The gap is widening between knowledge generated through Australia's training system, and the skills demanded by employers.
Looking at the past can teach us about what directions the future can take. A group of prominent thinkers reflected on the Committee on the Future of Tertiary Education report (the Martin report) to offer thought-provoking ideas to spark debate and further fresh thinking on tertiary education.
In this audio interview, Francesca Beddie discusses her paper, What next for tertiary education? Some preliminary sketches, which presents some thought-provoking ideas from prominent tertiary education thinkers who came together to reflect on the Committee on the Future of Tertiary Education report (the Martin report).
Imagine a new landscape for education. Reflecting on the past, through the Martin report of the binary education system and the Dawkins reforms which unified the tertiary education system, Francesca Beddie looks at contemporary policy and future possibilities for tertiary education.
At age 15, background characteristics, like strong academic performance and a high sense of ability, overwhelmingly influence levels of school engagement, not a school’s attributes.
Around a quarter of young people in the Longitudinal Surveys of Australian Youth (LSAY) report moderate to high levels of financial stress, but other reasons appear to influence study outcomes.
The quality and rigour of assessments in VET have been key concerns for VET policy-makers, which questions the credibility of VET qualifications.
Assessing annual training participation targets requires accurate information but when the tool for measuring participation rates includes information that is updated every five years, how accurate are the estimations in the intervening years?
Manufacturing and retail industries tend to dominate in more economically vulnerable regions while it's the reverse for mining and construction.
Most disadvantaged learners enrol in lower-level VET qualifications as a starting point to re-engaging in education, which makes the transition to university less likely.
A series of refereed papers presented at the 22nd National Vocational Education and Training Research Conference 'No Frills'.
Personal reasons and family commitments predominantly drive labour mobility decisions.
It's not just about the money when moving location for work.
Employment-related reasons are the most commonly cited reasons for not completing an apprenticeship.
People undertake vocational education and training (VET) study for mainly employment-related reasons but are they ending up in their intended occupations once they complete their study? And if they are not, do they still find their training relevant?
Apprentices aren't what they used to be, or are they?
Enrolments have increased since the implementation of the Victorian Training Guarantee between July 2009 and January 2011 but has this first round of VET reforms led to improved outcomes for all learners?
Differences persist between genders in the uptake of physical and life science careers.
Parental influence plays a significant role in their children's educational aspirations.
Young people's intentions to pursue post-school study established in secondary school.