Vocational education and training (VET) programs for young people in schools have significantly expanded over the past decade. This report investigates stakeholders' views on school-based vocational programs in New South Wales and Queensland schools from 2000 to 2002. It examines the objectives and expected outcomes for students, school VET coordinators, trainers and employers. The research finds considerable diversity in implementation at the local level, while at the broad level the two main objectives of facilitating transition between school and work and providing a highly skilled workforce are common for all stakeholders. Challenges facing the implementation of a school-based VET program are summarised and solutions offered.
A stocktake of issues and activities in vocational education and training in schools through the perspectives of the published literature and policy documentation between 1997 and 2003 is the subject of this report. It identifies progress made and concludes that vocational programs in schools are meeting expectations and have achieved a legitimate place in the school curriculum, but that several implementation issues remain.
The development of a uniquely Australian system of innovation and its relation to the vocational education and training (VET) system is considered in this discussion paper. It asserts that the Australian system of innovation fits the pattern of incremental innovation and diffusion of technical knowledge. It focuses on arrangements prior to the formation of the technical and further education system in the late 1970s. It concludes that the diffusion of knowledge and the development of a workforce capable of developing innovative local technical solutions has long been the domain of VET institutions in Australia.
This book of readings combines the results of a body of research on the funding and financing of vocational education and training (VET) in Australia. Funding arrangements, or how money is distributed, are described in the first section of this book and includes chapters on allocation of funding by state training authorities, the effects of market reform in the VET sector and funding for various disadvantaged groups. Financing, the subject of the second half of the book, refers to how money is raised. In this section the various contributions to costs of VET by government, employers and individuals are discussed, as are various methods whereby funds are attracted to the sector, for example, TAFE fees and charges and various mechanisms designed to increase employer and individual investment.
Indigenous Australians participate in training for many reasons and achieve a range of outcomes. This systematic review of existing research focuses on the key factors required to ensure Indigenous people achieve the outcomes they aspire to personally and for their communities. It provides evidence to enable vocational education and training policy-makers and practitioners to act and move forward in developing training that meets the aspirations and needs of Indigenous Australians.
This publication presents the results of a comprehensive research program on Indigenous Australians in vocational education and training (VET), along with feedback from over 200 people who attended the NCVER Research Forum on Indigenous VET in August 2005. The planning and implementation of the research strategy and the forum were undertaken in a partnership between the National Centre for Vocational Education Research and the former Australian Indigenous Training Advisory Council of the Australian National Training Authority Board.
Ensuring that people have the appropriate level of numeracy skills is particularly important in jobs which involve a risk to public safety and the environment. This research investigates the job-related numeracy requirements in the chemical spraying and handling operations of the horticulture, local government, outdoor recreation and warehousing industries. Findings from this study indicate that the worksite influences both the type of numeracy skills needed as well as how they are deployed. Numeracy in the workplace differs from formal, rule-based abstract mathematics taught in school and requires training that is relevant to the specific applications of the skill. Implications for the future practice of teaching numeracy on the job are offered and highlight the need to consciously develop critical thinking, learning-to-learn, planning and problem-solving skills in workers.
This paper investigates the strategies and practices used by institutions worldwide to develop the professional experience of teachers and practitioners. It also explores successful models for ensuring that staff development provides a way of maintaining relevance in an increasingly complicated and globalised training market.
New ways of thinking about how language, literacy and numeracy skills are taught has coincided with a fundamental policy change in the vocational education and training sector. A major development has been the integration of literacy, language and numeracy skills into vocational training. The complexity of the issues makes it important to gain a better understanding of what actually happens in Australia, especially in the workplace. This study explores how training practitioners are using the reforms in the national training system, and their knowledge of new approaches to teaching and learning to integrate language, literacy and numeracy into workplace training programs in the community services sector. Although the study is small scale, it provides an informative snapshot of how a number of providers are integrating language, literacy and numeracy into vocational programs.
This booklet gives teachers and trainers in vocational education and training some easily digestible information about learning styles. It provides practical tips on how to identify students' learning styles, and how to respond to individuals and groups based on their preferred methods of learning. There is not a 'best' theory about learning styles; however, understanding learning styles theories helps teachers to observe their students more systematically and be more methodical in experimenting with alternative teaching approaches.
How employers perceive, use and value vocational education and training qualifications is an important, but also complex, issue. This report captures the views of a small number of employers within 14 different companies, over eight industries. The broad conclusion is that employers place high value on learning and capability and competence, irrespective of whether this leads to, or is reflected in, qualifications held. The detailed findings offer valuable insights for both employers and providers.
This report aims to provide a clearer understanding of how and why enterprises use nationally recognised type of training. It finds that an enterprise's decision to engage in recognised training is not made lightly and decisions are made afresh each time a new training need arises. Successfully embedding training in enterprises involves a three-phase process - engagement, extension and integration. In most cases, it is dependent on: positive initial engagement; extension of training through a 'VET evangelist' who 'sells' the benefits of recognised training and persuades management; and, integration of competency standards associated with recognised training into many human resource processes. The availability of funding strongly influences whether enterprises use recognised training. However, one of the key reasons why more enterprises have not taken up this training is lack of awareness.
A systematic review of research is a decision-making tool for policy and practice. It is a piece of research in its own right, using explicit and rigorous methods that follow a standard set of stages: to identify; critically appraise; and synthesise relevant research (both published and unpublished) to answer a specific question. This report documents the establishment of NCVER's own eight-step model for future systematic reviews of research.
This report investigates the characteristics and motivations of students who do not complete the training course they enrol in. It finds that non-completion is associated with poor educational background and unemployment and also finds that the numbers of students who leave vocational education and training without any achievements are over estimated, and improvements to data systems are needed.
The National Reporting System (NRS) was developed to report the outcomes of English language, literacy and numeracy provision in Australia's vocational education and training and adult and community education sectors, and in labour market programs. Since its introduction, however, the NRS has been used as more than a reporting tool. It has also been used for setting standards and for curricular and assessment purposes. This publication, based on a literature review and interviews, examines the strengths and weaknesses of the NRS and identifies options for more in-depth exploration and development in a full review of the NRS. This scoping study finds there is considerable support for the NRS, but that it needs to be updated.
Movement in Australia's tertiary sector - between and within higher education and vocational education and training - is a key feature of Australia's post-compulsory education system. This report investigates the extent and nature of student traffic between the two sectors, nationally and in South Australia from 1997 to 2002. Movement from university to VET was dominated by women and mature-aged students studying part-time, and the move occurred some time after completing university. Often they chose to study in a different field of education to improve their prospects in their current career. On the other hand, VET to university students tended to be younger and studying full-time, and the move to higher education tended to occur soon after completing VET. Usually they chose to study in the same or a similar field of study to retrain for a different career.
Research messages 2004 is a collection of summaries on all research projects published or completed by the National Centre for Vocational Education Research in 2004. It is the first year such a product has been produced by NCVER. The summaries are clustered under five broad themes used by NCVER to organise all of its VET research and analysis: Industry and employers; Students and individuals; Teaching and learning; VET system; and VET in context. Fifty-six pieces of work are included and each summary provides details of how to access the full research report.
Reforms to Australia's vocational education and training (VET) sector have had a significant impact on practitioners' work in public and private providers. This study analyses practitioners' perceptions of, and reactions to, the changes. The scope of these changes has been substantial and has required shifts to practitioners' habits, norms, skills and knowledge. While the greatest changes have been increased work responsibilities and shifts in relations with industry in particular, a key theme is the varied impact the changes have on VET organisations and practitioners.
Financing vocational education and training, as part of Australia's commitment to lifelong learning, will become a greater challenge as increased spending on other public services, such as health and welfare caused by an ageing population, constrains government education expenditure. This report examines a range of mechanisms to encourage individual contributions to and participation in vocational education, drawing on international examples, and presents available findings about the effectiveness of these mechanisms in the Australian context. The research suggests learning accounts and paid educational leave offer the most potential. Mechanisms must offer incentives for individuals to invest, preferably in conjunction with incentives for employers, such as taxation breaks and superannuation.
Vocational education and training (VET) programs for young people in Australia have significantly expanded over the past decade. This publication provides an overview of research into the VET options available to school-aged people. It also details the emerging social benefits and outcomes of undertaking recognised VET options. The challenges which face the implementation of vocational education in schools are also summarised.