This report provides a statistical overview of Indigenous peoples' participation and outcomes in vocational education and training (VET) over the period of implementation of the Australian National Training Authority's 'Partners in a learning culture' strategy. It was developed as an outcome of the mid-term review of this strategy. The data analysis provides base benchmarks against which trends over the coming years, and up to 2005 (when the strategy is due to end), can be assessed. The data are all sourced from the national VET statistical collections managed by the National Centre for Vocational Education Research.
This volume is a companion to 'Making experience work: Generic skills through the eyes of displaced workers - Volume 1'. The detailed report of the project is contained in volume 1 while volume 2 contains the appendices.
This report is based on interviews with workers who have lost their jobs due to changes in the workplace and are thus 'displaced workers'. It investigates how generic skills are perceived and valued by these workers, where they acquired their generic skills and what the implications of this are for teachers and trainers in the workplace and in registered training organisations. The study finds that the workplace is the most important influence on the development of generic skills and therefore teachers and trainers in formal education settings have to create opportunities for skill development through experiential learning in workplaces. The report is published in two volumes. Volume 1 is the main report and volume 2 contains the appendices and is available in PDF format only.
This report provides a description of the full range of adult and community education (ACE) services and clients; an analysis of ACE outcomes and contributions to lifelong learning for its range of clients; and a discussion of issues that might be considered relating to valid and reliable national data collection and reporting for ACE. Representatives of 40 ACE providers across Australia were interviewed for the project.
This report documents a new approach to assessing problem-solving skills. This approach uses an assessment tool that incorporates problems that participants routinely experience in their courses and in the workplace. Assessment is performance and evidence based. The assessment tool was trialled among students in the Electronics and Information Technology Program at Torrens Valley Institute of TAFE and proved successful as a device for reliably assessing problem-solving ability. An extensive literature review regarding key competencies and the assessment of generic skills is also provided.
The implementation and management of recognition of prior learning (RPL) by registered training organisations following the introduction of Australian Quality Training Framework standards are reviewed in this report. Proposals to support registered training organisations' compliance with RPL in the standards are also included. The report is based on work commissioned by the Australian National Training Authority to identify and analyse the barriers that affect the implementation of RPL, and to advise the National Training Quality Council.
This volume is a companion to Leadership and management in vocational education and training: Staying focussed on strategy - Volume 1. The detailed report of the project is contained in Volume 1. Volume 2 contains the appendices and is available in PDF format only .
Exploring the roles, functions and expertise required of senior and frontline managers in training organisations, this report examines approaches to developing management and leadership expertise. The report analyses the influences on management leadership skills from three perspectives - the individual, organisation, and system wide context. The report is published in two volumes. Volume 1 is the main report and Volume 2, which is available in PDF format only, contains the appendices.
This report exploits a policy change that occurred in South Australia in the mid-1980s to generate a causal estimate of the effect of schooling on full-time employment outcomes. The results of this study provide evidence that the process of schooling itself has an effect on labour market outcomes and that education reform may have complex outcomes, all of which need to be identified and analysed. Research report no. 35 This report, published by the Australian Council for Educational Research (ACER), is part of the Longitudinal Surveys of Australian Youth (LSAY) research program.
This paper was presented to the IIEP/UNESCO-KRIVET International Policy Seminar on 'Making Lifelong Learning a Reality' in Seoul, Republic of Korea, in June 2003.
This paper was presented by the Managing Director of NCVER to the TAFE Directors Association conference in May 2003.
Recent research into workplace learning in Australia is reviewed and important findings are synthesised in this publication. It finds that six elements are required to be in place for effective workplace learning and proposes that the 'ideal' workplace learning situation fosters innovation, and involves a systematic approach. Additionally, the 'At a glance' emphasises that the networks and partnerships of the workplace learning system - the workplace, individual, external training provider and a variety of community and government organisations - are crucially important.
This report focusses on employability skills that young people entering work for the first time, or novice workers, need. It examines the nature of the skills that employers seek when recruiting young people and the processes and techniques which can be used in the workplace to develop these skills. The report synthesises the findings of a comprehensive literature review and 12 case studies.
This report discusses the extent to which generic skills are valued by students and vocational education and training (VET) teachers and why. It also considers how generic skills are taught and strategies for further encouraging the acquisition of these skills in VET courses.
The processes of leadership - the event, situation and context - in vocational education and training (VET) are the focus of this report. Leadership in this context is not seen as an attribute of a particular person, but a process that has four stages for solving a problem - the trigger stage, the initiating leadership stage, the developmental leadership stage and the sustainability stage. The study finds effective leadership occurs collectively and continuously.
Recognition of prior learning (RPL) and credit transfer have become widely accepted and applied in the vocational education and training (VET) sector throughout the 1990s. This review documents their development between 1995 and 2001, giving an overview of Australian research with analyses of national data for the period. This report documents how and where RPL is applied and its perceived benefits and barriers. It also discusses emerging issues and implications for VET. The authors put forward policy proposals regarding RPL and credit transfer to enhance the flexibility of training and assessment in the VET sector and assessment practices nationally.
This report examines issues the performance indicators used to compare Australia's vocational education and training (VET) system against other countries. Specifically, it presents an outline of the main indicators currently used and examines some of the problems associated with their application. A framework for developing a set of indicators to assist the understanding of the effectiveness of Australia's VET system using international comparisons is also included.
This report investigates the conduct of assessments at diploma and advanced diploma levels. It highlights differences between four certificate levels and two diploma levels in terms of the competency standards, assessment environment and assessor skills. The research also identifies a number of actions which can improve the quality of assessments at diploma and advanced diploma levels.
This study examines the impact of implementing a quality system in Australia's vocational education and training (VET) sector. Specifically, the report investigates a quality system and how it is put into practice in TAFE institutes, and the impact of implementing such a system on the learning environment. This study is aimed at practitioners and other stakeholders interested in the implementation of a quality system in the classroom and its fit with wider national quality initiatives.
How well has traditional teaching practice adapted for online learning? This two-volume report looks at the process of teaching and learning online as well as the function, work and 'art' of a teacher or trainer. Brennan examines the principles and practices which underpin the pedagogy of online delivery from various vantage points and identifies which features most assist student learning. These principles are used to analyse the current practices of online delivery of the VET courses sampled for this study. Volume 2 contains the data and survey material used in the main report.