This report explores some of the key issues associated with the assessment in VET and reflects on some possible solutions.
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.
This paper provides an account of the management strategies and processes that TAFE institutes use to evaluate their performance.
This literature review, undertaken for Australian Industry Group, shows how multiple variations and combinations of formal, informal and non-formal learning, accompanied by various government incentives and organisational initiatives (including job redesign, cross-skilling, multi-skilling, diversified career pathways, action learning projects, quality assurance arrangements, job rotations and mentoring programs), can be used to prepare workers to gain, maintain or progress through jobs.
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.
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 provides guidelines for the development, implementation and evaluation of programs which aim to give students experience in the workplace. It emphasises the importance of structured workplace training which leads to the achievement of specific objectives and learning outcomes. Also highlighted is the need to prepare students and employers for their specific roles in the training and assessment process, and to provide all participants with specific information of what is expected of them.