The purpose of this study is to evaluate, from a national perspective, the impact and outcomes of market reform in vocational education and training (VET), particulary the introduction of competitive tendering and 'user choice'. It does so by examining the structure, composition and dynamics of contestable or 'quasi-markets' for VET, assessing the impact and effects of market reform on providers and clients, and evaluating the outcomes, both intended and unintended, of market reform in VET.
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.
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.
This report investigates factors that influence the decision-making process of applicants and the outcomes of post-school applications using the 2001 Survey of Education, Training and Information Technology. It finds that inability to obtain any place at a university or vocational education and training institute in 2001 was very low, but considerably higher in terms of getting a place in a preferred course at a preferred institution. The report adds to the understanding of what is known about the prevalence and causes of unmet student demand for tertiary education, a sensitive issue which is often not well understood.
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.
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.
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.
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.
Some students, who complete a preparatory or pre-vocational course in the vocational education and training (VET) sector, re-enrol in the same 'enabling' course or at the same level of qualification in following years. Findings of this report indicate that re-enrolling in enabling courses offers positive outcomes. Students who re-enrol in enabling courses are either undertaking more advanced courses within the same level of qualification, studying to retain or improve their skills, or to gain further skills and experience to progress within the VET system or into the workforce.
This volume is a companion to 'The funding of vocational education and training for students with disabilities: Volume 1'. The detailed report of the project is contained in volume 1 while volume 2 contains the appendices.
This report provides a statistical overview of Indigenous peoples' participation and outcomes in vocational education and training (VET) over the period of implementation of the Australian National Training Authority's 'Partners in a learning culture' strategy. It was developed as an outcome of the mid-term review of this strategy. The data analysis provides base benchmarks against which trends over the coming years, and up to 2005 (when the strategy is due to end), can be assessed. The data are all sourced from the national VET statistical collections managed by the National Centre for Vocational Education Research.
This volume is a companion to 'Making experience work: Generic skills through the eyes of displaced workers - Volume 1'. The detailed report of the project is contained in volume 1 while volume 2 contains the appendices.
This report provides a description of the full range of adult and community education (ACE) services and clients; an analysis of ACE outcomes and contributions to lifelong learning for its range of clients; and a discussion of issues that might be considered relating to valid and reliable national data collection and reporting for ACE. Representatives of 40 ACE providers across Australia were interviewed for the project.
During the past decade both Australia and China have implemented reforms to their educational systems to develop labour force skills for the new globalised markets. This report describes the major features of the vocational education and training sectors in China and Australia, and their strategies and reforms, with emphasis on links between secondary and post-secondary vocational education and training.
This report examines the prospects of adults over 25 in the traditional trades. Aided by companies around Australia, researchers have studied adult opportunities to qualify and work in these trades. A companion volume, 'Getting adults into the trades: Case studies', is available on NCVER's website.
This report builds on and extends earlier work examining the key drivers that affect the quantity and nature of training undertaken by Australian enterprises. It focuses on enterprises in the entertainment related and process manufacturing industries and explores how they view training and its importance within their overall operating structure.
This publication provides a synopsis of the issues surrounding attrition in apprenticeships and traineeships, as identified in recent research reports. An analysis of recent NCVER data relating to completion levels has also been incorporated.
An exploration of possible reasons why some students who enrol in VET do not complete their courses. Using interviews with past students and statistical evidence of course enrolments, author Peter Grant provokes an in-depth discussion of the factors that complicate any analysis of course completion. His report makes a valuable contribution to our understanding of the issue of course completion in the VET sector as well as the methodological issues that need to be considered in any such study. The pattern that emerges shows a complex interaction of personal and practical factors why students leave vocational courses before they have completed their qualification.
This project investigates the usefulness of institutional data collections for monitoring student pathways between the following education sectors: schools, VET, higher education and adult community education. The main purpose of institutional data collections is to gather data for administrative as well as policy and planning purposes. The purpose of this project was to identify areas in which the current collections could be enhanced from the perspective of researchers who use the data.
This report relating to the participation of women in the vocational education and training (VET) sector during 1999 was commissioned by the Ministerial Council on Education, Employment, Training and Youth Affairs, Vocational Education, Employment and Training (MCEETYA VEET) Women's Taskforce. Production of the report was funded by the Australian National Training Authority (ANTA. The purpose of the report is to provide an analysis of existing data from the national data collections and other relevant information to enable an assessment of the participation of women in VET in 1996 and 1999. In addition, the report also provides detailed information of participation of women from the various target equity groups in VET.