This summary brings together the findings from two research projects looking at the aspirations, intentions and choice of students considering vocational education and training.
This research summary provides evidence of the changing nature of apprenticeships over a 20-year period (1996–2016), with a focus on a comparison of trade and non-trade apprentices and trainees.
This paper captures the views arising from a symposium held on 9 August 2016, at which participants considered training product reform from the perspective of industry, educators, students and regulators.
Using the framework developed by NCVER, this case study evaluation reveals the extent to which NCVER's publications are influencing policy and practice in the vocational education and training sector.
The nature of apprenticeships is changing. Uptake of recognition of prior learning and the impacts of the earlier completion confirms there is considerable demand for alternative pathways into a trade.
The gap is widening between knowledge generated through Australia's training system, and the skills demanded by employers.
Personal reasons and family commitments predominantly drive labour mobility decisions.
An increasing and important requirement of any funded research program is the ability to demonstrate that it is relevant and useful to public policy and to practitioners. This study takes the framework NCVER developed for measuring research impact to assess the outcomes from research and activities funded under the Longitudinal Surveys of Australian Youth Research Innovation and Expansion Fund. It finds that the purpose of the fund, to start a ripple effect in the use of the LSAY data, was met, and that the research undertaken had strong resonances in the media as well as proving useful to government officials and practitioners working in the area of youth transitions.
Assessing the impact of research in the social sciences is important in demonstrating that the research is useful and has been used. This good practice guide firstly provides indicators of how to best assess impact across four domains - producing knowledge, building the capacity of researchers and end users, influencing policy, and influencing practice. The guide secondly discusses ways to maximise the impact of research such as approaches to dissemination, using contacts and networks (including end users), knowledge translation, and developing programs of research.
Ensuring all Australians have equal access to education has been a key driver of state and federal governments since the late 1980s. 'Lifting' skills of individuals through education, training and employment is an integral focus of public policies to redress disadvantage and improve social inclusion. Using Australian and international research, this At a glance explores how vocational education and training system responds to and fosters the social inclusion policy agenda.
How the trend towards an integrated tertiary sector impacts on the way NCVER thinks about its research and statistical activities is briefly considered in this discussion paper.
This study examines where and how NCVER's research has influenced vocational education and training (VET) policy and practice.
Recognition of prior learning is a process whereby people have the skills and knowledge they have developed outside the formal education system assessed and valued against qualifications frameworks. This publication gives an overview of recent research into recognition of prior learning within the Australian vocational education and training system.
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.