This study aims to identify key enablers and barriers to the uptake of equity resources and their implementation in VET. It will seek to document the experiences of successful integration and implementation of these resources, as well as lessons that can be learnt from experiences that have not been so successful.
Specific research questions for this study would include:
1. What are some key resources perceived by the VET system and its clients to have been effective in achieving more equitable and inclusive outcomes? How were they developed - resourcing, methodology, consultations, ownership, dissemination, implementation, review and evaluation, updating?
2. How is their effectiveness or success measured by different stakeholder groups? What key factors account for their perceived success? What were the obstacles or challenges and how were they overcome? What principles and strategies can be transferred to the wider VET system?
3. What are some key equity and diversity resources that have not been so effective, despite sound methodology and quality? What factors account for this lack of success?
4. What do industry and VET providers perceive as the most useful and sustainable strategies for developing, disseminating and implementing equity and diversity resources? What are the most useful access and distribution points and data bases?
5. What are the key points and stages of intervention?
6. What improvements are needed to funding models, policies and guidelines, co-ordination and methodologies to avoid duplication and maximize the use and impact of current and future resources?
The research will be carried out in 5 major stages:
1. The first stage will explore preliminary literature review and scan of available equity resources, using data bases such as ANTA/NTIS, WELL/ARIS, AE Sharenet and Edna online. The project team will consult with key federal and state stakeholders and the researchers involved in the related ANTA and NCVER equity and diversity projects to enable them to refine the focus, scope and methodology of the project. As a result of this preliminary stage, the project will:
* identify criteria for determining the effectiveness or success of equity resources;
* refinine the methodology to identify the scope of selection eg which equity target groups, industries, states, funding and implementation models;
* develop focus group questions and questionnaires for use with different informants, eg funding bodies, equity managers, resource developers and users;
* select 20 possible successful and not-so-successful resources for more detailed analysis.
The revised methodology, selection criteria and research instruments will be submitted to NCVER as a first progress report and to the steering group for their input and endorsement.
2. Stage 2 will involve consultations via telephone and questionnaire with a range of stakeholders involved in the initial development of the 20 selected resources, their current use and dissemination. Both workplaces and RTOs will be represented, in vocational and pre-vocational training contexts, as well as representatives of relevant equity groups and funding bodies.
These consultations will enable 8-10 resources to be selected for more detailed analysis, which will involve critical evaluation of the development and implementation process, focus group discussions with teachers, managers and product developers, as well as more in-depth face to face and telephone interviews with the relevant managers of funding bodies, RTOs, industry representatives and product distributors.
3. Stage 3 will focus on collating and analyzing the questionnaire and interview data with a view to identifying common features and principles for effective resource development and implementation. These will be presented to the steering committee for critical feedback, as well as to the key stakeholders consulted in stages 1 and 2 for their input.
4. Stage 4 will involve the writing of the draft report.
5. This will involve the incorporation of feedback and the finalisation of the report.
The consultancy was established in 1993, and has been involved in a range of research, evaluation and consultancy services to a wide variety of public and private sector organisations since.
Giselle has worked in the areas of workplace learning, language, literacy, vocational education and training for over twenty years in a wide variety of roles. Since 1993, when she established her consultancy, she had conducted a number of projects of relating to the development, delivery and evaluation of generic and vocational education and training programs in institutional, workplace and community settings. Many of these have specifically focused on ways of increasing equity of access and enhancing outcomes for disadvantaged groups as well as the active management of diversity. Since 2001, as a Quality Assurance Consultant for the Australian National Training Authority, she has also provided advice and evaluated national support learning and assessment materials to ensure they meet the national quality principles.
