Work in Progress
Alternative mechanisms to encourage individual contributions to VET
Summary
- Item:
- 10204
- Title:
- Alternative mechanisms to encourage individual contributions to VET
- Type:
- Managed research project
- Project no:
- NR2014
- Status:
- Finished
- Date commenced:
- 28 February 2003
- Contact:
- Jack Keating
- phone: +61 3 8344 6020
- email: jkeating@unimelb.edu.au
Purpose
The purpose of the study is to identify, describe and evaluate the range of mechanisms (such as those mentioned above) that attract individual investment in VET and other post compulsory education in Australia and overseas. Through the development of a conceptual framework for the mapping of the mechanisms and an evaluation framework to compare the different mechanisms, this project will identify particular mechanisms that are more likely to encourage individuals to participate and invest in VET in the Australian context.
Approach
Development of frameworks to map and evaluate alternative mechanism
Research questions
It is proposed that for this study, the key research questions are as follows:
1. Why are individual contributions to post education and training important? What are the benefits to individuals, providers and governments?
2. What are the conditions that influence the propensity for individual contributions?
3. What are the mechanisms that may attract individual investment in VET and other post compulsory education in Australia and overseas?
4. How appropriate and effective are these mechanisms in encouraging greater investment by individuals in VET?
5. What are the administrative, financial, constitutional and other legal barriers to the implementation of these mechanisms?
6. Based on findings from the above questions, which mechanisms are more likely to encourage individuals to participate and invest in VET in Australia?
Methodology
Stage 1
The first stage will identify mechanisms from published material and available documents (including research in progress) about the financing of VET and other post compulsory education:
* General and selected country documents by the CEDEFOP, OECD and UNESCO
* Policy and statistical documents from Australia and selected countries
* Approaches used or mooted in Australia
* Other relevant publications about financing of VET and education published in Australia and overseas
Information gathered will be presented in a literature review. The literature review will describe mechanisms (including those at concept stage) in terms of their key features; when, where and why they were introduced; how they are evaluated, and effectiveness in achieving intended objectives. It will also discuss why governments are using mechanisms to encourage individuals to share the cost of education, and examine Australia's performance in attracting individual contributions to VET.
Stage 2
The second stage involves developing a conceptual framework and mapping of each mechanism within this framework. The framework will allow for an analysis of a mechanism within its context(s) and to identify issues (such as cultural, educational, political and economic) that are important to its effectiveness. It will incorporate data on student motivation and patterns of enrolments.
Stage 3
The third stage involves developing an evaluation framework to compare different mechanisms and to compare how the same mechanism operates in different contexts. This will involve placing examples of international and Australian approaches within the analysis of the Australian context. This stage will identify the strengths and weaknesses of each mechanism and assess any barriers to a particular mechanism such as administrative, cultural, economic, constitutional, legal, and access and equity. Approaches already used to evaluate mechanisms will also inform the development of the evaluation framework for this project.
Stage 4
Based on the evaluation findings, the fourth stage will identify and discuss particular mechanisms that are more likely to encourage individuals to participate and invest in VET in Australia, as well as explaining why other mechanisms are probably not suitable. This stage will also discuss the most appropriate location of each of the mechanisms, such as post-graduate programs compared with post school education and training.
Stage 5
The aim of this part of the work is to examine the potential effects of different strategies for funding of TAFE on participation including, but not limited to HECS.
Stage 6
Validate findings through a focus group comprising VET providers, State training authorities, and industry representatives.
Stage 7
Produce final report.
Organisations
The RMIT Post Compulsory Education and Training (PCET) Research Centre incorporates the joint RMIT University-University of Melbourne ANTA Research Partnership: The Centre for Post Compulsory Education and Training. Their work is recognised nationally and internationally, with indicators including publications and participation in national and international VET research and development projects.
