Work in Progress
What makes vocational training programs in schools work? A study of New South Wales and Queensland schools
Summary
- Item:
- 10012
- Title:
- What makes vocational training programs in schools work? A study of New South Wales and Queensland schools
- Type:
- Managed research project
- Project no:
- NR0013
- Status:
- Finished
- Date commenced:
- 30 August 2000
- Contact:
- Janet Porter
- phone: +61 7 3864 0440
- email: Janet.Porter@qsa.qld.edu.au
Purpose
The purpose of the project is to monitor the impact of school-based vocational education and training programs against the differing school, further education and employment systems, the macro policy objectives as well as the stakeholders' objectives, and to provide recommendations for future directions and strategies.
Approach
Survey, data analysis
Research questions
1. What do stakeholders perceive as the purpose of their involvement in the school- based VET programs and their reasons for participating?
2. What do stakeholders perceive as advantages or disadvantages of their participation in school-based VET programs?
3. What are stakeholders' expectations of outcomes in respect of post-school options and pathways for students, the employer and trainer organisations and communities?
4. What are stakeholders' experiences of VET programs to date? Have their initial expectations been realised?
5. What factors do stakeholders perceive as facilitating or constraining expectation and outcomes?
6. What improvements to the school-based VET programs would they advocate?
7. What are the specific outcomes for the stakeholders?
8. What levels of satisfaction are expressed?
9. What future improvements and directions are advocated?
Methodology
* identify students taking at least one vocational school-based subject or course . (The number of students to be interviewed would be a number which would adequately ensure long-term tracking).
* identify one employer, one trainer and one school coordinator who are involved in the Vocational Education program in each of the 10 schools.
* approach five schools in each State (NSW and Queensland) including independent, government, non-government, single sex, and rural. In each school approximately 10 students would be interviewed. Subject choices would include vocational embedded module courses, vocational courses, and traineeships.
* analysis of data from the three phases using NUD*IST.
* conduct annual surveys commencing with a year 11 cohort from 10 schools in Qld and 10 schools in NSW, following the cohort through year 12 and post-school year.
Organisations
The Tertiary Entrance Procedures Authority (TEPA) is a statutory body responsible for advising the Minister for Education on tertiary entrance procedures on the basis of the outcomes of its monitoring and research role and for providing students with the information they require to access tertiary institutions. TEPA aims to ensure that tertiary entrance procedures in Queensland continue to evolve through proactive and ongoing communication, cooperation and negotiation with and between stakeholder groups regarding the management and monitoring of transition from school to post-school pathways.
