536 results on '"Certification"'
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2. Apprentice and Trainee Outcomes 2023. Australian Vocational Education and Training Statistics
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National Centre for Vocational Education Research (NCVER) (Australia)
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This publication provides a summary of the outcomes of apprentices and trainees aged 15 years or over who undertook an apprenticeship or traineeship during 2022. It includes those who completed an apprenticeship or traineeship (completers) and those who cancelled or withdrew (non-completers). The figures are derived from the 2023 National Student Outcomes Survey. Information is presented on apprentices' and trainees' reasons for training, reasons for non-completion, employment outcomes, further study outcomes and satisfaction with the apprenticeship or traineeship. An apprentice or trainee is a person who undertakes a contract of training with an employer and a training provider.
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- 2024
3. Government-Funded Students and Courses -- January to September 2023. Australian Vocational Education and Training Statistics
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National Centre for Vocational Education Research (NCVER) (Australia)
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This publication provides a summary of data relating to students, programs, subjects, and training providers in Australia's government-funded vocational education and training (VET) system. Government-funded is defined as Commonwealth and/or state or territory government funded training delivered by contracted training organisations. Data for the Government-funded students and courses series are received by NCVER in four cumulative submissions: (1) January to March, submitted in May; (2) January to June, submitted in August; (3) January to September, submitted in November; and (4) January to December, submitted in March. This allows additional data to be reported and corrections made to previously submitted data. The data in this publication cover the period of 1 January to 30 September 2023. For comparative purposes it examines data for the same period of the previous year.
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- 2024
4. VET in Schools 2022. Australian Vocational Education and Training Statistics
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National Centre for Vocational Education Research (NCVER) (Australia)
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This publication presents information on the vocational education and training (VET) undertaken by school students as part of their senior secondary certificate of education (SSCE). Students can undertake VET through a school-based apprenticeship or traineeship pathway, or other pathway. Highlights include: (1) In 2022, in Australia there were 242 945 VET in Schools students, consisting of: (a) 8.5% (or 20 765) school-based apprentices and trainees; and (b) 91.5% (or 222 180) students undertaking other VET in Schools programs; (2) An estimated 26.8% of the Australian population who were at school and aged 15 to 19 years participated in VET in Schools in 2022; and (3) In 2022, compared with 2021, the number of VET in Schools students in Australia decreased by 3.3%. Across a five year period, 2018 to 2022, the number of VET in Schools students in Australia increased by 5.3%.
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- 2023
5. Government-Funded Students and Courses, 2022. Australian Vocational Education and Training Statistics
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National Centre for Vocational Education Research (NCVER) (Australia)
- Abstract
This publication provides a summary of data relating to students, programs, subjects and training providers in Australia's government-funded vocational education and training (VET) system, defined as all Commonwealth and state or territory government-funded training delivered by technical and further education (TAFE) institutes, other government providers (such as universities), private providers and community education providers. [For the 2021 report, see ED629481.]
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- 2023
6. Effective Teaching Practices and Student Support Services in Online VET. Research Report
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National Centre for Vocational Education Research (NCVER) (Australia), Hume, Sheila, Griffin, Tabatha, and Andrahannadi, Upekha
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The aim of this research was to identify the teaching practices and student support services that facilitate the successful online delivery of vocational education and training (VET), including in blended delivery. To achieve this, the research examined the characteristics of teaching approaches and student support services across eight qualifications delivered online, with these qualifications also representing diverse student cohorts (including apprentices and trainees), industry types and Australian Qualifications Framework (AQF) levels. Using information collected from interviews with 37 registered training organisations (RTOs) who deliver at least one of the eight case-study qualifications, it explored: (1) how teaching practices and student support services vary across the diverse VET system (that is, differing RTO type, student cohort, training type and industry) and across delivery mode (that is, blended and fully online delivery, synchronous and asynchronous delivery); and (2) the elements of VET that are being delivered online, including for apprentices and trainees. [For the support document, see ED628927.]
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- 2023
7. Bilingual Workers in a Monolingual State: Bilingualism as a Non-Skill
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Jinhyun Cho
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This article examines the institutional and market treatment of the profession of interpreting in the English-monolingual context of Australia. Based on qualitative interview methods with 67 healthcare interpreters in Australia, the study aims to explore the impact of the linguistic hierarchies in favour of English on the financial and professional valuing of bilingualism and bilingual workers, most of whom are migrants speaking English as their additional language. With Bourdieu's linguistic market as a key theoretical framework, the findings reveal how deeply English monolingualism is entrenched in the local interpreting industry and healthcare institutions and how the pervasive monolingual ideologies work to devalue bilingualism as a non-skill. The study highlights strong ties between monolingualism, power, class and race, with a particular focus on the migrant-concentrated aspect of the interpreting profession. It illuminates the role of language in justifying and sustaining power and structural inequalities, which, in turn, disproportionately impacts vulnerable populations.
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- 2024
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8. Government-Funded Students and Courses, 2021. Australian Vocational Education and Training Statistics
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National Centre for Vocational Education Research (NCVER) (Australia)
- Abstract
This publication provides a summary of data relating to students, programs, subjects and training providers in Australia's government-funded vocational education and training (VET) system, defined as all Commonwealth and state or territory government-funded training delivered by technical and further education (TAFE) institutes, other government providers (such as universities), private providers and community education providers. [For the 2020 report, see ED629480.]
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- 2022
9. Apprentice and Trainee Outcomes 2021. Australian Vocational Education and Training Statistics
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National Centre for Vocational Education Research (NCVER) (Australia)
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This publication provides a summary of the outcomes of apprentices and trainees who completed an apprenticeship or traineeship during 2020. The figures are derived from the 2021 National Student Outcomes Survey. Information is presented on apprentices' and trainees' reasons for training, their employment outcomes, further study outcomes and satisfaction with the apprenticeship or traineeship. An apprentice or trainee is a person who undertakes a contract of training with an employer and a training provider. [For the previous survey report, see "Australian Vocational Education and Training Statistics: Apprentice and Trainee Destinations, 2010" (ED513950). For the support documents, see: (1) Terms and Definitions (ED620623); (2) Technical Notes (ED620619); and (3) Data Dictionary (ED620620).]
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- 2022
10. Government-Funded Students and Courses, 2020. Australian Vocational Education and Training Statistics
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National Centre for Vocational Education Research (NCVER) (Australia)
- Abstract
This publication provides a summary of data relating to students, programs, subjects and training providers in Australia's government-funded vocational education and training (VET) system, defined as all Commonwealth and state/territory government-funded training delivered by technical and further education (TAFE) institutes, other government providers (such as universities), private providers and community education providers. [For the 2019 report, see ED600838.]
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- 2021
11. An Integrative Literature Review of the Implementation of Micro-Credentials in Higher Education: Implications for Practice in Australasia
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Selvaratnam, Ratna Malar and Sankey, Michael David
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Micro-credentials research, which includes digital badges, is a relatively new field of study that seeks to inform the implementation, portability and sustainability of the ecology of meaningful delivery. This paper reviews literature relevant to understanding connections between universities' intent to offer micro-credentials and the environment that is needed to do so. From this integrated study, the paper distils a number of core concerns and identifies some gaps in the literature. One of its primary goals is to clear the ground for the construction of a technical model of micro-credentialing implementation that can be used by the various stakeholders involved in the design and evaluation of new micro-awards. A closely related goal is to help those participating in micro-credentialing research to locate and understand each other's contributions, as fragmentation in research related to micro-credentials makes progress in the field slow. Hence, this review draws together research in the field to identify research foci and gaps, and then also capture some work by micro-credentialing researchers that directly attempts to model the main relationships in the field. The paper ends with a summary of implications for practice, especially for the Australasian higher education context.
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- 2021
12. Attracting Industry Experts to Become VET Practitioners: Literature Review -- Support Document
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National Centre for Vocational Education Research (NCVER) (Australia), Tyler, Mark, and Dymock, Darryl
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There is a lack of distinction and definition around how the vocational education and training (VET) sector in Australia might effectively recruit and retain suitably qualified teachers, trainers and assessors. The logic is clear: in order to enable and develop an immediate pool of competent and qualified workers for new and developing industries, as well as develop the skills and knowledge of workers in the stalwarts of Australian industry, such as the mining, building, finance and service industries, particular talented individuals are required. This is a requirement for a dynamic training environment that is also impacted by, for example, the internet of things, the diversity of learners and the consequences of an aging population. In order to make sense of the VET landscape and the demand for VET practitioners, the following literature review firstly provides a snapshot of the current state of the VET workforce and the changing industry climate in Australia. It then considers some of the factors that appear to be barriers or 'stumbling blocks' to recruiting teachers and trainers into vocational education and training. This is followed by examination of some of the incentives that have been adopted in other countries in an effort to boost their VET workforces, and exploration of other strategies that might help to increase the number of educators and to retain their services. [For the research report "Attracting Industry Experts to Become VET Practitioners: A Journey, Not a Destination. Research Report," see ED615947.]
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- 2021
13. Attracting Industry Experts to Become VET Practitioners: A Journey, Not a Destination. Research Report
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National Centre for Vocational Education Research (NCVER) (Australia), Tyler, Mark, and Dymock, Darryl
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There is general consensus that vocational education and training (VET) faces a number of workforce problems, including the ageing of VET teachers, the high level of casualisation, the need to increase the capacity of trainers, and the maintenance of industry currency. These issues, along with the need for the VET sector to respond to critical national workforce development requirements, have been exacerbated by the COVID-19 pandemic. Industry experts, who are highly knowledgeable and experienced in their sector, are an underutilised resource as VET practitioners. Their knowledge and experience can provide rich information on up-to-date workplace skill needs, thus adding value and quality to the VET sector. The continuing debate associated with the minimum qualifications for VET practitioners and flexibility in entry points to the VET profession indicates that further input into innovative and practical solutions is required. Through interviews and surveys with registered training organisations (RTOs) and VET practitioners, this report explores approaches to attracting industry experts to become and remain VET practitioners. Drawing on findings from the research, the authors provide strategies for consideration by government, industry, regulators, RTOs and VET practitioners that can help the journey from industry expert to VET practitioner be more rewarding and productive. [For the supporting literature review "Attracting Industry Experts to Become VET Practitioners: Literature Review -- Support Document," see ED615948.]
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- 2021
14. Outbound Open Innovation Policy for Exploitation of Intellectual Creation, Design and Creativity in Malaysian Public Universities
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Hashim, Haswira Nor Mohamad, Khair, Muhamad Helmi Muhamad, Mahmood, Anida, and Zakuan, Zeti Zuryani Mohd
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The objective of the research is to explore the aim, application and strategy perceived as important in the development of an outbound open innovation policy for exploitation of intellectual creation, design and creativity in Malaysian public universities (MPUs). Under existing intellectual property, innovation and commercialization policies, a large portion of intellectual design, creation and creativity in MPUs remain unexploited. Hence, the need to develop a new set of aim, application and strategy to promote the exploitation of intellectual design, creation and creativity in MPUs. The research conducts a survey involving respondents representing the Technology Licensing Office of 15 MPUs. The research also analysed outbound open innovation policies from five universities in Australia, UK, US and South Africa. These policies provide the basis in the development of the survey instrument of the research. The survey instrument contains nine items outlining the aim, application and strategy for exploitation of an outbound open innovation policy. The survey findings indicate that eight of the items are perceived as important for the development of the policy. The findings of the survey provide a beneficial input for the development of an outbound open innovation policy for exploitation of intellectual design, creation and creativity in MPU.
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- 2020
15. A Vocational Stream for Social Care Workers: A Case Study
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Thompson, Sally
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This article is a case study of an attempt by a team of Vocational Education and Training (VET) teachers, researchers and users of social services to develop a more effective, knowledge rich, vocational stream qualification in the Health Care and Social Assistance industry. Health Care and Social Assistance is one of the fastest growing industries in Australia, adding entry-level jobs at a time when other industries are shedding them. Entry to this industry requires a Certificate 3 qualification from the relevant national Training Package. Training Packages have been designed to facilitate flexible points of entry to an industry for early school leavers and other disadvantaged groups, and then pathways to further study and careers. However, a growing body of research has pointed to the weaknesses of the training package model and competency based training more generally, to achieve these aspirations. Vocational streams and enhanced attention to knowledge in VET have been suggested as alternative ways forward. This case study draws on this research, and on the voices of service users, to build a more effective program for entry-level learners, while still working within the Training Package system. It highlights the limitations of Training Package Qualifications to provide accessible points of engagement for disadvantaged learners and provide them with the skills and knowledge required to pursue further education and build meaningful careers.
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- 2020
16. Exploring the Recognition of Prior Learning in Australian VET. Research Report
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National Centre for Vocational Education Research (NCVER) (Australia), Osborne, Kristen, and Serich, Cameron
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This report explores, from a variety of perspectives, the volume and nature of recognition of prior learning (RPL) currently granted in the Australian vocational education and training (VET) system. Of particular interest are the areas where most RPL is taking place, including the qualifications being completed with high rates of RPL. The report also includes an analysis of the factors that most affect the likelihood of RPL being granted to a student. Over the last four years, the rate of RPL being granted has fallen. During this time, the completion of subjects through RPL has only represented a small proportion of all successful results. Some general trends are identified in the areas where the rate of RPL granted is higher. In 2018, a higher proportion of successfully completed subjects with an RPL result (7%) was found in training package qualifications, compared with less than 1% for any other program type. Significant differences in the granting of RPL among the Australian states and territories are evident. Between 2015 and 2018 the trends in granting RPL also differed between the states and territories, with some rising or falling, while others remained stable. The student perspective on the granting of RPL is also examined in the report. Overall, the student analysis found that no single element of a student's background or characteristics was a strong determinant in the granting of RPL. The overall analysis demonstrated that no single element stood out as a predictor of RPL being granted, with the results confirming that the granting of RPL relies on a complex interplay of factors. While some factors might be more likely to predict an RPL outcome than others, no one single factor can be relied upon to explain RPL outcomes.
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- 2020
17. Initial and Continuing VET in Australia: Clarifying Definitions and Applications. Research Report
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National Centre for Vocational Education Research (NCVER) (Australia), Circelli, Michelle, and Stanwick, John
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This report examines whether a distinction can be made in Australian VET between initial vocational education and training (IVET) and continuing vocational education and training (CVET), as applies in a number of other countries. Assisting students to more effectively identify and undertake courses that will optimise their outcomes from VET is the major rationale for this investigation. The other objective of this research is to enhance our understanding of VET, enabling useful input into future policy development and implementation. This report covers the following: (1) a brief overview of key aspects of IVET and CVET internationally (with a focus on Europe) and commentary on the Australian context; (2) an outline of the context of the Australian VET system and the features pertinent to the IVET/CVET distinction; and (3) a summary of expert views in relation to six questions on the distinction between IVET and CVET.
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- 2020
18. The Growth of Post-Degree Programs in BC
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British Columbia Council on Admissions and Transfer (BCCAT) (Canada), Cowin, Bob, and James, T
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The number of post-degree certificate and diploma programs offered by British Columbia (BC) post-secondary institutions, in addition to enrolment in graduate and first professional degrees, is perceived to have grown considerably over the past decade. This growth, however, has not been previously studied in a systematic manner. This study involved conducting a literature review, creating a taxonomy of current programming, analyzing available provincial data on program enrolments and offerings, and surveying all public provincial institutions about the reasons for the growth of these credentials. This project was designed: (1) To review the current array of post-degree programs offered in BC public post-secondary institutions; (2) To develop a taxonomy for classifying the range of programming; (3) To analyze trends in program and student characteristics; (4) To identify any issues that fall within the mandate of the BC Council on Admissions and Transfer; and (5) To provide recommendations about implications for policy development and system-wide consistency in future. The findings of this study underscored some implications for the BC public post-secondary system, including areas for further attention. Of particular importance are the need for consistent terminology, as well as greater awareness of how federal immigration policy affects enrolment demand from international students in certain types of credentials.
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- 2019
19. A Collaborative Framework for Enhancing Graduate Employability
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Ferns, Sonia, Dawson, Vaille, and Howitt, Christine
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Disruptive technologies, emerging global markets, and uncertain workforce requirements are driving the need for skilled graduates. This research developed a framework for collaboration between stakeholders to ensure work-ready graduates and sustained economic growth. A mixed-methods, multiple case study research design was deployed to gather data from graduates, employers, staff, students, and professional body representatives across three disciplines. The Australian course experience questionnaire generated 476 graduate responses and 1,175 comments. The graduate employability surveys collected responses from 88 graduates, 51 employers and 34 teaching staff. SPSS and Excel functions were used for quantitative data analysis and NVivo for thematic analysis. A cross-case analysis of the three case studies revealed consistency in stakeholder perceptions of domains perceived as important for graduate employability with collaborative partnerships emerging as integral to actualizing the domains. Findings from this research challenge conventional university approaches to brokering and maintaining partnerships and suggests a holistic engagement framework for stakeholders.
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- 2019
20. Online Delivery of VET Qualifications: Current Use and Outcomes. Research Report
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National Centre for Vocational Education Research (NCVER) (Australia), Griffin, Tabatha, and Mandy Mihelic
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The online delivery of training is well established in the vocational education and training (VET) sector, and it is not unusual for a course to include training that is delivered online in one or more units. However, little is known about the online delivery of entire qualifications in VET and how this works, given the overarching role of the competency-based training system in the sector. This research provides a contemporary view of how online learning is used to deliver complete qualifications in the Australian VET sector. It estimates the extent to which entire qualifications are delivered online, as well as investigates the nature of this online delivery and whether this training is providing students with a similar experience and outcomes to that of face-to-face training. The final element of this research identifies the factors that contribute to good practice in online delivery. Key messages include the following: (1) It is estimated that 8.6% of all VET program commencements in 2017 were in courses delivered fully online; (2) Online VET is characterised by higher subject withdrawal rates and lower course completion rates; (3) Higher subject withdrawals and course non-completion can be due to many factors, such as poor quality training, the delivery mode not suiting the student, issues with securing a work placement (if required), or the student lacking access to the necessary tools or technology to complete the course; (4) For those students who completed an online course, the outcomes were mixed but in general, comparable to other delivery modes; and (5) The attributes of good practice in online delivery include, a positive and supportive attitude, students with realistic expectations of the course and delivery mode on enrollment, well-structured, up-to-date and engaging resources, effective and accessible student support, and skilled and knowledgeable teachers and trainers.
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- 2019
21. VET for Secondary School Students: Acquiring an Array of Technical and Non-Technical Skills -- Support Document
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National Centre for Vocational Education Research (NCVER) (Australia), Ackehurst, Maree, Polvere, Rose-Anne, and Erzinger, Tania
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This supporting document sets out the content analysis technique and detailed findings that underly part of the research conducted for the report titled "VET for secondary school students: acquiring an array of technical and non-technical skills." That report is the first in a set of studies that aims to understand the value of vocational education and training (VET) delivered to secondary school students. This supporting document reflects the detailed investigation of the extent to which training packages assist VET for secondary school students in the development of non-technical or generic skills. In this support document the authors provide detailed information on the findings of the content analysis technique they used to investigate the non-technical skills covered in selected training packages and Australian curriculum units reported on in the main report on "VET for secondary school students: acquiring an array of technical and non-technical skills." They describe the aims, method and processes for conducting the 'content analysis' and present the Skills Terminology Guide used to provide direction for the collection of the data. Also included are detailed findings of the content analysis of each of the training package qualifications investigated, the case studies of Certificate III in Carpentry and Joinery, and Certificate IV and Diploma and Advanced Diploma in Engineering. [For the full research report "VET for Secondary School Students: Acquiring an Array of Technical and Non-Technical Skills. Research Report," see ED594428.]
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- 2019
22. VET for Secondary School Students: Acquiring an Array of Technical and Non-Technical Skills. Research Report
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National Centre for Vocational Education Research (NCVER) (Australia), Misko, Josie, Ackehurst, Maree, Polvere, Rose-Anne, Erzinger, Tania, and Korbel, Patrick
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The role of vocational education and training (VET) in preparing secondary school students for employment, further training and the changing world of work has long been a topic of interest among employers, educationalists and policymakers. More recent attention has also been on VET's role in assisting in the development of non-technical skills (for example, employability skills), with employer groups vocal about the need for potential employees possessing these skills. This study is one part of a larger program of research investigating whether VET programs delivered to secondary students add value to their post-school destinations. In this report, the authors explore whether VET undertaken by secondary students, and in some cases by post-school students, equips them with the skills (including the non-technical skills) required to successfully participate in an ever-changing world of work. To do this, the authors analysed the VET programs of secondary students over the last 20 years, focusing on the number and types of programs undertaken and the characteristics of the participating students. They also undertook a content analysis of the core units of qualifications in selected training packages to identify whether these facilitate the development of non-technical skills. Data on the numbers of secondary school students in these programs from 2003 onwards have been provided to the National VET in Schools Collection by the jurisdictional boards of studies, and these form the underlying data used in this report. Due to definitional issues and reporting pathways, these data are likely to underestimate the total number of secondary school students undertaking VET programs. [For the supporting document to this report, "VET for Secondary School Students: Acquiring an Array of Technical and Non-Technical Skills -- Support Document," see ED594430.]
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- 2019
23. Are Skill Sets Booming? An Analysis of Training Package Skill Sets. Research Report
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National Centre for Vocational Education Research (NCVER) (Australia), Stanwick, John, and Siekmann, Gitta
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Skill sets have become recognised as an important short form of training for the modern world of work. They are seen to have a variety of purposes, including upskilling, compliance and licensing, meeting a defined industry need and as an entry pathway to further training. An analysis of nationally recognised or training package skill sets forms the specific focus of this report. The investigation uses data from the National Register of VET and the National Provider Collection -- Total VET Activity. The report identifies how much training package skill set activity is occurring and where, with the findings indicating that activity is clustered around only a small number of skill sets and a small number of training packages.
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- 2019
24. Developing and Recognising Accomplished School Leadership in Australia
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Ingvarson, Lawrence and De Araugo, Jillian
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There are many accomplished school leaders in Australia, but the profession has yet to develop credible systems for recognising their impact. This article provides a progress report on research initiated by professional associations of school principals, to provide school leaders with authentic and feasible methods for documenting their practice for purposes such as professional learning and certification. Recent research indicates that successful school principals draw on the same repertoire of leadership practices. Standards for school leadership synthesise this research to form a bridge between research and practice that serves a variety of purposes, including self-assessment, leadership preparation and development, selection, professional certification and career progression. To be useful, however, the standards need to be operationalised. The article outlines this research program, and the results of a pilot program that field tested methods school principals might use to show how they meet leadership standards in their school context. Procedures for training assessors and setting standards for certification were also developed and tested for their reliability. The article summarises lessons learned during the research about the challenges involved in administering an assessment program and supporting school principals as they describe their leadership, prepare evidence of its efficacy and reflect on its impact.
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- 2022
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25. Recognition, Validation and Accreditation of Youth and Adult Basic Education as a Foundation of Lifelong Learning
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UNESCO Institute for Lifelong Learning (UIL) (Germany)
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Basic education is essential if societies and economies are to thrive and become sustainable in challenging times. However, many people have never had an opportunity to benefit from education and many others leave the initial phase of education without attaining the level of proficiency in literacy and numeracy needed to participate fully in society. The scale of the problem is large yet qualifications systems in many societies still limit their focus to qualifications acquired formally and do not offer opportunities for young people and adults to re-engage in learning pathways that have been interrupted. In order to avoid a significant loss of human potential, the non-formal and informal learning of young people and adults should be made visible and valued. Systems should be in place to ensure it is recognized, assessed and accredited. The UNESCO Institute for Lifelong Learning (UIL), in partnership with UNESCO's Section of Partnerships, Cooperation and Research, has undertaken a number of comprehensive analyses of policy and practice in this area, which have highlighted the need to focus on the recognition, validation and accreditation (RVA) of youth and adult basic education. This report summarizes the research and policy dialogue of an international expert group invited by UNESCO to three meetings in 2016. It focuses on three themes -- principles, policy and practice -- and provides examples of how the issue is being approached across the world. It offers 12 conclusions, based on the evidence considered by the expert group, and proposes a number of key messages for stakeholders in Member States, including policy-makers and the research community.
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- 2018
26. The Australian Senior Certificates: After 50 Years of Reforms
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Polesel, John, Gillis, Shelley, Suryani, Anne, Leahy, Mary, and Koh, Stanley
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This article maps current senior secondary certification arrangements in Australia, drawing on data on school completion rates, certificate attainment and post-school destinations, as well as policy documents within and across jurisdictions. It argues that irrespective of the jurisdiction, numerous changes over nearly 50 years to the rules governing the senior certificates have been principally responses to the original and continuing need to prepare young people for university and the more recent need to cater for near universal participation in the senior secondary years. It argues there is no consistent and shared view of the purpose of the senior secondary certificates, no consistent approaches to dealing with disadvantage, and continuing difficulties in meeting the needs of the full range of young people in the senior years, particularly those from regional and remote areas, Indigenous communities and low socio-economic status students. There is also considerable variability in retention rates and rates of attainment of the senior secondary certificates as well as the calculation of the Australian Admissions Tertiary Rank (ATAR) score which was primarily designed for university selection purposes. The certificates also have limited emphasis on capabilities in their design and considerable variation in the manner in which literacy and numeracy minimum standards are defined, set and assessed. Furthermore, there is no consistent approach regarding compulsory subjects or a core curriculum, the design and implementation of VET courses and the evolving role of the ATAR.
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- 2021
- Full Text
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27. Dual-Qualified Teachers and Speech-Language Therapists Reflect on Preparation and Practice in School-Based Language and Literacy
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McLean, Emina J., Snow, Pamela C., and Serry, Tanya A.
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Internationally, professional bodies are increasingly recognizing a role for speech-language therapists (SLTs) in identifying and supporting students who struggle with literacy. Although some guidelines have been developed to support this work, little is understood about the overlapping, but distinctive knowledge bases claimed by SLTs and teachers with respect to reading instruction and provision of additional support to struggling readers. In this article, we report on a qualitative exploration of the experiences and perspectives of 25 professionals in Australia who are dually qualified as teachers and SLTs. The aim of this study was to understand the views from both professional perspectives about pre-service training and barriers and facilitators pertaining to literacy instruction and intervention. Paradigm differences in conceptualizing reading instruction and support, bi-directional knowledge of scope of practice, and employment barriers and enablers emerged as themes and are discussed with reference to implications for pre-service training and interprofessional practice in school settings.
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- 2021
- Full Text
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28. VET in Schools 2018. Australian Vocational Education and Training Statistics
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National Centre for Vocational Education Research (NCVER) (Australia)
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This publication presents information on VET in Schools, the vocational education and training (VET) undertaken by school students as part of their senior secondary certificate of education (SSCE). The VET in Schools arrangement offers two main options: students can undertake school-based apprenticeships and traineeships; or they can enrol in other VET subjects and courses as part of their school curriculum. Data are presented by the state or territory of the senior secondary assessment authority. In 2018, there were: (1) 230 700 VET in Schools students; and (2) 18 200 school-based apprentices and trainees, representing 7.9% of all VET in Schools students. In 2018, compared with 2017: (1) VET in Schools students decreased by 4.7%; (2) school-based apprentices and trainees decreased by 8.9%; and (3) students undertaking other VET in Schools programs decreased by 4.3%. From 2014 to 2018: (1) VET in Schools students decreased by 6.7%; (2) school-based apprentices and trainees decreased by 13.3%; and (3) students undertaking other VET in Schools programs decreased by 6.0%. [This work was produced with funding provided through the Australian Government Department of Employment, Skills, Small and Family Business.]
- Published
- 2019
29. Decision Regulation Impact Statement for Changes to the National Quality Framework
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Education Council (Australia)
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The purpose of this Decision Regulation Impact Statement (Decision RIS) is to recommend preferred options for improving the National Quality Framework for Early Childhood Education and Care. The Decision RIS follows the public release of the Consultation RIS and incorporates stakeholders' views and comments received during the ten week stakeholder consultation process from November 2014 to January 2015. The Decision RIS provides feedback on proposed options canvassed in the Consultation RIS throughout the abovementioned period. As such, the Decision RIS provides a 'point in time' analysis. This Decision RIS identifies the nature of the issues to be addressed and explains the rationale for the preferred options. It also assesses the costs and benefits of the options under consideration. This Decision RIS follows the guidelines of the Council of Australian Governments (COAG) in the Best Practice Regulation Guide. It has been approved for release by the COAG Education Council. [This Decision Regulation Impact Statement has been prepared with the assistance of Deloitte Access Economics.]
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- 2017
30. Student Entitlement Models in Australia's National Training System: Expert Views. Occasional Paper
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National Centre for Vocational Education Research, Bowman, Kaye, and McKenna, Suzy
- Abstract
This occasional paper provides the views of 17 "thought leaders" in the Australian vocational education and training (VET) sector. Their insight and opinions were sought to inform a larger research project focused on the student entitlement reforms that were introduced into the national VET system from 2012. These individuals offered a variety of senior-level vantage points on the topics of: (1) Australia's national training system: why it has been developed, what its key elements are, and the aspects where consistency has been sought and the aspects where flexibility has been sought; (2) VET student training entitlements: why this initiative has been introduced and the implications of the agreed flexibility in approach to its implementation by jurisdictions, in terms of maintaining a functional national training system; and (3) the implications of the VET student entitlement initiative for future national VET reform. A particular emphasis has been on the implications of the reforms and the challenges faced in its implementation in the context of achieving a balance between national consistency and jurisdictional flexibility. The interviewees considered key elements of the national training system, namely: standards for VET products (training packages and materials); standards for VET providers; and a flexible training market. The interviewees commented on the consistency and flexibility sought in each of these key elements, highlighting where tensions exist, particularly in student training entitlements. The following are appended: (1) Project statement provided to interviewees about the project and Project protocols; and (2) Interview guide questions. Information about the NVETR Program funding is provided at the end of this paper.
- Published
- 2016
31. Training for Life and Healing: The Systemic Empowerment of Aboriginal and Torres Strait Islander Men and Women through Vocational Education and Training
- Author
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Stephens, Anne and Monro, Davena
- Abstract
This paper integrates the findings of two evaluations into the effectiveness of human health workforce training delivery and outcomes. In the period 2012-2015, Wontulp-Bi-Buya College ran the Certificate III in Addictions Management and Community Development and the Certificate IV in Indigenous Mental Health: Suicide Prevention. The key findings are presented under three thematic areas: personal to community wellbeing, enrolment and completion and withdrawal and employment and voluntary sector engagement. The outcomes of both evaluations are combined to build a picture of successful course delivery, satisfaction and completion rates that well exceed the national average. The significant contribution the authors draw from these is the problematisation and theorising of the concept of 'empowerment'. A term claimed by the College in its mission statement, the term 'systemic empowerment' has been co-developed with the College to both reclaim the concept of empowerment and to make sense of the personal and collective empowerment approach that serves as a framework for the trainer's pedagogy and course structures. Systemic empowerment contributes to the Colleges' theory of change to tackle very important contemporary social and political issues holistically and at their root and serves as an important model of adult vocational education and training for Aboriginal and Torres Strait Islander people
- Published
- 2019
- Full Text
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32. Government-Funded Students and Courses: January to June 2015
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National Centre for Vocational Education Research
- Abstract
This report provides a summary of data relating to students, programs, training providers and funding in Australia's government-funded vocational education and training (VET) system (broadly defined as all activity delivered by government providers and government-funded activity delivered by community education and private training providers). The data in this publication cover the period 1 January 2015 to 30 June 2015. In the six months from 1 January to 30 June 2015 there were 1.07 million students enrolled in the government-funded VET system, of which: (1) 63.4% were attending TAFE and other government providers, (2) 38.1% were aged 25 to 44 years; (3) 88.2% were enrolled in an Australian Qualifications Framework (AQF) level program; (4) 37.2% were studying certificate III programs; and (5) 17.5% were enrolled in engineering and related technologies. A total of 1828 training organisations delivered training during this period. As this is the first year that government-funded VET data have been collected and reported on a quarterly basis, caution must be used when interpreting data from these initial data collections.
- Published
- 2015
33. Equity Groups in Total VET Students and Courses 2014: Australian Vocational Education and Training Statistics
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National Centre for Vocational Education Research
- Abstract
This publication provides summary information on equity groups in vocational education and training (VET) delivered by 4601 Australian providers in 2014, under the first collection of "total VET activity" data. In 2014, there were: (1) 146,500 Indigenous students (3.7% of all students); (2) 201,000 students with a disability (5.1% of all students); (3) 527,100 students from a non-English speaking background (13.5% of all students); (4) 558,100 students from rural/remote localities (14.3% of all students); The subject load pass rate for all students was 83.4% in 2014, compared with: (5) 74.4% for Indigenous students; (6) 74.6% for students with a disability; (7) 80.7% for students from a non-English speaking background; and(8) 85.6% for students from rural/remote localities. It is important to note that 2014 is a transition year in which a number of training providers were granted exemption from reporting and others did not report their training activity. The coverage and completeness of the data should improve over time once reporting exemptions are removed and training providers adapt to mandatory reporting requirements.
- Published
- 2015
34. From Volunteering to Paid Employment: Skills Transfer in the South Australian Country Fire Service. Occasional Paper
- Author
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National Centre for Vocational Education Research, Government Skills Australia, Government of South Australia, South Australia Country Fire Service (CFS), and Keough, Mark
- Abstract
A common complaint from business and industry is that employees entering the workforce are not "job ready." They often lack the practical skills, maturity, and workplace experience to perform well in their roles, leaving employers to fill the gap by providing training either at their own expense or with public funding. In contrast, a new employee with previous experience as a volunteer in an emergency services organisation comes into the workplace with an understanding of teamwork, a demonstrated sense of community and responsibility, and an appreciation of the role of organisational culture, thus accelerating their emergence as an asset to their employer. This case study of the South Australia Country Fire Service (SA CFS) examined key factors in the resourcing and efficacy of training for volunteers. It was undertaken as a joint initiative of Government Skills Australia (GSA), the SA CFS and the National Centre for Vocational Education Research (NCVER). The SA CFS delivers nationally endorsed and non-endorsed training to their volunteers, all funded from the annual operational budget it receives from the South Australian Government. It maintains a training centre at Brukunga in the Adelaide Hills and several regional training resources across the state. The SA CFS is a registered training organisation. The research sought views through qualitative and quantitative sources, interviewing brigades, employers and key industry stakeholders--242 volunteers responded to the quantitative survey. The core hypothesis for this research was that SA CFS volunteers who trained under the Australian Qualifications Framework's (AQF) Public Safety Training Package are taking skills and knowledge gained in roles as firefighters, trainers and incident managers into their paid employment. Formal transferrable skills revealed in the case study included safety and first aid, truck driving, equipment use (e.g. using a chainsaw), training and assessment. Such skills have valuable alignment with jobs in Agriculture; Food and Forestry; Mining; Public Administration and Safety; and Health Care and Social Assistance industry areas. Other generic skills acquired informally are in management, leadership, communication and logistics. The SA CFS training model is not funded to recognise these latter skills. The data gathered also show that the SA CFS provides pathways for young people through its programs for cadets; the inclusion of SA CFS volunteering in the South Australian Certificate of Education for Years 11 and 12; and the provision of nationally accredited units in operational training. This is important given the need to recruit and retain new, younger volunteers in the emergency service sector. The findings indicate that volunteers are more strongly aware of the benefits of SA CFS training to the workplace than their employers. Their skills acquisition and transfer have multifaceted, multi-directional benefits: volunteers who are drawn from a broad range of industries bring professional skills to the brigade and transfer knowledge among the volunteer cohort; they also take skills imparted during their volunteer experience back to the workplace and to their communities. Greater recognition of this process is warranted, especially in order to elucidate the overall gains for both employers and the community from the activities of the SA CFS as a learning organisation. Appended are: (1) Survey Questions; and (2) Employer Telephone Interview Survey Script.
- Published
- 2015
35. What Counts as Quality in Education? Australian College of Educators (ACE) National Conference Proceedings (Adelaide, Australia, September 11-12, 2014)
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Australian College of Educators (ACE) and Ghirelli, Paola S.
- Abstract
The 2014 Australian College of Educators (ACE) National Conference was held September 11-12 in Adelaide, Australia, with the theme, "What counts as quality in education?" There has been concern with a general downward trend in Australia's performance on international measures of student achievement, but there is equal concern over the achievement gap and whether some of the current initiatives playing out in education, such as deregulation and privatisation, might impact upon achievement and that achievement gap. It appears that Australia is becoming a more unequal society, and inequality is ultimately bad for everyone. It is timely to consider the issue of quality from a variety of perspectives, including a fundamental reevaluation of the purposes and intended outcomes of schooling. Are current conceptions of teaching, learning, and schooling adequate for the 21st century? Speakers in this conference engaged with issues such as: the parental perspective of quality; what counts as quality in vocational education and training; the role that standards can play in the overall quality of education; what counts as quality in early childhood education and care programs; what counts as quality in primary education; and how the current education policy developments in Australia are influencing all of the aforementioned issues. Following a welcome address by ACE National President, Stephen Dinham, papers in these proceedings include the following: (1) "Quality" as an enrichment course in literature for high school students (Mark Collins); (2) Primary schooling in Australia: Pseudo-science plus extras times growing inequality equals decline (Stephen Dinham); (3) Effective implementation of pedagogical reform through quality teaching rounds (Jenny Gore); (4) What works for developing Asia-relevant capabilities in Australian schools? (Eeqbal Hassim); (5) Quality learning with technologies: Strategies for school leaders to address challenges and dilemmas (Kathryn Moyle); (6) Quality education and religion: Preparing us for the next world (John Quay); (7) Quality educational leadership recognised through Australian Principal Certification (Louisa Rennie); (8) What counts as quality in Vocational Education and Training? (Virginia Simmons); (9) Quality education: A matter of relevance (Greg Whitby); and (10) Understanding the quality debate in education (Joseph Zajda). Individual papers contain references. [The University of Melbourne's Graduate School of Education was a conference partner for the 2014 ACE National Conference.]
- Published
- 2014
36. Australian Vocational Education and Training Statistics: Apprentices & Trainees, September Quarter 2014
- Author
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National Centre for Vocational Education Research
- Abstract
This publication presents estimates of apprentice and trainee activity in Australia for the September quarter 2014. The figures in this publication are derived from the National Apprentice and Trainee Collection no. 82 (December 2014 estimates). There were 341,300 apprentices and trainees in-training as at 30 September 2014, a decrease of 18.4% from 30 September 2013. In the September quarter 2014, compared with the September quarter 2013: (1) commencements decreased by 35.5%, to 46,100; (2) completions decreased by 14.4%, to 30,200; and (3) cancellations and withdrawals decreased by 0.5%, to 28,900. In the 12 months ending 30 September 2014, compared with the 12 months ending 30 September 2013: (1) commencements decreased by 23.9%, to 194 700; (2) completions decreased by 20.4%, to 163,400; and (3) cancellations and withdrawals decreased by 10.9%, to 115,000.
- Published
- 2014
37. Reading for Pleasure: More than Just a Distant Possibility?
- Author
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Barber, Karen Slikas
- Abstract
Much has been written about the importance of extensive reading for the development of language fluency, yet it is not often an activity of choice by students as a means of improving language learning. Many of my multi-level (elementary-intermediate) Adult Migrant English Program (AMEP) Certificates in Spoken and Written English (CSWE) students reported that they did not have a reading for pleasure habit in either their first language or in English as an additional language. Reviewing the small collection of language learner literature available in the local library, and in our community AMEP resource room, and reflecting on the highly scaffolded reading activities being done in my classroom, the latter should have come as no surprise. To address these shortcomings, extensive reading became an integral part of our classroom learning in the final ten-week term of 2012, a holiday reading program was offered and "my" extensive reading approach was further developed in term one of 2013 to encourage a reading for pleasure habit. Classroom-based action research conducted on these initiatives, using systematic teacher observation, naturalistic data collection methods and computer-generated activity reports revealed that, given explicit instruction on extensive reading, on how to choose books at the right level for easy reading, and access to a wide selection of books, students improve their reading proficiency and enjoy extensive reading as a classroom activity while some continue to enjoy reading when there is no classroom imperative to do so.
- Published
- 2014
38. Augmentative and Alternative Communication Service by Speech-Language Pathologists in Taiwan
- Author
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Tsai, Meng-Ju
- Abstract
Speech language pathologists (SLPs) play a leading role in overall augmentative and alternative communication (AAC) service delivery. Several changes (e.g., the provision of university AAC courses) related to AAC occurred in Taiwan in the past. However, little information of AAC services provided by SLPs in Taiwan is available. The purpose of the article is to review the evolution of AAC service delivery by SLPs in Taiwan. Findings from Australia, New Zealand, and Hong Kong served as a reference. A questionnaire was mailed to 302 participants registered with the Speech-Language-Hearing Association of Taiwan (SLHA) as SLPs. A response rate is 33%. Most SLPs work in a department of rehabilitation in a hospital setting which is in northern Taiwan. Workshops held by the SLHA were the major resources for obtaining professional knowledge in AAC. Collaboration with an AAC team and training in the use of high-tech communication devices were the most desired forms of information and/or training. Implications are discussed.
- Published
- 2019
- Full Text
- View/download PDF
39. Apprentices & Trainees: September Quarter, 2012
- Author
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National Centre for Vocational Education Research
- Abstract
This publication presents estimates of apprentice and trainee activity in Australia for the September quarter 2012. The figures in this publication are derived from the National Apprentice and Trainee Collection no.74 (December 2012 estimates). The most recent figures in this publication are estimated (those for training activity from the March quarter 2011 to the September quarter 2012). Estimates take into account reporting lags that occur at the time of data collection. Consequently, the figures in this publication may differ from those published in earlier or later reports. Estimated data are presented in this publication on a seasonally adjusted, quarterly and 12-month ending series basis. The 12-month ending series is particularly useful in showing longer-term data trends, but is less useful in identifying turning points. The seasonally adjusted data involve the use of a mathematical model to smooth out fluctuations due to seasonal influences. Seasonally adjusted data are useful to illustrate trends from one quarter to the next, but cannot be further disaggregated. (Contains 19 tables, 3 figures and 7 notes.)
- Published
- 2013
40. Research Performance of Australian Universities. Policy Note. Number 4
- Author
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Group of Eight (Australia)
- Abstract
Go8 universities account for over two-thirds of the research undertaken at Australian universities. Go8 universities attract the highest levels of industry and competitive government grant funding for research. This paper presents an analysis of trends in research performance for Go8 and non-Go8 universities including research income as reported by institutions to the Department of Innovation, Industry, Science, Research and Tertiary Education (DIISRTE) as part of the Higher Education Research Data Collection (HERDC) and the DIISRTE Research Block Grant Allocations as well as ERA outcomes and commercialisation data from the National Survey of Research Commercialisation. This analysis shows clearly that while the absolute amount of higher education research funding has grown significantly, the relative shares of research income (as reported in the Higher Education Research Data Collection) and research block grant funding of the major university groupings in Australia has been largely unchanged over the period 1992 to 2010 and 2002 to 2012 respectively with most redistribution of shares occurring between non-Go8 institutions. The National Survey of Research Commercialisation showed that in 2009 Go8 universities dominated in the number of invention disclosures and active licensing agreements as well as in licensing income and the number of patents issued. Based on the Excellence in Research for Australia (ERA) 2010 outcomes, research of the highest quality (ie research well above world average and rated 5) is predominately undertaken at Go8 universities. Government policy should focus on selectivity and concentration of the higher education research effort with the aim of ensuring that funds flow to the best research wherever it may be and that Australia's research universities can sustain international research excellence. (Contains 18 figures.)
- Published
- 2012
41. 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
42. Australian Vocational Education & Training Statistics: Apprentices and Trainees, 2011--Annual
- Author
-
National Centre for Vocational Education Research
- Abstract
This annual publication provides a summary of training activity in apprenticeships and traineeships in Australia for the period 2001 to 2011. It includes information on training rates, individual completion rates, and duration of training. Highlights include: (1) 3.9% of Australian workers were employed as an apprentice or trainee as at December 2011, compared with 3.4% in 2001; (2) Within the trades, 11.9% of workers were employed as an apprentice or trainee as at December 2011, compared with 9.5% in 2001; (3) Overall commencements increased by 1.4% from 2010 to 2011, with trade commencements down 5.9%; (4) The individual completion rate for apprentices and trainees commencing in 2006 was 57.3% for trade occupations and 54.4% for non-trade occupations; and (5) 36.4% of trade apprentices and trainees completing at certificate III and above in 2011 finished their training in two years or less, compared with 23.9% in 2001. (Contains 4 figures, 17 tables, and 14 notes.) [Funding for this paper was provided through the Australian Government Department of Industry, Innovation, Science, Research and Tertiary Education. For the "Australian Vocational Education and Training Statistics: Apprentices and Trainees, 2010--Annual," see ED522595.]
- Published
- 2012
43. Australian Vocational Education and Training Statistics: Apprentices and Trainees, 2010--Annual
- Author
-
National Centre for Vocational Education Research
- Abstract
This annual publication provides a summary of training activity in apprenticeships and traineeships in Australia, from the period 2000 to 2010. It includes information on training rates, attrition rates, completion rates and duration of training. State/territory cuts of data are also available in excel format in the "data" tab. Highlights include (1) 3.8% of Australian workers were employed as an apprentice or trainee as at December 2010, compared with 3.1% in 2000. (2) Within the trades, 12.1% of workers were employed as an apprentice or trainee as at December 2010, compared with 9.5% in 2000. (3) Overall commencements increased from 2009 to 2010 by 15.7%, with trade commencements up 21.9%. (4)The completion rate for contracts of training commenced in 2005 was 46.2% for trade apprentices and trainees and 52.2% for non-trade apprentices and trainees. (5) Attrition rates from contracts within the first 12 months for apprentices and trainees have remained steady between 2003 and 2009, ranging from 30.5% to 32.9%. (6) 30.1% of trade apprentices and trainees completing at certificate III and above in 2010 finished their training in two years or less, compared with 20.8% in 2000. (Contains 20 tables, 4 figures and 18 notes.)
- Published
- 2011
44. Apprentices and Trainees: September Quarter, 2009
- Author
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National Centre for Vocational Education Research
- Abstract
This publication presents estimates of apprentice and trainee activity in Australia for the September quarter 2009. The figures in this publication are derived from the National Apprentice and Trainee Collection no. 62 (December 2009 estimates). There were 425,500 apprentices and trainees in-training as at 30 September 2009, a decrease of 2.4% from the previous year. In the 12 months to 30 September 2009, compared with the previous year: (1) commencements decreased by 6.9%, to 269,000; (2) completions increased by 5.8%, to 158,700; and (3) cancellations and withdrawals decreased by 4.8%, to 127,500. For seasonally adjusted data, comparing the September quarter 2009 with the June quarter 2009: (1) commencements in trades occupations decreased by 0.6%; (2) commencements in non-trades occupations increased by 1.0%; (3) completions increased by 1.1%; (4) cancellations and withdrawals decreased by 0.7%; and (5) in-training numbers decreased by 0.2%. (Contains 19 tables, 3 figures, and 5 notes.) [For the supporting documents, see "Adjustment Notes for Apprentice and Trainee Estimates. Technical Paper" (ED508818); "ANZSCO Imputation in the National Apprentice and Trainee Collection. Technical Paper" (ED508821); "Estimation of Apprentice and Trainee Statistics. Technical Paper" (ED508819); "Apprentices and Trainees: September Quarter 2009. Terms and Definitions" (ED508820); and "Authentic Learning Environments in Higher Education" (ED508837).]
- Published
- 2010
45. Examining the Development of the Victorian Certificate of Applied Learning and Its Implications for Schools and Teacher Education in Australia
- Author
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Blake, Damian and Gallagher, David
- Abstract
The Victorian Certificate of Applied Learning (VCAL) is a very successful senior secondary school qualification introduced in the Australian state of Victoria in 2002. Applied learning in the VCAL engages senior students in a combination of work-based learning, service-learning, and project-based learning and aims to provide them with the skills, knowledge, and attitudes to make informed choices regarding pathways to work and further education. The program has enjoyed rapid growth and its system-wide adoption by Victorian secondary schools, Technical and Further Education (TAFE) institutions, Registered Training Organizations (RTOs), and Adult and Community Education (ACE) providers has broadened significantly the range of senior schooling pathway options for young people. This paper will examine reasons for developing an applied learning senior secondary certificate and its rapid growth in Victoria since 2002. The authors draw on a number of case studies to profile the unique nature of applied learning in the VCAL, including its dimensions of service learning, work-based learning, and project-based learning. These case studies are also used to discuss a number of implications that have emerged from the use of applied learning in the VCAL, including approaches to teaching and assessment that will support applied learning and the development of new partnerships between VCAL providers and community partners. Finally, the paper considers significant implications the VCAL has created for teacher education in Victoria by discussing the new Graduate Diploma of Education (Applied Learning) developed by Deakin University.
- Published
- 2009
46. Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort--User Guide. Data Elements B2: Education. Technical Report 49B2
- Author
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National Centre for Vocational Education Research
- Abstract
This technical paper contains information about the variables in the Longitudinal Surveys of Australian Youth (LSAY) Year 95 cohort data set. It groups each variable into data elements that identify common variables within and across waves. Information is provided about each data element, including its purpose, values, base populations and relevant notes. [For the main report, "Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort User Guide. Technical Report 49," see ED536757. For related reports, see "Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort--User Guide. Data Elements A: Demographics. Technical Report 49A" (ED536756); "Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort--User Guide. Data Elements B1: Education. Technical Report 49B1" (ED536761); "Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort--User Guide. Data Elements C: Employment. Technical Report 49C" (ED536762); and "Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort--User Guide. Data Elements D: Social. Technical Report 49D" (ED536760).]
- Published
- 2009
47. Job Requirements and Lifelong Learning for Older Workers: Support Document
- Author
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National Centre for Vocational Education Research, Ryan, Chris, and Sinning, Mathias
- Abstract
This document was prepared by the authors to support their report "Job Requirements and Lifelong Learning for Older Workers." This document contains the following sections: (1) Definition of variables; (2) Descriptive statistics; and (3) Additional figures. (Contains 3 tables and 2 figures.) [Funding for this document was provided through the Australian Department of Education. This document was produced by the authors based on their research for the report "Job Requirements and Lifelong Learning for Older Workers" and is an added resource for further information. For the main report, see ED507237.]
- Published
- 2009
48. VET in Schools, 2007: Terms and Definitions. Support Document
- Author
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National Centre for Vocational Education Research
- Abstract
This document covers the data terms used in the "VET in Schools, 2007" report. The primary purpose of this document is to help users of the report understand the specific data terms used in it. Terms that appear in the report are listed in alphabetical order with the following information provided for each: (1) Definition: a brief explanation of the term; (2) Classification categories: defined categories that apply to each term are listed, where applicable; and (3) Source: a description of the source of this information, including details of any calculations or derivations. [Funding for this document was provided through the Australian Department of Education, Science and Training. This document was produced as an added resource for the report "VET in Schools, 2007." For the main report, see ED507234.]
- Published
- 2009
49. Beauty Therapy, Vet Teaching and Bio-Power: A Tale of Two Training Packages
- Author
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McKenzie, Mary, Harreveld, Roberta, and Blayney, William
- Abstract
This paper explores the teaching of beauty therapy in the Australian Vocational Education and Training (VET) sector. It uses the theoretical concept of bio-power to examine how the body is compliant with intimate treatments in the name of beauty. Bio-power makes visible the anatomical and biological transformation and re-formation of the human body. Bio-power constructs and is in turn constructed by the work of beauty therapy teachers in the practice of transforming the body, regulating the physical functions of the body and disciplining the choices of teachers working with training packages. Through this conceptual framework, a unit of competency is analysed to determine the association of bio-power with two training packages when teaching beauty therapy. It will show that working intimately with the human body from the inner mechanisms at the cellular level to managing the therapist/client relationship is both physically and emotionally laborious. Consequently, the two training packages that are meant to frame and conceptualise this work may not provide adequate explanations of its complexity.
- Published
- 2018
- Full Text
- View/download PDF
50. VET in Schools, 2006: Terms and Definitions. Support Document
- Author
-
National Centre for Vocational Education Research
- Abstract
This document covers the data terms used in the "VET in Schools, 2006" report. The primary purpose of this document is to help users understand the specific data terms used in the report. Terms that appear in the report are listed in alphabetical order with the following information provided for each: (1) Definition: a brief explanation of the term; (2) Classification categories: defined categories that apply to each term are listed, where applicable; and (3) Source: a description of the source of this information, including details of any calculations or derivations. [Funding for this report was provided through the Australian Department of Education, Science and Training. This document was produced as an added resource for the report "VET in Schools, 2006." For the main report, see ED507235.]
- Published
- 2008
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