Innovation, from high profile scientific discoveries to lower profile changes in processes or practices, is crucial to Australia's economic development. However, its impact on the wider community is usually relatively small. Promotion of innovation across all sectors is required to produce the biggest changes. This report focuses on the roles of the vocational education and training (VET) sectors of Finland and Singapore - countries with strong track records in innovation. It argues that a whole-of-government approach supporting a national innovation system could benefit Australia. Further, the national VET sector is ideally placed to have a more direct role in the promotion and diffusion of smaller scale innovations provided incentives in the form of specific funding are put in place. This activity could also enhance the sector's links with business, particularly small to medium sized enterprises and those in regional areas.
Discussion about Australia's ageing population has focused on the importance of increasing labour force participation rates of older people. This paper examines the influence of education and training on the participation of older people in the labour market, and the pay-off of undertaking education and training as an older-person compared to earlier in life. On the whole, the results indicate the more qualifications the better, and education, lifelong learning and training are beneficial to maintaining and increasing employment rates. Qualifications acquired later in life have as good, and in some cases, better, pay-off to employment-to-population rates for older age groups, suggesting education is an effective strategy for older people seeking employment. The authors also suggest that increasing education levels will partially offset the impact of ageing on labour force participation.
The focus of the Western Australia correction system on more rehabilitation and the provision of skills is designed to assist offenders gain self-sufficiency. This report examines the study and work experiences of state prisoners before and during their incarceration and their expectations of post-release outcomes. It finds that differences in work and study patterns result from choices made by prisoners within the constraints of prisoner management plans, prison jobs and course availability, and their previous work and study backgrounds. Prisoners undertaking VET courses expect better labour market futures than those who are undertaking non-vocational education courses or prison work only.
Future workforce planning in private and public enterprise requires reliable information on which projections are made. Currently limited information exists about vocational education and training (VET) professionals. This report consolidates two national studies on the TAFE workforce, and on VET professionals in private and public registered training organisations. The findings have important implications for workforce planning. Within the TAFE sector, the number of teachers aged over 45 is almost double the average for the Australian workforce, and the employment status is shifting from permanent qualified teachers to non-permanent teachers who are less qualified. Outside the TAFE sector, the credentials of VET professionals are also an issue.
Vocational education and training (VET) policy is increasingly focused on the importance of quality in each VET institution's capacity to deliver effective programs. This report addresses institutional-level monitoring and evaluation of performance and provides a comprehensive model which institutes can use for this purpose. The model draws on background theory and practice and identifies a range of relevant indices across three dimensions: inputs, processes, and outputs/outcomes. The results are an important first step to an improved and empirically based understanding of the factors that contribute to successful outcomes from VET providers.
This paper provides an overview of the factors which influence and drive Australia's technical and vocational education and training (TVET) sector. It details the objectives of Australia's national strategy for TVET from 2004 to 2010, and key initiatives of the sector to meet the changing economic and technological environment: a review of training packages, and a review of the national standards for training providers. It also discusses issues facing the TVET sector, as identified in a paper published by the Business Council of Australia (2004). Further, an overview of the apprenticeship and traineeship system, which has expanded considerably in recent years, is provided. This paper was presented to the International Vocational Education Conference, October 2004, in Tianjin, People's Republic of China.
Lifelong learning means different things to different people. This paper takes a pragmatic approach and examines adult engagement with various aspects of Australia's education and training system and the policy framework that underpins the system. It is argued that Australia's policy framework for lifelong learning is relatively weak because the educational framework is very open and does not discriminate on the basis of age. In a sense, Australia does not have a policy because it does not need one: its whole approach has encouraged lifelong learning.
A highly skilled workforce is widely viewed as essential for prosperity in economies characterised by rapid technological change. However, the development of high level skills across the workforce is expensive and requires major investment from individuals, governments and employers. This report explores an alternative approach to estimating Australian employers' contribution to skills development of the workforce. The measure is based on the increase of workers' productivity as a result of learning skills on the job. Workers' productivity is obtained by observing how fast wages grow with additional years of general work experience and of tenure with the current employer. The author estimates that, on this basis, total investment in employment-based training is much larger than previously believed.
Innovation in business, particularly across the major industries on which Australia's economy rests, requires a skilled workforce. This book of research readings explores the role Australia's vocational education and training (VET) sector can fulfill to assist business innovation. In doing so, various chapters consider the implications of innovation for Australian workers and identify the VET sector's contribution. Other chapters, based on international comparisons, evaluate elements of the national innovation system currently missing or under-emphasised. It finds VET providers have a vital role to play in the provision of training for innovative enterprises. To do so, providers must identify their strengths and build industry partnerships in these areas, which may require working more effectively across disciplines and develop more personalised arrangements for delivery.
This paper aims to establish the importance of vocational education and training (VET) to young people in South Australia in Adelaide and regional areas. It is based on analysis of the number of young people and their characteristics within two broad groups: those who complete 12 years of schooling and continue their education in VET; and those who leave school before Year 12 but continue their education in VET. It finds that VET, as a substitute for continuing school, is important in Adelaide and regional areas, although it is more important in non-metropolitan areas. Further, lower socio-economic status areas have considerable numbers of students leaving school before Year 12, but who continue their education in VET. This paper was prepared for the review into the South Australian Certificate of Education.
Fully on-the-job training, the majority of which is conducted in the workplace as part of the normal experience of the employee, is perceived to offer benefits to apprentices/trainees, employers and registered training organisations. This report finds fully on-the-job training is viewed by learners and registered training organisations as a good way to learn as it provides flexibility for all concerned and financial incentives to employers. With appropriate support for learners, benefits of this type of training include learning that is customised, encompasses real work experiences and is relevant to the individual and the enterprise. It also helps to identify ongoing employment opportunities for the learners and employers. Suggested areas for improvement include improving: the level of networking among students, the levels of time management skills of learners, the balance between work and study requirements, the level of theory training, and the way trainees are valued in the workplace.
Reforms to Australia's vocational education and training (VET) sector over the past few years have brought about significant changes to the work of VET staff and the focus of their roles. This publication summarises recent research into the changing roles of VET leaders, managers, teaching and support staff, and the way they work. The role of senior managers is increasingly focused on the external environment and building links with stakeholder organisations. Front-line managers focus on internal business practices and how to modify these to meet new clients' needs. The role of VET teachers is becoming more diverse and team-based. Within these teams, teaching support staff play a critical part. The publication also summarises a range of human resource and professional development issues, identified by VET staff, which need to be tackled to help them work more effectively in the future.
This report summarises an extensive study of adult literacy policies and practices in vocational education in six countries - Canada, New Zealand, United States, Ireland, United Kingdom and Australia. The policies and programs of the six countries were compared across policy contexts and concepts, program development and delivery, and regulatory frameworks, product development and quality assurance.
Recognition of prior learning is a crucial element in lifelong learning, but limited information exists about skills recognition implementation and outcomes within Australian enterprises. This study examines the nature of recognition within individual enterprises, including the processes employed, strategies in place for promotion and support, and perceived benefits for enterprises and employees. It finds a 'one-size-fits-all' approach to recognition of prior learning is rarely effective, but should be linked to the enterprise's overall business and training plans, which ensures it evolves as part of the organisations' needs. For enterprises, recognition of prior learning offers whole-of-organisation benefits, including confirmation of employees' skills and corporate information developed over time, and greater training efficiencies. Employees reveal both personal and organisational benefits, such as having existing personal skills recognised and certified, identifying skill gaps, and achieving nationally recognised and portable qualifications which are recognised outside the enterprise.
The level of enterprise expenditure on training in Australia appears to be growing, and now compares favourably with countries often held as models for national policy and practice. This report outlines a range of policy options employed internationally, including levies, leverage and partnership arrangements to enhance employer contributions to training. Ultimately, the authors find decisions about expenditure on training depends on employers' interests, values and commitments. If new policies are to be effective and build upon enterprises' commitment to training, it is critical they align with employers' needs, and receive enterprise commitment. For government, a key strategic policy goal is to improve employers' perception of the value of training to increase levels of expenditure.
Limited research has been undertaken to identify and examine systemic issues associated with the provision of vocational education and training (VET) to equity groups. This report focuses on the institutional relationships and policies that determine equity provision, and proposes three principles for framing equity practices. The principles are: local policies and strategies must reflect the complexities of disadvantage and need to consider the context of the community; equity strategies must reach the appropriate disadvantaged individuals through well managed, committed and flexible staff who have adequate resources; and, equity strategies must be continuously reviewed and re-invented to remain effective and dynamic.
Highly innovative organisations demonstrate six key characteristics. They create learning cultures which promote innovation as a core organisational capability; employ leaders who are 'failure-tolerant'; identify innovators; reward people who propose innovative ideas; use partnerships; and, promote innovation through teams. This report analyses how well vocational education and training (VET) providers employ the above characteristics. It finds VET organisations are making good progress as innovators, but this progress is uneven as three characteristics often dominate the building of innovation. Typically, VET providers identify innovators, develop partnerships and promote innovation through teams and communities of practice well. To develop innovation further, the author suggests VET organisations need to broaden the range of strategies they are using to promote innovation and offers practical steps to do so.
This paper was presented to the TAFE Director's Australia 2003 Annual Conference held in Adelaide from 30 April to 2 May, 2003. It addresses the role that the vocational education and training sector can play in assisting the nation achieve intergenerational equity.
Building equity into Australia's vocational education and training (VET) system is a key component of the National Strategy for Vocational Education and Training 2004-2010. This book of readings aims to contribute to this important facet of the national strategic plan. The book reviews the achievements equity groups have made, reports on the issues they face, and discusses how to integrate equity and diversity management models into a framework to achieve a more inclusive VET system. It includes chapters on the five recognised equity groups - women, people from non-English speaking backgrounds, people from rural and remote areas, people with a disability, and Indigenous Australians. Additional chapters consider other possible groups such as, early school leavers, older workers, men, people in correctional services, and people with low literacy skills, and examines the merit of these becoming equity groups.
Multinational corporations are significant in the global economy, and increasingly important to national economies. Based on a literature review and 12 case studies of multinational corporations operating in Australia, the study finds the quality of the domestic VET-skilled workforce is ranked equal third in importance, out of fifteen factors, when deciding to invest in Australia. To make the VET system more attractive to foreign investment, the multinational corporations in the case studies recommended better overseas publicity of the training system, and improvements to literacy, numeracy and production knowledge of lower-level workers in manufacturing.