This research examines the factors that influence employers’ decisions when choosing training options, particularly nationally recognised training.
This report documents the implementation of the national student training entitlement funding model within Australia's states and territories, and assesses the commonalities and differences between the jurisdictions.
This paper summarises a variety of views on the development of the nationally-coordinated student entitlement system from 17 thought leaders with longstanding involvement in the VET system.
This paper reflects on the history of VET in Australia over the last two decades and explores the how the system has evolved in an effort to strike a balance between specific local, industry and learner needs.
This research overview summarises three reports by Kaye Bowman and Suzy McKenna, which examine the commonalities and differences in Australia's jurisdictional approaches to student training entitlement, offer expert views on the training system, and reflect on the history of VET in Australia.
Training is important but it is just one component in any package designed to reduce the impacts of industry restructuring on individuals.
What are the major drivers and key challenges facing VET providers that transition to offering higher education qualifications? A valuable resource for VET providers considering higher education delivery.
This literature review compares vocational education and training (VET) and higher education providers delivering diplomas, advanced diplomas, associate degrees and bachelor degrees, as well as noting the changing nature of VET and higher education.
In this interview, Steve Davis talks with co-author Kaye Bowman about the report ‘Workforce skills development and engagement in training through skill sets’.
This report aims to throw some light on the role that skills sets play in meeting the needs of clients compared with full qualifications, which are seen as the foundation of the vocational education and training (VET) system.
The paper outlines the difference between the skill sets developed by national VET industry bodies in training packages and those developed by registered training organisations, as well as the rationale for skill sets, the specific benefits and issues anticipated and the latest policy recommendations.
Vocational education and training (VET) has a role to play in sustainable regional development. Through five regional case studies this research examines how well VET is tailoring supply to skill needs, how VET has become more flexible to obtain a better match between demand and supply, and whether partnerships have been linked to whole-of-government frameworks in ways which support sustainable regional development. The study concludes that successful relationships between VET and regional development require ongoing alignment both ways. Comprehensive regional frameworks could facilitate this co-development between VET and regional development.
Australia needs highly skilled workers to sustain a healthy economy. Current employment-based training models have limitations in meeting the demands for highly skilled labour supply. The research explored current and emerging models of employment-based training to propose more effective models at higher VET qualifications that can maintain a balance between institution and work-based learning.
Over the past decade, the Australian vocational education and training (VET) sector has focused on the outcomes of training in terms of qualifications and competencies. Up until this time there had been little information available on the value that employers place on qualifications and how they use them to contribute to the success of their business. This 'at a glance' synthesises recent research, which shows that employers do value qualifications, and see them as having three main benefits: to 'screen' candidates in the recruitment process, to meet compliance requirements, and to provide career development for existing workers. However, VET providers could encourage employers to view qualifications more favourably by linking them to skills required at work and by keeping costs down, especially of the assessment process.
Many older Australians are up-skilling or retraining to maintain gainful employment or pursue other interests. This study, a systematic review of existing research, set out to find evidence that skill development activities for the mature-aged lead to improved employment opportunities and improved productivity. It also looks at what factors act as barriers or facilitators to these key outcomes, and the implications of this review for vocational education and training policy and practice and research.
The objective of this project was to examine existing literature and national data to identify key factors in achieving quality outcomes from shorter duration apprenticeships and traineeships. It was found that apprentices and trainees undertaking programs of two years or less have a higher rate of non-completion than those doing longer training and this non-completion is the key issue related to the quality of outcomes. The study identifies four key factors affecting completion rates. Of these, the actions of stakeholders have greatest impact. Awareness of roles and responsibilities emerges as an issue for attention.
This statistical compendium examines, firstly, vocational education and training (VET) students with a disability as a whole group, focusing on their participation levels, achievements and outcomes from VET, and identifies gaps and/or issues with the existing data. This is followed by a section dealing with people with different types of disabilities and a conclusion. The appendix contains detailed profiles, which can stand alone as fact sheets, for each disability type: physical disability, medical condition, vision disability, learning disability, hearing disability, intellectual disability, mental illness, acquired brain impairment, and other/unspecified disabilities. Also included is a profile on Indigenous people with a disability.
Building equity into Australia's vocational education and training (VET) system is a key component of the National Strategy for Vocational Education and Training 2004-2010. This book of readings aims to contribute to this important facet of the national strategic plan. The book reviews the achievements equity groups have made, reports on the issues they face, and discusses how to integrate equity and diversity management models into a framework to achieve a more inclusive VET system. It includes chapters on the five recognised equity groups - women, people from non-English speaking backgrounds, people from rural and remote areas, people with a disability, and Indigenous Australians. Additional chapters consider other possible groups such as, early school leavers, older workers, men, people in correctional services, and people with low literacy skills, and examines the merit of these becoming equity groups.
This report provides a statistical overview of Indigenous peoples' participation and outcomes in vocational education and training (VET) over the period of implementation of the Australian National Training Authority's 'Partners in a learning culture' strategy. It was developed as an outcome of the mid-term review of this strategy. The data analysis provides base benchmarks against which trends over the coming years, and up to 2005 (when the strategy is due to end), can be assessed. The data are all sourced from the national VET statistical collections managed by the National Centre for Vocational Education Research.
The implementation and management of recognition of prior learning (RPL) by registered training organisations following the introduction of Australian Quality Training Framework standards are reviewed in this report. Proposals to support registered training organisations' compliance with RPL in the standards are also included. The report is based on work commissioned by the Australian National Training Authority to identify and analyse the barriers that affect the implementation of RPL, and to advise the National Training Quality Council.