This report provides details of the activities and experiences of the Year 9 class of 1998 in the Longitudinal Surveys of Australian Youth (LSAY) project at a single point in time. The reference period for this report is October 2004, when the modal age of the cohort was 21 years. textThis report, published by the Australian Council for Educational Research (ACER), is part of the Longitudinal Surveys of Australian Youth (LSAY) research program.
How experiences with the workplace while at school affect young people after leaving school is the subject of this report. The experiences include those gained through work experience, school-based New Apprenticeships, part-time work and vocational placements in VET in Schools programs. Specific areas explored include the views of young people on the value of the various workplace experiences; for example, in relation to their staying at school and their post-school-to-work plans and pathways.
It has long been accepted that adult literacy and numeracy is best taught and learned in real-life situations that relate to everyday needs. This means that opportunities for learning are everywhere, not just in formal learning situations. This report seeks to identify examples and principles of the successful integration of learning about adult literacy into Australian community and workplace settings. This fresh and critical approach leads the authors to draw a number of new and important findings about valuing and embedding a range of literacies into community and workplace activities rather than teaching literacy in isolation. It acknowledges that literacy and numeracy are fundamental to the growth of skills and networks, especially for communities who feel left behind and socially excluded.
This report explores access to vocational education and training (and university) currently and historically over the past 20 years. It reports that those young people most likely to miss out on vocational education and training include those with disabilities, young people still living at home, children from single-parent families and those families with a history of parental unemployment. Those individuals face patterns of 'cumulative disadvantage'. In addition, the report argues strongly for striking a balance between the pursuit of social and economic outcomes as being essential for community-based initiatives aimed at addressing access and equity in vocational education and training.
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.
Two well-established findings about employer-provided training form the backdrop to this research. First, the provision of training and its associated expenditure are highly variable across employers, notably by industry and employment size. Second, employer engagement with the formal system of VET is substantial, and growing, but a number of employers are not entirely satisfied with the system. This publication consolidates and synthesises a body of research conducted over the past few years on the topic of training provided by employers for their workforces.
Over the past decade, the Australian vocational education and training (VET) sector has focused on the outcomes of training in terms of qualifications and competencies. Up until this time there had been little information available on the value that employers place on qualifications and how they use them to contribute to the success of their business. This 'at a glance' synthesises recent research, which shows that employers do value qualifications, and see them as having three main benefits: to 'screen' candidates in the recruitment process, to meet compliance requirements, and to provide career development for existing workers. However, VET providers could encourage employers to view qualifications more favourably by linking them to skills required at work and by keeping costs down, especially of the assessment process.
Increasingly, vocational education and training (VET) practitioners work with industry and within private enterprises in arrangements that provide training for workers. This report, based on interviews with TAFE practitioners and managers, enterprise managers and on-the-job learners, highlights the expanding roles of TAFE practitioners in these training arrangements. It finds that in private enterprises TAFE practitioners introduce new elements to learning, provide support to managers and workers, build links between the organisation and TAFE and raise training standards. They also foster a learning culture, support individual workers, and act as a model of lifelong learning. The impact of TAFE practitioners' work is also analysed from the perspective of the enterprises, and findings indicate that it is valued by industry counterparts. However, the success of the training arrangement, which can significantly improve learning in the workplace, depends on establishing effective relationships between TAFE and industry.
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 study investigates where certificate I and II qualifications lead young people aged 15-24 years in terms of employment and further study. A prime motivation for young people undertaking these qualifications is to facilitate transition into the labour market. These qualifications are aimed at developing basic vocational skills or preparatory access skills. The findings indicate that certificates I and II graduates experienced reasonable employment outcomes in the 15 to 19-year-old group. However, overall, vocational and further study outcomes from certificates I and II qualifications among young people could only be described as fair. The study finds quite low rates of completing courses at certificate I and II level among young people.
This report focuses on New Apprenticeships. New Apprenticeships provide a pathway from school to adult working life for a significant proportion of young people. New Apprenticeships are based on a combination of study and work, linking learning in the workplace with learning in an educational institution. This report asks two questions: What, overall, are the character traits of young people who commence a New Apprenticeship? What are the entry requirements to access a New Apprenticeship? Research report no. 44 This report, published by the Australian Council for Educational Research (ACER), is part of the Longitudinal Surveys of Australian Youth (LSAY) research program.
This report focuses on Year 12 students who applied to go to university but were not offered a place. It also explores the social and educational backgrounds of these students. The main reason for students missing out on a place was due to a lower level of academic performance. The study found that by 2003, approximately 45% of students analysed in 2001 were engaged in post-school education and training; 24% were enrolled in a TAFE diploma course; 11% were in traineeships; six per cent were in a TAFE certificate course; and five per cent were taking part in an apprenticeship. Research report no. 46 This report, published by the Australian Council for Educational Research (ACER), is part of the Longitudinal Surveys of Australian Youth (LSAY) research program.
This report focuses on young people who are not in full-time study, nor in the labour force. It investigates two groups of young people who had experienced time outside of work and full-time education. The report looks at: who spends time outside the labour force and full-time study; what their activities are during this time; and what factors contribute to these young persons returning to full-time study or the workforce. Understanding these factors is important in identifying these young people early on so that time spent outside of the labour force or full-time study does not become a further disadvantage over time. Research report no. 45 This report, published by the Australian Council for Educational Research (ACER), is part of the Longitudinal Surveys of Australian Youth (LSAY) research program.
This study examines the linkages between vocational education and training (VET) and industry in China and Australia. It details each country's arrangements for the provision of industry advice to governments and discusses industry-specific programs and skill development activities, including apprenticeships. It notes how changes in the economic, political and educational philosophies of Chinese governments have affected the operation of the linkages there, and how industry associations and organisations can play a larger role in the training of the population. It also notes the importance of employer incentives for increasing the participation of industry in training.
New information and communication technologies are changing literacy practices at an unprecedented rate. As literacies are being transformed by technological change, electronic communication and the globalisation of knowledge, this poses new questions and challenges for literacy educators. Using a case study approach, this report examines the interaction between new and emerging digital technologies, adult learning and literacies for both educators and learners. The findings demonstrate that changes to teaching practices associated with the use of information and communication technologies are possible. Some important findings also provide a base for developing systematic and informed approaches to further adult literacy education in an age where literacy practices are increasingly mediated by the use of information and communication technologies.
It is well documented that individuals with poor verbal, reading and writing skills face disadvantages. However, many individuals with such difficulties lead successful lives. This project investigated the ways in which ten individuals have achieved success despite difficulties with literacy and learning.
This study focuses on the general question of the value of vocational qualifications to employers by considering three areas in which the economic value of vocational qualifications to employers is evident: in prerequisites specified in job hiring, in employment levels of people with different qualifications, and in the wage levels of people with different qualifications. The findings indicate that employers want people with qualifications when recruiting for some jobs, but experience is more valuable. Employers are more likely to employ people with qualifications but this depends on the level of qualification, age and sex. Employers pay more for people with qualifications but again, this depends on the type of qualification - schooling matters more than low-level vocational qualifications. Revised 20 October 2005.
This project investigates the uptake of e-learning in two countries (Australia and Korea) which have experienced a rapid expansion of the use of information technology in education and training. A key finding is that although e-learning can increase flexibility and cost efficiencies in the delivery of training, it cannot on its own guarantee successful learning outcomes for students. The way in which the teacher and the learner utilise the technology continues to be important.