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This paper examines how competency progression and completion is implemented in practice in three trades. In particular, it focuses on: interactions between teachers and/or assessors and workplace supervisors; the different approaches used to integrate on- and off-the job training; assessment and signoff practices; and the ways by which workplace supervisors and teachers and/or assessors ensure the outcomes meet the standards outlined in the respective training packages. In addition to a literature review and situational analysis, the research method includes interviews with 26 TAFE teacher-assessors teaching Certificate III in Commercial Cookery, Carpentry, and Engineering-Metal Fabrication. Twenty-one workplace supervisors in the cookery, engineering, and building and construction industries were also interviewed. The concepts of competency-based progression and completion are aligned with the notion that progression through training should be based on the skills attained rather than on the time served. The authors show that competency progression and completion is not a new phenomenon and was an early feature of competency-based approaches to vocational education and training (VET) in Australia. Indeed, trends in the data from the National Centre for Vocational Education Research (NCVER) show that over the past decade there has been a gradual increase in the number of apprentices and trainees across all trades completing their qualifications in shorter periods of time. This report investigates some of the interrelated factors that affect progression and completion and shows that a gap remains between the policy construct and real practice, where the time-based approach to apprentice training is still dominant. Key Messages include: (1) Some of the barriers to competency progression include a lack of flexibility in training providers and employer attitudes to allowing apprentices to complete early; (2) Variations to training generally occur through informal negotiations and are not always recognised in the apprentice's training plan, suggesting that the training plans are not necessarily the dynamic document they are intended to be; (3) The most important enabler for competency progression and completion is good communication and information flow between teacher--assessors/and workplace supervisors, however, teacher-assessors are more likely than workplace supervisors to claim that communication between the two is adequate; and (4) While assessment and validation are generally the collective responsibility of teachers-assessors and workplace supervisors, there is now greater involvement of apprentices in their own assessment through collecting evidence and making decisions about whether they are ready to progress.

This report draws on analyses of Australian Bureau of Statistics (ABS) data from the Survey of Education and Training (SET) and the Census of Population and Housing to provide an updated demographic profile of vocational education and training (VET) professionals and VET practitioners. A number of caveats are attached to this analysis, all relating to changes made to the primary source of data, the Survey of Education and Training. Caveats aside, a number of clear findings emerge, or rather are reinforced: (1) VET professionals are increasingly involved in direct activities; that is, activities that are directly concerned with the development, delivery and assessment of courses/modules; (2) VET professionals are increasingly older, and older VET professionals are increasingly found in technical and further education (TAFE); (3) There are roughly equal numbers of male and female VET practitioners in TAFE, with more of both employed part-time than full-time; (4) The proportions of full- and part-time staff have been stable for ten years; and (5) An increasing proportion of VET professionals are self-employed. In addition, there may have been a shift in the qualification profile of professionals in TAFE providers with, in particular, an increase in the proportion holding postgraduate qualifications. A range of reasons are suggested to explain why such a change might have come about, but the authors also suggest that further work is needed to understand if and why such a change in qualification profile has occurred. (Contains 3 tables, 1 box, and 9 figures.) [This report is complemented by two other pieces of work: "National TAFE Workforce Study 2008" (Lisa Nechvoglod, Peter Mlotkowski, and Hugh Guthrie) and "VET Workforce Collection: Feasibility Report" (Katherine McGregor). These three reports are published together by NCVER in "Vocational Education and Training Workforce Data 2008: A Compendium," edited by Hugh Guthrie.]

This paper focuses on issues which affect the capability of technical and further education (TAFE) providers to meet their clients' and stakeholders' needs and draws extensively on the reports of the consortium research program which examined ways to help build vocational education and training (VET) provider and workforce capability. The paper puts this research, most of which was completed in 2006 and 2007, into a contemporary framework. It suggests that TAFE providers need to be free of unnecessary central constraints to help them meet their strategic business needs. This includes more direct control of human resources matters and industrial relations. (Contains 8 footnotes.)

This paper is based on one prepared for South Australia's Training and Skills Commission. It comes at a time of strong interest in the quality and professionalism of the vocational education and training (VET) workforce. This interest is underpinned by research into what constitutes quality teaching, as well as initiatives such as the strategic audit of the Certificate IV in Training and Assessment under the auspices of the National Quality Council. The author argues that professional development is just one approach to improving the quality of the VET workforce. A strong professional culture in the workplace and better approaches to recruitment, job design, industrial relations, workplace and performance management also need to play their part. Whatever the approach, professional development needs adequate resourcing if it is to be effective. He does not shy away from two areas surrounded by controversy--the Certificate IV in Training and Assessment and the registration of VET practitioners. On the former, the author's view is that the certificate IV is a sound qualification as long as it is taught well and adequate support is provided. On the latter, he opposes mandatory registration but notes that under the Australian Quality Training Framework it is possible to audit so that providers not only have staff with the necessary qualifications and skills profile but also have an ongoing professional development program in place that helps the organisation run--and improve--its core business of teaching and learning. Perhaps these audit requirements should be particularly rigorous for providers issuing teaching qualifications. (Contains 22 footnotes.)

This paper examines the history of initial VET (vocational education and training) teacher training, both through the literature and the author's own experience. Finding of this survey include: (1) The minimalist regulatory approach of the Certificate IV in Training and Assessment as the mandated qualification for VET teachers and trainers needs to change and it is time to accept a broader range of qualifications as a suitable foundation for teaching in VET. This should be based on a wider range of issues: the teaching role, the provider profile and the characteristics and needs of their students; (2) A more rigorous application of regulatory requirements for staff to maintain vocational competency and develop their teaching skills will ensure that teachers do not remain with minimal qualifications; (3) The "skill set" approach mooted for the new Diploma in Training and Assessment will lead to more formal professional development being taken up by staff. These skill sets need to be based on specific work roles as well as generic teaching and assessment skills; and (4) More active collaboration between universities and the VET sector will yield better teacher training and professional development. (Contains 2 footnotes.)

Organisational capability is recognised as a key to organisational success. The combination of human capital (peoples' skills and knowledge), social capital (relationships between people) and organisational capital (the organisation's processes), is central to building an organisation's capability. This paper, presented at the 2008 annual conference of The Australian Council of Independent Vocational Colleges, summarises what is known about building capability among the VET sector's private providers. Its insights are based on a comprehensive program of research, "Supporting VET providers in building capability for the future", conducted from 2005 to the end of 2007. The research explored factors which enhance or inhibit vocational education and training (VET) provider capability. Private providers are numerous, usually small, and diverse. Individually, they aim to create unique goods and services which provide features or benefits of superior value for their customers, especially in niche markets. They are the "boutique stores" of the VET sector and are, collectively, significant providers of vocational education and training. (Contains 3 notes.)

Intended for policymakers, administrators, and others involved in determining how the efficiency and effectiveness of technical and further education (TAFE) should be measured, this monograph contains the following sections: (1) "Introduction," including a explanation of the origins of the push for performance indicators and the response to it; (2) "A Case for Performance Indicators? Some Conceptual Issues," which discusses cost-effectiveness and the role of performance indicators; (3) "What Are Performance Indicators? Some Definitions," including the relationship between performance indicators and program evaluation and validation; (4) "Four Factors to be Considered in Developing Performance Indicators," which explains the political, financial, administrative, and educational factors; (5) "Some Performance Indicators," with examples of those that indicate effectiveness and those that indicate efficiency; (6) "Performance Indicators--Some Issues and Concerns"; and (7) "Some Conclusions." A list of 44 references concludes the document. (CML)