There has been much research and discussion about how people with a disability engage with vocational education and training (VET). This paper summarises what we know about VET participation, education and employment outcomes, and the costs and benefits of vocational education and training for people with a disability. In doing so, it also highlights further questions and where future research efforts could be focused.
This study examined the implementation of an intensive reading pedagogy, Reading-to-Learn, in adult literacy classrooms. In this method, the teacher plays a crucial role in carefully selecting relevant topics, genres and texts that are slightly beyond the current reading ability of students, and in designing 'scaffolding moves' that build very deliberate preparation into every level of classroom tasks. This approach had a positive impact for students in terms of achievements in reading and writing, and for teachers in terms of growth in professional knowledge. There were also flow-on implications for day-to-day practice in systematic and principled planning and teaching.
The findings of a study examining organisational culture and structure in ten public, private, community and enterprise-based Australian registered training organisations is presented in this report. It identifies the ways in which organisational cultures and structures shape what is possible within registered training organisations and how to manage change to build organisational capability.
Ways of assessing and acknowledging the range of outcomes in non-accredited community adult language, literacy and numeracy programs are explored in this study. The instruments it tested take account of the diversity of learner needs and motivations. The study highlights that these assessment methods can bring benefits both to the learner and the tutor, especially when they are completed jointly in ways that inform learning plans and aim at building self-confidence.
On the whole, educational achievements and outcomes from vocational education and training (VET) are relatively poor for students reporting a disability. This paper sought to isolate the direct effect of being a member of a particular disability group. It found that the direct effect of the disability differs between groups, and is highest for those with a mental illness, a medical condition or a physical disability.
Course completion and student satisfaction is likely to be influenced by how realistic the expectations of students are when they enrol. This report explores the idea that students' expectations would be more realistic if students have well developed career management competencies.
This study examines partnerships between formal and informal training providers in northern Australia. The research finds that effective partnerships have a common purpose and provide training that supports community need. Effective partnerships also support stakeholders' goals and aims, build relationships and trust between partners, and recognise the importance of delivering a mix of formal and informal training.
The aim of the research was to identify whether, and how, the demand for the types of skills provided by the vocational education and training (VET) sector was likely to change in the years to 2011. This research has adopted a different approach to investigating future demand for skills: instead of utilising proxies for skills, such as qualification, earnings or nominal occupation, this research has adopted a framework which uses the notion of skills as comprised of cognitive, interactive and motor skills dimensions. The research projects that future jobs are likely to have higher cognitive and interactive components, this being a probable consequence of global change and the rising level of international trade, as well as skill-based technological change.
The aim of this research was to identify approaches used by a select number of overseas countries-the United Kingdom, China, Singapore, Norway and Germany-in their attempts to match the supply of skills with current and projected skill needs. The study focuses on the mechanisms used by, or on behalf of, governments to influence the formal and informal processes and outcomes of skills formation. This includes the management and direction of VET systems, financing and other levers that influence the type, amount and location of training and other skills-formation processes. The research found that countries use a mixture of three types of strategies to attempt to align the supply of skills with current and future needs: state regulated; regulated through agreements between the social partners, that is, industry, unions and government; and market regulation.
The vocational education and training sector (VET) has a reputation for providing learners with a second chance. This report critically examines this idea, and finds that although VET provides opportunities for a second chance at education to many prospective students, the percentage who complete their studies and gain a qualification is modest.