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This report, commissioned by the federal Department of Education, Employment and Workplace Relations (DEEWR), investigates whether vocational education and training (VET) has adapted to meet the changing needs of work. It provides examples of how work has changed for different occupations and functions, and how systemic mechanisms such as training packages and accredited courses are used to help the system respond to these changes. The findings indicate in particular that: (1) Regulation and business needs drive changes in the way the competency-based training system operates; (2) The system has strong mechanisms for identifying the needs of specific industries and occupations and formulating units of competency in training packages and accredited courses to address these needs. However, too much bureaucratic red tape and unnecessary detail make the system sluggish in responding to emerging needs in a timely fashion; and (3) Having strong mechanisms for the development and review of training packages and accredited courses is only part of the picture. These must be complemented by effective teaching and rigorous assessment practices, as well as up-to-date materials and technology for learning. Adaptation of the training system is one thing, but it will only be effective if employers ensure employees acquire the new skills. This requires an organisational culture which is conducive to training, and worker willingness to engage in training. (Contains 20 tables, 2 figures and 8 footnotes.) [For the supporting document, see ED514140.]

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.]

This report is the support document to "Tracking Our Success: How TAFE Institutes Measure Their Effectiveness and Efficiency". It comprises reports on each of the nine technical and further education (TAFE) institutes that have taken part in the study. Information was collected via in-depth interviews with chief executive officers and their senior and middle management teams (including faculty directors and educational managers responsible for trade and non-trade programs, marketing, human resources, financial management, administrative services, student services, quality assurance or their equivalents). In each case study the authors begin with some brief descriptions of institute characteristics, including main programs offered, and goals and values. They then examine key processes and information used to develop strategic plans and budgets to measure progress towards targets. This is followed by a discussion of how institutes understand the markets in which they operate and the quality of their provision. They end by reports of issues and problems and suggestions for improvement. (Contains 20 footnotes.) [To access "Tracking Our Success: How TAFE Institutes Evaluate Their Effectiveness and Efficiency. Occasional Paper" please see ED507216.]

This study is about the school-to-work transition arrangements in place in South Korea and South Australia, and the improvements that are required to enable students to better make this transition. It represents the work of researchers from the Korea Research Institute for Vocational Education and Training (KRIVET) and the National Centre for Vocational Education Research (NCVER) and is one of a series of joint projects between the two centres. The importance of close connections between vocational education and training (VET) systems and industry is highlighted in this report. This study is based on questionnaire surveys of secondary school teachers and lecturers and professors in post-secondary institutions involved in the provision of vocational education and/or training. Questions were focused on the approaches used to prepare students for entry into the workforce, problems and issues raised by the implementation of these approaches, and suggestions for improvement. The findings have confirmed for both countries the need for sound information about industry demands for skills and workers, and student access to relevant teacher expertise, sufficient time for skills acquisition and practice, and adequate facilities and equipment. From Australia's perspective, the Korean experience provides useful insights to improving school retention rates, and establishing formal pathways for VET students who are not undertaking apprenticeships and traineeships. From the Korean perspective, useful lessons include developing inter-sectoral linkages between industry and education, applying flexible teaching and training methods, implementing a national qualifications framework, and introducing apprenticeship-type arrangements. (Contains 8 tables and 1 figure.) [For "Effective Measures for School-To-Work Transition in the Vocational Education System: Lessons from Australia and Korea. Support Document," see ED493964.]

This document describes the major features of the vocational educational and training (VET) sectors in China and Australia, particularly the linkages between lower and higher VET that occur within secondary and postsecondary education in Australia and, in China, within junior secondary schools, senior secondary schools, and higher institutions of vocational education. Following an executive summary, there are sections on VET in China, the linkages, and case studies in Beijing and Hunan Province. Next are sections on VET in Australia, the Australian VET sector, linkages between higher and lower levels of the Australian Qualifications framework, and case studies in Queensland and South Australia. The last section summarizes major comparisons and outlines these needs for both countries' VET systems: (1) establishment of adequate administrative and funding arrangements; (2) development of closer ties with industry; (3) improved quality assurance measures; (4) improved access to new technologies; and (5) adequate funding for access and equity. There are 38 tables/figures. Appended are the following: general education in Beijing; tertiary entrance in Queensland; and South Australia Certificate of Education subjects. (Contains 46 references.) (CML)

Linkages between Australia's vocational education and training (VET) and technical and further education (TAFE) sectors and industry were examined through 13 case studies involving a variety of industrial sectors in South Australia, New South Wales, and Victoria. Special attention was paid to the processes established by school clusters to develop relationships with industry. The individual case studies focused on the following topics: scope and nature of the program; strategies for developing formal linkages with industry; training packages; training and assessment; and benefits and concerns. Jointly developed competencies and standards were a cornerstone of the connections between providers of training and industry sectors. Postcompulsory institutions and secondary school providers were also linked with industry in provision of workplace training in the form of work experience and more structured and formal vocational placements. Many schools clustered together to pool and share resources. In postcompulsory institutions (TAFE institutes, private VET providers), the linkages were generally reflected in development and implementation of industry training packages, the composition of course advisory groups, and partnerships between employers in delivery of apprenticeship and traineeship training. The major benefits derived from development of industry linkages for secondary and postsecondary providers were discussed along with concerns and policy implications. (MN)

A study described the general and vocational education and training (VET) systems in Korea and Australia, focusing on the role of training providers and industry in the delivery of entry-level vocational education and training in both countries. The study also analyzed the nature of the linkages established between VET institutions in the two countries and their respective tourism and hospitality, electrical and electronics, and information technologies sectors. The study identified these benefits derived from industry linkages to training providers for students, training institutions, and businesses in both countries: (1) national recognition and portability of qualifications; (2) opportunities for students to develop vocational skills and awareness of occupations and organizations; (3) opportunities for businesses to influence the off-the-job training programs of their apprentices or trainees; (4) centralization of arrangements for work experience programs; (5) opportunities to recruit new employees from student trainees; and (6) opportunities to fulfill community obligations and present a positive corporate image. Policy implications were noted for each country. The study concluded that nurturing of linkages between training providers and industry in both Australia and Korea is necessary for provision of adequate and relevant skill development for students. (Contains 61 references.) (KC)

An Australian study explored assumptions underlying thinking about work experience and vocational placement programs described in the literature, documented how much they were warranted by available evidence, and examined student and employer benefits. Surveys collected data from the following: students in grades 10-12 who participated in placements in 1996; work experience and vocational placement coordinators in schools; coordinators of vocational placements; and workplace supervisors. Findings indicated that students were involved in selecting placements and making arrangements. Major responsibility for negotiating placements rested with teachers and coordinators; employers played a minimal role. Few students said they were given a list of things to do before entering the workplace; the majority of coordinators and teachers claimed students were sent into workplaces with such a list. The great majority of students received some training to prepare them for their workplace experience. About half of teachers and coordinators reported no training for their roles. Few students chose traditional trades or emerging industries as desirable vocational placement. Most students' performance was assessed, frequently by workplace supervisors. When students rated the extent to which their expectations were fulfilled, findings showed significant and high positive correlations between expectations and outcomes. The majority of all respondents believed the workplace experience was worthwhile and had definite benefits. (Contains 12 references. Appendixes include survey instruments and results.) (YLB)