicator: Where respondents were able to tick several boxes (for example, in stating priority areas for ALA activity) theindicator used to show the interests or preferences of respondents allows each respondent one 'vote'. When respondentsticked two boxes, half of their 'vote' was allocated to each category; if they ticked three boxes, one-third of their 'vote'was allocated to each of these categories; and corresponding fractions were allocated if they ticked four or more boxes.

Key: IndividualsOrganisations

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INTERESTS IN RELATION TO ADULT LEARNING

A high proportion of individual membersare interested in education andprofessional development; whereasorganisational members have a focus onolder learners; professional development;methodology and access issues. Interestsnot listed in the survey included researchand transformative learning. (See Figure 2.)

(Figure 2) Interests of members

ASSESSMENT OF METHODS OF COMMUNICATION

Overall, printed material was well receivedby respondents. A very high proportion ofboth organisational and individualmembers rate both the newsletter andjournal highly. The annual report is alsorated highly by organisational members,although a smaller proportion of membersfind it not useful. Other commentsincluded requests for the return of thetopical and challenging publication, TheCommentary.

� ALA plans to reintroduce thecommentaries again this year, once wehave the staffing resources to do so.Contributions of 500 words on topicalissue are welcome!

ACCESS TO ALA MATERIAL

ALA material is widely read, manyrespondents indicated that ALA materialis available throughout their workplacefor colleagues to access. (Figure 3.)

The ALW materials are regarded as eithervery useful or useful by the majority ofrespondents although a surprising 30% oforganisations found the material notuseful.

� We anticipate that this year’s approachto ALW will ensure that materials aredesigned in a flexible way which willmeet providers’ needs.

(Figure 3) Numbers with access to ALA material

WEBSITES

A large majority of respondents found theALA website either very useful or useful, asmall minority had not read the site orhad not answered the question. (SeeFigure 4.) The ALW website was alsofound to be very useful or useful, butquite a few organisational members hadnot read the site and individuals had notanswered the question. The LearningCircles Australia (LCA) website has beenfound to be useful by those using it butmany seem to be unaware of its existence.

� The LCA website will be undergoingsubstantial revision this year.

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(Figure 4) ALA Website

E-NEWSLETTER

The e-newsletter (The Current) is verywell received by organisational members.30% of individual respondents either hadnot read the e-newsletter or did notanswer the question. (Figure 5.) Otherscommented on the time factor taken inaccessing material and the format ofattachments.

� We will take steps to streamline thetransmission of The Current.

(Figure 5) e-newsletter

INTEREST GROUPS

The interest groups are not actively usedwith only 47% of organisational and 33%of individual respondents find them veryuseful or useful. Although the majority ofrespondents are happy to monitor theinterest groups, only 13% of individualand 7% of organisational respondentsparticipate in the discussions. (Figure 6.)

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� With the appointment of Jacqui Levan aswebsite manager, we hope to be able togive added impetus to the discussiongroups.

(Figure 6) Do you participate in interest groupsor monitor?

PRIORITY AREAS FOR ALA ACTIVITY

Respondents rate advocacy on nationalpolicy as their highest priority followed bypromotional activities (such as ALW).(Figure 7.) Professional development,learning methodologies and research arealso areas of priority for ALA activity.Additional comments indicated interestsin older learners and Aboriginal literacy.

(Figure 7) Priority areas for ALA activity

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fBENEFITS FROM ALA MEMBERSHIP

The survey indicates that mostrespondents seek professionaldevelopment and access to communities ofpractice. (Figure 8.) The comments wereceived show that gaining up-to-dateinformation, networking opportunities,support and having international contactsare the other benefits respondents regardhighly.

� ALA will be providing professionaldevelopment workshops during ALW, atthe national conference, plans onincreasing the network of learning circlesand hopes to introduce accreditedfacilitator training.

(Figure 8) Benefits sought from ALA membership

GOOD VALUE FOR MEMBERSHIP

The majority of respondents feel that they receive good value for membership.(Figure 9.) The general feeling is that ALA gives members the opportunity to be involved, keeps them informed, andto stay up-to-date with adult learningissues. Other comments indicate that ALAmight pay more attention to management

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and leadership issues in educationalsettings; and is not sufficiently focussed onsocial change. An international memberwould like to see more attempts made toconsider comparative adult education.

(Figure 9) Do you receive good value for yourALA membership?

� Social justice is at the heart of ALA’sagenda. The question of learning andleadership is one we wish to explorefurther. This will be done before we goforward with any future leadershipcourses. Management issues will beaddressed where appropriate althoughthese may better be considered at Statelevel. Contributions from members oncomparative adult education would bevery welcome. �

Margaret BatesMenbership Officer

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Adult Learners’ Week evaluationprovides positive results

ADULT LEARNERS' WEEK, A WEEK-LONG PROMOTION TO ENCOURAGE LIFELONG LEARNING, IS WIDELY

VIEWED AS A POSITIVE INITIATIVE THAT SHOULD CONTINUE.

The evaluation of Adult Learners’Week (ALW) in 2001 and 2002was conducted by ACNielsen and

funded by the Australian NationalTraining Authority (ANTA). It found thatthree out of four Australians feel positivelyabout learning and that 29 per cent ofpeople had heard the term ‘Adult Learners’Week’. Those who saw or heard ALWpublicity identified two main messages inthe campaign:

� Adult learning is available for peopleof any age

� It doesn’t matter how old you are, youcan still learn.

The evaluation investigated what peoplethink the term ‘adult learning’ means. Thisincluded:

� learning through short structuredprograms offered through a training oreducation institution,

� learning that is more ‘serious’, longer-term and leads to a qualificationinformal learning ;

� informal learning done simply out ofinterest.

ACNielsen held focus groups with threetypes of learners: committed learners;males aged 45-60 years living in regionalor rural areas and people who felt therewere too many barriers to resuming their

learning. For committed learners, theresearch revealed that learning is aboutenjoyment and exploration. They havehad positive past experiences and are keento revisit the sense of achievement andskill development they gain from learning.For males aged 45-60 years living inregional or rural areas, the aim of learningis to keep pace with the world. Theyrequire tangible benefits and rewards fromlearning. These people do not see learningas a totally positive experience. Thereforemessages to attract these learners need toportray learning as fun as well asbeneficial. For this group the barriers areoften existing commitments to family,work and social activities. Those withbarriers to learning show ambivalence anda sense of disconnection from learning.This group finds it easy to make excusesnot to learn. To entice them, messagesshould provide reassurance that learningis not about exams or lectures, that it canbe fun and lead to earning more money,gaining new skills and perspectives on life.Disincentives to learn for this groupinclude cost, lack of motivation,unsatisfying experiences in education inthe past and a sense of fear about tryingagain.

Adult Learners’ Week was first establishedin 1995 to promote and encourage lifelonglearning. This is an aim that resonates

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with many people. For the future, theevaluation points to the need forcontinuing with a campaign that targetsspecific segments of the population andwhich further develops supportivenetworks of state and territory adultlearning coordinators and learningproviders.

The evaluation of Adult Learners’ Weekwas managed and published by theNational Centre for Vocational EducationResearch (NCVER). The report will beavailable from www.ncver.edu.au or fromAdult Learning Australia's website atwww.ala.asn.au.

PUTTING THE ADULT LEARNERS' WEEK EVALUATION INCONTEXT

During the period of ACNielsenevaluation, the national ALW campaignhad an overall budget of $500,000annually, of which $250,000 was dividedamong the State governments (who, inmost cases, passed much of this money tolearning providers in the form of activitygrants).

Of the remaining $250,000, given to ALAfor the national co-ordination of thecampaign, roughly $110,000 was spent onthe development and implementation ofvarious marketing activities, includingprint and electronic promotion. The restwas devoted to consultation processes,activities such as the national tour ofinternational guests, seminars andpublications, and staffing costs. Thebudget did not stretch to paying for theplacement of TV or print ads; however,some State governments did take out paidprint advertising.

It is hard to find other campaigns thathave exactly the same timing, scope and

promotional activities as Adult Learners'Week but the following are offered by wayof comparison:

The Active Australia campaign (phase 1)was conducted in NSW during Februaryand March 1998. It was aimed at people25-60 who were motivated butinsufficiently active. The campaignconsisted of a direct mailout to all GPs inNSW, paid print and televisioncommercials, a PR strategy to optimiseunpaid media coverage, and communitylevel support mechanisms. This State-based campaign had an implementationbudget of $700,000, with the value ofunpaid media coverage estimated at$300,000.

A six-month tracking of the campaignshowed that at the beginning of thetracking period only 2.7% of respondentsrecalled any promotional messages aboutphysical activity. This rose to 20.9% at theend of the tracking survey. Fromprompted recall, where the interviewerreads out specific components of themarketing campaign, 60% of respondentsrecalled the strapline after the campaign,with one in four able to recall the exactcommercial or message. Additional themerecognition increased from 2.3% (prior) to28% (post).

Among the high profile campaigns, theVictorian Transport Accident Commission’s

(TAC) powerful road safety campaignsachieve recognition ranging from 70% toover 90% market recall. The TAC’s budgetis estimated to be around $30 million,making it one of Victoria’s largestadvertising accounts.

Probably the most effective low-budgetcommunity campaign has been Red Nose

Day. Its main expense is the production of

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the sale items, which involves an upfrontoutlay of $450,000. Development of thecampaign theme and all advertisingmaterial is undertaken by a majoradvertising agency on a pro-bono basis,and most of the television and radioadvertising is also offered free-of charge.Through the sale of merchandise and theinvolvement of high profile celebrities, theRed Nose campaign achievesapproximately 95% recognition among theAustralian community, with 86% havingan understanding that the Day supportsthe many programs operated by SIDSorganisations. (For more information aboutRed Nose Day and its impact visitwww.sidsandkids.org/aboutrnd.htm)

Finally, to put all these efforts intoperspective, it is useful to consider the‘hierarchy of communication’ proposed byW.J. McGuire in 1984. Writing aboutpublic communication as a strategy forpromoting behavioural change in the fieldof health, McGuire outlined a theoreticalmodel of halves, which suggested that of acertain target audience, if 50% are exposedto the message, approximately half ofthese may pay attention to it. Of thatgroup (25% of our original target group),only half may understand what they aresupposed to do, and only half of the groupwho understands may agree with themessage. Half of this group may intend toact, of which only half may actually dosomething – around 1.5% of the originaltarget group. Assuming a 50% success rateof the activity, then only around 0.75% ofthe original target group may actuallyachieve the desired behavioural objective.

Still, we’ll keep trying! �

John CrossResearch Manager

LESSONS FOR ADULT LEARNING AUSTRALIA

� It was an achievement to reach 29percent recognition of ALW but wecan’t expect to keep reaching morepeople on a small budget. We mustnow aim to consolidate the messageand emphasise the call to action.

� The Week is still an effectivemarketing tool. Its message isrelevant, understood and seen aspositive. Having an event embeddedin the calendar forces people to payattention, to take ALW out of the in-tray!

� From a marketing perspective itmay not be worth targeting thosewho are negative about learning,because they are not receptive toour messages. That may influenceour next promotional campaign butALA cannot ignore these people—reaching the unreached is what ALAis about.

� The 2002 outreach campaign wasvery successful in increasingawareness of the campaign amongolder men in rural areas. The facesand stories were credible and down-to-earth and people liked the men’ssmiles.

� The evaluation suggests that ALWneeds to more work on localactivities. The Week represents anopportunity for ALA members toshowcase their work, something theNational Office is keen to assist in.

� There is no immediate plan to haveanother ACNielsen evaluation ofALW but it is important that wecontinue to track ALW’s results.

Francesca M. Beddie

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I n May 2002, I was invited tospeak at a conference inTaiwan. The occasion was

the fourth National Conferenceof the Association of CommunityUniversities. In Taiwan, aCommunity University isequivalent in structure andpurpose to the NSW CommunityCollege. Although I was initiallyconcerned that I had beeninvited under some misguided

belief that I was an academic orperson of significant otherreputation, it became clear to mewhen I arrived, that theTaiwanese had good reason toinvite me. By this I mean not mein particular, but certainlyanyone with a workingknowledge of Adult andCommunity Education in NSW.

I had sent a draft of my speechin advance just to make sure thatI was not going to embarrassanyone, particularly myself. It

was very much a draft and whenI got word that the content anddirection were okay, I re-workedthe paper and laboured over aPower Point presentation toaccompany it. I arrived at theconference venue in a noisy cityabout 200 kilometres south ofTaipei. Having been to manyAustralian conferences focussedon adult education, I expectedthat it would have a rather homespun feel. I was surprised, to saythe least, to find about 600enthusiasts milling about andtalking excitedly. Surprised alsothat my draft speech had beentranslated into Mandarin andpublished verbatim in theconference proceedings. Theplan was for me to read myspeech while the audience readfrom the papers. Luckily, I had acopy of the original draft withme. The Power Pointpresentation was abandoned andI flew by the seat of my pants. Atthe end of my speech there werequestions which seemed to memore like declarations, oftentaking five minutes or so todeliver. Translation was neverinstantaneous and I was onlyable to get a sketch of what wasbeing said. This alerted me to aninteresting difference in ourcultures. The Taiwanese like toadd meaning to a presentation

by giving an extensiveinterpretation of what is beingsaid. We, on the other hand, askpolite questions of the presenterand rarely contribute publicly inany extensive way unless it is inopposition to the speaker.

There was a small hiccup in mypresentation. I had spoken aboutthe challenges facing Adult andCommunity Education. I hadraised the issue of the vocationalversus non-vocational fundingregimes. In the translation of mydraft, this became ‘holiday versusnon-holiday education’! I didn’tlearn this until day two of theconference when I wasapproached by a delegate withvery good English skills whoasked what I had meant. When Irealised that ‘vocation’ hadbecome ‘vacation’ in thetranslation, we both had a goodlaugh. Now published in theofficial proceedings I will beknown as the Australianadvocate of holiday education!

Despite the major languageproblems, I came to understandthat the Taiwanese had adopteda system that was largely amirror of what happens here inNSW. Community organisationswere being seed funded bygovernment to establisheducational opportunities foradults in many differing

Community Based Education in Taiwan

The conference banner commemorates thefourth National Conference of TaiwaneseCommunity Universities.

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i ilocations and situations. Theresponses, like here in NSW,were many and varied. In largecities like Taipei and Taijung,schools were being used to runbig programs not at all dissimilarto our own at SydneyCommunity College. In smallrural villages, education wasbeing planned and delivered inchurches, community spacesand, in one very innovativesituation, a produce cooperative.

Taiwan is a young democracy.Being very innovative, theTaiwanese may very well havecome up with their model forcommunity education bythemselves. Viewing NSW Adultand Community Education as areference point for a fledglingmovement in a booming Asianeconomy is certainly a flatteringcompliment, however it was theraw enthusiasm with which thevarious practitioners have takento their cause that mostimpressed me. Usually underthirty-five years old, these youngpeople have for the first time intheir lives been allowed to put inplace some of their long-heldbeliefs about communitydevelopment, justice and equity.

Taiwan, like many of the world’sindustrial economies, faces realproblems. Unbridled industrialand urban development hasstrained the environment tobreaking point. The 1997earthquake devastated much ofthe island’s rural economy and

now the external pressure ofglobalisation is causing manyTaiwanese to re-think theirfuture. Perhaps, for theTaiwanese there has never been abetter moment than now for thegrowth of community education.

Throughout the world, where itexists, community-basededucation is less constrained bystate regulation. It is thereforeable to move quickly and freely.The very fact that it is lean to theextent of being resource poormeans that can also be creativeand innovative, adapting to localdemands in a timely andeffective way. After viewing manyexamples of Taiwanesecommunity education inpractice, I came away withrenewed vigour andcommitment. I am truly gratefulto the many committededucators there who revived mybelief in the essential values ofcommunity-based education.

POST SCRIPT

In December 2002, we were ableto continue the contact withTaiwan. A group of adulteducators from Ping TungCounty in the very south ofTaiwan, came to Sydney for theCentre of Popular Education(UTS) conference. I was veryhappy to meet with my friendAssociate Professor Ching-jungof Kaohsiung University. She wasleading the delegation of mainlyaboriginal adult educators.

(Taiwan has a very activeindigenous population.) TheALA NSW branch hosted adinner for the delegation, whichalso had the opportunity to meetKaren Vaughan from theAboriginal Education Unit at

UTS, Amanda Moore, ActingDirector of the NSW Board ofAdult Education, ArthurKapanzian, formerly of theEthnic Communities Counciland to visit Tranby AboriginalCollege.

Should you wish to make contactwith the Taiwanese CommunityUniversity Movement, pleaseemail me for addresses.

garry.traynor@scc.nsw.edu.au �

Garry John Traynor is President ofAdult Learning Australia andPrincipal of Sydney CommunityCollege.

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Meet me in St Louis

IN NOVEMBER 2002 ROGER MORRIS ATTENDED THREE CONFERENCES AT THE OLD UNION RAILWAY STATION

IN ST LOUIS, MISSOURI: THE 51ST ANNUAL CONFERENCE OF THE AMERICAN ASSOCIATION OF ADULT AND

CONTINUING EDUCATION (AAACE); THE INTERNATIONAL SOCIETY FOR COMPARATIVE ADULT EDUCATION

AND THE COMMISSION OF PROFESSORS OF ADULT EDUCATION CONFERENCES.

Following the decline in railwaytravel, the station closed in1978. In 1985, it reopened, afterextensive restoration, as aspecialty retail, restaurant,entertainment, convention, andhotel complex. It remains one ofthe largest adaptive re-useprojects ever undertaken in theUnited States.

The AAACE, the national adulteducation organisation in theUnited States, is very much likeALA. Indeed for many years weshared the same acronym,AAACE, with the Americanassociation only a few yearsolder than ALA. AAACE hasstate-based affiliates as well asseven commissions that covergeneral fields of practice withinadult education, the largest atthe moment being theCommission on MilitaryEducation and Training (CMET)and 26 units representingspecific areas of interest to adulteducators.

The International Society forComparative Adult EducationConference was attended by over

The French established St Louis in 1764 as atrading post. Following

the sale of the remaining French‘possessions’ in North Americato the newly-established US of Aunder the Louisiana Purchase,the town served as a gateway tothe west for the earlyimmigrants and as a major portfor the steamboats travelling theMississippi River. Today, thecity’s principal landmark is thesoaring polished steel GatewayArch built in the 1990s tocommemorate the westernbound pioneers.

One hundred years earlier, in1894, St Louis’ Union RailwayStation opened as the largestrailway station in the UnitedStates. The main buildingcontained offices, waiting rooms,a hotel, and a restaurant as wellas a huge concourse built in thestyle of a medieval Grand Hall.The platform area was coveredby an enormous single spanroof. This was one of the largesttrain sheds ever built, spanningmore than 40 platforms.

50 participants from more than20 nations. Some papers covereddevelopments in Germany andSwitzerland, the US and Taiwan,Croatia and Slovenia, and in theArabic-speaking world. Otherstook a thematic approach, forexample, investigating women’seducation in a number ofcountries.

(Ed.: Keep an eye onhttp://www.uni-bamberg.de/

ppp/andragogik/iscae/

for the papers)

The theme of AAACE’sconference was ‘Blazing trails tosuccess’. Some 400 participantsregistered to attend. There werethree keynote speakers, all morenotable for their entertainment,rather than any real educationalvalue. However, over the threedays of the conference, 120papers and/or workshops werepresented in concurrentsessions. Some were first rate.Obviously with so many papersto choose from—you needed tofollow some sort of a path asyou navigated your way throughthe program. I chose the theme

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feeling about adult education.Put simply, it is that to those,who already have, that moreshall be given. Those few of theelderly who are already well-educated and enjoy comfortableretirement incomes are having awonderful time—runningcommunity-based TV stations,

taking travel study tours,competing in the senior ‘Olympics’ and pursuing all sortsof educational experiences. Butwhat about those of their cohortwho were mercilessly sifted outof the educational system intheir early teens, spent theirwhole life doing hard butunskilled work and have nowretired, with their sole incomethe old age pension? What doesadult education offer these

approach, attending a series ofpapers that dealt with adulteducation and the older learner.The papers I attended related to:Changing seniors from passiveobservers to empowered learnersthrough their use of videoproduction; Senior citizens andthe digital divide; Successful

ageing: What senior athletesreport; How do we remember?Why do we forget?; Educationaland parental success; CitizenGrandpa: The citizen andgrandparent social roles;Integrating work skills and lifeskills; Personal learning and theolder adult in a national park;and motivations of older adultsin distance education.

Listening to those papersreinforced for me a long-held

senior citizens? This questionhas yet to be answered.

The Commission of theProfessors of Adult Education isthe organisation for those whoteach adult education as anacademic subject at theuniversity level in the USA. Thefocus of the deliberations of thehundred or so professors (ieuniversity teachers) whoattended was on ‘reframing thefield of study of AdultEducation’. Now that the slogansof lifelong learning, the learningorganisation, the learningcommunity and the learningsociety are on the lips of almostevery politician and bureaucrat,many of the long time concernsof adult education have beenmainstreamed and its conceptsembraced by all sectors ofeducational endeavour.

Some go further and claim thatadult education is an idea whosetime has now passed. Whilethere may be a lot of talk aboutthe crucial importance of adultlearning to our future,everywhere adult education as afield of study is in retreat. Thisdiscussion, though very heatedand most interesting, did notcome to any real consensusexcept that all agreed there areboth serious challenges andwonderful opportunitiesconfronting adult education inthe early years of the twenty-firstcentury. �

Roger MorrisUniversity of Technology Sydney

Listening to those papers reinforced for me a long-held feelingabout adult education. Put simply, it is that to those, who already have, that more shall be given.

The Union Railway Station

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lesson. The lesson is simple: girlsand women need an equalchance to learn. As thepromotional material says: ‘Inmore than 100 countries, inthousands of differentclassrooms, adult educationcentres, university campuses,churches and village halls, wewill be teaching the same lessonto the world’. For further information contactworldrecord@campaignforeducation.org

Or visit the website:http://www.campaignforeducation.org

GLOBAL CAMPAIGN ONEDUCATION

The Global Campaign onEducation (GCE) held its BoardMeeting in Porto Alegre, Brazilfrom 17-19 January, 2003. TheGCE is a worldwide coalition ofnational, regional andinternational NGOs andteachers’ unions, operating inmore than 150 countries,collaborating to advocate for theright for all people to quality,accessible, affordable education.

The GCE has been working toensure that the six Education forAll (EFA) goals are fullyresourced by the internationalcommunity. It works ininternational forums and lobbiesinstitutions such as the WorldBank and G8 on educationpolicy and resourcing matters.GCE is also increasinglysupporting the work of nationalcoalitions especially in poorercountries to influence educationpolicy at a national level.

The GCE Global Week of Action(6-13 April 2003) is a means ofgalvanising energy from the localto the international level oneducation policy and resourcing.This year it focuses onincreasing learning resourcesand opportunities for womenand girls. UNESCO is alsosupporting the Week.

On April 9, the GCE willorganise the world’s biggest ever

EDUCATION FOR ALL

UNESCO held its AnnualMeeting of the CollectiveConsultation of NGOs(CCNGO) on Education for All(EFA), also in Porto Alegre from19-22 January, 2003. Itestablished this consultation toensure the strong involvement ofcivil society in internationaldiscussions on EFA. Themeeting discussed progress madein achieving the six EFA goalsand in particular the role playedby civil society organisations. Itconcluded there was a tendencyby some international donorssuch as the G8 and the WorldBank in its Fast Track Initiativeto focus only on universal

i

ASPBAE representatives at the UNESCO CCNGO Annual Meeting in Porto Alegre. Ms NanjooYan, Research Fellow, Graduate School of NGO Studies, Sung Konghoe University, Korea; MsMaria Almzan Khan, ASPBAE Secretary General based in India and Mr Bernie Lovegrove,ASPBAE Program Officer based in Canberra.

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iprimary education (UPE),especially girls’ education and onadult literacy, rather thanaddressing all six goals. Thedesire to see all six EFA goalsaddressed was reflected in thetheme of the meeting: ‘TowardsComprehensive Visions andApproaches to Education forAll’.

The voice of adult education andthe need for a life-long learningapproach was strong in themeeting although much moreneeds to be done to bringcommunity organised adultlearning back on the agenda ofnational governments, ofUNESCO, and internationaldonors. One of therecommendations for theCCNGO was to encouragegreater collaboration betweenthe EFA movement andCONFINTEA V on adultlearning. CONFINTEA, theInternational Conference onAdult Education, was last held inHamburg in July, 1997. Therewill be a CONFINTEA Mid-TermReview meeting to be held inThailand in September, 2003. �

Bernie Lovegrove,ASPBAE Program Officer

VALE BRIAN SMITHAustralian education lost an energetic champion with the death inDecember of Dr Brian Smith. A mature age undergraduate atUniversity of Western Australia (UWA) in the 1960s, Briancompleted his PhD at the Australian National University (ANU)then taught philosophy at the University of Queensland (UQ)before returning to UWA to become Deputy to Paul Birman atUniversity Extension. Brian’s most productive years were asFoundation Director of the Department of Community Programsat Newcastle University, 1973 to 1987. There he built a livelyprogram of courses, workshops and conferences. As well, therewere more exploratory offerings including, through colleaguesJohn Turner and John Hill, a significant range of historical toursand radio and television projects designed to increase publicparticipation in civic affairs.

Several Newcastle programs refreshed Australian adult education.Brian taught community and adult education before they becamefashionable and highly stylised. Students won to such courseswere always adventurous, there being few career options in thefield. A large Trade Union Training program preceded theestablishment of the Trade Union Training Association. Newcastlebecame firmly established on itineraries of touring artistic andcultural companies—it became the ‘testing ground’ for NIDAgraduating class productions. Annual Eddy Memorial Lecturesbrought to Newcastle the most interesting and significantcontributors to an Australian sense of identity and fairness. Brian’scrowning achievement was in the field of non-standardpreparation for university studies. His Open Foundation Course inparticular has assisted thousands of adults back into mainstreameducation.

A prodigious worker, Brian often taught several classes each day.Each student could expect copious comments in minisculehandwriting on every essay completed. The comments were notalways flattering or even polite, but always were apposite andhelpful.

Brian is remembered with respect and affection by colleagues andby thousands of adult learners. He is survived by Sybil andchildren Sarah and Aneurin. �

John Collins

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LIFELONG LEARNING IN NEW ZEALAND

Garry Traynor and I returnedfrom a Lifelong LearningConference in Auckland, NewZealand the day before we had toput this edition to bed. Therewas not time therefore to puttogether a comprehensive report.Instead, here are highlights fromthe two days.

Visiting New Zealand for the firsttime was a salutary lesson incross-cultural communication.

It was good to be introduced toMaori culture, where lifelonglearning does not need to belobbied for—it’s inherent intraditional lifestyle. But, ofcourse, Maoris like so manyIndigenous people, are grapplingwith the results of colonisationand to preserve their language.There is also the challenge offinding learning systemsappropriate to the various Pacificpeoples who now live in NewZealand and who are strugglingto maintain the vestiges of theirhome cultures.

Much however was familiar to allparticipants. All were committedto lifelong learning, thoughdefinitions varied. Problems werecommon. Like Australia, NewZealand must grapple with highlevels of illiteracy, particularlyamongst Indigenouscommunities and is striving tobreak down institutional rivalries

and constraints in the educationsystem as well as to find ways toentice the reluctant learner backto learning.

The policy framework could notbe more different. Adult andcommunity education is enjoyinga high profile in policy terms,though some depict this—ratherpre-judging the new system—asa co-option of lifelong learningby the state. The newly-established Tertiary EducationCommission (TEC) brings underone policy and funding umbrellaall forms of post-schooleducation. It explicitly recognisesboth the strengths of adult andcommunity education in findingflexible, cost-effective solutions,and the burden under which itlaboured during the ninetieswhen government funding wasalmost non-existent. To assist thesector to rebuild, the TEC plansto establish networks of ACEproviders as a means of ensuringbetter coordination both in termsof funding and service delivery.

We heard also how the Britishare trying to establish bettercoordination of learning acrossgovernment and to assist thelearner find their way throughthe maze of educationalopportunities. Janice Shiner, theDirector General for LifelongLearning in the Department forEducation and Skills—yes, thereis such a person—was adamantthat the system needed to work

before one could expectindividuals to invest in their ownlearning. She was also committedto seeing a reintroduction ofIndividual Learning Accounts,albeit with a much morestringent accountability regime.

There is not space here torecount all the PALLACEprojects introduced at theconference. Suffice it to say thatthis is an internationalendeavour established under theauspices of the EuropeanCommission which is fundingseveral pilot projects to raiseawareness of lifelong learningbeyond the aficionados, toencourage public-privatepartnerships, to broadcast goodpractice, to develop e-learningmodules, connect schools acrossthe globe, explore learning inmuseums and other culturalcentres, and to educate electedrepresentatives about lifelonglearning. See www.pallace.net

Along with Finland, France,Canada, New Zealand, Australia,China is a partner in the project.The scale of its challenges arehard to fathom! �

ChinaPopulation 1270,000,000GDP per capita USD90015% of the population currentlyin higher educationGOAL: by 2008 (Beijing Olympics)

50% to be in higher education

Francesca Beddie

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l‘FULL CIRCLE, FULL CYCLE (FC2)’—LEARNINGCIRCLES AS A TOOL IN COMMUNITYCAPACITY BUILDING IN CAMPBELLTOWN

The Campbelltown area lieswithin the Georges RiverCatchment and the UpperHawkesbury-Nepean Catchment.Both areas face problems withstormwater management, anissue of considerable importanceto the preservation of the localenvironment.

The Campbelltown City Counciltherefore applied to the NSWGovernment Stormwater Trustfor a grant to use learning circlesas a means to educate andencourage broad communityinvolvement in finding solutionsto local stormwater problems. Aspart of that project, AdultLearning Australia (ALA)undertook an investigation togauge community capacity toengage in a learning circleprogram on stormwater issues.

ALA held consultations withrepresentatives of around sixtygroups from the education,government, community,commercial and environmentsectors, from which it concludedthat people are committed tohaving a clean environment.They would get engaged inprojects to limit the impact ofstormwater pollution if theproject complemented existingcommunity activities and they

realised the urgency of doing so.They also need to have respectedand committed leadership in thecommunity. ALA’s reportcautioned that a learning circleprogram must harness existingcommunal energy, have a specificaction focus and a hands-onapproach.

LEARNING CIRCLES PROJECT FOR LONEPARENTS IN MT DRUITT, NSW

The purpose of this project is toempower Mt Druitt female loneparents, especially those withchildren aged 13 years and over,by providing a risk-freeenvironment in which toconsider their pathways for theupcoming ‘Australians WorkingTogether’ changes. The project isdivided into two stages. The firstthirteen weeks will be a learningcircle program which willintroduce participants to theirlocal environment and help themto plan personal pathways totraining.

The second stage will move thegroup to external environmentsand introduce them to otheropportunities available to them.For example, the local TAFE willcommence InformationTechnology awareness outreachservices to learning circle sitesproviding individuals with searchtools for information theyrequire, for example, about

public transport, homeshopping, activities for childrenoutside the area, legal servicesand job searching.

Adult Learning Australia wasinvolved in the initialconsultations with staff fromGROW (Growing RegionalOpportunities for Work) and will continue to provide adviceand support to the ProjectManager particularly about thecontent and design of thelearning circle material andfacilitator training. �

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oNEW SOUTH WALES

On 3 December 2002, the AGMfor the NSW Branch of ALAelected a new executive, withCynthia Grant taking over fromRon Anderson as president.Other office bearers are: RogerMorris (secretary), Sue Phillips(treasurer), with Donna Rooney,Barrie Brennan, Ron Anderson,Brian Cobb, Ralph Catts andArthur Kapantazan as executivemembers.

Introducing Cynthia Grant

I am a Project Manager at UNSWmanaging developmentassistance projects. I findworking with and learning frompeople of other cultures veryengaging. I only wish I hadfocussed on this kind of workyears ago!

With some 12 years experiencein the adult and communityeducation sector as foundationExecutive Director of the ManlyWarringah Community Collegeon Sydney’s northern beaches, Iam only too familiar with theongoing concerns of recognitionand funding in this sector. Myapprenticeship in Evening andCommunity Colleges was servedwith Kate Campbell at MosmanEvening College. She once saidshe had ‘taught me all I knew’. In1983 Kate also roped me intowhat was then AAE to assist withthe catering! I’ve been a memberof ALA in its previousincarnations since then, and have

been President of the NSWBranch of AAACE and a memberof the National Executive.

I would like ALA to becomemore pertinent to all those adulteducators who never seethemselves as such. Maybe it’s allin the name? �

SOUTH AUSTRALIA

A general meeting open to allSouth Australian members ofALA was held in December 2002to establish the new state branch.A state executive wasestablished: President, LorelieBall (President), Denis Binnion(Secretary), Roger Heath(Treasurer), Rita Bennink, JudyFawcett, David Muscio, Mary-JoBellew, Darryl Dymock, JuneMillan and Sue Ross.

Introducing Lorelie Ball

I have a BA from the Universityof South Australia, with majorsin Information Management andHistory, which I completed as amature age student in 1993. Myemployment prior to returning tostudy and raising a family was inbanking.

I commenced employment at theWEA in Adelaide in 1993 as aProject Officer (Adult Re-entrySecondary Education). I amcurrently the SeniorAdministration Officer,responsible for administration,IT systems management, thecorporate secretariat (WEA

Board) and course planning ofabout 250 ACE courses per year,in craft, personal developmentand courses for women. I haveled three overseas tours for WEATravel to destinations in Chinaand Vietnam.

My particular interests focus onproviding diverse learningopportunities for the public. AtWEA we attempt to motivatethose people who are alienatedfrom education to try again. Istrongly believe that the learningundertaken in recreation,personal development,enrichment courses etc.(although not recognised forskills development) buildsconfidence and opens the doorto other learning opportunities,social development and personalsatisfaction. This in turn, helpsto build a healthier society ofinterested, active citizens. �

QUEENSLAND

The Queensland Branch of ALAhas undergone some changes inthe past year. Recently weestablished an e-network ofmembers and are beginning toshare information in cyberspaceas well as with hard copynewsletters. This has enabledmembers from across the state toengage in discussion and to feelpersonally and immediatelyinvolved in providing feedback.

Francesca Beddie visitedQueensland in mid-January. Shesuggested strategies by which

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o oQueensland ALA might advocatefor informal adult learningwithin sectors of our state thatare not yet fully informed aboutcommunity-based adult learning.She also rekindled energies tolook at support for CommunityLearning networks. �

Deirdre Baker

PIONEER LEARNING SUCCESS!

Pioneer Clubhouse at Balgowlahin Sydney is a community centrefor women and men living withmental illness. Since thebeginning of 2002, WEA Sydneyhas been assisting members ofthe Clubhouse to gain accreditedcomputer course qualifications.A small ceremony on 17December 2002 recognised theselearning achievements with eightclub members being awardedtheir certificates by WEA SydneyExecutive Officer, RichardPinder. During 2003, WEASydney will continue to assistmembers of Pioneer Clubhousewith a range of communicationskills and confidence-buildingworkshops. �

Richard Pinder

NEW DEVELOPMENTS AT U3A ONLINE

U3A Online has introduced twoinitiatives that will materiallybenefit members, particularlyisolated older people. The first isa joint partnership with theThird Age Trust in the UK,which has recently ventured into

online courses for its 120,000strong U3A membership.Ultimately, this new relationshipwill substantially increase therange of online adult educationcourses available to U3AOLsubscribers. Discussions aboutother possible joint projects arein the offing.

The second new developmentwill ensure that U3AOL cancontinue to offer its high quality,online courses for nominal costto third age learners, regardlessof their location, for theforeseeable future. GriffithUniversity has agreed to host theU3AOL courses site free ofcharge and in addition willprovide in-kind expertise fromits flexible learning unit to coverthe cost of mounting eight newcourses online. This will bringthe total number of courses,each equivalent to about 8weeks’ work, to 18. As per theU3A philosophy, all coursewriter/leaders are volunteers,mostly retired. �www.u3aonline.org.au

Dr Rick Swindell

WORLD OF WORDS

The World of Wordsmulticultural club is a socialEnglish conversation groupformed by the Westfield library(Armadale, WA) in September2000 for local residents whosefirst language is other thanEnglish. Under the guidance of avolunteer tutor, the club gives

members the opportunity topractice their spoken Englishskills in a social setting whilesharing experiences from theircountry of origin. The libraryoffers a range of resources andspecial language learningequipment for members’ use freeof charge. Skills developed arereinforced through social eventsorganised by membersthemselves.

As confidence has grown thegroup has undertaken a numberof projects, including mountingan art exhibition, assisting withsenior’s programmes andmulticultural festivals andparticipating in a speciallydesigned computer course.The group meets every Tuesdaymorning at Westfield library.New members are alwayswelcome. �

Bill Leigh, Branch Librarian,Westfield Library (08) 9497 2642.

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oAdult Learning Australia

COMMUNITIES OF LEARNING: COMMUNITIES OF PRACTICE

The 43rd Annual National ConferenceUniversity of Technology Sydney

27th to 30th November 2003

Call for Papers

Strands of the conference include:

Learning at Work

Learning in Communities

Learning in the Family

The cross-cutting issues at the conference will include:

Indigenous learning

The needs of the older learner

Please submit, by 31 March 2003, a one page outline of your proposed paper which includes details on how you see the paper fitting into the overall theme of the Conference.

The concurrent sessions at the conference will encompass a full range of activities including: workshops; research reports; round table discussions; and poster sessions.

Submissions to run such a session are also invited. Proposals should reach the NationalOffice by 30 April 2003.

If your proposal is accepted you will receive full details as to how to prepare and presentyour paper or plan your workshop. It is intended to publish a set of refereed proceedings of

the conference. There will be a prize for the best research paper presented by a student

Submissions can be emailed to info@ala.asn.au or sent to:ALA National Conference

PO Box 308Jamison Centre ACT 2614.

For regular conference updates see www.ala.asn.au

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✄

ORGAN ISATI ONAL MEMBERSH I P FEES

Organisation name . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Contact person . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Position . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Email . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Address . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

State . . . . . . . . . . . . . . . . . . . . . . .Postcode . . . . . . . . . . . . . . . . . . . . . . . .

Telephone . . . . . . . . . . . . . . . . . .Facsimile . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Is your organisation a peak body? . . . . . . . . . . . . . . . . . . . . . . . . yes / no

Total enclosed $ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Cheque (payable to ALA Inc, PO Box 308 Jamison Centre ACT 2614)

or Bankcard Mastercard Visa

Cardholder’s name . . . . . . . . . . . . . . . . . . . . . Expiry date . . . . . . . . . . .

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JOIN ALA TODAYALL ALA MEMBERS RECEIVE THE QUARTERLY NEWSLETTER,

THE AUSTRALIAN JOURNAL OF ADULT LEARNING, E-SERVICES,

ACCESS TO A NATIONAL NETWORK OF ADULT EDUCATORS

AND REPRESENTATION BY THEIR PEAK BODY.

INDIVIDUALJames Athanasou NSW 2032Rob Carolane VIC 3733Anthony Coates VIC 3630Sheree Creagh NSW 2283Jane Dewildt VIC 3690John Elworthy NSW 2360Merilyn Gander VIC 3672Susan Gelade NSW 2350Elaine Harris NSW 2040Alison Hooker SA 5573Stephen Noone TAS 7250Leanne Small NSW 2710

ORGANISATIONSCommunity Connections IncTUGGERANONG ACT 2901

Community Services & ResearchCentreUniversity of Queensland – IpswichCampusIPSWICH QLD 4305

Injury Prevention UnitDepartment of HealthEAST PERTH WA 6004

Lesley Wemyss Training ConsultancyPALM BEACH QLD 4221

NCELTR Resources CentreMACQUARIE UNIVERSITY NSW 2109

Volunteering TasmaniaHOBART TAS 7000

WELCOME, NEW MEMBERSo

16940_ALA_Autumn_2003 1/4/03 12:29 PM Page 23

Adult Learning Australia Issue 3 Autumn 2003

CALENDAR9—11 April 2003The Changing Face of VET

The sixth Annual Australian VETResearch Association Conference.Convened by AVETRA and to be held atthe Australian Technology Park,Eveleigh, Sydney.

Contact Karen Whittingham p 02 4422 2207 e Karen.Whittington@det.nsw.edu.au

For further informationhttp://www.avetra.org.au

1—2 May 2003TAE Directors Australia 2003 AnnualConference.

This conference will be held at theRegency Institute of TAFE, Adelaide.

Contact Jill Collinge p 02 6281 0181, f 02 6281 3720, e secretariat@tda.edu.auor visit http://www.tda.edu.au/

11—14 May 2003TAFE in Rural Isolated Communities(TRIC) Conference

A biennial conference dealing with theissues of TAFE delivery in rural andisolated communities. The TRICconference is to be jointly hosted byWodonga Institute of TAFE and NSWRiverina TAFE and will be held inAlbury/Wodonga.Contact Linda McKenzie, WodongaInstitute of TAFE p 02 6055 6677 f 02 6055 6611 e lmckenzie@wodonga.tafe.edu.au For further information seehttp://www.wodonga.tafe.edu.au

15—17 May 2003Adult and Community EducationAotearoa

Rebuilding foundations & participation.To be held at the Chateau on the Park,Otautahi Christchurch, NZ. To confirmyour interest and to receive furtherinformation contact Jan McGoldrick,PO Box 540, Christchurch, NZ. e mcgoldrickj@cpit.ac.nz

20—21 June 2003Making Connections Conference 2003ACE: The Heart of Learning

The main themes for this conference are:Exploring innovation in communitylearning; Getting ACE ‘out there’ –raising awareness and understanding;Involving more of the community inlearning; Improving the quality oflearning and getting better results.

Contact Neil Carver-Smith e stara@iinet.net.au

27—29 June 2003Experiential, Community andWorkbased: Learning Outside theAcademy. An International Conference

The Centre for Research in LifelongLearning (CRLL) is hosting thisconference which has developed out ofresearch undertaken within the Centreon workplace learning and theaccreditation of prior experientiallearning. The conference will be held atthe Glasgow Caledonian University,Scotland.

If you would like further informationcontact Claire Scott on p +44 (0) 141 582 0346 or seehttp://hp1.gcal.ac.uk:7777/crll/conf.htm

3—5 July 2003The Second International Inside OutConference

A conference on Higher Education andCommunity Engagement ChartingEngagement: Capital, Community andCitizenship Conference at the Universityof Queensland, Ipswich Campus.

For more information seehttp://apo.org.au/webboard/items/00179.shtml

9—11 July 2003Social Inclusion Conference

Australian Social Policy Conferencehosted by the Social Policy ReformResearch Centre.

For further information seehttp://www.apo.org.au/webboard/items/00207.shtml

17—18 July 2003‘Skilled for Life’ Community Services &Health Industry Conference.

The aim is to engage keynote speakersand run workshops that will showcasethe best Skilled for Life trainingpractices and tools being used byindustry leaders in many different fields.The deadline for abstracts is 10 April. To be held at the Victoria University ofTechnology. For further informationwww.intraining.org.au

1—7 September 2003Adult Learners’ Week

Adult Learners’ Week is a nationalcelebration and promotion of all formsof adult learning.

For information seewww.adultlearnersweek.orgor call 1300 303 212

17—20 September 2003European Festival of the Learning Cityand Region

To be held in Edinburgh, this Festivalbrings together decision makers andprofessionals from Learning Citiesworld-wide to debate, inform, toexchange ideas, expertise andknowledge on the nature and practice ofthe learning city and region.

19—20 September 2003Literacy in Multiple Environments

The Australian Council for AdultLiteracy is to be held at the Metropolisto Desert Sands Convention Centre,Alice Springs. Further information willbe available at a later date. Seewww.acal.edu.au

27—30 November 2003Communities of Learning: Communitiesof Practice

Lifelong Learning—From the LearningOrganisation to Learning Communitiestowards a Learning Society. The 43rdAnnual National Conference of AdultLearning Australia will be held at theBroadway Campus, University ofTechnology, Sydney (UTS).

For further information seehttp://www.ala.asn.au

INTERNATIONAL DECADE OF LITERACY 2003—2012

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