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.
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 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 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.
This report explores the ways in which Indigenous Australians are learning through enterprise and small business development. It reveals that this learning will be more effective if it takes into account that Indigenous experience differs by location, with remote areas offering a significant challenge. Learning through Indigenous business is most effective where learning is tied to earning; the content is customised; it is carried out in parallel to real work; and is put into practice through employment in commercial business.
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.
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.
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.
This suite of overviews provides a comprehensive summary of each of NCVER's managed adult literacy and numeracy research projects funded in 2003.
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.
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.
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.
This paper provides an overview of the factors which influence and drive Australia's technical and vocational education and training (TVET) sector. It details the objectives of Australia's national strategy for TVET from 2004 to 2010, and key initiatives of the sector to meet the changing economic and technological environment: a review of training packages, and a review of the national standards for training providers. It also discusses issues facing the TVET sector, as identified in a paper published by the Business Council of Australia (2004). Further, an overview of the apprenticeship and traineeship system, which has expanded considerably in recent years, is provided. This paper was presented to the International Vocational Education Conference, October 2004, in Tianjin, People's Republic of China.
A highly skilled workforce is widely viewed as essential for prosperity in economies characterised by rapid technological change. However, the development of high level skills across the workforce is expensive and requires major investment from individuals, governments and employers. This report explores an alternative approach to estimating Australian employers' contribution to skills development of the workforce. The measure is based on the increase of workers' productivity as a result of learning skills on the job. Workers' productivity is obtained by observing how fast wages grow with additional years of general work experience and of tenure with the current employer. The author estimates that, on this basis, total investment in employment-based training is much larger than previously believed.
The level of enterprise expenditure on training in Australia appears to be growing, and now compares favourably with countries often held as models for national policy and practice. This report outlines a range of policy options employed internationally, including levies, leverage and partnership arrangements to enhance employer contributions to training. Ultimately, the authors find decisions about expenditure on training depends on employers' interests, values and commitments. If new policies are to be effective and build upon enterprises' commitment to training, it is critical they align with employers' needs, and receive enterprise commitment. For government, a key strategic policy goal is to improve employers' perception of the value of training to increase levels of expenditure.
Highly innovative organisations demonstrate six key characteristics. They create learning cultures which promote innovation as a core organisational capability; employ leaders who are 'failure-tolerant'; identify innovators; reward people who propose innovative ideas; use partnerships; and, promote innovation through teams. This report analyses how well vocational education and training (VET) providers employ the above characteristics. It finds VET organisations are making good progress as innovators, but this progress is uneven as three characteristics often dominate the building of innovation. Typically, VET providers identify innovators, develop partnerships and promote innovation through teams and communities of practice well. To develop innovation further, the author suggests VET organisations need to broaden the range of strategies they are using to promote innovation and offers practical steps to do so.
The Community Development Employment Projects (CDEP) scheme provides funds to help Indigenous communities in rural and remote Australia provide employment, skills development, and various essential and desirable municipal services. However, there is room to improve the range and quality of employment and community development activities available. There is also room for increasing the number of participants who engage in and complete courses leading to trade and other formal qualifications.
Vocational education and training (VET) can assist rural communities develop the necessary skills to survive and prosper in changing social and economic environments. This report investigates the implementation of training packages in five rural communities, and the strategies providers, community and industry stakeholders use to achieve positive outcomes. Providers in the rural communities reveal that flexibility is the key to successful training. However, some funding and delivery policies/regulations hinder their efforts. The authors find that policies and incentives that support collaboration will assist training diversity in non-metropolitan Australia.
Indigenous engagement with vocational education and training (VET) has improved significantly, but successful Indigenous completion rates are lower nationally when compared to the overall population. This report, based on an action research project, examines intra-institutional factors at four Queensland TAFE institutes to better understand and take action on issues affecting Indigenous completion rates. At policy level, the authors conclude mainstream programs require examination at three levels - intellectual, cultural and social - to develop effective responses to facilitate successful Indigenous completion rates. At organisation level, the authors recommend examination of organisational culture for consistency of values and beliefs, and practices in terms of content, teaching, support, and collaboration.
Communication and other literacy skills are vital to public safety organisations. This report investigates the impact literacy levels may have on the ability of volunteers to meet demands for more formal training and assessment. The role of these organisations to develop the skills of people in rural and remote communities is also considered. The research finds public safety organisations are important sites of adult learning, particularly for men. While the introduction of more formalised training presents opportunities, such as building community capacity, challenges also exist. Strategies to overcome potential barriers include developing training and assessment that relates to local situations, adapting training and assessment materials to suit learners, and including hands-on, practical training where possible.