Pathways, aspirations, access to education and training and VET reform – just some of the topics covered in this selection of refereed papers presented at the 2014 conference.
Responding to emerging skills demand can be achieved by improving perceptions of career options, skills development and stronger partnerships with providers.
A series of refereed papers presented at the 22nd National Vocational Education and Training Research Conference 'No Frills'.
Berwyn Clayton is the Director of the Work-based Education Research Centre (WERC) at Victoria University and the 2011 Researcher of the Year. This paper presents her keynote speech from the 2011 National VET Research (‘No Frills’) Conference and provides an insight into Berwyn’s journey from teacher to VET researcher. It highlights her interest in assessment and the capability of the VET workforce, and her dedication to supporting and mentoring new researchers.
This paper was presented at the joint Skills Australia and Industry Skills Councils 2011 conference, , at the Crown Conference Centre, Melbourne. It addresses the challenge of measurement in workforce development planning, and discusses the role of the various players in labour markets and the information they need to make optimal decisions.
This paper was presented by Robin Shreeve at the NCVER Research on Toast seminar in March 2009. It briefly compares the vocational education and training (VET) sector in Australia with its equivalent in England, which is known as the skills or further education sector. The paper then outlines two key aspects of the English VET sector which might be of use to Australia: using course completion rates as a key performance measure at all levels of the VET sector; and using vocational 'foundation degrees' as a way for students to articulate between the VET and higher education sectors
Recent research in the vocational education and training (VET) sector shows that students are gaining a range of benefits from their studies, beyond expected course outcomes. Students are developing new networks, and gaining confidence and self esteem through the respect received from their teachers and classmates. For some students, these advantages help them to find work and interact more easily with those around them. The networks and trust developed by students can also be referred to as 'social capital'. While many students are gaining social capital outcomes incidentally, these outcomes can also be actively developed. This paper discusses the concept of social capital and examines the link between social capital and VET. The paper also outlines ways in which social capital can be developed through VET courses and partnerships. The research shows developing social capital can be particularly helpful for marginalised young people.
A history of performance measurement for the vocational education and training (VET) sector, beginning with the creation of the Australian National Training Authority in 1992 and ending with what we know of the current reforms. As well as discussing the various measures, the paper looks at the challenges that are brought up by indicators and makes some suggestions for indicators for the VET system.
Delivered as a keynote address at SEAMEO Vocational Training and Education Research and Networking Conference in Bali, July 2008, this paper considers the role of evidence in public policy and how research can contribute to better policies and innovations in practice. It argues that the right institutional and cultural settings need to be in place before research can play its proper role in policy-making.
This paper presents a series of stylised facts from the research literature on vocational education and training and older people. It includes the following topics: Education is front end loaded; VET is really important in providing older people a second chance; Increases in educational participation of older persons have been very modest; Education makes a large difference to workforce engagement of older people; Qualifications obtained later in life appear to pay off, at least in terms of workforce engagement; ...but training is no panacea; Skills learnt on the job are very important; and Attitudes of both employers and employees create barriers for training for older people.
To mark the occasion of our 25th anniversary, NCVER brought together policy, industry and academic leaders to reflect on the role that research and statistics have played in the development of Australia's vocational education and training (VET) sector. This publication includes the original papers by the speakers at the event, accompanied by discussant reflections. The publication will be of interest to those wishing to understand the development of a VET statistical and research capacity in Australia.
This paper investigates the strategies and practices used by institutions worldwide to develop the professional experience of teachers and practitioners. It also explores successful models for ensuring that staff development provides a way of maintaining relevance in an increasingly complicated and globalised training market.
This paper was presented to the Australasian Evaluation Society International Conference, in Auckland, New Zealand, on 18 September 2003. It highlights the success of the National Vocational Education and Training Research and Evaluation (NVETRE) program in contributing to policy and planning in Australia.
This paper provides a history of the research effort in the sector and examines the roles it can and does play in policy formulation and critique, as well as informing practice.