The idea that individuals,enterprises and economies gain financially from increased participation in education or training is often assumed, but is not always easy to demonstrate or quantify. This report explores the benefits of further training for people with low levels of numeracy by analysing Australian and United States longitudinal data which allow links to be made between numeracy level, likelihood of training participation and the wages outcomes of training for less numerate workers. Analysis of the Australian data indicates that individuals with low numeracy skills are less likely to undertake further education, but gain positive and significant economic returns when they do. Continuing with formal schooling is positive and significant for individuals with very low numeracy skills.
A stocktake of issues and activities in vocational education and training in schools through the perspectives of the published literature and policy documentation between 1997 and 2003 is the subject of this report. It identifies progress made and concludes that vocational programs in schools are meeting expectations and have achieved a legitimate place in the school curriculum, but that several implementation issues remain.
This book of readings combines the results of a body of research on the funding and financing of vocational education and training (VET) in Australia. Funding arrangements, or how money is distributed, are described in the first section of this book and includes chapters on allocation of funding by state training authorities, the effects of market reform in the VET sector and funding for various disadvantaged groups. Financing, the subject of the second half of the book, refers to how money is raised. In this section the various contributions to costs of VET by government, employers and individuals are discussed, as are various methods whereby funds are attracted to the sector, for example, TAFE fees and charges and various mechanisms designed to increase employer and individual investment.
Two well-established findings about employer-provided training form the backdrop to this research. First, the provision of training and its associated expenditure are highly variable across employers, notably by industry and employment size. Second, employer engagement with the formal system of VET is substantial, and growing, but a number of employers are not entirely satisfied with the system. This publication consolidates and synthesises a body of research conducted over the past few years on the topic of training provided by employers for their workforces.
This report aims to provide a clearer understanding of how and why enterprises use nationally recognised type of training. It finds that an enterprise's decision to engage in recognised training is not made lightly and decisions are made afresh each time a new training need arises. Successfully embedding training in enterprises involves a three-phase process - engagement, extension and integration. In most cases, it is dependent on: positive initial engagement; extension of training through a 'VET evangelist' who 'sells' the benefits of recognised training and persuades management; and, integration of competency standards associated with recognised training into many human resource processes. The availability of funding strongly influences whether enterprises use recognised training. However, one of the key reasons why more enterprises have not taken up this training is lack of awareness.
Seasonal work is crucial for the many rural regions reliant on seasonal industries such as agriculture, forestry, aquaculture and tourism. This report examines the diverse nature of the seasonal workforce in two locations and the approaches used in their training. The report finds that the seasonal workforce is diverse and has varied training needs. Like others marginally attached to the workforce, much of their training is informal. Seasonal workers have difficulty accessing formal training and having their informal learning properly recognised. More formal training approaches are particularly relevant for those making a career of seasonal work. Barriers for employers to formal training include lack of suitable customised training programs, a lack of awareness of available training, cost, complex funding arrangements, and a low value placed on such training. Enhancers to formal training include employers who encourage and value training for their workforce, the use of brokers to assist employers to access training, and training providers with in-depth knowledge of regional industry and enterprises to meet the diverse needs of seasonal workers, and legislative requirements.
Financing vocational education and training, as part of Australia's commitment to lifelong learning, will become a greater challenge as increased spending on other public services, such as health and welfare caused by an ageing population, constrains government education expenditure. This report examines a range of mechanisms to encourage individual contributions to and participation in vocational education, drawing on international examples, and presents available findings about the effectiveness of these mechanisms in the Australian context. The research suggests learning accounts and paid educational leave offer the most potential. Mechanisms must offer incentives for individuals to invest, preferably in conjunction with incentives for employers, such as taxation breaks and superannuation.