This report aims to research the importance of the transition from secondary school to higher education as the first year experience can have a major impact on later study options and participation. It questions how satisfied tertiary students are with their initial experiences of education at university and TAFE and what areas of their transaction have been difficult; looks into who are most likely to change course or institution, or to defer study or withdraw and the reasons behind these decisions; and examines the experiences of students from rural or isolated areas and indigenous students. Research report no. 40 This report, published by the Australian Council for Educational Research (ACER), is part of the Longitudinal Surveys of Australian Youth (LSAY) research program.
The objective of this project was to examine existing literature and national data to identify key factors in achieving quality outcomes from shorter duration apprenticeships and traineeships. It was found that apprentices and trainees undertaking programs of two years or less have a higher rate of non-completion than those doing longer training and this non-completion is the key issue related to the quality of outcomes. The study identifies four key factors affecting completion rates. Of these, the actions of stakeholders have greatest impact. Awareness of roles and responsibilities emerges as an issue for attention.
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.
This report is about employers and how they value and use qualifications in their business decisions. The research indicates clear differences in the value placed on and use made of qualifications by employers for different groups of workers and occupations. Qualifications are considered more important for higher-level occupations and employers use them predominantly to recruit new employees and to ensure regulatory compliance. Employers regard qualifications as a signal of potential for future learning and skills acquisition, not as a signal of immediate competence. Overall, employers drew a strong distinction between qualifications and experience, and favoured and valued the latter more in regard to many of their business decisions. The higher the level of enterprise change and innovation, the lower the level of value and use made of qualifications by employers. Also, small enterprises are more likely to be highly discriminating of qualifications and supporting development among their employees.
Seasonal work is crucial for the many rural regions reliant on seasonal industries such as agriculture, forestry, aquaculture and tourism. This report examines the diverse nature of the seasonal workforce in two locations and the approaches used in their training. The report finds that the seasonal workforce is diverse and has varied training needs. Like others marginally attached to the workforce, much of their training is informal. Seasonal workers have difficulty accessing formal training and having their informal learning properly recognised. More formal training approaches are particularly relevant for those making a career of seasonal work. Barriers for employers to formal training include lack of suitable customised training programs, a lack of awareness of available training, cost, complex funding arrangements, and a low value placed on such training. Enhancers to formal training include employers who encourage and value training for their workforce, the use of brokers to assist employers to access training, and training providers with in-depth knowledge of regional industry and enterprises to meet the diverse needs of seasonal workers, and legislative requirements.
The purpose of this study was to identify the relationship between requirements of particular jobs and, in the opinion of employers, formal qualifications. A large number of competencies were identified by employers as required for jobs to be performed well. Generally, this was significantly in excess of those needed to obtain a qualification at an Australian Qualifications Framework (AQF) level appropriate to the job.
This suite of overviews provides a comprehensive summary of each of NCVER's managed adult literacy and numeracy research projects funded in 2003.
This statistical compendium examines, firstly, vocational education and training (VET) students with a disability as a whole group, focusing on their participation levels, achievements and outcomes from VET, and identifies gaps and/or issues with the existing data. This is followed by a section dealing with people with different types of disabilities and a conclusion. The appendix contains detailed profiles, which can stand alone as fact sheets, for each disability type: physical disability, medical condition, vision disability, learning disability, hearing disability, intellectual disability, mental illness, acquired brain impairment, and other/unspecified disabilities. Also included is a profile on Indigenous people with a disability.
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.
This research was designed to identify how vocational education and training practitioners viewed learning style differences between students and how they took account of those differences in designing and delivering teaching. It involved surveys, focus groups and case studies in five TAFE institutes and one professional network of public and private trainers. The research found that teachers have developed a range of personal methods of identifying individual and group learning styles and a range of techniques to respond to them.
Australia's innovation capacity is, in part, reliant on its teaching workforce - to teach and promote new technologies to industry. This pilot study examines how vocational education and training (VET) teachers, in particular TAFE teachers, maintain the currency of their skills and knowledge base. It also explores their role in the development and diffusion of innovative practices and new technologies in the manufacturing sector. Despite the lack of recognition of TAFE teachers in national innovation policies and programs, they do provide a technology diffusion function. However, there are impediments to maintaining the currency of teacher skills and equipment, including inadequate capital expenditure on equipment, an aging teaching workforce and reduced access to professional development and return-to-industry programs.
This report presents issues associated with incentives for training existing workers in small to medium-sized firms, identified through a small sample of case studies from the retail, manufacturing, and building and construction industries. While the majority of employers recognise workforce skill levels are fundamental to the success of the business, their understanding and support of the national vocational education and training sector varies markedly. Employers and employees tend to prefer informal, on-the-job training because the returns to the enterprise are more immediate. Accredited training which is supported by employers and employees is mainly driven by external mandates, such as occupational health and safety, licensing and contractual requirements and industrial awards.
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.
Innovation, from high profile scientific discoveries to lower profile changes in processes or practices, is crucial to Australia's economic development. However, its impact on the wider community is usually relatively small. Promotion of innovation across all sectors is required to produce the biggest changes. This report focuses on the roles of the vocational education and training (VET) sectors of Finland and Singapore - countries with strong track records in innovation. It argues that a whole-of-government approach supporting a national innovation system could benefit Australia. Further, the national VET sector is ideally placed to have a more direct role in the promotion and diffusion of smaller scale innovations provided incentives in the form of specific funding are put in place. This activity could also enhance the sector's links with business, particularly small to medium sized enterprises and those in regional areas.
Discussion about Australia's ageing population has focused on the importance of increasing labour force participation rates of older people. This paper examines the influence of education and training on the participation of older people in the labour market, and the pay-off of undertaking education and training as an older-person compared to earlier in life. On the whole, the results indicate the more qualifications the better, and education, lifelong learning and training are beneficial to maintaining and increasing employment rates. Qualifications acquired later in life have as good, and in some cases, better, pay-off to employment-to-population rates for older age groups, suggesting education is an effective strategy for older people seeking employment. The authors also suggest that increasing education levels will partially offset the impact of ageing on labour force participation.
Future workforce planning in private and public enterprise requires reliable information on which projections are made. Currently limited information exists about vocational education and training (VET) professionals. This report consolidates two national studies on the TAFE workforce, and on VET professionals in private and public registered training organisations. The findings have important implications for workforce planning. Within the TAFE sector, the number of teachers aged over 45 is almost double the average for the Australian workforce, and the employment status is shifting from permanent qualified teachers to non-permanent teachers who are less qualified. Outside the TAFE sector, the credentials of VET professionals are also an issue.
The focus of the Western Australia correction system on more rehabilitation and the provision of skills is designed to assist offenders gain self-sufficiency. This report examines the study and work experiences of state prisoners before and during their incarceration and their expectations of post-release outcomes. It finds that differences in work and study patterns result from choices made by prisoners within the constraints of prisoner management plans, prison jobs and course availability, and their previous work and study backgrounds. Prisoners undertaking VET courses expect better labour market futures than those who are undertaking non-vocational education courses or prison work only.