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AUSTRALIA As a practicing library technician in
Australia with fifteen years experience I found
this research project to be enormously fulfilling.
My understanding of the education and training opportunities
in Australia for library technicians was quite broad,
gained from my teaching experience with the Library
& Information Studies Department at Institute of
TAFE Tasmania and my regular attendance at national
conferences. To be given the opportunity to compare
it with that of three other countries proved to
be a most interesting one.
The opportunities for a variety of educational
experiences for para-professional staff in Australia
are excellent and in this report I intend to highlight
two of these. I also will outline the way in which
education and training is delivered and attempt
to demystify the way in which it is structured with
particular emphasis on the VET (Vocational Education
& Training) sector.
SETTING THE SCENE
In Australia para-professional library staff are
referred to using a variety of terms. A collation
of these prepared from the library and information
industry employment advertisements, (employLT National
Employment Coordinator Matthew Griffiths), includes
library assistant, library officer and library clerk.
More commonly however, the term library technician
is used.
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Library technicians work with librarians
in the provision of library and information services.
The role of the library technician focuses on the
operational and technical aspects of the information
or library service.
-
Library technicians work in
all types of library or information agencies such
as: university and college, state and public, private,
special schools and other information agencies.
(ALIA 2003)
The training of library technicians
in Australia is generally delivered in TAFE colleges
and Universities, with private providers taking
a small percentage of enrolments.
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Australia has
a long tradition of technical and vocational education
dating back to the colonial period of the late nineteenth
century. This type of education was generally referred
to as technical education, and more recently (1970's)
as Technical and Further Education (TAFE)
.
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Vocational
Education and Training (VET) is the term used in
Australia today for the education and training system
designed to prepare Australians of all ages for
employment and to improve the knowledge and skills
of people already in employment. Since the late
1990s, VET has been available in all three sectors
of education, school, postsecondary, and higher
education.
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VET includes para-professional and professional
level education across a wide spectrum of occupations,
a broad range of employment-specific skills, and
craft or trade training associated with the traditional
apprenticeships.(DEST 2000)
In Australia "post-secondary
education" refers to education at certificate through
to advanced diploma level. Awards under the Australian
Qualifications Framework (AQF), provide Certificate
I, II, III, IV, Diploma and Advanced Diploma.
The
term 'higher education' refers to education at degree
level and above. In the Australian Qualifications
Framework, higher education courses are those leading
to the award of a bachelor's degree, graduate certificate,
graduate diploma, master's degree or doctoral degree.
Some courses leading to the award of a diploma or
advanced diploma may also be accredited as higher
education.
Almost all higher education in Australia
is offered by universities. A small but growing
number of accredited private non-university providers
also offer higher education courses.
HISTORY OF EDUCATION The history of education and training
for para-professional library staff in Australia
tracks the many changes in the way various governments
of the day viewed the skilling of its workers. The
increased frequency of the changes has seen an amount
of confusion arise, particularly since the early
1990's when three major changes have occurred.
Courses
have evolved so that the focus now appears to be
on widening the educational experience by developing
new units of study that keep abreast of industry
advancement, and by utilising other national training
package units.
A brief historical overview of library
technician training in Australia can be read in
Lijnzaard & Atkins paper The new library technician
qualification: is it already out of date? (Hobart
2001)
And from another perspective, Judy Clayden
presented a paper Snapshots: a personal view of
the history of library technicians in Australia
at the 10th ALIA National Library Technician Conference
in 1999.
ACCREDITATION & RECOGNITION ALIA is the
awarding and recognition authority for library qualifications
in Australia. Courses to be recognised are assessed
against the criteria set out in the Association's
education policy statements and course recognition
procedures. They are assessed at intervals of not
more than seven years, thereby achieving a current
focus on education for para-professional staff.
"The National Training Framework (NTF) provides an
integrated and responsive national approach to Vocational
Education and Training. The key elements of the
National Training Framework are Training Packages
and the Australian Recognition Framework (ARF).
Together they simplify the way training is regulated,
define who is responsible for it, describe how quality
is assured and ensure that nationally consistent
policies and procedures are in place".(DEST2000)
Part of the process for establishing this is to
authorise RTOs (Registered Training Organisations)
to deliver the training packages. Programs and courses
developed by RTOs based on Training Packages available
under the NTF (National Training Framework) do not
need to be accredited. They are recognised nationally
through being listed on the NTIS (National Training
Information Service).
Recognition of qualifications
in Australia provides an interesting study. Whilst
the Diploma of LIS is a nationally recognized qualification,
this does not mean that all employers include it
in their awards. As you will see in the report on
education in Tasmania, the major employers (Education
Department, State Library and TAFE) all include
in their awards that the diploma is an essential
requirement for employment. However the University
of Tasmania does not.
In the remainder of Australian
states recognition does indeed depend on where a
library technician is employed.
QUALIFICATIONS ALIA
places a high priority on education at all levels
in the library and information sector in Australia
and is active in maintaining standards in library
and information courses. They publish an annual
guide to first-award level courses [Courses in library
and information studies] throughout Australia.
"In
the VET sector, all qualifications are based on
nationally endorsed competency standards where they
exist, or on competency standards developed by relevant
industry, enterprise, community or professional
groups. The competencies identify the skills and
knowledge required to work in a specific job or
occupation.The qualifications are specified in
terms of learning outcomes, identified as sets of
competencies.
VET is a flexible system that is provided
as institution-based training or workplace-based
training or a combination of both, and results in
qualifications which are nationally recognised.
Programmes and assessment can be undertaken full-time
in preparation for employment, part-time, or in
conjunction with employment. Entry is based on the
skills required to undertake the programme or assessment".(DEST 2000)
Training Packages "Training Packages
have been designed to link industry-defined competencies
together with assessment guidelines and qualifications.
They identify the outcomes industry requires of
VET and provide RTOs with the tools to design their
own training programs and services.
All Training
Packages contain three core components, national
industry competency standards, assessment guidelines,
and national qualifications under the Australian
Qualifications Framework. Some training packages
also contain support materials such as learning
strategies, assessment materials and professional
development materials".
(DEST 2000)
Training Packages
for the Library/Information Sector CREATE Australia,
the National Industry Training Advisory Body (ITAB)
for cultural industries, developed the national
training package for libraries and museums that
was endorsed by the Australian National Training
Authority(ANTA) in 1999.
"The Library & Information
Services training packages were established by CREATE
as part of a museums and galleries training package,
thereby implying a broadening of the scope of what
is known as an information industry". (Lijnzaad &
Atkins 2001)
The current training package is CUL99
Museum and Library/Information Services. It has
been undergoing a period of revision commencing
with Phase 1 in 2002 and continuing the process
with Phase 2 in 2003. Forums were held in all states
of Australia where groups representing TAFE, universities,
public and state libraries and industry were invited
to put forward their views to help formulate a new
training package. Expectations are that validation
drafts will be made public by December 2003 with
a projected endorsement date of June 2004.
Library
technicians around Australia were given the opportunity
to contribute their views during the forums and
online, via a survey. I believe this provided a
very inclusive approach by CREATE Australia to the
revision of education for library and information
para-professionals. I was fortunate to be involved
in the forum held in Ross, Tasmania. Participation
at this meeting gave me an insight into the way
industry views our current training package. It
also provided me with a broader knowledge of the
Museum Practice qualifications.
National qualifications
in the training packages are based on the Australian
Qualifications Framework (AQF) which provides a
comprehensive, nationally consistent framework for
VET qualifications as well as qualifications in
the higher education sector.
"In Australia we have
a unique framework which encompasses all education
and training programs that are registered as leading
to a qualification, regardless of where they are
conducted: in formal education and training institutions,
or in the workplace".(Donna Read 1995)
Training
Packages for the Museum and Galleries Sector Museum
Practice Qualifications The Museum Practice section
of the training package was endorsed by ANTA in
1999 but there has been a slow uptake on the delivery
of the courses. As a skills-based qualification
it is currently being delivered in some form in
Queensland, New South Wales and Australian Capital
Territory.
Museums Australia is offering the Certificate
IV qualification to those already working in the
industry in Queensland. At the Powerhouse Museum
in Sydney the package is being used to recognize
the skills of its workers.
At this time CIT (Canberra
Institute of Technology) is the only institution
offering delivery of the units.
PROGRAMS ALIA provides
a current list of the courses recognized by them,
for library technicians in Australia. Courses in
library and information studies are offered at a
number of levels. ALIA's list highlights "first
award" or "entry level" courses for people wishing
to enter the library industry. The level at which
a person wishes to work determines which qualification
should be sought.
The Diploma of Library and Information
Services is a current library technician course
offered in the VET sector and based on the Museum
& Library and Information Services Training Package.
At the undergraduate level the Bachelor of Science
(Library Technology) or the Bachelor of Arts (Library
& Information Science) are offered through Edith
Cowan University and Charles Sturt University.
The
education programs I have chosen to highlight in
Australia are:
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Edith Cowan University Perth,
Western Australia
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Institute of TAFE Tasmania, Tasmania
TRAINING "Workplace training allows the customisation
of training programs to meet the needs of both employers
and employees. It gives full-time employees access
to learning and employees can receive credit for
years of learning on-the-job. It also gives them
a qualification that is recognised across the industry
as well as nationally".(DEST 2000)
Apprenticeships
and traineeships are now referred to nationally
as New Apprenticeships. They are flexible and provide
a wide choice of training options offering the opportunity
of full or part-time employment. Historically apprentices
were young males in the skilled trades area but
now many more groups in the workforce have access
to the New Apprenticeship scheme and the system
is more accurately reflecting the current labour
force. In the library and information sector it
means that employers are encouraged to assist their
current staff gain a qualification or, take on new
staff and train them on-the-job.
"The New Apprenticeships
system in place in Australia is producing a far
higher employment outcome than any other form of
education or training as over 93% of apprentices
and trainees who complete their training are finding
unsubsidised employment within three months of completion".
(Andrew Smith 2001)
During a consultation process
involving the new apprentice and the employer, an
RTO (Registered Training Organisation) is selected
and a flexible training program developed. The RTO
becomes responsible for the delivery, assessment
and awarding of qualifications and the employer
undertakes a responsibility for on-the-job training.
Existing staff may be eligible to enter a New Apprenticeship
and by taking advantage of this, an employer has
the opportunity to upgrade the skills of those people.
Recognition of skills already acquired on-the-job
can shorten the training period resulting in training
which is cost effective and aligned to the industry.
In the library and information industry employers
are taking on Certificate III and IV trainees. (See
Institute of TAFE Tasmania)
LISEKA
Library and Information
Science Education for the Knowledge Age The LISEKA
Project is an ALIA initiative to develop:
"a national
approach to career-long education of library and
information workers for practice in the 21st century.
The project is based on the belief that an effective
framework for the future will require partnership
between a wide range of stakeholder groups and individuals.
Consequently the project, while led by ALIA, will
seek strong involvement from outside the immediate
sphere of ALIA and build on input from other interest
groups, employers, educators and so on".(2001)
http://archive.alia.org.au/education/liseka/action.plan.html#top
The ALIA Board of Directors set in motion the LISEKA
Project in September 2001 with the launch of Stage
1. Chaired by Professor Mairead Browne, a small
project group established a pathway for Stage 1
with input coming from a National Ideas Forum attended
by educators, employers and others, including representatives
of related organisations and ALIA groups. These
participants identified a number of issues they
believed represented emerging needs for LIS education
and professional development. From this, three potential
models for a career-long education framework were
distributed nationally and from the responses gathered
two major issues emerged:
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concern at the possibility
of ALIA moving away from a recognised entry-level
qualifications
- the need for an effective CPD
program.
From the gathered responses the project
working group presented a draft framework to the
ALIA Board of Directors in August 2002. This incorporated
education, training and practice standards, membership
structure and levels of practice as described in
ALIA's work-level guidelines and demonstrated how
each aspect linked to the others within the framework.
This report completed the work of Stage 1.
Stage
2 of LISEKA saw the ALIA Board of Directors endorse
a set of principles that will guide the new working
group toward their goals to be completed toward
the end of 2004.
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review and finalisation of the
draft statement The library and information sector:
core knowledge, skills and attitudes
.
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development of a model for future directions in course recognition
to be piloted with LIS School/s seeking course recognition
in 2003.
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establishment of a CPD program for 2003
which would involve pilot studies with organisations
with staff development schemes in place to determine
how such schemes may be recognised within ALIA's
CPD scheme and how ALIA CPD activities might be
recognised as part of performance development.
The
commitment, professionalism and dedication of the
members of the two working parties to reach their
goals, has ensured that LIS education into the 21st
century will be relevant and that CPD for ALIA members
will provide very worthwhile personal and professional
benefits.
SUPPORT
ALIA (Australian Library & Information
Association)
ALIA is the professional organisation
for the Australian library and information services
sector. It seeks to empower the profession in the
development, promotion and delivery of quality library
and information services to the nation, through
leadership, advocacy and mutual support.
The past
three years have seen immense changes in the structure
and organization of the association involving a
merger, a new constitution and increased benefits
for members which included a new CPD (Continuing
Professional Development) scheme.
ALIA Library Technician
Groups Library technicians in Australia have worked
hard in the past to establish networks that are
solid and dependable and operate on both a statewide
and a national level. The best developed of these
are the ALIA Library Technician Groups who have
a strong membership throughout the country.
Supported
by ALIA (Australian Library & Information Association)
the aim of the groups is to promote the association
and library technician membership on a national
basis and to actively represent the interests of
library technicians in national forums. The current
Convenor of the National Group is Lothar Retzlaff
from Western Australia. He is supported by an enthusiastic
committee who hail from all parts of the country.
Due to the extreme distances between states it is
very difficult to conduct regular meetings so the
Committee communicates primarily through email.
The National Library Technician Conferences, held
every two years in a capital city, provide the best
opportunity for face-to-face meetings.
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At a more
local level ALIA Library Technician Groups operate
in each state providing support and professional
development activities for library and information
workers at all levels.
Some of the initiatives of
these groups include the very successful electronic
list aliaLibtec and EmployLT, where jobs in the
library information industry in Australia & New
Zealand are posted electronically on a daily basis.
In the first six months of 2003 there were 300 jobs
posted to this list.
In rural areas, towns and cities
all over Australia there many other smaller support
groups in operation. Their aims and objectives may
differ in some ways but the basic function of providing
support for each other remains.
aliaLIBTEC
http://www.alia.org.au/groups/libtnat/
TechNique is the newsletter of the ALIA National
Library Technician Group. It aims to share information
that affects library technicians, to introduce and
read about people in and beyond the industry and
to give library technicians an opportunity to share
their stories.
http://www.alia.org.au/groups/libtnat/technique/
REFERENCES Clayden, J. (1995). Developing expertise: new courses for library technicians. Nexus: The Newsletter for Library and Information Technicians, no3, p.1-2
Clayden, J. (1996). New course proposals from Edith Cowan University: an update. Nexus: The Newsletter for Library and Information Technicians, no.4, p.8-9
Clayden, Judy (1997). Dolphins are never pink: icon use in interfaces for catalogues used by children, in Dillon, Ken (Ed.) School Library Automation in Australia (2nd ed.). Wagga Wagga, Centre for Information Studies, Charles Sturt University.
Clayden, Judy (1999). Snapshots: a personal view of the history of library technicians in Australia. In Projections /reflections: our heritage and our future 2000 and beyond: proceedings of the 10th ALIA National Library Technicians Conference, Fremantle, 8-10 September 1999,
p.37-53
Clayden, J. (2002). Librarians in Australia, 1950 to 1979: guardians of an old order? Proceedings of the Conference: Libraries in times of utopian thoughts and social protests - the libraries of the late 1960-ies and the 1970-ies. [A conference organized by The Round Table on Library History and the Section on Library Theory and Research within the International Federation of Library Associations] University College of Borås, Borås, May 27-29 2001. Journal of Swedish Library Research, vol. 14, no. 3, 2002, p. 47-61.
Clayden, Judy (2002). Out in the wide world with a new 'piece of paper': a survey of graduates of Edith Cowan University's Bachelor of Science (Library Technology). Australian Library Journal, v.51, no. 2, p.143-155, May 2002. [Paper delivered at the 11th National Library Technicians Conference. An information odyssey, 21-24 August 2001, Hobart [online]. Available at
http://www.alia.org.au/groups/libtnat/conferences/2001/papers/clayden.html
Lijnzaad, Mary & Atkins, Leonie (2001) "The new library technician qualification: is it already out of date?" An Information Odyssey 11th National ALIA Library Technician Conference, Hobart 2001
Martinelli, Meredith (2001) "Changing goals changing roles," An Information Odyssey 11th National ALIA Library Technician Conference, Hobart 2001
http://alia.org.au/awards/dunn.wilson/1999/index.html
Nagle, Erica (2000) "Implementing the library & information services training package",
Australian Public Libraries & Information Services, Dec 2000
Reid, Donna (1997) "Meeting the future: paraprofessional education and training in a knowledge economy", InterACTion 9th ALIA National Library Technician Conference, Canberra 1997
Reid, Donna (1997) "Recognising the skills of paraprofessional staff in the library and Information Industry", ELISA, Vol 14 No. 3, November 1997.
Sanders, Roy (2001) "It seems like an odyssey: upgrading to a professional qualification" An Information Odyssey 11th National ALIA Library Technician Conference, Hobart 2001
Smith, Andrew (2001) "Transforming Australian apprenticeships" Australian Training Review, Apr-Jun 2001 p 4-7
Williams, Richard (1995) "Challenges faced by library technician students towards 2000"Techs at the Top, 8th ALIA National Library Technician Conference, Darwin 1995
INTERNET SITES
GLOSSARY
ALIA Australian Library & Information Association
ANTA Australian National Training Authority
ARF
Australian Recognition Framework
AQF Australian
Qualifications Framework
CIT Canberra Institute
of Technology
CPD Continuing Professional Development
CREATE Cultural Research Education and Training
Enterprise Australia
CSU Charles Sturt University
ECU Edith Cowan University
ITAB Industry Training Advisory Bodies
ITT Institute of TAFE Tasmania
LIS
Library & Information Studies
LISEKA Library and
Information Science Education for the Knowledge
Age
NAS New Apprenticeship Scheme
NCVER The National
Centre for Vocational Education Research
NTIS National
Training Information Service
NTF National Training
Framework
NTFC National Training Framework Committee
RCC Recognition of Current Competencies
RPL Recognition
of Prior Learning
RTO Registered Training Organisation
SCIS School of Computer Information & Science
SLT
State Library of Tasmania
VET Vocational Education
& Training
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