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 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 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 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.
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.
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.
'Training indicators' - current and future indicators of VET demand and supply that guide investment decisions in skill training - are increasingly important in the national, State and regional VET planning cycles. This report makes recommendations for good practice in the use of training indicators and for improvements in their range and their dissemination.
This study considers the status of validity in the context of the assessment of VET in Australia. The project has involved reviewing the literature, reporting the outcomes of case studies, presenting the key findings and developing a diagnostic tool to guide assessors.
This report relating to the participation of women in the vocational education and training (VET) sector during 1999 was commissioned by the Ministerial Council on Education, Employment, Training and Youth Affairs, Vocational Education, Employment and Training (MCEETYA VEET) Women's Taskforce. Production of the report was funded by the Australian National Training Authority (ANTA. The purpose of the report is to provide an analysis of existing data from the national data collections and other relevant information to enable an assessment of the participation of women in VET in 1996 and 1999. In addition, the report also provides detailed information of participation of women from the various target equity groups in VET.
This publication reviews research relating to demand for VET. Demand is expected to increase for 'knowledge work', 'soft' and literacy and numeracy skills. Current policy's focus on the needs of industry and enterprises needs to be re-evaluated in the broader context of the demands of other stakeholders who have longer term interests.
This short publication examines mechanisms used by training providers to develop industry linkages through a series of case studies. Its particular focus is the hospitality information technology and electrical/electronics industries.
This report analyses the changing parameters of staff development that are emerging from the changing environment of VET in Australia. It illuminates the changed structure of the VET workforce and the differentiation of the roles of practitioners across different types of registered training organisations and it identifies the implications of such changes for the future design of staff development.
The book builds on CEET's review of the economics of vocational education and training for the Australian National Training Authority in 1994. Seven chapters discuss: the overall purpose of the review; changing employment patterns; demand for VET; supply of VET; special supply issues; finance and market issues; and finally, future research, access and equity, and research impact.
This report is based on 14 case studies of schools in small rural communities in Victoria, Queensland and South Australia which are committed to the development and implementation of VET programs that are specifically tailored to meet the needs of the students and the community. The schools which took part in the study were chosen for participation on the basis of consultation with a range of rural education organisations in each State. These schools were identified as having established and well-regarded VET practices.
This study provides detailed information on students who enrolled in enabling courses and examines the post-course outcomes for these individuals. It also assesses the effectiveness of enabling courses to assist students to progress to a higher level of education or training or to gain employment following the completion of an enabling course.
This comparative study describes the vocational education and training systems of Korea and Australia. Its particular focus is on the linkages between training providers and industry in both countries. Researchers from the Korean Research Institute for Vocational Education and Training and the National Centre for Vocational Education Research have collaborated in conducting the research and writing this book.
Goozee's popular title has been revised and updated again. It provides an historical account of the development of Australia's public vocational education and training from its roots in the late 19th century to the end of the 1990s. This third edition has added a chapter on TAFE in the 1990s, covering such issues as the review of the ANTA Agreement, new apprenticeships, user choice, the National Training Framework, the West review and changes to the State and Territory TAFE systems. It also contains a section on the future of TAFE. This publication is a must for anyone interested in the history of TAFE and vocational education in Australia.
The report outlines the major research into literacy and numeracy as related to VET carried out during the 1990s. To do this, it brings together work relevant to the development of notions of literacy and numeracy generally, but focussing on the adult context. It deals with the complexities of the relationships between VET and workplaces and schools as well as the language, literacy, numeracy relationship. The report includes relevant policy developments and practice in the field. All this is seen within a framing of human and social capital and lifelong learning.