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Competency-based training (CBT) is the key training approach used in the vocational education and training sector in Australia. Competency-based training is an approach to vocational education and training (VET) designed to develop the skills and knowledge necessary to achieve competency. It focuses on an individual's mastery of skill, whereby an individual is deemed competent or not yet competent in that skill. For the last three decades or so, CBT has been fundamental to how accredited VET is delivered in Australia, and over this time both advocates and critics of this approach have emerged. For the research presented in this report, the authors were interested in the strengths and weaknesses of CBT as it is currently applied to the Australian VET system and whether there is cause to consider a broader approach to defining and describing competence and, hence, considering how teaching and learning in VET is most effectively delivered and assessed.

This research examines the merits of vocational education and training (VET) for secondary school students (VfSSS) in preparing students for work or further training from the perspectives of students, parents, industry stakeholders and employers. It also explores the models of provision used in government and non-government school sectors. Case studies of a sample of government and nongovernment schools that have been successful in state, territory and or national training award competitions, or nominated as having successful programs, provide useful learnings for the VET sector. The study also extends previously published analysis (Misko, Chew & Korbel 2020) to examine the differences in employment and training outcomes between students undertaking VfSSS compared with other student cohorts, including students who attained an Australian Tertiary Admission Rank (ATAR) and those who did not, using data from the Longitudinal Surveys of Australian Youth (LSAY).

The apprenticeship model of work-based training is often held up as an effective mechanism for enabling individuals to learn specific skills and subsequently transition to employment in a skilled occupation. Over time, technological, regulatory and social changes have affected the training of apprentices. It is in this context that the National Centre for Vocational Education Research (NCVER) undertook a three-phase study to investigate the demand for traditional trade apprentices and determine whether the training they receive meets current needs. This final component of the project draws primarily on findings from the 2019 Apprentice and Trainee Experience and Destinations Survey to examine the experiences of the traditional trade apprentices themselves. It looks at the experiences of the traditional trade apprentice and in doing so focuses primarily on findings from the 2019 Apprentice and Trainee Experience and Destinations Survey, with data from the 2010 survey included, where relevant, to examine changes over time. The survey allows the authors to investigate the experiences and outcomes of apprentices who did and those who did not complete their traditional trade apprenticeship. [For "Apprentice and Trainee Experience and Destinations - 2008, 2010 and 2019. Australian Vocational Education and Training Statistics," see ED606121.]

The aim of the vocational education and training (VET) for Secondary School Students program, formerly referred to as VET in Schools program, is potentially to give students an advantage by providing access to training that combines classroom-based learning with experience in actual or simulated workplaces. Importantly, the program also enables them to complete their secondary school studies. The benefits of the VET for Secondary School Students program (hereinafter referred to as VfSSS) can be assessed by the extent to which it prepares students for employment and further training -- a measure favoured by industry and to some degree by government -- and the extent to which it fulfills the objectives that schools have for their students in relation to this program. These include developing awareness of career options and gaining the skills and knowledge necessary for navigating their life and work journeys. On occasions these two purposes for VfSSS conflict. The research presented in this report looks at school students who undertook a VfSSS program in 2011 and investigates whether they are in work and/or further studies four to five years later (2016), as well as exploratory analysis of data from the Longitudinal Surveys of Australian Youth (LSAY 2009 commencing cohort) to enable comparisons between VfSSS and non-VfSSS students. The authors look specifically at the employment and further training or education destinations and outcomes of students participating in these programs, including the type and level of training they undertake and the relevance of their VfSSS courses to the type of jobs they were employed in four to five years after leaving school.

A companion to "Traditional Trade Apprenticeships: Training Activity, Employer Incentives and International Practice," this report collates qualitative material from in-depth interviews and focus groups with employers, trainers, apprentices and relevant government officials describing what is effective, what is not, and what needs improvement in apprenticeship training. The research finds that the current combination of off- and on-the-job training is, on the whole, working effectively and should continue to play a key role in apprenticeship training for the traditional trades. Both forms of training are required if apprentices are to develop the technical skills, underpinning knowledge, attributes and behaviours required for their trades. Nevertheless, research identified a number of challenges in ensuring that this combination continues to operate well. Recommendations for improvement were offered, of which many were similar or the same, while other issues were less common, although all aimed at ensuring that the system works effectively and efficiently for all involved. [For "Traditional Trade Apprenticeships: Training Activity, Employer Incentives and International Practice. Research Report," see ED604022. Funding provided through the Australian Government Department of Education, Skills and Employment.]

This report is the first component of a larger study investigating training practices relating to traditional trade apprenticeships, with a view to developing policy directions on how to maintain their relevance and usefulness. This first phase of the study explores data on trends in training activity and completions, provides details on the application of incentives, and highlights international apprenticeship models and practice, as identified in the relevant literature. An examination of government incentives for employers of apprentices in the traditional trades indicates that despite the numerous changes to the overall apprenticeship incentives scheme they have remained relatively stable. This is primarily because the traditional trades are aligned to the skill shortages identified in the National Skills Needs List. However, the value of the base incentives for the traditional trades has, in real terms, declined since 2012. Research identified some important lessons that Australia could glean from the dual systems of apprenticeship operating in Germany, Switzerland, Luxembourg, Denmark and Austria. These lessons include the need for: better synchronisation of knowledge acquisition and skills development in off-the-job and on-the-job training venues; higher levels of prescription and expectations about the nature and level of the qualifications required of teachers and trainers; regular monitoring of the market for apprenticeship training positions; and industry involvement in practical assessments. [For "Traditional Trade Apprenticeships: Learnings from the Field. Research Report," see ED604023. Funding was provided through the Australian Government Department of Education, Skills and Employment.]

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.]

This study investigates the relationship between VET [vocational education and training] course durations and training quality and outcomes. Feedback from discussions with training practitioners, representatives of industry and government, and relevant Skills Service Organisations reveals that for many there is a tension between a desire to respect the non-time-based principles of a competency-based training system, and for durations to be specified and of adequate length to enable trainers the time to effectively cover required content, and students adequate time for learning and practice. Although course durations on their own are not felt to guarantee quality outcomes, they are felt to be a key factor when suitably aligned to the level and size of the qualification, and the demands of the intended occupation. The statistical analysis of subject results in four different areas showed higher proportions of subject withdrawals at RTOs [registered training organisations] with the highest median course durations. This in turn resulted in lower shares with a pass in courses of longer median durations. [Funding for this report was provided through the Australian Government Department of Employment, Skills and Family Business.]

This paper provides an overview of recent research on the factors that drive the performance of registered training organisations (RTOs), with a view to identifying areas for future research. Initially it explores the drivers of RTO performance; then discusses findings from available literature from Australia and from overseas, and discusses some implications for further research. The discussion is structured under the organising themes of: (1) high performance organisations and frameworks; (2) effectiveness and efficiency indicators of performance; (3) trials of RTO performance indicators; (4) international approaches (including for United State of America, United Kingdom, European Union, Germany, and New Zealand); and (5) concluding remarks. This is a companion piece to another National Centre for Vocational Education Research (NCVER) report, "Are We All Speaking the Same Language? Understanding "Quality" in the VET Sector", written by Tabatha Griffin (ED579516).

This document was produced by the author based on their research for the report, "VET in Schools Students: Characteristics and Post-School Employment and Training Experiences," and is an added resource for further information. This support document presents the variables used and the findings of the supplementary analysis in the linked data set study. [For the full report, "VET in Schools Students: Characteristics and Post-School Employment and Training Experiences," see ED576664.]

Training packages and accredited courses are the core training products of the nationally accredited vocational education and training (VET) system in Australia. This report considers the use of these training packages and the qualifications contained within them. The report also examines the pattern of enrolments in qualifications to determine how extensively the qualifications in the training package system are being used and whether enrolments are evenly spread among qualifications or concentrated in particular qualifications and training packages. The report explores the number of qualifications that could be rationalized or consolidated, including identifying low and zero enrolment qualifications and models those which cover related occupational areas. Overseas approaches to the removal of qualifications is appended.

This paper tracks the development of the Australian vocational education and training (VET) provider market over the last two decades in the context of significant policy changes and generally increased competition. It provides an insight into how the sector has arrived at its current position, painting a present-day picture of great diversity. More importantly, it prompts further, more fundamental, questions about the current structure of the provider market and whether it is optimally placed to deliver the skills and knowledge that students and the Australian economy require. The now wider scope of the National VET Provider Collection has enabled reports on total VET activity (TVA). TVA data have been instrumental in this initial analysis of provider and student numbers, which builds on the paper "Making Sense of Total VET Activity: An Initial Market Analysis" (NCVER 2016). Two appendices include the following: (1) one table showing changes in training provider registrations over the last two decades; and (2) one table and five figures that show the number of providers by type within each size band (providers with 1 to 100 students; 101 to 1000 students; 1001 to 10,000 students; and more than 10,000 students). [For "Making Sense of Total VET Activity: An Initial Market Analysis" (NCVER 2016), see ED566536.]

The opening-up of the market for education and training, including vocational education and training (VET), has increased the importance of regulation and quality assurance mechanisms in ensuring the integrity of qualifications. This report investigates approaches to the regulation and quality assurance of vocational education and training in a number of countries: New Zealand, selected European member states (Finland, Sweden, United Kingdom), Canada (province of Ontario) and two accrediting agencies in the United States. The insights gained from this investigation into the practices applied overseas could be used to inform the development of VET regulatory and quality assurance approaches in Australia. Two appendices include: (1) a list of each standard in the Accrediting Commission of Career Schools and Colleges (ACCSC) framework and the items they cover; and (2) tables documenting: Industry skills councils and industry covered as at June 2015; New Zealand industry training organisations, by industry sector, 2014; and Sector skills councils and sector skills bodies, by industry sector coverage in the United Kingdom.

There are lessons for Australia in the key approaches to the development, approval, maintenance and quality assurance of qualifications adopted in countries overseas. This research takes into account a range of approaches used in selected European Union (EU) member states (Germany, Finland and Sweden), the United Kingdom (England, Northern Ireland and Wales, Scotland, and Ireland) and the nations of New Zealand, Singapore and South Korea. The processes used in Ontario, Canada, and selected accreditation agencies in the United States were also investigated. This work serves to inform the vocational education and training (VET) sector in Australia about practices used overseas. It provides a useful reference document for agencies charged with developing and reviewing qualifications and showcases the different approaches used to ensure that qualifications remain current for the industries they serve. This report highlights some key messages for Australia, some of which include: (1) The introduction of qualifications frameworks, implementation of competency-based or learning outcomes approaches to learning and assessment, recognition of prior learning, and effective regulation and quality assurance processes are all being debated overseas, with varying solutions to the perceived issues being applied; (2) The development of hierarchical national qualifications frameworks comprising progressively higher qualification levels is relatively widespread, and increasing; and (3) Collaboration between governments (or their delegated agencies) and industry stakeholders is key to developing and/or approving competency standards, educational standards and content that align with labour market needs. The following are appended: (1) The criteria for SQA accreditation of qualifications; and (2) Standards for the ACCSC in the United States. [This report has been prepared by the National Centre for Vocational Education Research (NCVER) under the National Vocational Education and Training Research (NVETR) Program.]

Australia has had a long history of using migrants to fill skill gaps and labour shortages, and continues to target skilled foreign workers for permanent and temporary migration. The purpose of this report is to investigate the role of qualifications in the labour mobility of these foreign workers, especially as those who do not have employer sponsorship are not guaranteed a job in their area of expertise on arrival. Misko argues that a good match between overseas qualifications and jobs obtained in Australia on arrival signals a clear role for qualifications in facilitating migration as a source of skilled workers for the Australian labour market. This report reveals that non-school qualifications play an important role in helping migrant workers into the Australian labour market, especially primary applicants for skilled migration. Qualifications do not act alone in securing employment and employment that is suitable (including for regulated occupations). Employers say they prefer to source skilled labour from suitably qualified Australians or foreign workers already in Australia rather than to conduct overseas recruitment campaigns. While qualifications are clearly important, they need to be credible. Employers are wary of unfamiliar qualifications and providers. Perhaps this is one area where the government can assist by providing employers with more confidence in the overseas qualifications of migrants. Appended are: (1) Settler arrivals, by country of birth and eligibility category, 30 June 2009, 2010; (2) Temporary residents by country of birth, 30 June 2009, 2010; (3) Labour force status by country of birth (regions) March 2011; and (4) Summary of requirements, including qualifications that employers look for when recruiting workers. (Contains 10 tables and 21 footnotes.)

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.]

Apprenticeships have a very long history in Australia, building on the traditions of the medieval guilds. The essence of the apprenticeship is the contract of training--a legal contract between an individual, an employer and a training provider. The defining characteristic is the combination of employment and training. The purpose of this paper is to describe what we know about apprenticeships and traineeships, with a view to assessing the likely impact of the current economic downturn on them. A table presenting the apprentice and trainee commencements is appended. (Contains 4 tables, 13 figures, and 7 footnotes.) [Funding for this paper was provided through the Australian Department of Education, Employment and Workplace Relations.]

An analysis of student verbatim responses in the Student Outcomes Survey provides suggestions for how the vocational education and training (VET) system could be improved. Eight major domains are discussed: course relevance and design; staff attributes and behaviours; teaching and learning practices; access to courses; facilities and services; assessment practices; learning resources; equipment and materials; initial information provision; and administration and learning support services. Aspects of training questions are appended. (Contains 11 tables and 6 footnotes.) [For Support Document, see ED507620.]

This literature review, undertaken for Australian Industry Group, shows how multiple variations and combinations of formal, informal and non-formal learning, accompanied by various government incentives and organisational initiatives (including job redesign, cross-skilling, multi-skilling, diversified career pathways, action learning projects, quality assurance arrangements, job rotations and mentoring programs), can be used to prepare workers to gain, maintain or progress through jobs. Appended are: (1) Evidence on workplace learning; (2) Examples of accelerated apprenticeships; and (3) Examples of mentoring programs. (Contains 1 table and 2 figures.)

This study identifies the factors which explain why individuals enter or do not enter traditional trade apprenticeships. Two sources of information are used--students in secondary schools and current apprentices (including those who have recently completed their training). Specifically, information was obtained from about 800 apprentices and close to 1600 students in Years 10, 11 and 12 in South Australia. Among the findings: (1) Having an intrinsic interest in a trade is the main motivation for taking up or wanting to take up an apprenticeship. Improving the image of the trades among students, teachers and parents would promote a greater interest. (2) Most senior secondary school students claim not to be interested in doing an apprenticeship, with students of higher academic ability much less likely to be interested. Students of parents with university degrees were also less likely to be interested. Apprenticeship recruitment drives are likely to be more effective if they target those not planning to go on to higher education. Information should be made available to all students, since over one in three commencing apprentices have completed Year 12. (3) The current information and guidance available to school students is a potential barrier to greater interest in apprenticeships among young people. Apprenticeships were not widely promoted at school and specific information was not always easy to obtain. Relatively few students were encouraged by their teachers and counselors to pursue an apprenticeship. (4) Many school students are not attracted to apprenticeships because they believe pay of tradespeople to be too low (by comparison with pay for professionals). In contrast, those part way through an apprenticeship believe the main barrier to continuing is the training wage, which is low relative to what they might earn elsewhere. It is likely that this is a contributing factor to uptake and perhaps to non-completion. (5) Those part way through an apprenticeship are very positive about the experience, pointing especially to the enjoyment and challenge obtained from working and learning new skills, and the foundation the apprenticeship provides for good job and pay prospects for the future. Promoting these positive experiences could improve interest in apprenticeships among school students. This study helps us to better understand the career motivations of secondary school students, the experience of apprentices, and the relevant merits of different approaches for promoting careers in trades to various groups of students. The information gained can be used to focus recruitment drives more sharply and to provide some light on the changes to workplace practice, working conditions and training that may need to occur. (Contains 41 tables and 4 figures. Appended are: (1) Methodology; (2) Tables; (3) Occupations of Parents; and (4) Regression analysis-- all students.)

This report compares the provision of vocational education and training (VET) in Australia, Germany and the United Kingdom. It finds that training policies are increasingly based on similar general principles which promote the improvement and reform of vocational education and training, although the implementation of these principles tends to remain specific to each country. Appended are: (1) Country overview; (2) Industry skills councils in Australia (Table 2); (3) Sector skills councils in the United Kingdom (Table 3); (4) Top ten training packages in Australia (Table 4); and (5) New training contracts in Germany 1998-2003 (Table 5). (Contains 5 tables and 2 figures.)

This document was produced by the author(s) based on their research for the report, "The Role of Community Development Employment Projects in Rural and Remote Communities," (ED495158) and is an added resource for further information. The contents of this support docment include: (1) Regional Council--Roma; (2) Regional Council--Tennant Creek; (3) Ali Curung CDEP; (4) Bidjara--Charleville CDEP; (5) Cherbourg CDEP; (6) Elliot CDEP; (7) Julalikari CDEP; (8) Julalikari--Buramana CDEP; (9) Kamilaroi--St George CDEP; (10) Papulu Apparr--Kari CDEP; (11) Toowoomba CDEP; (12) Thangkenharenge--Barrow Creek CDEP; (13) Batchelor Institute of Indigenous Tertiary Education (2002); (14) Institute of Aboriginal Development; and (15) Julalikari RTO. (Contains 5 tables.)

This study examines the linkages between vocational education and training (VET) and industry in China and Australia. It details each country's arrangements for the provision of industry advice to governments and discusses industry-specific programs and skill development activities, including apprenticeships. It notes how changes in the economic, political and educational philosophies of Chinese governments have affected the operation of the linkages there, and how industry associations and organisations can play a larger role in the training of the population. It also notes the importance of employer incentives for increasing the participation of industry in training. (Contains 2 tables and 2 figures.)

The Community Development Employment Projects (CDEP) scheme provides funds to help Indigenous communities in rural and remote Australia provide employment, skills development, and various essential and desirable municipal services. However, there is room to improve the range and quality of employment and community development activities available. There is also room for increasing the number of participants who engage in and complete courses leading to trade and other formal qualifications. (Contains 5 tables and 4 footnotes.) [For "The Role of Community Development Employment Projects in Rural and Remote Communities. Support Document," see ED495143.]

This project investigates the uptake of e-learning in two countries (Australia and Korea) which have experienced a rapid expansion of the use of information technology in education and training. A key finding is that although e-learning can increase flexibility and cost efficiencies in the delivery of training, it cannot on its own guarantee successful learning outcomes for students. The way in which the teacher and the learner utilize the technology continues to be important. The primary aim is to increase understanding of political interventions, and practical issues faced by organizations, practitioners and learners when engaging in e-learning. This report is organized into six chapters which deal with arrangements for the two countries. The first chapter sets the context by emphasizing the importance of e-learning for the knowledge-based economy. The second chapter reviews policies and strategies adopted by Australian and Korean governments to create the appropriate environment to enable the development of e-learning. Statistics on the uptake of information and communication technology in Australia and Korea are presented in the third chapter. The following chapter offers a discussion on findings from existing research and case studies which help to improve understanding of the implementation of e-learning in Australia and the issues associated with teaching and learning processes. Chapter five then provides support for these findings from case studies. Conclusions for the study are provided in the next chapter. The report concludes that the implementation of e-learning in Australia and Korea must be understood in terms of different starting points and approaches to government intervention. Despite these differences, both countries have displayed substantial endeavors to provide infrastructure, funding and resources to make it possible for e-learning to grow and prosper. Appended are: (1) Focus of case studies and interview schedule; (2) Strategies for increasing Australia's competitiveness in the information age; (3) Strategies for implementing ICT education policy; (4) Brief descriptions of case studies from prior research; and (5) Uptake of ICT. (Contains 29 tables.)

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.]

A study was conducted to determine whether Vocational Education and Training in Schools programs, and in particular, structured workplace learning (SWL) programs in Australia were successful in leading students to employment or further education. A total of 8,249 school leavers who left school in 1999 (15 percent of total school leavers) and had been involved in SWL programs in years 11 or 12 responded to a survey about their post-school experiences. Slightly more females than males replied. They had attended a total of 24 different industry-related SWL programs. The study found that about 10 percent of the respondents were in part-time work only; about 40 percent were in full-time employment, and just over 33 percent were in full-time school. About 7 percent were unemployed and about 2 percent were not actively seeking work or engaged in a combination of part-time studies and other activities. The results were also encouraging in that a large proportion of leavers found work in their area of study. The study concluded that the great majority of students who have participated in SWL programs are obtaining employment or going into further studies. However, the study cautioned against automatic conclusions that these outcomes are directly caused by participation in SWL programs. It is possible that the more enterprising students also see the advantages of taking SWL courses and reap the rewards because of these specific attributes. (KC)

In recent years, the level of participation and attainment by Indigenous Australians in education and training has improved, yet substantial gaps still exist between Indigenous Australians and non-Indigenous Australians. Education has to be a key focus if the gap between Indigenous and non-Indigenous employment rates is to be closed. This report draws from the 2011 Census data to quantify its importance for labour market participation, employment, and occupational destinations. The research is extensive and varied, and includes academic research articles published in refereed journals and other publications published or completed over the last 10 years. Also provided is the authors' own analyses of the 2006 and 2011 Census, and of data from the ABS (Australian Bureau of Statistics) Labour Force Survey, National Apprentices and Trainees Collection, National VET (Vocational Education and Training) Collection, the Schools Australia catalogue, and the Student Outcomes Survey. The authors use those to provide descriptive information as well as to investigate linkages between participation and attainment in education and training and employment. The report begins by providing a snapshot of key demographics, followed by information on participation and outcomes from senior secondary education, vocational education and training (including apprenticeships and traineeships), and higher education. This is followed by a detailed account of employment outcomes across regions and occupations. The role of educational attainment in explaining the disparity in employment rates is then given a special focus. This document reports on studies that have looked at the need to take into account the multiple elements of economic participation, and focuses in more detail on the role of social capital, cultural attachments, and employer discrimination. It concludes with an emphasis on key findings about the role of education and the need to streamline programs and strategies. Appendices provide extra detail on methodological approaches and programs (including key objectives, funding regimes, and program evaluations). They are as follows: (1) Methodology for decomposition; (2) Selected programs aimed at young people and their parents by participation or progress to date; (3) Selected programs aimed at VET and higher education by participation or progress to date; (4) Selected programs aimed at improving employment outcomes by participation or progress to date; and (5) Additional relevant material in the Clearinghouse.

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)

The effects of different vocational education and training (VET) delivery modes on module completion rates and module pass rates (MPRs) were examined by analyzing student outcomes from the available data on module outcomes collected by Australia's National Centre of Vocational Education Research and information provided by 769 Australians (average age, 27.7 years) who had previously completed VET studies. Of those surveyed, 357 (46.4%) had been taught by flexible delivery or alternative methods of instruction and 412 (53.6%) had been taught by traditional face-to-face teacher directed methods of instruction. Although the analysis did not provide definitive answers about which strategy should be used to best ensure consistent success in terms of MPRs for all clients, it did establish that nontraditional delivery strategies are generally able to record solid performances. Both groups generally valued their training and believed that it had given them the assistance they required. The flexible delivery students cited advantages related to flexibility, whereas the traditional delivery students primarily cited advantages related to contact with others. The most common suggestions for improvement from both groups related to more structure for courses (including spending more time on revision and organizing classes differently). Twelve tables of technical data are appended. (Contains 29 tables/figures.) (MN)

Two South Australian studies--an initial and a follow-up study--explored the extent to which students are able to retain knowledge or skill learned in one context and reproduce this knowledge or skill in a different context. Study 1 was conducted with 121 Year 10 students in a country secondary school; study 2 was conducted with 72 Year 10 students from a metropolitan secondary school. Students in both studies were required to learn how to construct a pie chart in a mathematics class and were then assessed on their ability to construct a pie chart from information that described the top 125 businesses in Australia and related industries. One month later the students were reassessed for their ability to construct a pie chart from information given in another subject; this comprised the transfer task. In study 1, students constructed a pie chart using information on the number of building approvals passed by South Australian district councils in 1992-93. The information was contained on three maps identifying the various council district boundaries. In study 2, students in an English literature class constructed a pie chart using information on the number of books published by nine Australian authors. Results showed that how well the skill is acquired and demonstrated in one context has a major impact on how well it is transferred to another context. Implications supported the need to revisit strategies for improving training processes to ensure learning occurs and to review approaches to competency-based training and application of recognition of prior learning and credit transfer processes. (Contains 36 references.) (YLB)

This book provides a review of (primarily Australian) research on competency-based training (CBT). It includes information on the industrial and economic contexts that formed the backdrop for training reform in Australia. Information is presented to show how implementation of CBT has affected teaching, learning, and administration in vocational education and training (VET). Evidence about the effectiveness of CBT is taken from empirical studies conducted in Australia and overseas and theoretical debates on the relative merits of CBT. Studies are included that have examined the implementation of CBT from the perspective of VET teachers, administrators, and students. Findings are mixed. They show the positive and negative effects of CBT reforms on the work of teachers and administrators and the learning of students. Positive effects are an increased focus on delivering training that is responsive to the needs of the workplace, increased accessibility and flexibility of training for clients, and training based on national industry or enterprise-specific standards. The negative effects are related to the inadequate resourcing and preparation of VET teachers and trainers for the implementation of the reforms, increased administrative obligations, and dissatisfaction with outcomes of the learning approach that is promoted under a modularized curriculum. The review concludes with implications for further research, including comparisons of outcomes obtained by students prior to and after CBT implementation. (Contains 60 references.) (YLB)

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)

A study examined processes of state training authorities, group training companies (GTCs), training colleges, and employers to ensure that apprentices/trainees (A/Ts) who are suspended or terminated due to lack of work have access to on-the-job training. Data on apprenticeship and traineeship commencements and cancellations were collected from national training statistics and face-to-face and telephone interviews with participants from Victoria, South Australia, and Queensland. State processes required employers who consider displacing an A/T for reasons of economic hardship or work shortages to find another employer or contact the training officer. GTCs played an increasingly greater part in employment of A/Ts; almost half found third- and fourth-year A/Ts hard to place due to high cost; and they used various strategies to keep A/Ts in work. In a few instances, colleges experienced major problems in accessing work experience or vocational placements. In rare instances of displacement, colleges usually allowed A/Ts to continue formal training. Companies believed in apprentice training to avert future skill shortages; few had displaced an A/T because of work shortages or economic hardship; very few currently or previously employed A/Ts who had reported disabilities, had Aboriginal and Torres Strait Islander backgrounds, did not speak English, or were female. Findings pointed to five strategies to expand numbers and improve training of skilled workers. (A glossary precedes the report. Appendixes include participants, interview questions, and industry case studies.) (YLB)

The literature on the extent to which knowledge, skills, and attitudes learned in one area transfer to another was reviewed for the purpose of identifying issues that policymakers and providers of vocational education should consider when planning programs to prepare students for further education and life. The review focused on the following issues: (1) whether training for transfer makes a difference; (2) the importance of context-specific knowledge in development of expertise; (3) factors that facilitate or inhibit transfer of training (motivation, confidence, original learning, prior knowledge, repeated practice, varied practice, prompting, task similarity, task familiarity, cognitive processing, feedback, and ability); (4) techniques of teaching for transfer (understanding how students learn, protecting traditional disciplines and knowledge bases, helping students make connections, teaching students to manipulate information, providing authentic learning experiences, providing opportunities for active participation, teaching for transferability of generic skills, and teaching for transfer of dispositional knowledge); and (5) models of testing for transfer by assessing cognitive skill. Overall, the studies reviewed presented a case for explicit teaching of transfer skills where teaching takes into account the importance of prior and context-specific knowledge. (Appended are information about various mechanisms promoting transfer of learning and techniques for measuring cognitive skill development. Contains 85 references.) (MN)

This paper outlines and examines the implications of the main points of the national framework for flexible delivery of vocational education in Australia's technical and further education (TAFE) colleges. Endorsed by the National TAFE Chief Executives Committee in 1992, the framework establishes specific plans of action to be achieved by 1995. The rationale for and definition of flexible delivery of vocational education are presented, and its implications for TAFE and public and private providers are considered. Discussed next are potential benefits and drawbacks of the following flexible delivery modes and venues: self-paced learning, resource-based learning, technology-enhanced learning, home-based learning, work-based training, and learning centers. The roles of administrators, teachers, and students in each mode/venue are also examined. Following this are the main features, rationale for, and general concerns associated with flexible entry and exit points and flexible assessment (including provisions for recognizing prior learning). Next, several questions and concerns regarding flexible modes and venues are considered, and guidelines are presented for developing flexible and modularized curricula. Effective individualized instruction is a way of accommodating different learning styles, personalities, physiological constraints, disabilities, motivation levels, and cognitive abilities. Contains 79 references. (MN)