This research examines what high-quality VET delivery looks like in practice, how it is measured and what are the barriers and enablers for registered training organisations (RTOs).
This report is an interim publication for a project that outlines what is known about the quality of teaching, learning and assessment practices in Australian VET and how it might be better measured. It is based on a review of relevant literature and is a precursor to consultations with RTOs that are currently occurring in the next stage of the project.
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.
This paper examines initial VET teacher training from the late 1979s to the present, based on the literature and the author's personal experiences. While much has changed, many of the issues and approaches that are apparent in the early literature remain the same today. There is cause for optimism and the author proposes a number of approaches to improve the quality and relevance of initial teacher training. Such training is only a first step, however, and access to further formal training and professional development is vital to maintain and build teachers' skills.
This paper focuses on issues which affect the capability of TAFE providers to meet their clients' and stakeholders' needs and draws extensively on the reports of the consortium research program which examined ways to help build vocational education and training (VET) provider and workforce capability. The paper puts this research, most of which was completed in 2006 and 2007, into a contemporary framework. It suggests that TAFE providers need to be free of unnecessary central constraints to help them meet their strategic business needs. This includes more direct control of human resources matters and industrial relations.
This is a compendium of three reports. The first examines the size and attributes of the vocational education and training (VET) workforce using a variety of data sources. The second looks more specifically at TAFE's workforce. The final report considers the feasibility of a national VET workforce collection. The compendium updates earlier NCVER work on VET workforce numbers and characteristics. A short overview integrating the key messages from the body of work is also provided.
Organisational capability is recognised as a key to organisational success. The combination of human capital (peoples' skills and knowledge), social capital (relationships between people) and organisational capital (the organisation's processes), is central to building an organisation's capability. The presentation highlights the lessons learnt about building VET provider capability from an extensive two and a half year research program.