This study provides a comprehensive picture of the way in which employers navigate the Australian training system and establish partnerships with registered training organisations. It provides insight into how practices have evolved over the last 20 years.
This good practice guide looks at developing and sustaining successful partnerships between employers and training providers, and the potential benefits and challenges of these partnerships.
This literature review looks at the different contexts in which adult language, literacy and numeracy are being delivered, who the learners are and the pedagogies in use, to elucidate what works best for whom and why.
This literature review focusses on the critical continuing development of the adult language, literacy and numeracy, and employability skills workforce.
This report is the final report of a three-year program of research that aimed to investigate what might constitute an effective continuing education and training system. This report discusses the final stage of the project and proposes ways forward.
An overview of young people using LSAY data and research is presented in this first edition of the LSAY annual report.
A snapshot showing how transitions for young Australians continue to change, based on the 2013 Longitudinal Surveys of Australian Youth annual report.
The gap is widening between knowledge generated through Australia's training system, and the skills demanded by employers.
Interviews with workers and managers show differences in their reasons for engaging in continuing education.
Literacy and numeracy skills are critical in the workplace and yet little is known in Australia about the extent of numeracy training required within a workplace. This study begins to redress this by investigating the qualifications, experience, and numeracy skills of language, literacy and numeracy specialists and vocational specialists—referred to collectively in this study as vocational education and training (VET) practitioners—working in the process manufacturing industry. A degree of mismatch is found between the skill required to address numeracy needs in the process manufacturing industries and the current capacity of VET practitioners in terms of their understanding of numeracy requirements, their qualifications, skills and experience.
This publication is a collection of summaries of research projects published by NCVER in 2012.
This report comes out of a three-year program of research that aims to investigate how best the tertiary education and training system might be organised to maintain the employability of Australian workers across their working lives.
In this interview, Steve Davis talks with co-author Kaye Bowman about the report ‘Workforce skills development and engagement in training through skill sets’.
This report aims to throw some light on the role that skills sets play in meeting the needs of clients compared with full qualifications, which are seen as the foundation of the vocational education and training (VET) system.
This report explores the movements that workers make in the workforce and whether there are any commonalities.
What would prompt people to undertake education and training in their mid-20s and beyond and what are the benefits? The authors investigate what motivates people to undertake education and training at more mature ages and the impact of this on their labour market outcomes. They found that males who undertake further education and training after the age of 25 years did so for reasons related to their current employment (for example, towards promotion or a different job), whereas for females a key motivator was simply getting a job. For both males and females, a sustained increase in job satisfaction following completion of the study was also found. Data from the Household, Income and Labour Dynamics of Australia Survey and the Survey of Education and Training was used in this report.
This report was prepared for the Department of Education, Employment and Workplace Relations to throw light on the growing trend of taking a 'gap year' between school completion and commencing university study.
This paper was a keynote address at the AVETRA conference held in Canberra in April 2012. Karmel notes that industry is arguably the key stakeholder in the Australian vocational education and training (VET) sector and discusses six areas of research which raise questions about VET and industry, either in terms of how public training funds are allocated or the educational principles on which VET is based.
As part of a three-year program of research, the authors are investigating how the training system might be more effective in providing continuing education and training across workers' lives, since the tertiary education and training sector is currently geared to entry-level training; that is, getting young people ready to enter the labour market. This working paper sets the scene for the next stage of research. It provides a description of current models of education and training which offer a framework for understanding the continuing learning needs of Australian workers.
Berwyn Clayton is the Director of the Work-based Education Research Centre (WERC) at Victoria University and the 2011 Researcher of the Year. This paper presents her keynote speech from the 2011 National VET Research (‘No Frills’) Conference and provides an insight into Berwyn’s journey from teacher to VET researcher. It highlights her interest in assessment and the capability of the VET workforce, and her dedication to supporting and mentoring new researchers.