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202. A Career Practitioner's Response to the National Career Development Strategy Green Paper
- Author
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Athanasou, James A.
- Abstract
The National Career Development Strategy Green Paper is a discussion paper issued by the Department of Employment, Education and Workplace Relations. It is aimed at the formulation of a coherent and structured career development strategy throughout Australia. The Green Paper seeks to lay the foundation for policy change through establishing the importance of career development for Australia. It outlines some priorities for implementation and was released for comment in June 2012. This article presents the author's comment to the Green Paper. The author outlines challenges faced by the Green Paper, and provides some historical background and a personal reflection. The comments that are made are subjective and based on involvement in vocational guidance and research since 1976 and private practice since 1989. Naturally the comments are limited by the time and resources available. No claim is made that the analysis is complete. (Contains 2 tables.)
- Published
- 2012
203. When Somebody's Watching: Researching the Workplace Impact of Academic Audit. AIR 2002 Forum Paper.
- Author
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Palermo, Josephine
- Abstract
The proposed quality assurance framework for higher education in Australia will, for the first time since the early 1990s, introduce a process of external quality monitoring through the auspices of the Australian Universities Quality Agency. There is little research that evaluates the impact of external monitoring on the experiences of staff, organizational and workplace culture, and perceptions of quality within an institution. This paper provides an evaluation framework for investigating the effects of external monitoring on elements of institutional culture and perceptions of quality in teaching and learning. The paper explores issues of causality in evaluating academic audit as a quality management intervention in a tertiary institution and across the sector as a whole. It also explores criteria for evaluating the impact of audit on institutional culture and practices, as well as practitioners views of the impact of external quality monitoring on their own workplaces. (Contains 36 references.) (Author)
- Published
- 2002
204. 'Nothing About Us Without Us': exploring benefits and challenges of peer support for people with disability in peer support organisations - protocol paper for a qualitative coproduction project.
- Author
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Duong J, Pryer S, Walsh C, Fitzpatrick A, Magill J, Simmonds S, Yang D, Baird-Peddie O, Rahman F, Hayter C, and Tavener M
- Subjects
- Humans, Australia, New South Wales, Focus Groups, Language, Disabled Persons
- Abstract
Introduction: One in six people live with disability in Australia with higher levels of disability of people from diverse communities, such as those with culturally and linguistically diverse (CALD) backgrounds. In Australia, CALD refers to people from diverse ethnicity and cultures, nationalities, societal structures and religions that may or may not speak a language other than English. This study employs researchers with lived experience of disability and peer support to study the impact of peer support for people with disability, including people from CALD backgrounds, in two peer-led organisations in New South Wales (NSW) Australia., Methods and Analysis: This study uses participatory action research and inclusive research design with researchers with lived experience, having lived experience of disability and a peer in the disability community, leading the research.Over three years, three different groups will be recruited through Community Disability Alliance Hunter (CDAH) and Diversity and Disability Alliance (DDAlliance): (1) peers with disability, (2) peer leaders with disability and (3) researchers with lived experience of disability and peer support. Data collection and creation methods include semistructured interviews, surveys and focus groups. Qualitative data will be analysed using thematic analysis through the lens of the researchers with lived experience., Ethics and Dissemination: Ethical approval was granted by the University of Newcastle Human Research Ethics Committee (Approval No: H-2021-0088). Dissemination includes peer-reviewed publications, presentations at local, national and international conferences and written reports for user-led organisations, disability service providers, disability agencies and people with disability., Competing Interests: Competing interests: All authors have completed the ICMJE uniform disclosure at http://www.icmje.org/disclosure-of-interest/ and declare: financial support for the submitted work from the Australian Government Department of Social Services, Information Linkages and Capacity Building Program; MT has received an honorarium from DDAlliance and CDAH for academic input; CH was a consultant contracted by DDAlliance and CDAH to be a research adviser and project manager; JD, JM, DY, CW and FR were paid a casual salary as researchers with lived experience from DDAlliance; SP, AF, SS and OB-P were paid a casual salary as researchers with lived experience from CDAH., (© Author(s) (or their employer(s)) 2023. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ.)
- Published
- 2023
- Full Text
- View/download PDF
205. National Report on Schooling in Australia, 2007. Preliminary Paper. National Benchmark Results Reading, Writing and Numeracy Years 3, 5 and 7
- Author
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Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) (Australia)
- Abstract
In March 1997, all State, Territory and Commonwealth education ministers agreed on the national goal: that every child leaving primary school should be numerate and able to read, write and spell at an appropriate level. To provide focus for this goal, ministers also agreed to a sub-goal: that every child commencing school from 1998 will achieve a minimum acceptable literacy and numeracy standard within four years. To help support the achievement of these goals, ministers agreed to the implementation of the National Literacy and Numeracy Plan, the essential features of which are: (1) early assessment and intervention for students at risk of not achieving minimum required standards; (2) development of national benchmarks for each of years 3, 5 and 7; (3) assessment of student progress against these benchmarks; (4) national reporting of benchmark data, and (5) professional development for teachers. Education authorities in all States and Territories, assisted by the Commonwealth, have been engaged in implementing these elements of the plan since its formulation. This paper concerns the national reporting of benchmark data for 2007 and follows on from earlier editions of the "National Report on Schooling in Australia," which published data for 1999, 2000, 2001, 2002, 2003, 2004, 2005 and 2006. The publications reflect the continuing development of the benchmark reporting process. This 2007 edition also provides data on the performance of students in metropolitan, provincial, remote and very remote areas. In each State and Territory, students' school locations are categorised using the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) Geographical Location Classification, and procedures closely related to the approaches of the Australian Bureau of Statistics. From 2005, States and Territories commenced collecting information on student socioeconomic background through school enrolment processes. Preliminary data from this collection approach has indicated there is a relatively low response rate from parents/care-givers. Information about student socioeconomic background will be published in the relevant chapter of the full "National Report on Schooling in Australia." (Contains 36 tables and 12 figures.) [For "National Report on Schooling in Australia, 2006. Preliminary Paper. National Benchmark Results Reading, Writing and Numeracy Years 3, 5 and 7," see ED534692.]
- Published
- 2007
206. Australian paper partners with TAFE and the Victorian government to prepare for bio-manufacturing
- Author
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Potter, Mark and Tyter, Kaye
- Published
- 2019
207. Who Takes a Gap Year and Why? Longitudinal Surveys of Australian Youth. Briefing Paper 28
- Author
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National Centre for Vocational Education Research, Lumsden, Marilyn, and Stanwick, John
- Abstract
Taking a gap year--a break between high school and university--is becoming increasingly popular with Australian students. In terms of length and purpose, the traditional notion of a gap year being a year off between school and university has expanded considerably over time. For the purposes of the analysis reported in this paper, a person who takes a gap year is defined as "an individual who commenced university one to two years after completing Year 12. This includes those who accept and defer their university placement for one to two years" (Curtis, Mlotkowski & Lumsden 2012). Highlights of this report include: (1) In Australia the incidence of taking a gap year has increased from 10% in the period 1999-2000 to 24% in 2009-10; (2) The top four primary activities undertaken by gap students in 2009-10 were work (51%), full-time study leading to a non-university qualification (10%), other study (6%), and travel (6%); (3) Characteristics of gap-takers include: (a) being academically less inclined than non-gap-takers; (b) living in regional locations when at school; (c) having English speaking backgrounds; (d) being employed when in Year 12 at school; and (e) being less likely to receive Youth Allowance payments while at school; (4) In their first year of university, gap-takers are more likely to study in the areas of education and creative arts; and (5) Those who don't take a gap year are substantially more likely at age 24 to be employed full-time and to work in professional occupations than gap-takers. Much of this difference can be attributed to the fact that, in terms of their careers, gap-takers are a year or two behind those who don't take a gap year. The data do not allow the authors to measure the longer-term outcomes of both groups because the Longitudinal Surveys of Australian Youth (LSAY) stops at age 25. Appended are: (1) Gap year definitions; and (2) LSAY cohorts sample sizes and durations. (Contains 13 tables.) [For "Bridging the Gap: Who Takes a Gap Year and Why? Longitudinal Surveys of Australian Youth. Research Report," see ED533077.]
- Published
- 2012
208. Associate Degree or Advanced Diploma? A Case Study. Occasional Paper
- Author
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National Centre for Vocational Education Research, Karmel, Tom, and Lu, Tham
- Abstract
This paper presents a case study in which the authors attempted to understand the impact, on student choice, of reforms in tertiary education in Australia, namely, a shift towards a demand-driven system and the blurring of the distinction between vocational education and training (VET) and higher education. The authors compared the advanced diploma and the associate degree in engineering and related technologies offered as a pathway to a four-year degree, using data available in October 2011 on the websites of providers and from the Victorian Government, the first jurisdiction to adopt an entitlement model and the state in which most mixed-sector tertiary institutions operate. The authors show that, while higher-level VET qualifications may come at a cheaper up-front cost, they are increasingly being seen as a poorer investment than a university course of study. In particular, the cost of delayed entry to the labour market, curriculum mismatch, and the greater ease of getting a loan for a university qualification will influence a student's decision to undertake higher-level VET qualifications. Appended are: (1) Overview of the operation of government-supported places and income-contingent loans; (2) The tuition costs a government-subsidised student has to pay to convert an advanced diploma or an associate degree into a bachelor degree in engineering, 2012; and (3) Tuition fees per year for Associate Degree in Engineering Technology at RMIT University. (Contains 1 figure and 14 tables.)
- Published
- 2012
209. The Value of Completing a VET Qualification. Occasional Paper
- Author
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National Centre for Vocational Education Research, Karmel, Tom, and Fieger, Peter
- Abstract
Completion rates are an obvious performance indicator for the vocational education and training (VET) sector. Previously published figures indicated overall completion rates as low as 27%. One response to this is the argument that there are many students who do not need to complete their qualification as they acquire the skills they need without going through the entire curriculum of a qualification. For them, completion is not an issue. To throw further light on this issue this paper identifies groups of students for whom there is a clear benefit in completing their qualification. The authors use data from the 2009 Student Outcomes Survey to test whether completion is beneficial in relation to a number of predefined post-study outcomes. These are employment, further study, a combination of employment or further study, "improved" employment, occupational status and salary. The authors find that completion has an overall strong positive effect on these pay-off variables. However, the extent of the pay-off varies greatly across different groups of students. Appended are: (1) Model results; and (2) Tree diagrams. (Contains 15 figures, 9 tables and 10 footnotes.) [For the 2006 edition of the report, see ED495916.]
- Published
- 2012
210. Key Performance Measures for Vocational Education & Training. A Supporting Paper to Australia's National Strategy for Vocational Education and Training 1998-2003.
- Author
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Australian National Training Authority, Brisbane.
- Abstract
This paper has been written as a supporting paper to "A Bridge to the Future: Australia's National Strategy for Vocational Education and Training 1998-2003" (ED 420 764). Because vocational education and training (VET) activities constitute a major expenditure for Australia's federal, state, and territory governments, effective performance measurement in VET helps to ensure funds are used efficiently and effectively. The primary objectives of key performance measures (KPMs) for the VET system are to demonstrate public accountability and identify continuous improvement opportunities. KPMs determine the efficiency with which resources are used to produce VET outputs and the effectiveness of these outputs in achieving the goals and objectives. They focus on outputs and outcomes. Efficiency, effectiveness, outputs, and outcomes are incorporated into seven KPMs. KPM 1 measures skill outputs produced annually within the domain of formally recognized VET. The four Effectiveness Measures are as follows: KPM 2: stocks of VET skills against desired levels; KPM 3: employers' views on the relevance of skills acquired through VET; KPM 4: student employment outcomes and prospects before and after participation in VET; and KPM 5: VET participation, outputs, and outcomes achieved by client groups. The two Efficiency Measures are as follows: KPM 6: (actual) public expenditure per publicly funded output and KPM 7: (actual) public expenditure per total recognized output. All KPMs are intended to be implemented progressively over the next 3 years with full reporting occurring in 2001 for the year 2000. (YLB)
- Published
- 1998
211. Eyes Wide Open--Vocational Education & Training in the Information Age. A Supporting Paper to Australia's National Strategy for Vocational Education and Training, 1998-2003.
- Author
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Australian National Training Authority, Brisbane.
- Abstract
This paper has been written as a supporting paper to "A Bridge to the Future: Australia's National Strategy for Vocational Education and Training 1998-2003" (ED 420 764). Technology has an impact on industry in terms of the work done, how it is done, and how individuals live and do business. Globalization means that business--and the business of education--is conducted on a world stage. Workers must be skilled in technology to get jobs and do them effectively and competitively. Reforms in the Australian vocational education and training (VET) system provide components for providers to respond effectively to demand for customized products. Training Packages and the Australian Recognition Framework provide the elements for training programs that can be tailored to meet clients' needs. "Buyers" can be sure that training programs and products developed by registered training organizations from Training Packages are consistent, of high quality, and customizable to meet specific needs. Under the National Training Framework, "purchasers" of VET products can expect the same quality approach, industry-set competency standards, links to qualifications, and rigorous assessment. The practical impact on individuals is better access to information, access to more modern equipment and technologies, and more providers to choose from. The government's Networking the Nation initiative provides funding for rural and remote communities to identify communication needs and development and implement projects that meet them. Government leadership is needed in the critical areas of infrastructure, standards and product development, professional development, and change management. (Contains 22 endnotes) (YLB)
- Published
- 1998
212. National Report on Schooling in Australia, 2006. Preliminary Paper. National Benchmark Results Reading, Writing and Numeracy Years 3, 5 and 7
- Author
-
Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) (Australia)
- Abstract
In March 1997, all State, Territory and Commonwealth education ministers agreed on the national goal: that every child leaving primary school should be numerate and able to read, write and spell at an appropriate level. To provide focus for this goal, ministers agreed to a sub-goal: that every child commencing school from 1998 will achieve a minimum acceptable literacy and numeracy standard within four years. To help support the achievement of these goals, ministers agreed to the implementation of the National Literacy and Numeracy Plan, the essential features of which are: (1) early assessment and intervention for students at risk of not achieving minimum required standards; (2) development of national benchmarks for each of years 3, 5, and 7; (3) assessment of student progress against these benchmarks; (4) national reporting of benchmark data, and (5) professional development for teachers. Education authorities in all States and Territories, assisted by the Commonwealth, have been engaged in implementing these elements of the plan since its formulation. This paper concerns the national reporting of benchmark data for 2006 and follows on from earlier editions of the "National Report on Schooling in Australia," which published data for 1999, 2000, 2001, 2002, 2003 and 2005. The publications reflect the continuing development of the benchmark reporting process. This 2006 edition also provides data on the performance of students in metropolitan, provincial, remote and very remote areas. In each State and Territory, students' school locations are categorised using the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) Geographical Location Classification, and procedures closely related to the approaches of the Australian Bureau of Statistics. In this 2006 edition, results for the performance of Indigenous students by geolocation are reported for the first time. (Contains 30 tables and 12 figures.) [For "National Report on Schooling in Australia, 2005. Preliminary Paper. National Benchmark Results Reading, Writing and Numeracy Years 3, 5 and 7," see ED534693.]
- Published
- 2006
213. Young People in an Economic Downturn. Longitudinal Surveys of Australian Youth. Briefing Paper 23
- Author
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National Centre for Vocational Education Research and Anlezark, Alison
- Abstract
Following the collapse of the US investment bank Lehmann Brothers in September 2008, the world economy began a downward spiral, with many countries falling into recession. Australia experienced significant stock market losses and unemployment rates began to climb. This briefing paper considers how young people fared in previous downturns and discusses how structural labour market changes over the past 20 years have affected young people this time around. It also looks at the qualitative evidence from respondents in the Longitudinal Surveys of Australian Youth (LSAY), exploring common themes in how they perceived the economic downturn had affected their work and study intentions in 2009. The author finds that, although Australia experienced a relatively mild downturn, young people bore almost the entire weight of the full-time job decline (including apprenticeships), and a disproportionate share of the increase in unemployment. Those unable to find a job or who have been made redundant are at risk of remaining unemployed for a significant time, with potential longer-term scarring effects. Recent structural changes to the labour market, such as rising educational participation, appear to provide some protection for young people. However, full-time work for 15 to 19-year-olds has become even more concentrated in industries more sensitive to economic changes such as building and construction, and retail. Calculation of Impact of Change in Employment is appended. (Contains 8 tables, 16 figures and 2 footnotes.)
- Published
- 2011
214. At Risk Youth: A Transitory State? Longitudinal Surveys of Australian Youth. Briefing Paper 24
- Author
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National Centre for Vocational Education Research and Anlezark, Alison
- Abstract
By definition, youth transitions involve young people moving between school, post-school study and employment. It is a time of flux, as young people try out different school, post-school work and study options. But are those who don't find work immediately likely to make a poor transition? Given that many may well have a spell out of the labour force, everyone needs to understand when this becomes a risk factor. This briefing paper draws on related research and some primary data analysis to consider whether being "at risk" is a permanent or transitory state. It suggests that, rather than counting the numbers of young people who are detached from work, study or other meaningful activities, everyone should focus on those who remain disconnected. It is important to be able to identify who may be most "at risk" of an unsuccessful transition to ensure that targeted and appropriate interventions can be implemented. Young people who accumulate disadvantage through poor literacy and numeracy and who are uninterested in school appear particularly vulnerable. They tend to leave school early and suffer disproportionally in the labour market. If this detachment from work or study continues for an extended period of time, the young person's inability to develop employability skills and their lack of work experience adversely affect their prospects of future employment. This is detrimental not only to the individual but also to the nation's productivity. Therefore, programs which help young people to make smoother and faster transitions into further study or employment are important. (Contains 6 tables, 3 figures and 4 footnotes.)
- Published
- 2011
215. Mapping Adult Literacy Performance. Background Paper
- Author
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National Centre for Vocational Education Research, Circelli, Michelle, Curtis, David, and Perkins, Kate
- Abstract
Language, literacy and numeracy are necessary for greater workforce participation, productivity and social inclusion. Being able to measure the level of proficiency in these skills, and any changes in the level of skills, is important for getting a sense of how well language, literacy and numeracy programs are working. Two measurement tools used in Australia are the Adult Literacy and Life Skills (ALLS) survey and the Australian Core Skills Framework (ACSF). This paper outlines a National Centre for Vocational Education Research study which will investigate whether it is possible to map the performance levels of the ALLS to the performance levels of the ACSF in order to gain more frequent information than is currently available about the literacy and numeracy progression of adult learners against national goals. Appended are: (1) About the ALLS survey and the ACSF; and (2) Delphi method and descriptions of ALLS items. (Contains 1 table and 9 footnotes.)
- Published
- 2011
216. Vocational Qualifications, Employment Status and Income: 2006 Census Analysis. Technical Paper
- Author
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National Centre for Vocational Education Research and Daly, Anne
- Abstract
Two features of the labour market for vocationally qualified workers are explored in this technical paper: the likelihood of self-employment versus wage employment and the determinants of income. The analysis showed that demographic, occupational and local labour market characteristics all influence the likelihood of self-employment. Self-employed people were more likely to be older, married and born in a non-English speaking country. High self-employment was found for managers, males in construction and female hospitality managers. Generally, employees were shown to earn more than self-employed workers, suggesting that the self-employed are willing to sacrifice monetary income for other perceived benefits of self-employment. (Contains 10 tables.)
- Published
- 2011
217. Successful Youth Transitions. Longitudinal Surveys of Australian Youth. Briefing Paper 25
- Author
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National Centre for Vocational Education Research, Liu, Shu-Hui, and Nguyen, Nhi
- Abstract
Youth transitions refer to young people's journeys from school to post-school study and on to employment. This is a time when young people experience rapid biological, psychological and physical changes, as well as changing social and economic situations, as they begin to take on the responsibilities of adulthood. In this paper, the authors first define a "successful youth transition". They then consider a range of factors that affect transitions. Following this, they discuss a number of interventions which can help young people to make the transition successfully. (Contains 1 table and 2 footnotes.)
- Published
- 2011
218. Social Capital and Youth Transitions: Do Young People's Networks Improve Their Participation in Education and Training? Occasional Paper
- Author
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National Centre for Vocational Education Research, Semo, Ronnie, and Karmel, Tom
- Abstract
In recent times social capital has received considerable attention because it is seen as having the potential to address many of the problems facing modern society, including the poor educational outcomes of considerable numbers of young people. This paper uses data from the Longitudinal Surveys of Australian Youth (LSAY) to explore the relationship between social capital at age 15 and participation in education and training at age 17. The issue is whether social capital is yet another factor which advantages the already advantaged, or whether social capital operates separately from family background. Findings reveal that social capital influences educational participation "over and above" the effects of background characteristics such as parents' education levels, parental occupation, geographic location, cultural background, school sector and academic achievement. For both males and females, participation in a diverse range of activities has the greatest influence on participation in education and training, followed by the strength of the relationship students have with their teachers. Increasing rates of participation in sport also increase educational participation for females. The authors note that, if anything, the findings underestimate the net effects of social capital because the results cannot fully account for the accumulation of social capital prior to the age of 15. The finding that social capital matters for school education is a very positive one. It implies that activities that promote and encourage engagement at school can go some way to redressing economic and social disadvantage. Appended are: (1) Factor analysis; (2) Distribution of social capital; (3) Logistic regression (1); (4) Logistic regression (2); and (5) Distribution of social capital by academic orientation. (Contains 10 tables, 12 figures and 6 footnotes.)
- Published
- 2011
219. Review of the Survey of Employer Use and Views of the VET System. Discussion Paper
- Author
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National Centre for Vocational Education Research
- Abstract
The Survey of Employer Use and Views of the VET System is designed to provide detailed information on the way employers interact with the vocational education and training (VET) system and their satisfaction with these dealings. The aim of the survey is to provide information enabling the Australian Government and state and territory governments to monitor, over time, employer engagement and satisfaction with vocational education and training in meeting the skill needs of the workforce. The survey also identifies and ranks the factors that influence employer engagement and satisfaction with vocational education and training. As part of the review of the survey, the National Centre for Vocational Education Research (NCVER) is consulting with users to identify their information requirements and how the survey may be modified to better meet their needs. This paper has been prepared to: (1) confirm the survey is collecting data relevant to policy and information requirements; (2) provide information on data items currently collected in the survey; (3) determine the most suitable scope and methodology for ongoing surveys; and (4) canvas ideas on options for 2013 onwards. Appendices include: (1) Excerpt from the National Agreement for Skills and Workforce Development; and (2) List of data items available from the 2005, 2007, 2009 and 2011 surveys. (Contains 5 tables and 1 footnote.) [For related report, "Australian Vocational Education and Training Statistics: Employers' Use and Views of the VET System, 2009", see ED507550.]
- Published
- 2011
220. Pathways: Developing the Skills of Australia's Workforce. Occasional Paper
- Author
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National Centre for Vocational Education Research, Guthrie, Hugh, Stanwick, John, and Karmel, Tom
- Abstract
This paper was originally developed to help the Training and Skills Commission in South Australia consider the pathways between elements of the vocational education and training (VET) system, how they are working and what improvements can be made. It has been revised to make it national in scope. The authors reveal that quite substantial numbers of VET graduates go on to university level study or further study within VET itself. Significant numbers of university graduates also go on to study in VET. However, not all VET graduates choose to study at a higher level; a substantial proportion of students going on to further study do so at the same or lower level. This suggests that entitlement models need to consider horizontal (skills broadening) as well as vertical (only qualifications at a higher level) in their funding mix. Additional data tables are appended. (Contains 13 tables and 2 footnotes.)
- Published
- 2011
221. After the Tsunami, Some Dilemmas: Japanese Language Studies in Multicultural Australia. Language Australia Research Policy and Practice Papers.
- Author
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Language Australia, Melbourne (Victoria). and Lo Bianco, Joseph
- Abstract
This paper describes responses to linguistic pluralism in Australian policy in relation to Australia's Asian language context, and the teaching and learning of Japanese within these two frameworks. Finally, the paper considers some ideas relating intercultural language learning to all second language study termed: the Third Place. There are three approaches typically taken toward multilingualism in a given society, looking at multilingualism as a problem, a right, or a resource. Australia viewed multilingualism as a problem through the middle of the 1970s. This eventually led to a contestation of that approach, which culminated in the language as a right movement, which gained considerable ground in the later 1970s and through the 1980s. By the 1990s, the language a resource school began to gain influence. Regarding multilingualism as a resource involves construing the diversity of languages within the community as a public as well as an individual benefit and fashioning public policies accordingly. All of Australia's languages are reviewed, including a review of the role of Japanese language studies in Australian education and Japanese studies. Cultures, general knowledge, and intercultural language teaching are also discussed. (Contains 18 references.) (KFT)
- Published
- 2000
222. Cooperation and Tolerance: Restoring Our Economic System. CRLRA Discussion Paper Series.
- Author
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Tasmania Univ., Launceston (Australia). Centre for Learning & Research in Regional Australia., Kingma, Onko, and Falk, Ian
- Abstract
This paper argues that present institutional settings in rural Australia are inadequate for bringing about a culture that is fair and inclusive. A vision for rural Australia based predominantly on a market economy and its attendant policies and institutions allows the "means" (the market) to determine the ends and may lead to an undesirable type of society. An institutional framework directed solely to market solutions has the potential to contradict important social, cultural, and spiritual values and may lead to overemphasis on materialism, competition, and selfish individualism. These characteristics may undermine "community" and the very fundamentals that make markets work--trust and the security of reliable, honorable transactions. A solution lies in rural policies that support infusion of new values into institutions--values of empowerment, cooperation, spiritual growth, caring, and tolerance. Concepts of "community" must be revived in the context of a lifelong learning culture supported by social capital. This context would include enabling programs and activities that involve information generation and use, facilitation of change, capacity building, leadership development, and action research. Other related issues include the relevance of money and appropriate economic relationships, positive and negative aspects of competitiveness, work as enrichment, the influence of property rights, the role of women, contributions of the arts to a new culture, and policy guaranteeing minimum income. (Contains 64 references.) (Author/SV)
- Published
- 2000
223. Skilled Migration: Australia. Working Paper No. 63
- Author
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Monash University, Centre for the Economics of Education and Training, Shah, Chandra, and Burke, Gerald
- Abstract
Migration patterns to and from Australia are becoming complex with migration programmes increasingly targeted towards meeting the needs of the labour market and regional development. This paper provides an analysis of the permanent and temporary movements of people to and from Australia in the last three years and their impact on the skilled labour supply in Australia. The paper also provides an analysis of occupational mobility of permanent immigrants. The results are consistent with previously published results of initial downward occupational mobility among immigrants. The consequence of this is wastage of skills which the country can least afford in times of reported skills shortages. Skills wastage can be minimised by making available to newly arrived immigrants appropriate programmes for recognising previously acquired qualifications and occupational licenses; updating occupation-specific skills; and providing up-to-date information on the labour market and its operation. In this respect, the TAFE (Technical and Further Education) system in Australia is uniquely placed to play a key role. (Contains 7 footnotes, 1 figure, and 21 tables.)
- Published
- 2005
224. National Report on Schooling in Australia, 2005. Preliminary Paper. National Benchmark Results Reading, Writing and Numeracy Years 3, 5 and 7
- Author
-
Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) (Australia)
- Abstract
In March 1997, all State, Territory and Commonwealth education ministers agreed on the national goal: that every child leaving primary school should be numerate and able to read, write and spell at an appropriate level. To provide focus for this goal, ministers agreed to a sub-goal: that every child commencing school from 1998 will achieve a minimum acceptable literacy and numeracy standard within four years. To help support the achievement of these goals, ministers agreed to the implementation of the National Literacy and Numeracy Plan, the essential features of which are: (1) early assessment and intervention for students at risk of not achieving minimum required standards; (2) development of national benchmarks for each of years 3, 5, and 7; (3) assessment of student progress against these benchmarks; (4) national reporting of benchmark data, and (5) professional development for teachers. Education authorities in all States and Territories, assisted by the Commonwealth, have been engaged in implementing these elements of the plan since its formulation. This paper concerns the national reporting of benchmark data for 2005 and follows on from earlier editions of the "National Report on Schooling in Australia," which published data for 1999, 2000, 2001, 2002, 2003 and 2004. The publications reflect the continuing development of the benchmark reporting process. This 2005 edition also provides data on the performance of students in metropolitan, provincial, remote and very remote areas. In each State and Territory, students' school locations are categorised using the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) Geographical Location Classification, and procedures closely related to the approaches of the Australian Bureau of Statistics. (Contains 30 tables and 12 figures.) [For "National Report on Schooling in Australia, 2004. Preliminary Paper. National Benchmark Results Reading, Writing and Numeracy Years 3, 5 and 7," see ED534694.]
- Published
- 2005
225. Annual Proceedings of Selected Research and Development Papers Presented at the National Convention of the Association for Educational Communications and Technology (28th, Orlando, Florida, 2005). Volume 2
- Author
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Association for Educational Communications and Technology, Washington, DC., Simonson, Michael, and Crawford, Margaret
- Abstract
For the twenty-eighth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the National AECT Convention in Orlando, Florida. The Proceedings of AECT's Convention are published in two volumes. Volume 2 contains over 100 papers dealing with instruction and training issues. (Individual papers contain references, figures, and tables.) [For Volume 1, see ED499958.]
- Published
- 2005
226. The Impact of VET in Schools on the Intentions and Achievements of Young People. Longitudinal Surveys of Australian Youth. Briefing Paper 21
- Author
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National Centre for Vocational Education Research and Nguyen, Nhi
- Abstract
Vocational education in schools declined significantly following the demise of the 1970s of technical high schools. By the 1990s, it had undergone a renaissance after formal school vocational education and training (VET) programs became an accepted feature of the latter years of schooling. There is now a diverse range of school VET options available to young people in their senior years of schooling. Over 90% of senior secondary schools offer VET subjects and programs, and nationally over 40% of students participate in VET in Schools programs. Young people participating in the Longitudinal Surveys of Australian Youth (LSAY) can be tracked as they make their transitions from school to work, providing an opportunity to assess the impact of VET in Schools programs on their educational and employment outcomes. This briefing paper uses previous research on the impact of VET in Schools and some primary analysis of the data from LSAY participants who were first interviewed in 1995 or 2003 (Y95 and Y03) to assess the effect of these programs on school retention, post-school VET and employment, and young people's school and post-school aspirations. The results of the regression models are appended. (Contains 15 tables and 3 footnotes.)
- Published
- 2010
227. Dynamic Database for Quality Indicators Comparison in Education. Working Paper N. 04/2010
- Author
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Poliandri, Donatella, Cardone, Michele, Muzzioli, Paola, and Romiti, Sara
- Abstract
The purpose of this study is to explore aspects and indicators most commonly used to assess the quality of education systems in different countries through the comparison of 12 national publications describing the state of the educational system. To compare indicators the CIPP model was chosen. This model is organized in four main parts: Context, Input, Process and Product. Each main part was then divided into categories based on the research literature (e.g., Input is divided into human, financial and material resources). Based on the CIPP model an electronic database for quality indicators comparison has been designed and implemented. This system is dynamic and easy to update. Using the database it is possible to compare countries according to several criteria (e.g., main parts and categories of the CIPP model, ISCED [International Standard Classification of Education] level, level of data collection). The database is available to the public and is designed for researchers and scholastic decision makers. A first comparison shows that processes at the classroom level are rarely considered, whereas public financial resources as well as achievement results are always included. The study concludes with a discussion of the findings of the comparison, as well as suggestions for future research aimed at further defining relevant indicators for the assessment of education quality." An appendix presents: "The on-line database: structure and functions. (Contains 5 figures and 7 footnotes.) [This paper was produced by INVALSI - National Institute for the Educational Evaluation of Instruction and Training.]
- Published
- 2010
228. Adjustment Notes for Apprentice and Trainee Estimates. Technical Paper
- Author
-
National Centre for Vocational Education Research
- Abstract
Apprentice and trainee data are reported by the State and Territory Training Authorities to the National Centre for Vocational Education Research (NCVER) on a quarterly basis, starting at the September quarter of 1994. The set of data submitted that quarter is referred to as Collection 1. The sets of data submitted in subsequent quarters are referred to as Collection 2, Collection 3 and so on. NCVER publishes data on the numbers of contracts of training that commence, complete, cancel/withdraw, re-commence, expire or suspend and the time at which these events occur (referred to as the "date of effect"). From these events, the number of contracts in training at a given time can be calculated. Due to time delays in reporting data on the status of contracts to NCVER, the most recent data are estimated. The purpose of this technical paper is to document the adjustments that are made to the estimates at each collection, and produce a cumulative document of these adjustments, commencing at Collection 60, June 2009 estimates. (Contains 12 figures.) [For the accompanying report, "Australian Vocational Education and Training Statistics: Apprentices and Trainees. Annual, 2009", see ED510873.]
- Published
- 2010
229. Estimation of Apprentice and Trainee Statistics. Technical Paper
- Author
-
National Centre for Vocational Education Research and Harvey, Brian
- Abstract
Apprentice and trainee data are reported by the State and Territory Training Authorities to NCVER (National Centre for Vocational Education Research) on a quarterly basis, starting at the September quarter of 1994. The set of data submitted that quarter is referred to as Collection 1. The sets of data submitted in subsequent quarters are referred to as Collection 2, Collection 3 and so on. At the time of writing, the set of data being submitted is for the June 2009 quarter and is referred to as Collection 60. Of particular interest is the numbers of contracts of training that commence, complete, cancel/withdraw, re-commence, expire or suspend and the time at which these events occur (referred to as the "date of effect"). From these events, the number of contracts in training at a given time can be calculated. The purpose of this technical paper is to describe: (1) the way data accumulate over many collections; (2) how items derived from the data change as the data accumulates; (3) the endorsed estimation method (developed from the analysis of the above); (4) the formulae for calculating the required estimates; and (5) potential weaknesses in the method. Throughout the main text of this document data for New South Wales commencements and expired contracts are used as examples to illustrate the concepts being discussed. Supporting data is appended. A glossary is included. (Contains 4 tables and 8 figures.) [For the accompanying report, "Apprentices and Trainees: December Quarter, 2009", see ED510135.]
- Published
- 2010
230. Adjustment Notes for Apprentice and Trainee Estimates. Technical Paper
- Abstract
Apprentice and trainee data are reported by the State and Territory Training Authorities to the National Centre for Vocational Education Research (NCVER) on a quarterly basis, starting at the September quarter of 1994. The set of data submitted that quarter is referred to as Collection 1. The sets of data submitted in subsequent quarters are referred to as Collection 2, Collection 3 and so on. NCVER publishes data on the numbers of contracts of training that commence, complete, cancel/withdraw, re-commence, expire or suspend and the time at which these events occur (referred to as the "date of effect"). From these events, the number of contracts in training at a given time can be calculated. Due to time delays in reporting data on the status of contracts to NCVER, the most recent data are estimated. The purpose of this technical paper is to document the adjustments that are made to the estimates at each collection, and produce a cumulative document of these adjustments, commencing at Collection 60, June 2009 estimates. (Contains 6 figures.) [For the accompanying report, "Apprentices and Trainees: September Quarter 2009," see ED508817.]
- Published
- 2010
231. Approaches to Research Priorities for Policy: A Comparative Study. Occasional Paper
- Author
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National Centre for Vocational Education Research and Wilkinson, Diana
- Abstract
Diana Wilkinson, Chief Social Researcher with the Scottish Government, assisted National Centre for Vocational Education Research (NCVER) to facilitate a forum to discuss the development of national research priorities for the vocational education and training sector. This paper summarises Diana Wilkinson's impression of the forum and uses two contrasting case studies of Scotland and Australia to consider the extent to which it is feasible to align academic research investment with medium-term priority-setting. (Contains 13 footnotes and 1 table.)
- Published
- 2010
232. ANZSCO Imputation in the National Apprentice and Trainee Collection. Technical Paper
- Author
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National Centre for Vocational Education Research and Harvey, Brian
- Abstract
Data relating to occupations has been collected in the national apprentice and trainee collection since 1994. The coding used conforms to classifications endorsed by the Australian Bureau of Statistics (ABS). The latest version issued from the ABS is the Australian and New Zealand Standard Classification of Occupations (ANZSCO). The classification previous to ANZSCO is the second edition of the Australian Standard Classification of Occupations (ASCO). Currently occupation data is collected using both ANZSCO and ASCO codes. Although ANZSCO was only introduced to the Apprentice and Trainee Collection in 2007, states and territories were asked to back-code ANZSCO on all contracts that were active as at 1 July 2000. Therefore while ASCO codes appear on records from the beginning of the collection, ANZSCO codes, only appear on records from 1 July 2000. Thus, although the database has a field for ANZSCO, the value is missing for all records prior to this date. This technical paper is a description of the methodology used to impute values for records in the National Apprentice and Trainee database that have missing ANZSCO codes. Appendices include: (1) Method (detailed); and (2) System charts. [For the accompanying report, "Apprentices and Trainees: September Quarter 2009," see ED508817.]
- Published
- 2010
233. The Effectiveness of the Traineeship Model. Occasional Paper
- Author
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National Centre for Vocational Education Research, Karmel, Tom, Blomberg, Davinia, and Vnuk, Monica
- Abstract
Over 20 years ago, during a period of high youth unemployment, Peter Kirby recommended that a system of traineeships be adopted for disadvantaged 16- and 17-year-olds. Growth in traineeships was initially slow until the mid-1990s, when rapid growth followed a series of reforms to traineeships. The reforms included the introduction of employer incentives and the widening of traineeships to existing workers, part-time workers, and older workers. This paper builds on work commissioned by the Victorian Interdepartmental Policy Unit on Youth Transitions into the effectiveness of traineeships for the youth cohort. Findings suggest that traineeships are an important pathway for female early school leavers. However, if the target group for traineeships is disadvantaged young people, then they are poorly targeted. The employment outcomes from traineeships are good, particularly for young early school leavers, but they find little evidence that traineeships have had a significant impact on skills acquisition. Overall, the authors conclude that the traineeship model is a good one, as the mixture of formal education and experience in the workplace is educationally very attractive. Their suggestions for improvement relate to better targeting of government support. In particular, they suggest that government support be targeted towards disadvantaged job seekers, such as early school leavers. Appendices include: (1) Consultations methodology; (2) Detailed history of policies relating to the traineeship system; (3) Illustrative case studies of wage costs and implicit wage subsidies; (4) Most popular training packages for Australia; and (5) Further study. (Contains 12 footnotes, 4 boxes, 24 tables, and 5 figures.)
- Published
- 2010
234. Breaking down the Barriers: Strategies to Assist Apprentices with a Learning Disability. Occasional Paper
- Author
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National Centre for Vocational Education Research and Cotton, Sandra
- Abstract
Apprentices with a learning disability can face significant barriers to completing their training. This paper explores what these apprentices, their lecturers and disability support staff see as the most effective strategies for helping them to overcome these difficulties. Instructional approaches which accommodate students' learning styles, individual tutoring and supportive relationships were endorsed by all groups as effective. This research was undertaken by a novice researcher in the Community of Practice scholarship program, which is funded through NCVER's Building Researcher Capacity initiative. Appended are: (1) Questionnaire; and (2) Focus group questions. (Contains 4 tables and 1 figure.)
- Published
- 2010
235. The Likelihood of Completing a VET Qualification: A Model-Based Approach. Technical Paper
- Author
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National Centre for Vocational Education Research, Mark, Kevin, and Karmel, Tom
- Abstract
This paper estimates vocational education and training (VET) course-completion rates, in order to fill a gap in performance measures for the VET sector. The technique the authors use is to track all VET course enrolments within a three-year window, centred on the year of interest. Then, using an absorbing Markov chain model for a VET course enrolment, they estimate the proportion of VET course enrolments commencing in the year of interest that will eventually be completed. This approach allows them to estimate the completion rate without having to longitudinally track course enrolments over a long period of time. Findings reveal that: (1) The national estimated completion rate of VET course enrolments at certificate I level or above commencing in 2005 is 27.1%. For full-time VET students aged 25 years and under in 2005, this rate is 34.7%; (2) When cut by fields of education, the completion rates in 2005 range from 13.3% (for course enrolments in Mixed field programs) to 48.3% (for course enrolments in Education); and (3) Course enrolments at certificate III level had the highest rate of completion at 33.5% compared with other qualification levels. One of the distinctive characteristics of the VET sector is that many students wish to learn specific skills and have no intention of completing a full qualification. For these students a more sensible measure of success is the proportion of modules passed (the load pass rate). Overall, the load pass rate of 2005 enrolments was 79.1%. Appendices include: (1) Completion rate of new VET students; (2) Flow diagram; (3) Completions formula; and (4) Sample sizes. (Contains 9 tables, 2 figures, and 2 footnotes.)
- Published
- 2010
236. Professional Development in the Vocational Education and Training Workforce. Occasional Paper
- Author
-
National Centre for Vocational Education Research and Guthrie, Hugh
- Abstract
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.)
- Published
- 2010
237. Modelling Changes in Employer Satisfaction between 2005, 2007 and 2009. Technical Paper
- Author
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National Centre for Vocational Education Research and Roberts, David
- Abstract
This paper investigates change in employer satisfaction with vocational education and training (VET) between the years 2005 and 2009. Employer satisfaction was measured using the Survey of Employer Use and Views of the VET System, conducted biennially since 2005. Key measures from the survey are employer satisfaction with: vocational qualifications as a job requirement; apprentices and trainees; and nationally recognised training. To determine whether the distribution of responding employers accounts for the large differences in survey estimates, employer satisfaction is modelled taking into account the size and industry of responding employers. Appended are: (1) Differences in the survey estimates; and (2) Regression results. (Contains 11 tables and 3 figures.)
- Published
- 2010
238. A Short History of Initial VET Teacher Training. Occasional Paper
- Author
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National Centre for Vocational Education Research and Guthrie, Hugh
- Abstract
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.)
- Published
- 2010
239. Blind Date: An Exploration of Potential Partnerships between Literacy Teachers and Community Service Workers. Occasional Paper
- Author
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National Centre for Vocational Education Research and Leske, Ann
- Abstract
Partnerships between literacy teachers and community service workers have the potential to engage people with low literacy levels in learning. Through interviews and surveys with these two groups, this paper explores their views on literacy, how it impacts on their work, and their ideas about partnerships with each other. Overall, partnerships are viewed more favourably by literacy teachers than community service workers. In addition, if partnerships are to proceed, both groups need to develop a greater awareness and appreciation for each other's roles. This research was undertaken by a novice researcher in the Community of Practice Program and was funded as part of NCVER's Building Researcher Capacity initiative. Appended are: (1) Definitions; and (2) Survey. (Contains 9 tables and 2 figures.)
- Published
- 2010
240. Mixed-Sector Tertiary Education: Implications for Self-Accrediting and Other Higher Education Institutions. Issues Paper
- Author
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National Centre for Vocational Education Research and Moodie, Gavin
- Abstract
"Mixed-sector" institutions are relatively new in Australia, but numbers are likely to increase as the boundaries between vocational education and training (VET) and higher education become increasingly blurred. In 2009 the National Centre for Vocational Education Research (NCVER) published research examining the nature of higher education offered by public VET providers ("Higher education in TAFE" by Leesa Wheelahan, Gavin Moodie, Stephen Billett and Ann Kelly). Gavin Moodie and his colleagues are continuing their research and this paper has been written with the intention of provoking discussion. It presents an initial account of mixed-sector tertiary education in Australia--separating institutions accrediting their own higher education programs, most of which are large public universities, from other tertiary education institutions, primarily smaller private providers. A range of issues about the emerging character of mixed-sector provision is flagged and will be considered as part of the research, including: (1) How relevant will the sector designations be if the distinctions relating to tertiary education continue to blur, and if Australian governments allocate public support for teaching by mechanisms that do not distinguish between types of institutions?; (2) To what degree is mixed-sector provision affected by the extent to which the smaller sector is integrated with an institution's organisational structure, the level of the organisation at which vocational and higher education are integrated and the level of autonomy granted to organisational units?; and (3) What are the implications of mixed-sector provision for the students, staff and institutional futures? (Contains 6 tables, 2 figures and 3 footnotes.)
- Published
- 2010
241. Policy Developments in VET: Analysis for Selected Countries. Working Paper No. 54
- Author
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Monash University, Centre for the Economics of Education and Training, Noonan, Peter, Burke, Gerald, and White, Paul
- Abstract
This paper is concerned with the strategies being adopted for vocational education and training (VET) in Australia and the lessons that could be learned for them from policies in other countries. Six issues are considered in the paper, each relates to or more of the objectives and particular strategies in the Australia's National Strategy for Vocational Education and Training 2004-2010: (1) Workforce/adult training and retraining in the light of ageing and shifting occupational structures; (2) Equity issues for indigenous and other groups; (3) Managing demand and funding so that priorities are met; (4) Developments in qualification structures and quality assurance; (5) Enhancing provider capacity to ensure quality and responsiveness; and (6) Regional and community capacity building. The approach taken was to analyse national strategies, policies, objectives and priorities of government agencies to provide a point of comparison with Australia's National Strategy for VET. Analysis was most focused on the United Kingdom and New Zealand, and limited for Canada, due to the decentralised nature of that system. Implications for Australia are set out by strategy. (Contains 6 footnotes and 2 boxes.)
- Published
- 2004
242. Scoping Paper--Shaping a Career Development Culture: Quality Standards, Quality Practice, Quality Outcomes
- Author
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Australian Department of Education, Science and Training and McMahon, Mary
- Abstract
This project on national standards and accreditation of career practitioners is set against a background of unprecedented interest by governments nationally and internationally in the provision of career guidance services. Currently more is known about the policy and delivery of career guidance than at any other time in history. There is growing interest in the relationship between career guidance and public policy because the benefits of career guidance to individuals, society and the economy have been recognised. In this regard, strategic alliances are being formed between career guidance practitioners and policy makers in order that policy commitments relating to the provision of quality career services are enhanced. Such an alliance is evidenced in the collaboration between the Department of Education, Science and Training and the Career Industry Council of Australia on this project. This project constitutes a very necessary step in a move towards a quality industry. The purpose of this scoping paper is to: (1) identify current standards guiding career practitioners in Australia; (2) review international work on standards including examples of best practice and advise on how this work might be relevant to the development of national standards and accreditation in the Australian context; (3) be informed by outcomes of national workshops, forums, and conferences 2000-2004; (4) identify the current membership requirements of professional career associations and bodies both nationally and internationally; (5) assess how prior learning or qualifications might be recognised and developed to fit within and meet the requirements of the quality standards; and (6) identify the issues that need to be addressed in the development of national standards. To achieve this purpose, this paper is structured around four main sections--international quality standards, national quality standards, standards guiding Australian professions, and the Australian career industry. Following this a number of themes related to the development and implementation of quality standards will be elaborated. A number of issues relating to the development and implementation of quality standards and accreditation in the Australian career industry will then be raised. Appended are: (1) Glossary of terms; (2) Table of Comparative Competencies; (3) Entry-level Qualifications of Australian Career Practitioner Associations; (4) Standards of Australian Career Practitioner Associations; and (5) Comparison of Quality Standards Across Career Case Studies.
- Published
- 2004
243. Estimation of Apprentice and Trainee Statistics. Technical Paper
- Author
-
National Centre for Vocational Education Research and Harvey, Brian
- Abstract
Apprentice and trainee data are reported by the State and Territory Training Authorities to the National Centre for Vocational Education Research (NCVER) on a quarterly basis, starting at the September quarter of 1994. The set of data submitted that quarter is referred to as Collection 1. The sets of data submitted in subsequent quarters are referred to as Collection 2, Collection 3 and so on. At the time of writing, the set of data being submitted is for the June 2009 quarter and is referred to as Collection 60. Of particular interest is the numbers of contracts of training that commence, complete, cancel/withdraw, re-commence, expire or suspend and the time at which these events occur (referred to as the "date of effect"). From these events, the number of contracts in training at a given time can be calculated. Between the occurrence of one of these events and the appearance of the corresponding datum in the national collection, there is a chain of administrative processes that must be followed. It is not unusual for some time to elapse before information about events appears in the national collection. These time gaps are referred to as "reporting lags". Thus, data about events occurring in a given quarter might require several collections to be completely reported. As a result, accurate counts take time to accumulate. However, waiting for the all the data to be submitted reduces their usefulness. In order to get timely information that can be used for monitoring apprentice/trainee activity and formulating policy, a reliable estimate of the "final" counts is required as soon as possible after the quarter in which the events occur. The current method of calculating estimates from the Apprentice and Trainee collection was endorsed in September 2004 by the National Training Statistics Committee. The purpose of this technical paper is to describe: (1) the way data accumulate over many collections; (2) how items derived from the data change as the data accumulates; (3) the endorsed estimation method (developed from the analysis of the above); (4) the formulae for calculating the required estimates; and (5) potential weaknesses in the method. Supporting data is appended. (Contains 4 tables and 8 figures.) [For the accompanying report, "Apprentices and Trainees: September Quarter 2009", see ED508817.]
- Published
- 2009
244. Tracking Our Success: How TAFE Institutes Evaluate Their Effectiveness and Efficiency. Occasional Paper
- Author
-
National Centre for Vocational Education Research, Misko, Josie, and Halliday-Wynes, Sian
- Abstract
The key drivers of technical and further education (TAFE) institutes' systems for monitoring and evaluating effectiveness and efficiency are accountability for government funding, compliance with legislation and quality assurance requirements. The need to supplement government funding with commercial income requires institutes to understand the training markets in which they operate and to maintain productive networks with industry and local communities. This paper provides an account of the management strategies and processes that TAFE institutes use to evaluate their performance. It concludes that institutes use similar practices to understand their business and it provides some suggestions for the type of information that would be beneficial. Two appendices are included: (1) State strategic objectives; and (2) Examples of information that states are required to provide to state funding bodies. (Contains 1 table and 19 footnotes.) [Additional information relating to this research is available in the support document: "Tracking Our Success: How TAFE Institutes Evaluate Their Effectiveness and Efficiency--Case Studies." See ED507215.]
- Published
- 2009
245. Employers' Views on Improving the Vocational Education and Training System. Occasional Paper
- Author
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National Centre for Vocational Education Research, Rittie, Toni, and Awodeyi, Tomi
- Abstract
This study examines employers' views, taken from the National Centre for Vocational Education Research (NCVER) Survey of Employer Use and Views on the VET (vocational education and training) System, on the three ways they can engage with the VET system: by having vocational qualifications as a job requirement; employing apprentices and trainees; and using nationally recognised training. In particular, the authors focus on employers' suggestions for improvement to the VET system and, for those employers who are dissatisfied with the system, their reasons for dissatisfaction. Three appendices are included: (1) Reasons for dissatisfaction code frame; (2) 2005 Suggested improvements code frame; and (3) 2007 Suggested improvements code frame. (Contains 2 tables, 2 footnotes and 1 figure.) [Funding for this paper provided through the Australian Department of Education, Employment and Workplace Relations.]
- Published
- 2009
246. Higher Education in TAFE: An Issues Paper
- Author
-
National Centre for Vocational Education Research, Moodie, Gavin, Wheelahan, Leesa, Billett, Stephen, and Kelly, Ann
- Abstract
Growth in mixed-sector institutions offering both vocational and higher education qualifications is expected to increase given recent and predicted policy changes. This issues paper focuses on the provision and management of higher education in technical and further education (TAFE) institutes. Issues raised for discussion include the governance of mixed-sector institutions as well as ensuring access and maintaining progression to higher education without sectoral division in the institution. Implications arising from the Bradley review of higher education are canvassed and the authors are inviting discussion on a range of questions related to the nature of policies and practices influencing the provision of higher education in TAFE. A section listing the TAFE institutes that have been registered to offer higher education qualifications and their accredited higher education qualifications, at February 2009 is appended. (Contains 5 tables and 3 footnotes.) [Funding for this document was provided through the Department of Education, Employment and Workplace Relations.]
- Published
- 2009
247. Linking Flexible Delivery and Community Development: The Wugularr Story. Occasional Paper
- Author
-
National Centre for Vocational Education Research and Anderson, Stuart
- Abstract
Building the research capacity of the vocational education and training (VET) sector is a key concern for the National Centre for Vocational Education Research (NCVER). To assist with this objective, NCVER supports an academic scholarship program, whereby VET practitioners are sponsored to undertake university study at honours', master's or doctorate level. The author received an academic scholarship in 2008 to assist with his Master's of Education at Charles Darwin University. He is a Lecturer and Course Coordinator in Alcohol and Other Drugs, Youth Work at Charles Darwin University. His research investigates the flexible delivery of VET in Wugularr, a remote Indigenous community near Katherine in the Northern Territory. As part of its core business, Charles Darwin University offers a range of VET training programs to Wugularr. One of these programs is the Sunrise Health Service's youth worker training program. This paper evaluates the program from the community's perspective. The lessons learned, which are applicable to the wider VET sector, are also identified. (Contains 1 table and 2 figures.) [Funding for this document was provided through the Department of Education, Employment and Workplace Relations.]
- Published
- 2009
248. Explaining the Divergence between Student Numbers and Hours, 2002 to 2007. Technical Paper
- Author
-
National Centre for Vocational Education Research, Karmel, Tom, and Mlotkowski, Peter
- Abstract
Information on the divergence between student numbers and delivery hours for the period 2002 to 2007 is provided in this technical paper. The change in hours from one year to the next is decomposed into three effects, one of which is "hours inflation", whereby nominal hours increase over time for the same unit of competency or module. Here we show that the "hours inflation" explains relatively little of the divergence between students and hours. However, another form of hours creep, whereby new modules have higher average hours than ceased modules, was of some significance at the start of the period in question. A list of tables representing change in hours by state and territory is appended. (Contains 2 footnotes, 7 tables, and 3 figures.) [This work has been produced by the National Centre for Vocational Education Research (NCVER) as a joint initiative of the Australian Government, and state and territory governments, with funding provided through the Australian Department of Education, Employment and Workplace Relations.]
- Published
- 2009
249. Why Do the Growth Rates of Students, Enrollments and Hours Differ So Much between 2006 and 2007? Technical Paper
- Author
-
National Centre for Vocational Education Research, Karmel, Tom, Mark, Kevin, and Mlotkowski, Peter
- Abstract
This technical paper examines some large and unusual movements for data in the 2007 VET (Vocational Education Training) Provider Collection by comparison with 2006. Changes in the patterns of courses undertaken explain most of the divergence between students, enrolments and hours. Appendices include: (1) Derivation of the decomposition; (2) Tables of enrolment growth and its effects--2006-2007; and (3) Reporting hours and enrolments for common, new and ceased modules by state. (Contains 48 tables and 1 footnote.) [This work has been produced by the National Centre for Vocational Education Research (NCVER) on behalf of the Australian Government and state and territory governments with funding provided through the Australian Department of Education, Employment and Workplace Relation.]
- Published
- 2009
250. What's Wrong with a Career in Hospitality? An Examination of Student Choice. Occasional Paper
- Author
-
National Centre for Vocational Education Research, Hamm, Simon, and Angliss, William
- Abstract
The preference of students to choose a career in events management over hospitality despite low demand for skills is the focus of this paper. The need for greater involvement of external stakeholders is identified as important in ensuring that students make an informed decision when choosing a career path. A model representing the ideal situation for student decision-making on career choice is proposed. The research was funded through the Building Researcher Capacity initiative of the National Centre for Vocational Education Research (NCVER) and was undertaken by a novice researcher in the Community of Practice scholarship program. A list of interview questions is appended. (Contains 4 figures.)
- Published
- 2009
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