This project explored the use of a range of learning technologies by TAFE students who are Deaf and hard of hearing. Infrastructure requirements, such as access to interpreters skilled in Auslan signing for the profoundly Deaf, were also explored. The report discusses the range of ways information in the classroom can be made more visual. It also discusses barriers to the implementation and use of these new learning technologies.
This research investigates what knowledge, skills and attitudes independent contractors, working in alliances with others, need to operate successfully in their working life. It also shows how the existing vocational and education training (VET) system meets these needs and what the implications are for VET for the future.
This report presents results from the 1997 TAFE Graduate Destination Survey and from interviews conducted in 1998 with staff from nine courses in entry-level office skills. The aim of the report is to compare satisfaction ratings and the outcomes achieved by graduates from courses at similar levels and in similar fields of studies across different training organisations.
This project developed and tested a management and leadership capability framework for vocational education and training (VET) directors and senior managers. Nine capabilities emerged as required of VET leaders and managers: provides corporate vision and direction; focuses strategically; achieves outcomes; develops and manages resources; change leadership; interpersonal relationships; personal development and mastery; business and entrepreneurial skills; and develops and empowers people.
This report focuses on the training/learning culture in small to medium-large sized enterprises and investigates what factors enhance the value of training and learning in an organisation. The report highlights the importance of informal learning and identifies lessons for marketing training and learning to Australian enterprises. An appendix containing the case studies is available from the web as a pdf file.
This project examines different ways in which young people still at school experience workplaces through paid work, vocational placements and work experience. The study is based on a survey of students in Years 10, 11 and 12 in 13 schools in NSW and SA. In fact, 1451 responses were received. In addition, case studies were carried out in five schools.
This report focusses on the implementation of vocational education and training (VET) in schools over the period 1996-1999. The report is comprehensive and provides an overview of school-based VET, historic and international aspects of vocationalism in secondary schooling, policy influences on the implementation of VET in secondary schools in Australia, a statistical description of VET provision in Australian secondary schools, a description of school-level implementation, discussion of cost and resourcing issues and then a suggested blueprint for school-based VET. Part 2 elaborates on the major findings and issues presented in part 1 and is available as a pdf file only.
This study investigates the differences in terms of outcomes between those who completed courses at diploma level and those who chose to complete only portions of these courses. It draws on the 1999 Student Outcome Survey and compares data on graduates and module completers who either completed or undertook modules within associate diploma, diploma or advanced diploma courses. The report analyses the data on graduates and module completers by age, prior highest qualification employment, industry of employment, field of study, reasons for undertaking study, why module completers did not complete their course, student satisfaction with the course, employment outcomes and income.
This publication provides a comprehensive analysis of the development of group training apprenticeships and traineeships in Australia. It also analyses the recent growth and transformation of the system over the past five years and compares this with apprenticeships and traineeships as a whole.
This report provides a summary of a comprehensive analysis undertaken into group training apprenticeships and traineeships in Australia.
This is the presentation made by the Managing Director of NCVER to 'The Skills Summit: Building a Regional Response: Skills and Knowledge for 21st Century Business' in Melbourne on 2 November 2001.
This is the workshop presented at the NET*Working 2001 conference, in Brisbane, on 16 October 2001. The workshop was facilitated by Hugh Guthrie from NCVER, with assistance from Jennifer Gibb.
This report investigates the reasons why apprentices and trainees do not complete their contracts of training. It involved telephone interviews with a national sample of non-completing new apprentices and their employers. The study also investigated what those who did not complete their contracts were doing at the time of the survey - whether they were working, in study, unemployed or not in the workforce. The study concludes with some suggested strategies to reduce non-completion.
The aim of this project was to investigate and document successful longer-term career outcomes of a selected sample of VET graduates. The sample was taken from the Youth Research Centre database of 29 000 Victorians who have completed their schooling in 1991. For the quantitative analysis a target group was chosen from the database comprising the 400-500 VET participants who indicated they had established themselves in full-time on-going employment or jobs that they considered to be career jobs. In addition the researchers interviewed over 200 young people with VET qualifications and analysed this data and also drew on interview transcripts from 80 interviews with young people. The data in this report cover such issues as how success in a career is defined, what percentage of young people are in jobs and what kind of jobs are they in three years after they completed their studies, how they assess their career success, how secure they feel in their career and the extent to which their studies have contributed to their success.
Contributing authors from Australia, USA and Canada provide leading-edge information, analysis of issues and hundreds of best practice examples of building strong communities through active and critical learning. The theme is that Australia should become a learning society in order to build capacity and manage regional change for social and economic benefit for all.
This publication, edited by Andrew Smith, summarises the outcomes of research projects funded by the National Research and Evaluation Committee on the subject of return on investment in training.
A new body of research has just been completed on the returns to investment in training in Australia. Prior to this research effort, little empirical research had been undertaken on the returns to training in Australia. This research at a glance synthesises the findings of the recent Australian research.
This book provides an overview of approaches to assessing returns on investment in training. It also introduces readers to practical strategies for calculating these returns.
This review of research summarises the recent Australian VET research that relates to literacy and numeracy issues since 1990. The review concentrates on literacy and numeracy policy initiatives, impact of literacy/numeracy levels on participation in VET, approaches to delivery of literacy and numeracy support, professional development and teacher education.
This study evaluates the effectiveness of online delivery of education and training in Australia. It reviews appropriate literature and research in order to identify, answer and address a range of controversial issues that inform the design and delivery of VET online.