How do leaders in private providers juggle the educational and business imperatives of their organisation? Through interviews with senior leaders and managers, as well as employees from several enterprise, industry and commercial registered training organisations, this report examines this overarching question.
In light of recent developments in educational policy and the positioning of vocational education and training (VET) across the European Union, it was timely to explore these new directions and the lessons for Australian VET.
As part of a program of research examining the capability of vocational education and training (VET) providers, this study examines the career pathways of a wide range of VET employees. It found that careers in VET are characterised by high levels of mobility and self-directed career behaviour aimed at achieving two outcomes: job satisfaction and security of employment.
This study evaluates a selection of career development services available for young people. It examines the characteristics of the services provided, with a focus on career decision-making and the provision of information about vocational education and training (VET) options. The education providers and young people surveyed were generally satisfied with the services provided. However, it was agreed that information about VET options could be improved. A better understanding of the ways in which young people seek help will enhance accessibility to services.
This study examines the nature of the training activity of private registered training organisations (RTOs) offered to Australian students in 2003, based on data from a national sample of 330 RTOs. The study also provides estimates of the private sector's overall contribution to the total vocational education and training (VET) effort in Australia for that year. Private providers are diverse and cover a wide variety of types. Generally they are small organisations offering a wide range of programs; both accredited and non-accredited. While there are some issues relating to data quality, it is clear they make a substantial contribution to the overall Australian VET effort. It is estimated that, in 2003, private RTOs had about 2.2 million students, which compares with 1.7 million students in the publicly funded sector in that year. However, comparisons with the public VET sector are problematic because there are no estimates available of the training hours delivered by private RTOs.
The research investigated the learning preferences of New Apprentices and training preferences of their trainers in the manufacturing, community and retail services sectors, and outlines how this data can be used to inform trainers. The study showed that the preferred workplace features of trainers and New Apprentices in manufacturing were quite different from those in retail and community services. The nature of work and industry shapes what is expected to support learning in any particular workplace. The practicalities of industry workplaces mean that preferences cannot always be met, and hence the expectations of both trainers and New Apprentices need to be clarified early in their working relationship.
This report explores how learners, and the process of learning, were presented within a sample of courses that led to Certificate IV in Assessment and Workplace Training. This course was highly regarded by the graduates surveyed and found to offer a sound basis about vocational education and training (VET) teaching and learning. Nevertheless, the study suggests that approaches to learning that are promoted need to draw more extensively on processes which empower learners rather than seeing them as individuals with 'deficits' to be addressed. Ongoing debate and critical reflection among VET practitioners, as well as practitioner-led systematic inquiry into teaching and learning, are needed to promote the development of workplace-centred and attribute-focused learning in VET. This will be valuable as the new Training and Assessment Training Package qualifications are introduced.
Increasingly, vocational education and training (VET) practitioners work with industry and within private enterprises in arrangements that provide training for workers. This report, based on interviews with TAFE practitioners and managers, enterprise managers and on-the-job learners, highlights the expanding roles of TAFE practitioners in these training arrangements. It finds that in private enterprises TAFE practitioners introduce new elements to learning, provide support to managers and workers, build links between the organisation and TAFE and raise training standards. They also foster a learning culture, support individual workers, and act as a model of lifelong learning. The impact of TAFE practitioners' work is also analysed from the perspective of the enterprises, and findings indicate that it is valued by industry counterparts. However, the success of the training arrangement, which can significantly improve learning in the workplace, depends on establishing effective relationships between TAFE and industry.
Reforms to Australia's vocational education and training (VET) sector have had a significant impact on practitioners' work in public and private providers. This study analyses practitioners' perceptions of, and reactions to, the changes. The scope of these changes has been substantial and has required shifts to practitioners' habits, norms, skills and knowledge. While the greatest changes have been increased work responsibilities and shifts in relations with industry in particular, a key theme is the varied impact the changes have on VET organisations and practitioners.
This volume is a companion to Getting connected: Professional development of contract and casual staff providing flexible delivery - Volume 1. The detailed report of the project is contained in volume 1 while volume 2 contains the appendices.
The experiences of contract and casual staff 'getting connected' with flexible delivery and online learning technologies and engaging in professional development is the focus of this report. The study finds a significant proportion of professional development relies heavily on learning by doing, informal learning, and networking with colleagues.
Training packages are a key reform of the vocational education and training (VET) system. This report describes how the implementation of training packages has led to new, flexible approaches to training and assessment at six case study sites. It also shows this implementation has affected the role of registered training organisations, industry bodies, and enterprises. While most of these changes were positive, the case studies also revealed challenges experienced when these new approaches were implemented.
This study explored retention in apprenticeships and traineeships and factors that influence this process. The study is based on interviews with over 400 apprentices and trainees as well as with teachers, trainers and workplace supervisors. The study identifies a range of personal, industry, labour market, workplace and training factors that contribute to the likelihood of an apprentice or trainee completing their training. The study concludes with the view that retention is the collective responsibility of all parties involved - the individual, the employer and the provider of training.
This report summarises the views of Australian apprentices and trainees on their learning and assessment experiences in on- and off-the-job settings. It also examines through some 20 case studies the strengths and weaknesses of the approaches to learning and assessment that are being used today.
This report analyses the changing parameters of staff development that are emerging from the changing environment of VET in Australia. It illuminates the changed structure of the VET workforce and the differentiation of the roles of practitioners across different types of registered training organisations and it identifies the implications of such changes for the future design of staff development.
This report results from a study investigating the role of the workplace trainer. Workplace trainers are assuming an increasingly critical role in the provision of training opportunities as more and more training is expected to take place on the job. The report investigates the extent to which workplace trainers, especially in micro and small enterprises are ready, willing and able to meet their new role.
This study is an examination of both on and off-the-job sites as learning environments. The report analyses the relative contributions of the workplace and VET providers to the learning of apprentices and explores how these environments might best complement each other. It also identifies factors which determine whether or not integrated models of learning are supported.