The benefits of modular study in vocational education and training

This report is prompted by recent shifts in Australian vocational education and training (VET) policy towards lifelong learning and is enabled by the increasing recognition of VET 'module' study and the measurement of its outcomes. The aim is to investigate the industry and employment characteristics and outcomes of module enrollees and completers in VET.

Until quite recent years, VET measurement and research has emphasised full-course students and enrolments, in the sense of courses leading to a full qualification. The 'module' concept is that of a student (deliberately) taking a program of VET study not leading to a qualification. Such 'module' students form a significant part of the VET student profile.

In practice, over 40% of VET students appear to be primarily module rather than full-course oriented, in that they are taking one or two modules only in a given year. This is a much higher percentage than that derived from the official count of VET 'module-only' enrolments as a proportion of all VET enrolments. On the completions side, several researchers argue for the significance of the finding that the number of 'module completers' in VET each year is about twice as high (200 000 or more) as the number of VET graduates.

The VET enrolment and outcomes statistics show that the module students, while differing in some demographic respects, are like the qualifications group in their predominantly vocational focus and their predominantly favourable employment outcomes.

The report begins with a statistical investigation of module students and their outcomes, based on the evidence of the VET enrolment data and the VET student outcomes surveys. The enrolment data, while incomplete in their enumeration of module students, shed light on the module students' profiles and motivations. The outcomes surveys, which moved beyond VET graduates only in 1999 to cover 'module completers', are already beginning to provide consistent indications of expected outcomes.

The enrolment data show that module students are on average older than course enrolment students, more likely to be female and to have completed Year 12. In part, this may be a 'sectoral' effect, in that the adult and community education (ACE) sector, where students also tend to be older and are more likely to be female, is an important provider of VET modules.

While VET module students and full-course students are both driven mainly by vocational motives, expectations in the latter group are more about extra skills for the present job rather than a new job.

Variations within the module group of students are to be noted and are of possible significance to course planning and further research.

One module subgroup appears to be enrolling in primarily technological or skill-upgrading areas, while another is targeting basic skills courses. Female students are more likely to discontinue (module) training for personal or training-related motives; males for employment-related motives. In the older age brackets, both sexes are more likely to discontinue because they have got what they wanted out of the training, or because their training directions have changed, rather than for employment-related motives (mainly changes in job status).

In the student outcomes surveys, over 70% of module-only students are to be found in employment six months after course completion, only slightly lower than the result for full-course graduates. Measurable proportions of module completers, about 40% and 30% respectively, have moved into employment from unemployment or from having no labour force attachment. For comparison, 50% of unemployed people who take Job Search Training through the Job Network are in jobs or education after three months.

This report is based mainly on analysis of the student outcomes surveys up to and including 2000. In the 2001 survey, the percentage of module completers in employment six months after training falls slightly (from 71% to 67%), as does the percentage of module completers moving from unemployment into employment (from 40% to 35%). Similar falls, however, are also observable in the case of VET graduates. This suggests that the slightly poorer employment outcomes experienced by 2001 module completers are due to declines in the labour market rather than declines in the quality or usefulness of module-only training.

One possible sign of the wide acceptance or usefulness of modular study is that employed module completers are spread across industries and occupations in much the same way as employed persons generally. They tend to be self-improvers, who boost their present careers to a certain degree, rather than starting new ones. Most remain in the same occupation and industry of employment. Of those who stay with the same employer, only about half have fees reimbursed or paid time off, and less than half indicate some form of job advancement or higher earnings.

The report goes on to consider the findings of a small set of module case studies, based on some 38 students, mostly employed, undertaking a variety of trade and business-related modules at five TAFE institutes in New South Wales (2), South Australia (2), and the Australian Capital Territory (1).

Consistent with the student outcomes surveys, the case studies find that most of the employed students are studying to sharpen their skills and knowledge for their existing jobs (or businesses). The unemployed students are choosing modules to update skills to re-enter the workforce, sometimes under obligation to Centrelink.

The key word that wraps up the motivations of the students in the case studies is 'flexibility'. Study and time commitments are flexible. Students can take up the course that is apt for their needs, with more reasonable cost and more confidence of success, and with less distraction from peripherals.

Several students had major educational commitments in the school or university sectors, with module study in the VET sector enabling them to fill out their overall education and training plans. A number of students were applying modules to plug specific skill gaps remembered from previous work experience, or anticipated in future work or business experiences. The positives of module study tend to outweigh perceived negatives, such as limited social contact, disjointed study, or concerns about the value of module study with employers.

The conclusions of the report revisit the main directions and themes. While recent policy evolutions may have promoted module study, much, it is argued, remains to be done. The quantity and quality of measurement and research of modular study do not do justice to its proven utility to VET clients. The national VET collections on modular study do not match the yardsticks in the agreed national statistical standard.

The VET client base is very different in its structure and needs from the higher education student base. It also presents a much stronger case that policy and research should mainstream unit (module) enrolment and completion in with graduate enrolment and completion.

Generally speaking, there is a case for more intensive research and measurement of module study and the factors associated with successful outcomes and employment, including more work through the student outcomes surveys and employer satisfaction surveys. Wherever possible, this should examine the important practical roles of TAFE, ACE and private providers in working with employers and students towards more effective module provision.

Finally, there is a case for greater focus on modular provisions in national and State VET plans. That case derives from the underestimated popularity and effectiveness of modular study in meeting the aspirations and training needs of employed and other students.

Some suggested actions that might be of use to VET stakeholders are given in the final chapter. In brief, they relate to:

• improving the collection standards for VET module statistics
• integrating the measurement and reporting of VET module and course enrolments
• building on the successful introduction of module study into the student outcomes survey
• investigating employers' needs and satisfaction in terms of employee module students
• encouraging employers to understand and reward VET modular study
• encouraging training providers to deliver VET modules appropriately and effectively
• moving modules further into the mainstream of VET planning