A recent study (Stehlik 2003) into the experiences of contract and casual staff in the provision of flexible delivery and online learning in the vocational education and training (VET) sector, particularly their ability to 'get connected' with flexible and online learning technologies and the opportunities they have to engage in professional development activities to support their teaching practice in these areas, found that all teachers and trainers, regardless of their employment status, are likely to be challenged by the introduction of flexible and online delivery and will require appropriate professional development opportunities.

During the past four years various state and national initiatives have contributed in varying degrees towards providing targeted professional development opportunities for ACE staff in the area of flexible teaching and learning.

TAFE frontiers commissioned research into flexible learning in ACE, to explore the degree of impact these may have had on a local level. A series of focus group discussion were held around Victoria in May and June, 2004.

This research project aimed to capture a snapshot of current practice in flexible teaching and learning in ACE, which would in turn translate into a series of scenarios that would exemplify good practice. Those involved in the project reflected on their journey, as well as the challenges and obstacles along the way.

What follows is a "big picture" view that also provides details on how flexible delivery and e-learning are impacting on specific individuals, communities and program areas.

The research found that despite some significant obstacles flexible teaching and learning is flourishing in ACE- as it has for a long time. The use and constant exploration of ICT tools to further enhance a teaching culture so firmly rooted in learner centered approaches, has confirmed that for ACE flexible delivery is…more than just ICT.

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