This research examines the strengths and weaknesses of CBT as it is currently applied to the Australian VET system and whether there is cause to consider a broader approach to defining and describing competence and hence considering how best teaching and learning in VET is delivered and assessed.
This research examines the merits of VET for secondary school students (VfSSS) in preparing students for work or further training from the perspectives of students, parents, industry, and employers.
Part 3: examines the experiences of the traditional trade apprentice through findings from the 2019 Apprentice and Trainee Experience and Destination Survey.
This report uses an integrated dataset to investigate the post-school employment and training destinations of secondary school students who undertook VET for secondary school students (VET in schools) programs in 2011.
This report explores whether VET undertaken by secondary students equips them with the technical and non-technical skills required to successfully participate in an ever-changing world of work.
New research shows that five years after participating in VET in Schools, 87% of students were working, studying or both.
Nationally recognised vocational education and training (VET) in Australia predominantly consists of enrolments in training package qualifications or skill sets. This report examines the pattern of enrolments in training package qualifications to explore the uptake and utility of these qualifications.
Increasing competition in the vocational education and training sector over the last two decades means it is timely to understand how the market structure has changed.
What can Australia learn from how other countries regulate vocational education and training? New research investigates regulatory models and quality assurance frameworks applied to the training sector.
The quality and rigour of assessments in VET have been key concerns for VET policy-makers, which questions the credibility of VET qualifications.
This report investigates attrition in the trades by comparing the rate at which tradespeople leave their occupation with that of professionals. It also determines whether attrition is influenced by economic conditions, and if a trade can provide a good start to a career in the professions. The report concludes that attrition in the trades is no higher than in the professions; the rate of leaving particular occupations may vary, but overall the results between the two are very similar. The economic climate also makes little difference to the attrition rate.
This report looks at whether vocational education and training (VET) is equipped to meet the changing needs of the modern workplace.
The study looks at what factors encourage young people to pursue an apprenticeship. Information from students and courses indicates that the key drivers of apprenticeship uptake are intrinsic interest and academic ability. School students with higher academic ability are less interested in apprenticeships. In contrast, those who are part way through their apprenticeship are very positive about the experience, especially the enjoyment associated with learning new skills and future prospects for career progression and pay.
The importance of close connections between vocational education and training (VET) systems and industry is highlighted in this report. The report finds that any system of entry-level training, which aims to help students make a successful transition from school to work, must have support mechanisms and frameworks in place to enable accurate assessment of industry and labour market needs. From Australia's perspective, the Korean experience provides useful insights to improving school retention rates, and establishing formal pathways for VET students who are not undertaking apprenticeships and traineeships. From the Korean perspective, useful lessons include developing inter-sectoral linkages between industry and education, applying flexible teaching and training methods, implementing a national qualifications framework, and introducing apprenticeship-type arrangements.
Innovative companies in emerging industries have diverse and important training needs. This study examines the training requirements of emerging industries and the role Australia's vocational education and training (VET) sector plays to develop further employees' skills and knowledge. As innovative companies often operate at the leading edge of their technological fields, the training they require is highly specialised and sometimes unique. While the VET sector already provides customised training for employers, there are opportunities for the sector to advance the currency of its knowledge, develop programs to deliver special training, and extend the expertise and knowledge of its teachers.
Queensland is leading Australia in offering vocational education and training (VET) options to students through the VET in Schools program, and has the highest rate of school students enrolled in technical and further education (TAFE) institutes. However, the success of such initiatives is dependent on the ability to transfer qualifications gained (part or full) across educational sectors. The report suggests adopting a state-wide approach to generating better articulation and credit transfer arrangements, combined with financial assistance for schools, TAFE institutes and universities to develop innovative inter-sectoral arrangements.
During the past decade both Australia and China have implemented reforms to their educational systems to develop labour force skills for the new globalised markets. This report describes the major features of the vocational education and training sectors in China and Australia, and their strategies and reforms, with emphasis on links between secondary and post-secondary vocational education and training.
This short publication examines mechanisms used by training providers to develop industry linkages through a series of case studies. Its particular focus is the hospitality information technology and electrical/electronics industries.
This comparative study describes the vocational education and training systems of Korea and Australia. Its particular focus is on the linkages between training providers and industry in both countries. Researchers from the Korean Research Institute for Vocational Education and Training and the National Centre for Vocational Education Research have collaborated in conducting the research and writing this book.
This booklet is aimed at teachers of vocational education and training. It outlines the way we learn new information and provides information on programs which involve students in self-paced learning activities via online learning, video-conferencing, distance learning and campus-based flexible delivery programs. Teacher perceptions of the advantages and disadvantages of the methods provide valuable insights into how to go about implementing and modifying programs to achieve the best results for students. Also included is a model for developing, implementing and evaluating self-paced learning programs.