This research used a survey to investigate the attitudes of people with a disability towards undertaking training. The findings show very positive attitudes towards training by participants and, although the ability to generalise to the wider population is limited, one thing is clear: generally, people with a disability are willing to undertake VET and consider it a good option in helping them find employment. Some factors affected attitudes more than others, including level of school-based education; highest qualification level completed; whether people had single or multiple disabilities; and, to some extent, gender.
Language, literacy and numeracy are necessary for greater workforce participation, productivity and social inclusion. Being able to measure the level of proficiency in these skills, and any changes in the level of skills, is important for getting a sense of how well language, literacy and numeracy programs are working. Two measurement tools used in Australia are the Adult Literacy and Life Skills (ALLS) survey and the Australian Core Skills Framework (ACSF). This paper outlines an NCVER study which will investigate whether it is possible to map the performance levels of the ALLS to the performance levels of the ACSF in order to gain more frequent information than is currently available about the literacy and numeracy progression of adult learners against national goals.
This Community of Practice paper seeks to determine whether peer-to-peer mentoring is a successful way of transferring skills and knowledge between music students at Nirimba College. The study comprised an eight-week mentoring trial and several surveys and interviews with the group of music students who participated in the mentoring trial. The aim of the research was to find out the students' perspectives on TAFE music teaching and learning, their attitudes towards music and their own career goals, as well as their thoughts on the mentoring trial.
The recycling of electronic waste (e-waste) has become a global issue. This research examines the issues associated with e-waste recycling at the level of a TAFE institute with 17 campuses. Findings suggest that at a local level people are willing to deal with e-waste in a sustainable manner. If given a choice, they will usually pick the most convenient method of disposal, such as kerbside pick up. The research was funded through the NCVER's Building Researcher Capacity initiative and was undertaken by a novice researcher in the Community of Practice Scholarship Program.
This research examines the 'psychological contract' or the unwritten expectations of employers and employees in an employment relationship. The particular aim of this study was to discover whether mismatched expectations have any effect on retention in apprenticeships and traineeships. Overall, there was a very high level of agreement on the obligations of the two major parties and so mismatched expectations turn out not to be the explanation for high attrition rates. But paying greater attention to the areas perceived as deficient, such as employers providing specific time for training, fair treatment and resources to do the job, may be a means of improving retention.
This report investigates attrition in the trades by comparing the rate at which tradespeople leave their occupation with that of professionals. It also determines whether attrition is influenced by economic conditions, and if a trade can provide a good start to a career in the professions. The report concludes that attrition in the trades is no higher than in the professions; the rate of leaving particular occupations may vary, but overall the results between the two are very similar. The economic climate also makes little difference to the attrition rate.
Pre-vocational programs, including VET in Schools, are increasingly providing a pathway into traineeships in the same way that pre-apprenticeships are an established route into apprenticeships in the traditional trades. This report uses data from the 2010 Apprentice and Trainee Destination Survey and finds that the benefits of pre-vocational programs are mostly apparent for early school leavers (especially those who leave school after Year 11) and trainees in sales, clerical and administrative, and labouring occupations.
What makes for a good approach to leadership development in vocational education and training (VET)? This paper evaluates the existing leadership development program at the Canberra Institute of Technology. Participants in the program felt that it was useful and that they could articulate what the institute wanted its leaders to do, but did not identify themselves as responsible for this. The author suggests that there is a need for clearer articulation of the roles and expectations of leaders. This paper was developed by a novice researcher in the community of practice program and was funded as part of NCVER's building researcher capacity initiative.
This report investigates skill matches to job requirements for workers in Australia, New Zealand, the United States and Canada. It might be expected that differences between the four countries in economic growth, technological innovation and structural change in the labour market may have led to differences in job skill requirements and use. This research finds, however, that the broad match of workers to jobs that use their skills is quite similar for the four countries, although some differences in the patterns of skill use over time were identified. This is one of the research reports resulting from a three-year program of research ( ).
This final report from a three-year research program puts the focus on the ability of VET to respond to workforce development challenges, particularly in industries characterised as low-skill entry points to the labour market. The key findings highlight the lack of incentive for workers in the meat processing and childcare sectors to train beyond mandatory levels due to casualised working arrangements and little reward for upgrading qualifications. To improve workforce development, using the concept of a vocation implies the capacity to move literally between different skill clusters potentially removing some of the stigma attached to hierarchical structures.
Integrating learning into the workplace is the focus of this paper. A variety of strategies were identified and their effectiveness tested in a pilot training program based in the health industry. Personal motivation, having access to resources in the workplace and being able to network and share ideas were critical to being able to integrate learning into the workplace. The research was funded through the NCVER's Building Researcher Capacity initiative and was undertaken by a novice researcher in the Community of Practice Scholarship program.
This report examines the linkages between innovation and skills development in vocational education and training (VET) across three industry sectors: mining, solar energy and computer gaming. Using a case study approach, the research finds that each of the industry sectors differs in their relationship between innovation and the education and training system. However, the formal VET system is seen as being very important in teaching the underlying skills and knowledge of a vocation. In contrast, informal on-the-job learning imparts the actual skills for innovation, but based on what was learnt formally. The VET system is seen as being slow in responding to new skills needs; however, whether this represents a bad thing is debatable.
In this paper, the authors identify various educational paths involving school and post-school study and assess the effectivness of these in relation to post-school outcomes at age 25 years. They use the 1995 cohort of the Longitudinal Surveys of Australian Youth and find that, for males, undertaking an apprenticeship after completing senior secondary and university are attractive paths. For females, the best path is that of university study, even for those with low academic orientation.
Amongst recent initiatives aimed at lifting Australia’s productivity has been a push for a greater number of course completions in both the vocational education and training and higher education sectors. With this, it could be assumed, come benefits for the individual such as better job opportunities and higher wages. Using the 1995 and 1998 cohorts of the Longitudinal Surveys of Australian Youth, this study looked at whether participating in or completing a post-secondary education qualification led to wage benefits for young people. The study finds that not only completing a post-secondary course but participating in one results in higher wages.
Increasing productivity by moving people from welfare to employment is a priority for the Australian Government. This report considers the complex issues of helping those marginalised from the labour market into employment. Case studies of innovative intermediaries illustrate that both demand and supply factors must feature in order to provide successful assistance to disadvantaged job seekers. Strategies used include networking, adapting to changing conditions and reinventing themselves to fill gaps in the provision of support. Vocational education and training, often touted as an ideal pathway into employment for disadvantaged groups, is described by these intermediaries as inert in the absence of social and economic support.
Experiencing financial hardship is detrimental to both individuals and the community. For some, trying to break out of this situation can be extremely difficult as they may not have access to, or be lacking, the skills or resources that could help. However, education can help with research showing increasing the level of education and training is an effective means of reducing the likelihood of experiencing financial disadvantage. Using data from the Household, Income and Labour Dynamics in Australia survey this study looks at how having post-school qualifications may protect someone from falling into, and help get out of, financial disadvantage. Using four measures of financial disadvantage, the study finds that post-school qualifications to reduce the risk of experiencing financial disadvantage but to varying degrees.
Using the 1995 cohort of the Longitudinal Surveys of Australian Youth, this project examines how long it takes for young people to move from education to work, and identifies factors that distinguish people who are able to move quickly into employment from those who take many months to find work.
This monograph is the culmination of a three-year research program undertaken by the University of South Australia's Centre for Work+Life. It considers the barriers, support and benefit of vocational education and training (VET) for workers in the low-paid occupations (that is, those earning around $17 per hour). The research considered a wide range of quantitative data as well as the experience and perspectives of employers, workers, students and vocational educators. The findings challenge any easy assumptions that more VET will automatically enhance the position of lower paid workers, that all VET can be assumed to be similar in positive effect for lower paid workers, or that lower paid workers share similar situations, including their work/life circumstances.
The learning preferences of part-time agriculture students at the Western Sydney Institute of TAFE are the focus of this paper. The ability for providers to offer students flexible attendance patterns and hands-on practical training allied with a balance of alternative course delivery options may improve access and increase student numbers. The research was funded through the NCVER's Building Researcher Capacity initiative and was undertaken by a novice researcher in the Community of Practice Scholarship Program.
This research investigated pre-apprenticeship training in Australia through a variety of research methods—keyword searches, lists of prescribed pre-apprenticeship courses from state and territory contacts, and a unit record enrolment file. An analysis of this data found that there were ten nationally accredited and 24 training package courses with pre-apprenticeship activity. There were approximately 64 800 course enrolments in the identified pre-apprenticeship courses in 2009. This can be compared with 2007 when there were 50 700 course enrolments in these courses. The major findings were that over half of pre-apprenticeship course enrolments were within the engineering and related technologies field of education and around a third were within the architecture and building field; and the majority of course enrolments were within certificate II courses.