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The Australian and New Zealand journal of vocational education research is published twice per year by the National Centre for Vocational Education Research (NCVER). It aims to provide articles which advance knowledge and understanding of vocational education and training (VET). The journal focuses on current or recently completed research and reviews research in areas of topical interest. It contains book reviews, details of forthcoming events, reports of workshops and letters to the editor. It is intended to serve the interests of vocational educators, researchers and administrators.

Articles contained in this issue are: Implementing training packages in a TAFE institute: perceptions and concerns of staff / Annette J. Foley and Peter J. Smith; Vocational education: the effects of employment preparation programs on self-concept in low academic achieving students / Jan Kane and Pamela Warton; The working life of a TAFE institute manager / Ann Rice; Reflections on the impact of research on policy development: a case study of user choice / Chris Selby Smith and Joy Selby Smith; The place of music education in post-compulsory education in Western Australia: a legitimate contribution of an interest subject? / Belinda Yourn and Michael Newton.

Individual papers are indexed from TD/TNC 70.21 to TD/TNC 70.25. Show less

This report outlines the findings of a consultancy undertaken by the National Centre for Vocational Education Research (NCVER) to inform the New Apprenticeships incentives review being conducted by the Department of Education, Science and Training (DEST). The consultancy comprised five phases: (1) Statistical overview. A statistical overview of New Apprenticeships detailing: apprentice and trainee characteristics (e.g. age, gender, part-time/full-time, indigenous, disabled, rural and remote etc.); employer characteristics (e.g. size, industry and occupations); nature of training undertaken (e.g. field of study, qualification levels, hours); providers of training; growth in numbers of apprentices and trainees (e.g. commencements); and number of completions and non-completions (e.g. withdrawals/cancellations), as at June 1998 and June 2001; (2) Trend analysis. A trend analysis of New Apprenticeship data (commencements, recommencements, completions, withdrawals/cancellations) on a full-time and part-time split and on an industry by occupation basis since 1994. the analysis outlines the effect of policy changes on commencements and completions and identifies differences in apprenticeship commencements and completions in the areas of the traditional trades youth, females, indigenous Australians, disabled, and rural and remote New Apprentices as well as the duration of New Apprenticeships by AQF level for trades and non-trades; (3) Commencement projections. A range of commencement projections are provided under a range of assumptions; (4) Simulation model of completions. A simulation model of completions was developed from a forecasting model that has been developed by NCVER to forecast completions. The forecast model projects expected completions based on past and present commencements. The model takes account of differences in contract duration, occupation, qualification level, full-time/part-time status; and (5) Policy simulations. A range of proposed policy changes are simulated to assess the likely impact on new apprentice completions. The simulations are carried out under the assumption that the current patterns of contract duration, full-time/part-time status and qualification level by major occupational grouping continue into the future.

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The Victorian Government Ministerial Statement, 'Knowledge and skills for the innovation economy', will reposition Victoria's vocational education and training (VET) system to support the achievement of the Victorian Government's goals and targets for education. The statement outlines the strategies for transforming the VET system from one that relates to an industrially based economy to one that helps firms to compete in the innovation economy, and communities and individuals to gain the skills they need for the future. Seven knowledge and skills projects were undertaken in the process of developing the Ministerial Statement and managed through the Office of Training and Tertiary Education (OTTE) within the Victorian Department of Education and Training (DE&T). Project two, 'Building skills to meet future needs' was undertaken by the National Centre for Vocational Education Research (NCVER) to analyse key trends in the supply of skills, the extent of current and emerging skill gaps, and strategies for raising the quality and flexibility of skill supply to meet future economic, industrial and social needs (reports of other projects are indexed from TD/VIC 70.03 to TD/VIC 70.07 and at TD/VIC 70.14). This paper examines the forces driving the need for innovation, such as the growth of the knowledge-based economy, technological advances and the opening up of international trade and investment, and evaluates how they have affected the supply of and demand for skills in the Australian context. It is concluded that, in terms of the requirements for skills in Victoria, the general trend is towards higher levels of skills in most occupations, with a marked increase in demand for generic skills that enhance the adaptability of the workforce and increase its ability to respond to change. The factors influencing this trend and reshaping the demand for skills in Victoria are technological advances, the transformation of the nature of work, demographic change, and industry and occupational restructuring.

The Ministerial Statement is indexed at TD/LMR 86.31. Other reports from Project two, 'Building skills to meet future needs', are indexed at TD/TNC 70.285 and TD/TNC 70.287. Show less

The Australian vocational education and training (VET) system faces challenges in maintaining its capacity to meet the education and training needs of Australians in the 21st century. On the demand side of training, globalisation, technological change, and workplace change have had a significant impact on the way work is done and the type of skills needed. In terms of supply, Australia's workforce is ageing. This paper examines reforms to the Australian VET system aimed at developing a flexible training system that provides opportunities for re-skilling and lifelong learning. The paper begins with an overview of the Australian education and training system and then examines the major reforms implemented over the last decade. These include the introduction of a competency-based approach to training, the development of the training market and the introduction of an assessment and recognition system for learning and training outcomes. The paper also examines financing mechanisms for VET and the use of information and communication technology in VET. The paper concludes by listing the remaining challenges.

The proceedings of the conference at which this paper was delivered are indexed at TD/TNC 72.21. Show less

This publication contains a summary of statistics on persons undertaking vocational training through contracts of training arrangements (apprenticeships and traineeships) for the period 1 April 2002 to 30 June 2002. It looks at the estimates of apprentices and trainees who were training as at 30 June 2002 and at longer term trends for in-training figures. The figures used in this publication are estimated figures calculated by the National Centre for Vocational Education Research (NCVER) based on the reported data for the June quarter 2002. Show less

‘Insight’ is a quarterly newsletter published by the National Centre for Vocational Education Research (NCVER) to provide news and information on vocational education and training (VET) research and statistics. The articles in this issue are: Introducing NCVER’s managing director; Sound assessment vital to learning process; Outcomes and completions of New Apprenticeships; New analysis of graded assessment; The knowledge economy at work; Being more e-businesslike about online learning; Starting a trade or vocation while still at school; Job prospects for bright graduates; Students in VET with a disability. These brief articles provide information about recent projects and new and forthcoming publications. The international article in this issue is ‘Linkages between VET and higher education’ which looks at the key issue of higher education/vocational education linkages and what is happening in this area in the world. Where documents are available online, URLs are provided and all reports are indexed in the VOCED database once they are published. Show less

In July 2002, the Minister for Education, Science and Training, Brendan Nelson, asked the Standing Committee on Education and Training to inquire into the place of vocational education in schools, its growth and development and its effectiveness in preparing students for post-school options. The terms of reference of the inquiry were to examine: (a) the range, structure, resourcing and delivery of vocational education programs in schools, including teacher training and the impact of vocational education on other programs; (b) the differences between school-based and other vocational education programs and the resulting qualifications, and the pattern of industry acceptance of school-based programs; (c) vocational education in new and emerging industries; and (d) the accessibility and effectiveness of vocational education for Indigenous students.

This paper is the submission made to the inquiry by the National Centre for Vocational Education Research (NCVER). It is presented in four main sections. The first section suggests that VET in schools is a relatively small component of the broader education and training system in Australia and needs to be viewed in this wider context. This section explains ‘VET in schools’, discusses pathways from compulsory schooling to employment, highlights the overall trends, and outlines the major features of VET in schools in 2001. The second section looks at the motivations for doing VET in school while section three provides relevant information from recent NCVER research on outcomes from VET in schools. The final section looks at gaps in data and describes planned developments to provide complete information about VET in schools. The paper also includes a bibliography and the following attachments: Links between subjects taken in Year 12 and further education and labour market outcomes (from Ball and Lamb); School to work transition (from Robinson, Misko and Ball); Summary of key findings (from Kilpatrick); VET data collection and reporting; Paper presented to the November 2001 meeting of the National Training Statistics Committee; Report presented to the ANTA national workshop on VET-in-schools data collection, August 2002.

The ‘House of Representatives Standing Committee on Education and Training inquiry into vocational education in schools’ website is indexed at TD/TNC 71.725; selected submissions are indexed from TD/TNC 74.303 to TD/TNC 74.327. Show less

This publication provides information pertaining to students undertaking training within Australia’s publicly funded vocational education and training (VET) system in 2000. It provides an overview of student characteristics and analyses changes in student profiles over recent years. Show less

The mission of the National Centre for Vocational Education Research (NCVER) is to provide vocational education and training (VET) information and independent research of the highest quality which is timely and relevant for people making decisions about VET, and fosters national and international understanding so that the sector can contribute fully to the economic and social development of Australia. This annual report reviews NCVER's activities in its 20th year and outlines its aims, achievements, organisation and policy. A highlight for this year was the VOCED research database being endorsed as UNESCO's official database on technical and vocational education and training (TVET) research information. Show less

This publication provides financial data for vocational education and training (VET) in Australia. It includes information on revenues and expenses, assets and liabilities and cash flows for the 2001 calendar year. Comparisons with 2000 data have been made where possible. Figures are given for the whole of Australia, the individual States and Territories, and for the Australian National Training Authority (ANTA). This financial information is a primary source about how VET in Australia is financed and where the money is spent. The information presented has been extracted from the accrual-based statements prepared by the States, Territories and ANTA on their VET activity.

Related publications are: Australian vocational education and training statistics 2001: in detail (TD/TNC 70.61) and Australian vocational education and training statistics 2001: at a glance (TD/TNC 70.15). Show less