In this report the authors examine how skills development in domestic plumbing occupations has responded to an increased emphasis on environmental sustainability and 'greening'. They find that rather than sustainability and greening requiring major changes in thinking, plumbing skills need to be responsive to changing technology and more generic skills such as dealing with customers are required. How and at what stage to best impart these skills is a challenge for plumbing and the vocational education and training sector.
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.
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.
This report provides a portrait of the initial formal training for VET teachers in private and public registered training organisations. It describes the features and content of generic courses offered both in the VET sector and higher education ranging from certificate IV TAA to graduate diplomas. It also provides details about the characteristics and numbers of students enrolled in a range of courses. The report sits in the wider canvas of other initial and ongoing professional development and support for teachers. It concludes that the certificate IV is the one true foundational course, and suggests some ways to address its quality issues.
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.
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.
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 study, which defines the lowering of educational or occupational ambitions by high school students as 'lost talent', looks at the extent to which talent loss occurs among high achieving students and the consequences of this on later occupational attainments.