Search

This paper summarises factors and emerging trends for higher education following from the disruption caused by the coronavirus pandemic and the responses of providers and governments. It is framed as a provocation to stimulate discussion about futures for higher education in Australia and beyond following the immediate COVID-19 disruption. While the evolving response to the pandemic makes prediction fraught, to provide concrete indication of the trajectory of many trends this paper draws on research into and past experience of similar economic, political and social 'shocks' to the provision of higher education in advanced economies. It examines how the coronavirus pandemic is magnifying existing pressures for universities and how it is providing new possibilities. The first section summarises ten trends and their associated drivers. Based on a PESTEL analysis, it includes codes for each item to signal the associated key factors contributing to the trend, including (P)olitical, (Ec)onomic, (S)ociocultural, (T)echnological, (L)egal and (En)vironmental. For each trend, we outline several implications for higher education provision in Australia. The second section synthesises these implications into a range of outcomes and questions.

This research report is intended to provide the National Languages Institute of Australia (NLIA) with an overview of the issues demanding attention in the fields of interpreting and translating. While interpreting and translating have received attention in major language policy reports, subsequent language policy implementation has rarely encompassed these issues. This report argues that the NLIA could have a significant policy and practical role in evaluating present needs related to interpreting and translating and addressing problems in the field. The project described reviews major policy documents on language service organization and review; outlines institutional development in the interpreting and translating field in terms of language services, courses, professional issues, and the private market; and identifies some major policy issues. Recommendations to the NLIA based on these analyses are included. The paper is organized into several topics: interpreting and translating in the context of the NLIA and the National Policy on Languages; the history and current status of interpreting and translating in Australia; and relevant policy issues. Appended items describe persons consulted for the report, a telephone interpreter service, and a interpreting/translating and language aide course accredited by the National Accreditation Authority for Translators and Interpreters. (Contains 58 references.) (JP)

This work asks one simple question: "how reliable is the method used by the National Centre for Vocational Education Research (NCVER) to estimate projected rates of VET program completion?" In other words, how well do early projections align with actual completion rates some years later? Completion rates are simple to calculate with a cohort of students who start together in a very short program with a defined end date. The context in vocational education and training (VET) is, however, far more complex. Program lengths vary and may span several years, students commence at different times and many study part-time. Waiting for all students to complete or "drop out" of their training before calculating an actual completion rate gives a reliable answer, but is somewhat impractical. This paper summarises the key findings from a technical review of the validity of the method long used by NCVER in estimating projected completion rates for government-funded VET programs. This analysis required the interrogation of large longitudinal data sets with tens of millions of enrolments over multiple years. The outcomes are revealing because of ever-high interest in completion rates as measures of the efficiency and effectiveness of the VET sector. Key findings include the following: (1) The method long used by NCVER for estimating VET program completion rates using data from the National VET Provider Collection is shown to be reliable and aligns well with actual rates of completion for historical estimates; (2) Given that it takes a number of years for actual rates of completion to stabilise, the method is well suited for inclusion as part of any method of assessing completion rates, where the projected completion rate method is used to estimate rates for the most recent years and actual rates used for prior years; (3) The technical review has also shown that the current predictive method can be improved by defining a program's commencing year as the year it first appears in the National VET Provider Collection rather than using the commencing flag variable; and (4) It is anticipated that the incorporation of unique student identifiers into any preferred methodology, and its extension to total VET activity, can be phased in from the collection of 2017 training activity. "The Current Method for Projecting Rates of Completion: A Working Example" is appended.

Quality outcomes from vocational education and training (VET) are fundamental to ensuring a skilled workforce and supporting a productive economy. In a competency-based training system, assessment is the gatekeeper for quality. Audits undertaken by the Australian Skills and Quality Authority (ASQA) have identified concerns with compliance against the assessment requirements of the Standards for Registered Training Organizations (RTOs) 2015 (Standards for RTOs). ASQA strategic reviews, including into aged and community care, early childhood education and care, equine programs and security training industries, highlighted assessment as an area requiring more attention if the quality of training is to improve. In response to concerns about assessment, and to ensure high-quality within the system, the Council of Australian Governments (COAG) Industry and Skills Council agreed that further reform options be developed to improve the quality of assessment of student training outcomes and enhance confidence in the VET sector. Specifically, the Industry and Skills Council agreed to explore reform options to support the following principles: (1) Graduates have the required competencies for the job role and there is consistency across RTOs in the quality of assessment; (2) Trainers and assessors have the capability to assess appropriately; (3) Assessment meets the standard set by industry; and (4) The regulator has the capacity to effectively regulate assessment practices and outcomes and take appropriate action. The discussion paper sought stakeholder views on further specific reforms that may ensure the existing reforms that could generate the intended impact and are not held back by ongoing concerns over RTO compliance with assessment requirements. The appendices are included.

Feedback is known to be one of the most important factors influencing learning and achievement (Hattie & Timperley, 2007). However, ensuring that feedback positively influences student learning requires careful curriculum and assessment design by academic staff. This can be challenging in higher education when subjects are delivered in digital learning environments (DLEs), as there are generally fewer opportunities for spontaneous feedback through informal dialogue or social interaction in class. Fortunately, there are a range of digital tools to assist with the design and delivery of feedback information in DLEs. This short paper identifies the benefits, challenges, and design considerations of using these digital tools to provide feedback information from a range of sources, including academic staff, peers, and the student themselves.

The term 'engagement' is much researched but tricky to define in the field of educational technology and online learning. In this short paper I will offer three perspectives on what 'engagement' means in online learning environments and provide some advice to educators on how student engagement in online learning might be promoted. The presentation of three perspectives is in no way meant to represent the entire literature base in the area. But the three perspectives hopefully provide a useful framing of how academic staff -- particularly those new to online teaching and learning -- can approach the concept of student engagement in online learning.

The global spread of COVID-19 has led to unprecedented disruptions in schooling around the world that have animated increased interest among policymakers, educators, researchers and the general public in knowing about how education systems have responded to the pandemic and how students' learning experiences have changed. The PISA Global Crises Module was developed to address this need. 62 student questionnaire items (grouped into 11 questions) and 68 school questionnaire items (grouped into 14 questions) were developed following a process that involved input from leading questionnaire development experts, PISA National Centres, as well as small-scale cognitive interview studies in three countries. While all countries were affected by the pandemic in some way, the module seeks to illuminate differential effects on student learning and well-being, and the degree of interruption or changes to education across different education systems. Governing bodies, organisations and researchers can use the instruments and the descriptions of the underlying constructs for adaptation and broader implementation.

The worldwide school closures in early 2020 led to losses in learning that will not easily be made up for even if schools quickly return to their prior performance levels. These losses will have lasting economic impacts both on the affected students and on each nation unless they are effectively remediated. While the precise learning losses are not yet known, existing research suggests that the students in grades 1-12 affected by the closures might expect some 3 percent lower income over their entire lifetimes. For nations, the lower long-term growth related to such losses might yield an average of 1.5 percent lower annual GDP for the remainder of the century. These economic losses would grow if schools are unable to re-start quickly. The economic losses will be more deeply felt by disadvantaged students. All indications are that students whose families are less able to support out-of-school learning will face larger learning losses than their more advantaged peers, which in turn will translate into deeper losses of lifetime earnings. The present value of the economic losses to nations reach huge proportions. Just returning schools to where they were in 2019 will not avoid such losses. Only making them better can. While a variety of approaches might be attempted, existing research indicates that close attention to the modified re-opening of schools offers strategies that could ameliorate the losses. Specifically, with the expected increase in video-based instruction, matching the skills of the teaching force to the new range of tasks and activities could quickly move schools to heightened performance. Additionally, because the prior disruptions are likely to increase the variations in learning levels within individual classrooms, pivoting to more individualised instruction could leave all students better off as schools resume. As schools move to re-establish their programmes even as the pandemic continues, it is natural to focus considerable attention on the mechanics and logistics of safe re-opening. But the long-term economic impacts also require serious attention, because the losses already suffered demand more than the best of currently considered re-opening approaches.

This study investigated how firms in Germany and Australia compare when dealing with the institutional arrangements for apprenticeship training in their countries, with particular attention given to factors which may impact on their training motivation. Apprenticeships are a well-established pathway to employment across many countries, with a particularly long and enduring history in Germany and Australia. Apprenticeships are characterised by a tripartite relationship between employer, apprentice, and training organisation. The available international literature suggests that the institutional framework for training in a country is an important determinant of a firm's motivation to provide training, and it influences their willingness to bear (at least part) of the training costs. Key messages from this study are: (1) Employers of trades' apprentices in both Germany and Australia appear to bear substantial costs for training their apprentices; (2) Institutional frameworks in Germany foster an investment model, a model which emphasises the benefits of employing apprentices after training, while in Australia some firms adopt more of a production (that is, substitution for "regular" workers) model of apprenticeship training, although there is a relatively strong investment motivation for trade firms in Australia; (3) For firms focused on the short-term costs and benefits of training, the withdrawal of some national government incentive payments in Australia has led to a weaker commitment to training, most evident in non-trade trainee places being offered; and (4) By contrast, firms training in trade occupations appear to be more investment-oriented and are more inclined to continue training, or employ an apprentice after training, even with the withdrawal of incentives. Tables and figures are appended.

Are teachers and principals aligned in their perceptions of the core components of the theory of Leadership for Learning across countries, or are there subgroups of schools in which there is misalignment? The purpose of this study is to examine the extent to which a congruency-typology model of leadership for learning is distributed across countries/economies using the TALIS 2018 dataset through examining the interaction of significantly different subgroups of teacher and principal responders through using multilevel latent class analysis (LCA) with a cross-level interaction. I analyse data from lower secondary schools of n=152 635 teachers in 9 079 schools and their principals across 47 countries/economies. Currently in the research literature on school leadership, leadership for learning has emerged as a framework to bring together managerial, transformational, distributed, and instructional leadership. Yet little is known about leadership for learning across national contexts. This study 1) maps the TALIS 2018 survey items to the current literature and surveys for leadership for learning, 2) then details the methods and analysis framework to examine if there are multiple significantly different types of teachers, principals, and schools from a leadership for learning theory framework. The final model 3) identifies a three-group teacher typology and a three-group principal typology, linking these types to school context, covariates, as well as teacher and principal training and experience. Results relate directly to the intersection of research, policy, and practice for training and capacity of school leaders across 47 countries/economies globally.

This systematic review investigates the relevance of general pedagogical knowledge for successful teaching. It synthesises the empirical evidence of 10 769 teaching professionals and 853 452 students from primary to tertiary education in 21 countries. The meta-analysis of 20 quantitative studies revealed significant effects for teaching quality and student outcomes (Cohen's d = 0.64 and 0.26), indicating that more knowledgeable teachers achieve a three-month additional progress for students. The three themes emerging from 31 qualitative studies underline that general pedagogical knowledge is a crucial resource for teaching. Results also show that teaching requires knowledge about a range of topics, specific skills and other competences to transform knowledge into practice. Teachers need training and practical experience to acquire knowledge, which they apply according to the pedagogical situation at hand. The results allow for important conclusions for policy, practice and research.

This white paper analyzes the potential effects of requiring income-driven repayment for all federal loans as well as relying on paycheck withholding for loan payments, with particular attention to the implications for low-income students and families. The Institute for College Access & Success (TICAS) also examines the relevance and evolution of mandatory IDR ["income-driven repayment"] systems in Australia and the United Kingdom, and the paper includes specific recommendations to streamline and improve student loan repayment options in the United States. Two appendices are included: (1) Citation List of Figure 2: "Key Comparisons of IDR Systems and Context: U.S., U.K., and Australia"; and (2) Borrower Example Details.

The vocational education and training (VET) system can provide an entry point to the education sector for people who have experienced disadvantage in their lives. Participation in VET can provide personal benefits as well as lead to further study and/or employment. How disadvantaged learners participate in vocational education and training is an important consideration. Further study and employment outcomes are more likely to stem from completing a higher-level VET qualification, but disadvantaged learners tend to enrol in lower-level qualifications. Hence, whether or not disadvantaged learners are transitioning from lower-level VET qualifications to higher-level vocational education and training and into higher education is of interest. Based on a review of the literature, this paper synthesises what is currently known about these transitions for disadvantaged learners. Disadvantaged learners tend to be over-represented in lower-level VET qualifications and underrepresented in higher-level VET and higher education. There is little in the literature that provides student perspectives on transitions from lower-level to higher-level vocational education and training and from VET into higher education. The literature shows that transition from VET to higher education is a viable pathway for some disadvantaged learners, although it is not used as widely as it could be. There are a number of factors that act as barriers: (1) Transition from vocational education and training to higher education is more likely to occur from higher-level VET qualifications. However, disadvantaged learners re-engaging with the education sector are more likely to enrol in lower-level qualifications. (2) Transition from VET to higher education can be complicated, even for students who are not disadvantaged. This is despite the array of formal arrangements, such as credit transfer, and supports that are in place. (3) Support services can make a difference, but there is a tension between providing individually tailored support and system-wide support. Limited resources are an issue, and priority should be given to supports most likely to lead to positive outcomes. This paper shows that disadvantaged learners tend to be over-represented in lower-level VET qualifications and underrepresented in higher-level VET and higher education. Transition from VET to higher education is a viable pathway for some disadvantaged learners, but this pathway is not used as widely as it could be.

At every five-yearly census, the Australian Bureau of Statistics (ABS) recalculates both the SEIFA (Socio-economic Indexes for Areas) indexes and also recalibrates the borders and sizes of the geographic areas from which these SEIFA measurements are derived. Further, over time, the composition of geographic areas may change, due to urban renewal or other factors. The National Centre for Vocational Education Research (NCVER) reports vocational education and training (VET) participation rates at least annually, and the question that arises is how well do the SEIFA indexes perform over the interim years, that is, between the releases of new census data. Of particular interest is the reporting of participation rates for the census years. In reporting the 2011 year, NCVER uses the 2006 census data, as the ABS does not release new SEIFA values until 18 months after each census. The focus of this paper is on VET participation rates; however, the methodology would be equally applicable to higher education or school participation. The approach used in this paper is that the 2006 and 2011 National VET Provider Collections have had the 2006 and 2011 SEIFA measures applied to each of them, along with the Australian populations at each time. Using these data, it was possible to determine VET participation rates (by age) as a proportion of the Australian population, using both the 2006 and 2011 census data. The SEIFA index used in this paper was the Index of Relative Disadvantage (IRSD). [Funding for this document was provided by the Australian Department of Industry.]

The recent refugee crisis has put many Organisation for Economic Cooperation and Development (OECD) countries under considerable pressure to accommodate and integrate large numbers of refugees. Refugee students are a particularly vulnerable group due to their forced displacement, but their needs are not always met by education systems, which can hinder the integration potential of these students. This poses considerable challenges as the integration of refugee students in education systems is important for their academic outcomes as well as their social and emotional well-being. The success (or lack of) integration in schools can also affect the future labour market and social integration potential of these children and youth. While there is a growing body of research on the integration of immigrants, policy-relevant research on refugee children and youth from an educational perspective is rather limited, fragmented and case specific. Detailed surveys and research projects focusing on the current wave of refugees that allow for cross-country comparisons are not yet available. Drawing on research from previous refugee waves, the paper examines key needs of refugee students and factors that promote their integration. It proposes a holistic model of integration in education that responds to the learning, social and emotional needs of refugee students. Furthermore, the paper examines what type of policies and practices are in place in OECD countries that support the integration of refugee students. Nonetheless, evaluations of practices and policies are often missing, which makes it difficult to assess whether they are successful. The paper finishes with some policy pointers on how to promote the integration of refugee students.

A common complaint from business and industry is that employees entering the workforce are not "job ready." They often lack the practical skills, maturity, and workplace experience to perform well in their roles, leaving employers to fill the gap by providing training either at their own expense or with public funding. In contrast, a new employee with previous experience as a volunteer in an emergency services organisation comes into the workplace with an understanding of teamwork, a demonstrated sense of community and responsibility, and an appreciation of the role of organisational culture, thus accelerating their emergence as an asset to their employer. This case study of the South Australia Country Fire Service (SA CFS) examined key factors in the resourcing and efficacy of training for volunteers. It was undertaken as a joint initiative of Government Skills Australia (GSA), the SA CFS and the National Centre for Vocational Education Research (NCVER). The SA CFS delivers nationally endorsed and non-endorsed training to their volunteers, all funded from the annual operational budget it receives from the South Australian Government. It maintains a training centre at Brukunga in the Adelaide Hills and several regional training resources across the state. The SA CFS is a registered training organisation. The research sought views through qualitative and quantitative sources, interviewing brigades, employers and key industry stakeholders--242 volunteers responded to the quantitative survey. The core hypothesis for this research was that SA CFS volunteers who trained under the Australian Qualifications Framework's (AQF) Public Safety Training Package are taking skills and knowledge gained in roles as firefighters, trainers and incident managers into their paid employment. Formal transferrable skills revealed in the case study included safety and first aid, truck driving, equipment use (e.g. using a chainsaw), training and assessment. Such skills have valuable alignment with jobs in Agriculture; Food and Forestry; Mining; Public Administration and Safety; and Health Care and Social Assistance industry areas. Other generic skills acquired informally are in management, leadership, communication and logistics. The SA CFS training model is not funded to recognise these latter skills. The data gathered also show that the SA CFS provides pathways for young people through its programs for cadets; the inclusion of SA CFS volunteering in the South Australian Certificate of Education for Years 11 and 12; and the provision of nationally accredited units in operational training. This is important given the need to recruit and retain new, younger volunteers in the emergency service sector. The findings indicate that volunteers are more strongly aware of the benefits of SA CFS training to the workplace than their employers. Their skills acquisition and transfer have multifaceted, multi-directional benefits: volunteers who are drawn from a broad range of industries bring professional skills to the brigade and transfer knowledge among the volunteer cohort; they also take skills imparted during their volunteer experience back to the workplace and to their communities. Greater recognition of this process is warranted, especially in order to elucidate the overall gains for both employers and the community from the activities of the SA CFS as a learning organisation. Appended are: (1) Survey Questions; and (2) Employer Telephone Interview Survey Script.