This report describes the range of outcome measures used in the VET systems and reviews a range of literature concerning these measures. The report identifies various perspectives on outcome measures - those of governments, of employers, of students and the broader community and how these perspectives influence the type of measures in use. The report covers research related to student outcomes, training markets and outcomes, reducing unemployment as an outcome, industry-oriented outcomes, industry investment in training, VET in schools and outcome measures in the broader context.
This report has been prepared as part of the Indonesia Australia Partnership for Skills Development (IAPSD) Program as a reference document about the technical and vocational education and training situation in Indonesia and in Australia. The overall goal of the program is to assist in improving workforce skills, so that skill formation arrangements better meet the needs of Indonesian industry.
The key problem explored by this research is whether initial vocational education and training and associated support services assist early school leavers to negotiate an effective transition from school to adult roles. The report also examines the gap between provision and demand for VET and associated services barriers, to full access and use of the available programs and services by the at-risk early school leavers.
This study has described contemporary policy relating to VET in Australia and has asked the question: to what extent do the current laws relating to VET support the development of a national system of vocational education and training? It concludes that while VET legislation is in a process of transition, it is broadly consistent in content and purpose across the range of jurisdictions. It can therefore be argued that the regulation of the provision of VET has been reasonably effective in supporting policy implementation in the sector.
This study compared costs of delivering workplace and TAFE-based courses in three industries - retail, hospitality and automotive. The data that were gathered provide an insight into the comparative costs of training and how they are distributed across governments, employers and trainees.
Provides a detailed insight into workplace competency profiles. In particular, what they are likely to be used for; who they should target; what they should consist of; benefits gained from their use; and what problems might be encountered in implementing them.
This synthesis of the 11 reviews of research brings together recent Australian research literature covering a range of key VET issues. Authors are drawn from a cross-section of Australia's foremost VET researchers. Topics include: aspects of enterprise learning in the workplace, returns to enterprises from investment in training, vocational education and small business, training markets, entry-level training, vocational education in schools, public and private training providers, flexible delivery, assessor training, quality assurance and the use of evaluation in the VET sector.
The review draws upon a wide range of published research relating to this area. The report makes an important contribution to the current competitive training market debate. Conclusions drawn are integral to current policy discussion.
This submission is a review of research literature in Australia since 1990. It focuses on the following seven issues: strengthening demand, information, intermediaries, increasing responsiveness of supply, funding of training, TAFE in a competitive training market, and regulation.
The review of recent Australian literature makes it apparent that more research will be needed in order to obtain a more comprehensive and coherent picture of the factors which influence the training market.
This review of vocational education in schools notes the challenge that the introduction of vocational education presents to a school system which has, until now, largely confined itself to delivering general academic subjects.
Explores current practice, policy issues and implementation experiences associated with the recognition of prior learning (RPL). Key issues include: the need for clarification of the term RPL,understanding competency as it relates to RPL, defining the audience to benefit from RPL, and charges for RPL services.