This booklet provides guidelines for the development, implementation and evaluation of programs which aim to give students experience in the workplace. It emphasises the importance of structured workplace training which leads to the achievement of specific objectives and learning outcomes. Also highlighted is the need to prepare students and employers for their specific roles in the training and assessment process, and to provide all participants with specific information of what is expected of them.
This report looks at students' and teachers' perceptions of initial vocational education and training. It also reveals how students engage in learning in education and training, provides a description of current teaching practices, and shows the influences which shape learning and teaching in initial VET.
The study analyses the 1997 TAFE graduate destination survey to explore issues concerned with the employment outcomes from vocational education. The study focuses on earnings and occupations of male and female graduates. The research addresses questions such as why is there a gap in full-time earnings between male and female graduates; why does gaining a TAFE qualification appear not to provide a relative benefit for some female graduates in some industries; is occupational gender segmentation the reason for differences in male and female graduate earnings; is the VET system reinforcing occupational gender segregation by encouraging males and females into different streams of study. The study presents findings based on analysis of national data and also includes findings on an industry by industry basis.
This report develops and applies a methodology to analyse the flow of students through TAFE courses based on national VET data collected for the period 1994 to 1996. While it is important to note that not all those who enrol in a course intend to complete it or may recommence their studies later, it was found that most students leave with a positive outcome. There is also very little difference in outcomes based on gender. Success rates vary substantially by both stream and field of study. Age is also a factor but the pattern is complex. Partial completion of courses is significant and illustrates the flexibility of the TAFE system to accommodate the needs of those who wish to acquire skills and competencies rather than qualifications. Concentration on qualifications alone may therefore seriously underestimate the skill base of the Australian workforce.
This report investigates the attitudes and aspirations of school students about their post-secondary education and work. It is based on data from a survey of over 7000 Years 10, 11 and 12 students in NSW, WA and Victoria. The research found that students' intentions are strongly influenced by socio-economic background, geographical location and gender. The study measured socio-economic background by the highest level of education achieved by parents and found that differences in socio-economic background are the major factor in student perspectives. The report also found that VET does not have a high profile among school students and TAFE courses do not enjoy the status associated with degree courses
This publication is for those who are interested in looking at the pass and completion rates of students enrolled in courses delivered via different delivery strategies. It is also for those who are interested in finding out how students evaluate the different strategies they have experienced. The findings indicate that although it is difficult to determine which are the best delivery strategies for certain modules, there are trends which show that disproportionately high numbers of non-completions are observed in certain strategies.
This report compares the education and training outputs and outcomes of the Australian higher education and VET sectors. It identifies: which courses appear to have the best employment outcomes; the impact of students' prior education and employment backgrounds on outcomes; and specific social groups where outcomes vary between the sectors.