This report focusses on the implementation of vocational education and training (VET) in schools over the period 1996-1999. The report is comprehensive and provides an overview of school-based VET, historic and international aspects of vocationalism in secondary schooling, policy influences on the implementation of VET in secondary schools in Australia, a statistical description of VET provision in Australian secondary schools, a description of school-level implementation, discussion of cost and resourcing issues and then a suggested blueprint for school-based VET. Part 2 elaborates on the major findings and issues presented in part 1 and is available as a pdf file only.
This study evaluates the effectiveness of online delivery of education and training in Australia. It reviews appropriate literature and research in order to identify, answer and address a range of controversial issues that inform the design and delivery of VET online.
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 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 is based on 14 case studies of schools in small rural communities in Victoria, Queensland and South Australia which are committed to the development and implementation of VET programs that are specifically tailored to meet the needs of the students and the community. The schools which took part in the study were chosen for participation on the basis of consultation with a range of rural education organisations in each State. These schools were identified as having established and well-regarded VET practices.
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.
Goozee's popular title has been revised and updated again. It provides an historical account of the development of Australia's public vocational education and training from its roots in the late 19th century to the end of the 1990s. This third edition has added a chapter on TAFE in the 1990s, covering such issues as the review of the ANTA Agreement, new apprenticeships, user choice, the National Training Framework, the West review and changes to the State and Territory TAFE systems. It also contains a section on the future of TAFE. This publication is a must for anyone interested in the history of TAFE and vocational education in Australia.
The report outlines the major research into literacy and numeracy as related to VET carried out during the 1990s. To do this, it brings together work relevant to the development of notions of literacy and numeracy generally, but focussing on the adult context. It deals with the complexities of the relationships between VET and workplaces and schools as well as the language, literacy, numeracy relationship. The report includes relevant policy developments and practice in the field. All this is seen within a framing of human and social capital and lifelong learning.
This study examined the advantages and disadvantages of cross-sectoral provision of tertiary education and training. It found that cross-sectoral collaboration could be improved by the development of a coherent national lifelong learning policy, and addressing 'cultural' differences between the various sectors. None of this was assisted by the sources of funding for tertiary education being divided between levels of government. Other obstacles included competition for students, tightly regulated profile negotiation processes in the VET sector and the use of non-graded approaches to competency assessment. Nevertheless, some staff in both the university and VET sectors are working very hard to collaborate and to create opportunities for students to study across sectors. These efforts lay the basis for a more unified tertiary sector and improved opportunitites for lifelong learning.
This is a workshop presentation given by the then Managing Director of NCVER, in August 2000 in Beijing, China.
This report provides a review of the equity and access policies in schools, vocational education and training, higher education and adult community education and argues that government equity strategies could be improved by: targeting low-SES students within all equity groups; identifying two new target groups: those with low skills and the long-term unemployed; reporting performance in a way that focuses on the outcomes (in addition to the outputs) of education and training; strengthening pathways to employment from education and training.
This report looks at students' and teachers' perceptions of initial vocational education and training. It also reveals how students engage in learning in education and training, provides a description of current teaching practices, and shows the influences which shape learning and teaching in initial VET.
The study analyses the 1997 TAFE graduate destination survey to explore issues concerned with the employment outcomes from vocational education. The study focuses on earnings and occupations of male and female graduates. The research addresses questions such as why is there a gap in full-time earnings between male and female graduates; why does gaining a TAFE qualification appear not to provide a relative benefit for some female graduates in some industries; is occupational gender segmentation the reason for differences in male and female graduate earnings; is the VET system reinforcing occupational gender segregation by encouraging males and females into different streams of study. The study presents findings based on analysis of national data and also includes findings on an industry by industry basis.
This report develops and applies a methodology to analyse the flow of students through TAFE courses based on national VET data collected for the period 1994 to 1996. While it is important to note that not all those who enrol in a course intend to complete it or may recommence their studies later, it was found that most students leave with a positive outcome. There is also very little difference in outcomes based on gender. Success rates vary substantially by both stream and field of study. Age is also a factor but the pattern is complex. Partial completion of courses is significant and illustrates the flexibility of the TAFE system to accommodate the needs of those who wish to acquire skills and competencies rather than qualifications. Concentration on qualifications alone may therefore seriously underestimate the skill base of the Australian workforce.
This report investigates the attitudes and aspirations of school students about their post-secondary education and work. It is based on data from a survey of over 7000 Years 10, 11 and 12 students in NSW, WA and Victoria. The research found that students' intentions are strongly influenced by socio-economic background, geographical location and gender. The study measured socio-economic background by the highest level of education achieved by parents and found that differences in socio-economic background are the major factor in student perspectives. The report also found that VET does not have a high profile among school students and TAFE courses do not enjoy the status associated with degree courses
The outcomes of this project were intended to facilitate and contribute to further research into the movement of students in both directions between TAFE and university and into cross-sectoral credit transfer arrangements.
This report considers how mentoring and mentor-like schemes can be developed by educational providers for the benefit of student learning.
This publication provides an overview of research findings on the pathways young people take when they leave school. Also examined are data from the Australian Bureau of Statistics which track the labour market outcomes of young people.
This report documents an investigation of the ways in which VET students in the 1990s are combining both study and work in preparation for future long-term career paths.
The changing nature of indigenous involvement in vocational education and training (VET) over the past decade is one of the most remarkable transformations seen in Australia's educational history. The number of indigenous peoples in VET has grown from just a few thousand in the 1980s to almost 45 000 in 1998. Inequality between indigenous peoples and other Australians in overall participation in VET has now been eliminated. VET providers, particularly TAFE, have opened their doors to indigenous peoples. They have responded and are enrolling in VET courses in record numbers. They are staying in the programs and successfully completing them in greater numbers than ever before. However, there are still many issues that need to be addressed such as balancing representation across courses, improving pass rates and employment outcomes and reducing withdrawal rates. This study suggests strategies that focus on more appropriate provision of courses and improving the outcomes achieved by indigenous students.