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.
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.
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.
The vocational education and training (VET) sector is an important source of qualifications for associate professionals; the second fastest growing occupational group in Australia's labour market. The report offers employers, industry organisations, and professional associations an insight into the benefits of contracted work-based training arrangements, like New Apprenticeships, for training associate professionals. However, relatively few undertake training at this level through apprenticeship-type pathways.
A key challenge of Australia's vocational education and training (VET) system is to serve the broad needs of individuals, communities, and industries. This includes the provision of literacy and generic skills which meet the needs of all groups. This study investigates and documents workplace literacy in aged care facilities and call centres, within the context of the changing nature of work which requires a highly literate, responsive workforce. The report acknowledges the effectiveness of training approaches and procedural practices in these industries; however, it points to the VET sector's role to resist narrowing of literacy and generic skills which meet company requirements.
Communication and other literacy skills are vital to public safety organisations. This report investigates the impact literacy levels may have on the ability of volunteers to meet demands for more formal training and assessment. The role of these organisations to develop the skills of people in rural and remote communities is also considered. The research finds public safety organisations are important sites of adult learning, particularly for men. While the introduction of more formalised training presents opportunities, such as building community capacity, challenges also exist. Strategies to overcome potential barriers include developing training and assessment that relates to local situations, adapting training and assessment materials to suit learners, and including hands-on, practical training where possible.
This report provides insights into the school-to-work transition of 72 young people from a low-income region, who undertook an industry-specific school vocational education and training (VET) program. The training program was a one-year building and construction industry initiative, which involved schools, industry and TAFE. The majority of students reported confidence, enthusiasm, and satisfaction with their transition to work and early career experiences. Further, they recognised the value of persevering with their training despite challenges, and this was reflected in the high retention rate in apprenticeships for this group.
The importance of close connections between vocational education and training (VET) systems and industry is highlighted in this report. The report finds that any system of entry-level training, which aims to help students make a successful transition from school to work, must have support mechanisms and frameworks in place to enable accurate assessment of industry and labour market needs. From Australia's perspective, the Korean experience provides useful insights to improving school retention rates, and establishing formal pathways for VET students who are not undertaking apprenticeships and traineeships. From the Korean perspective, useful lessons include developing inter-sectoral linkages between industry and education, applying flexible teaching and training methods, implementing a national qualifications framework, and introducing apprenticeship-type arrangements.
Possessing generic or employability skills is vital in the current labour market. The vocational education and training (VET) sector, like other education sectors, must ensure its clients gain and develop generic skills. This volume of readings summarises NCVER managed research into generic skills undertaken in 2001 and 2002. The work covers four main topics: defining and specifying generic skills; exploring training providers', teachers' and learners' perspectives of these skills; exploring the workplace perspective of generic skills; and assessing these skills. To ensure people gain the generic skills they need, the research suggests improving the documentation of these skills in training packages, and sharing good teaching, learning and certifying practice.
Group training is an Australian initiative to encourage the employment of apprentices and trainees. This report examines the structure and function of group training organisations (GTOs) over time and identifies the factors that drive GTOs to change their structure and function. The authors find that group training is a critical component of Australia's skill formation system, and GTOs are highly responsive and adaptive to their policy and commercial environment. However, the authors warn that increasing commercialisation of group training has the potential to threaten the quality of training, and in particular the training opportunities for the more disadvantaged.
This report identifies student characteristics - demographic and life-stage factors - which influence successful completion of vocational education and training (VET) subjects. It finds the likelihood of passing is significantly reduced for people who are Indigenous, have a disability, are of non-English speaking background, are unemployed or are aged 19 years or less. The research is based on statistical analysis.
Group training organisations act as intermediaries between enterprises and apprentices and trainees to facilitate on- and off-the-job training. This report examines the role of the group training organisations (GTOs) in Australia's labour market. The authors find that GTOs, at their best, help promote sustainable work-based learning solutions by sharing the risks associated with employment and gaining new skills. However, the authors argue that changes in policy since the early 1990s are likely to undermine the provision of quality group training services. Instead, they state the best features of the group training model, such as operating on a not-for-profit basis, should underpin future reforms to all GTOs.
This report investigates the medium-term outcomes of vocational education and training (VET) programs delivered by rural schools. It discovers school-based VET programs successfully retain students who may have left school, and assist students' transition from school to work. Work placements are particularly valuable to assist the transition from school to local jobs and apprenticeships, thereby increasing youth retention in the community. These findings suggest school-based VET programs in rural areas have the potential to develop skills and pathways for the future workforce of rural Australia. Additional information to this report is available in 'Pathways from rural schools: Does school VET make a difference? - Support document' on NCVER's website .
This report provides an overview of funding arrangements implemented as a result of the 1992 Australian National Training Authority (ANTA) Agreement. The Agreement sought to establish a unified national system of vocational education and training (VET) with joint Commonwealth, state and territory responsibility. The report discusses the outcomes of government, industry and individual investment in training, and includes examples of overseas funding models.