Search Results

This report presents the results from the 2002 national survey of students who undertook vocational education and training (VET) during 2002. The survey covered TAFE graduates and TAFE module completers.

TAFE graduates were defined as students who attended a TAFE institute in Australia and who completed a Certificate, Advanced Certificate, Associate Diploma, Diploma, Advanced Diploma or Bachelors Degree of at least 200 hours or one semester duration, and had an Australian address as their usual address. A questionnaire was sent to a stratified, randomly selected sample of graduates (approximately 42,000 graduates).

TAFE module completers were defined as students who were not graduates, had attended a TAFE institute in Australia and successfully completed some training in a course irrespective of the number of hours of the training, and left the TAFE system. A similar questionnaire to that which was sent to graduates was sent to a stratified, randomly selected sample of module completers (approximately 8,000 module completers).

The information collected in the survey includes: the nature of the training undertaken; the outcomes achieved as a result of completing the training in relation to employment; an indication of whether students were satisfied with the training; and whether students achieved the goals they had set for themselves before commencement. This report presents key results at a national level, giving an overview of the results and exploring the trends that emerge when comparisons are made with previous survey data. This national report is complemented by a briefer publication: Australian vocational education and training statistics: student outcomes survey 2002: in summary (TD/TNC 71.12). Show less

This report consists of two volumes. Part 1 deals with changing patterns in apprenticeship commencements between 1987-88 and 1993-94. This part deals with changes in commencement patterns by age and trade group. The evidence presented indicates that while commencements in different trade groups have altered greatly in recent years, the main trend has been an aging of commencing apprentices. Information is presented in both chart and tabular form. Part 2 deals with changes in the VET [vocational education and training] sector (especially TAFE) in the years 1991 to 1994. Staff of the Review indicated an interest in: changes in numbers of persons; changes in numbers of enrolments; changes in the number of contact hours; and changes in the course type (both stream and nominal length), by age and sex. Analysis of these variables appears in Part 2, in either chart or tabular form. While some comments have been made to draw attention to patterns, no conclusions are drawn about the changes in levels of participation in the VET sector from 1991 to 1994. The data, however, indicate considerable variations between the different states and territories.

Excerpt from publication. Show less

This report contains the results for Victoria from the 1998 Technical and Further Education (TAFE) Graduate Destination Survey (GDS), conducted by ACNielsen Research on behalf of the National Centre For Vocational Education Research (NCVER) and funded by the Australian National Training Authority (ANTA).

Nationally, the survey involved sending a questionnaire to all graduates (120,775) at publicly-funded TAFE institutes in Australia in 1997 who completed a Certificate, Advanced Certificate, Associate Diploma, Diploma or Advanced Diploma of at least 200 hours or one semester in duration and had an Australian address as their usual address. A total of 66,607 graduates responded, a national response rate of 55.2 per cent. Of the graduates sent a questionnaire, 24,156 were from Victoria and 13.305 responded, a response rate of 55.1 per cent.

The aim of the 1998 TAFE GDS was to measure vocational education and training (VET) graduates' employment outcomes, further study destinations and opinions of courses completed. It provides national, state and institute level data to support the National VET Strategy and information to assist in administration, planning and evaluation.

A detailed description of the 1998 survey methodology, a glossary and fieldwork materials (including the questionnaire) are contained as appendices to this report.

Related publications are: 1998 TAFE graduate destination survey: at a glance (TD/TNC 55.53); 1998 TAFE graduate destination survey: state/territory reports (TD/TNC 55.54-TD/TNC 55.61). Show less

This report addresses three questions: (1) What are the practices of highly innovative organisations?; (2) How are vocational education and training (VET) providers currently promoting greater levels of innovation? (3) What other strategies have the potential to create further innovation in VET organisations? Central to this report was a review of past research designed to identify the key practices or habits of innovative organisations. This review revealed that truly innovative organisations: (1) create learning cultures which promote innovation as a core organisational capability; (2) have leaders who are ‘failure-tolerant’; (3) identify their innovators; (4) reward people who propose innovative ideas; (5) use partnerships; and (6) promote innovation through teams.

The VET organisations which were the focus of case studies were the Gold Coast Institute of TAFE (Queensland); Victoria University of Technology; Institute of TAFE Tasmania, and Onkaparinga Institute of TAFE (South Australia). In addition, minor case reports or vignettes were completed for the following organisations: the Australian Institute for Care Development; Construction Training Centre; Aviation Australia; Barrier Reef Institute of TAFE; Brisbane North Institute of TAFE; Australian Ikebana Centre College of Art and English; and Workplace Australia Group. If the six characteristics of innovative organisations in combination are proposed as the benchmark, then it is clear that the development of innovation in the VET sector is uneven. This research indicates that certain individuals and teams linked to larger industry partnerships are leading the way. Moreover, there appears to be little evidence that VET organisations have established either well-developed organisational capabilities for innovation or clear structures for rewarding innovators. Given the financial and operational constraints faced by organisations in the VET sector, this is understandable. However, there is still tremendous potential in the VET sector to increase innovation within their enterprises. They need to be serious about building and funding learning cultures and promoting innovation as a core capability within their enterprises. In addition, failure-tolerant leaders of VET organisations need to be even more creative in how they continue to support and reward their leading innovators and educational entrepreneurs. Show less

There has been widespread recognition of the importance of developing new and better pathways for the majority of young people who are not going to enter university directly from school, increasing completion of secondary schooling through new pathways offering senior students a greater variety of vocational options while remaining at school.

This report aims to explore the extent of inter-sectoral co-operation between Queensland Technical and Further Education (TAFE) institutes and schools, and between TAFE institutes and universities in recognition of the growing importance of new learning pathways to meeting Queensland’s diverse skills needs. It also aims to review the progress being made, and the role Queensland TAFE institutes can or should have in developing new and meaningful vocational options for young Queenslanders while they are still at school. It was anticipated that models would be developed to enhance local inter-sectoral arrangements in Queensland and a number of case studies would be undertaken to explore a range of innovative and proactive strategies that could be applied locally to improve inter-sectoral relationships in specific areas within the State.

The review found that if TAFE institutes are to provide a richer and diverse range of VET opportunities for young Queenslanders who stay on at school, it is important that Education Queensland, non-government independent and Catholic school authorities, and the Queensland Board of Senior Secondary School Studies (QBSSSS) identify ways that may facilitate the use of existing TAFE resources for these programs. It is also clear from the case study findings that successful inter-sectoral arrangements, between universities and TAFE, schools and TAFE and schools and universities, were especially contingent upon the support and enthusiasm of those in senior management positions in all sectors. This support ensured that resources and staff were allocated to identifying and implementing mechanisms for providing access to TAFE courses for school students, or advanced standing in university programs for TAFE graduates. Findings from the case studies suggested that arrangements for articulation and credit transfer were more likely to be straightforward and successful where faculties from both sectors had negotiated a joint program leading to a TAFE qualification as well as a university degree. However, these programs also tended to take time to develop and were dependent on the driving force of an individual or individuals who had the necessary ability, experience and commitment to negotiate a successful result. The findings of the review suggest the adoption of a new state-wide approach to promulgating better articulation and credit transfer arrangements between TAFE and universities, and to provide an advisory service to TAFE institutes and universities. The other main finding of the review is that portfolio arrangements that integrate education (especially school education) and training make no difference to the quality of cross-sectoral collaboration between TAFE institutes and schools and universities. Good policy frameworks are important irrespective of portfolio configurations, and there is no substitute for good arrangements between TAFE institutes and schools and universities on the ground. Show less

This report is the result of a pilot survey conducted concurrently with the TAFE Graduate Destination Survey (GDS), 1997. The pilot aimed to test the feasibility of extending the scope of future graduate destination surveys to include graduates whose contact addresses are overseas. It should be noted that this was not a pilot survey of overseas students who graduated in 1996 but rather a survey of graduates who had an overseas contact address recorded on the mailing lists supplied by the Institutes.

The survey was conducted by Reark Research on behalf of the National Centre for Vocational Education Research (NCVER) for the National Advisory Committee on Vocational Education and Training Statistics (NACVETS). The survey was funded by the Australian National Training Authority (ANTA), and involved sending a questionnaire to 618 graduates who had overseas contact addresses. Of these, 217 responded, a response rate of 35.1 per cent.

A detailed description of the 1997 survey methodology, a glossary and fieldwork materials (including the questionnaire) are contained as appendices to this report. Show less

The [Coronavirus Disease 2019] COVID-19 pandemic, and resulting social distancing measures and 'lockdowns', has greatly impacted the provision of vocational education and training (VET) internationally. Almost overnight, teaching and training in-person ceased and had to be delivered online to students in their homes, forcing VET training providers to act quickly and be innovative in their training delivery. This issue of Focus on focuses on recent research exploring the impact COVID-19 has had on the delivery of online learning in the VET sector.

Edited excerpts from web page. Show less

This booklet is a catalogue of publications produced by the National Centre for Vocational Education Research and available during 1996. It lists the publications, giving a brief description, and the price. It includes a listing of ‘special offer items’ - earlier publications available for less than the original price. Show less

This is an annual publication which summarises all of the Centre’s published research and development reports for the previous year. Entries include recommendations made in the original reports and availability of documents. Current research reports are mentioned. Show less

This leaflet offers a brief summary of information relevant to the Australian Capital Territory gained from the national survey of TAFE students who completed their courses and graduated with a qualification from a course of at least 200 hours or one semester in duration. The survey gathered information on the employment situation of TAFE graduates, reasons for undertaking the course, relevance of the training to their employment, satisfaction, and further study intentions.

Related publications are: TAFE graduate destination survey 1998: at a glance (TD/TNC 55.53); TAFE graduate destination survey 1998: state and territory reports (TD/TNC 55.54 to 55.61); and other state and territories 1998: at a glance (TD/TNC 55.73 to TD/TNC 55.80). Show less