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Much of the literature on vocational education and training (VET) professional development for teachers and trainers in Australia has been descriptive, outlining the development, construction and outcomes of a range of initiatives or analysing the nature and extent of initial and on-going professional development for teachers and trainers. There has been little critical analysis of curricula which led to the attainment of what has been the most common Australian initial VET teacher/trainer qualification, the Certificate IV in Assessment and Workplace Training (AWT), either in terms of the intended or enacted curricula as it was delivered in many hundreds of locations across Australia. This paper addresses this gap. It presents the outcomes of research that examined ways in which learners and processes of learning were constructed, understood and embedded in the delivery of the Certificate IV AWT. This qualification was delivered from 1998 until November 2006. In late 2004 a new Certificate IV in Training and Assessment (TAA) was introduced, but there was a ‘teach-out period’ of two years on the old qualification. The study involved 16 case studies of registered training organisations that delivered the Certificate IV in AWT. The paper updates the study by examining how the changes associated with the new qualification may affect understandings of learners and learning.

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This paper provides two case studies to illustrate the use of traineeships (a form of apprenticeship in Australia) as a strategy for training all new recruits to significant operational positions in companies. The two companies and occupations selected for the paper are call centre workers in a cable television company, and bus drivers in a state-owned bus company. The case studies were undertaken as part of a major national project on what are called 'enterprise RTOs' (registered training organisations), companies which are registered as training providers to deliver and assess training that leads to qualifications for their own workers (Enterprise RTO Association, 2009). The point of special interest is that the employer is also the training provider for the traineeship, hence it is responsible for the training in its entirety. The research project was funded by the Australian Research Council

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This paper reports on the professional development of vocational education and training (VET) teachers and trainers in Australia. It utilises the data on professional development (PD) gathered from two national surveys undertaken in 2016 as part of a major [Australian Research Council] ARC-funded national research project on VET teachers and their qualifications. Part of the first survey, which focused mainly on VET teachers' qualifications and teaching approaches, examined the PD activities undertaken by the respondents. It explored the nature and frequency of the activities, the motivations for participation and the support provided for PD. The second survey was sent to VET teachers/trainers who had participated in PD activities offered by three major PD providers for VET. It focused on the external PD activities undertaken by respondents and explored the frequency, content and nature of activities.

The paper provides evidence on the current state of professional development, both formal and informal, for teachers/trainers across the VET sector and compares differences among teachers working for different types of provider. Detailed data are presented on participation in a range of industry and VET PD activities (both within and external to the [registered training organisation] RTO), the motivations for participation, and who pays for PD. The findings show the type of PD activities that were valued, and what participants would like to see in the future. The findings are expected to inform policy discussions about VET teacher development and will be useful for managers in TAFE Institutes and RTOs; and for those external organisations delivering PD to the VET workforce. Show less

This is an overview of a national research project which set out to evaluate the benefits, challenges and outcomes for all stakeholders of the delivery of vocational education and training (VET) qualifications delivered through work. It was undertaken through a study of Enterprise Registered Training Organisations (Enterprise RTOs), since they are the 'heaviest users' of nationally recognised training. Enterprise RTOs are companies and other organisations (such as government departments) which are registered as training providers to deliver qualifications to their own workers. The project had four research questions: What are the benefits and challenges for companies associated with training through their own Enterprise RTO? What are the benefits and challenges for workers associated with Enterprise RTOs? What is the equivalence of workplace-delivered qualifications among companies and with qualifications delivered in educational institutions? How do Enterprise RTOs help us to understand the extent and nature of an emerging, alternative employer-based VET system? The report explains, by phase, how the project was carried out and what was found in each phase. The appendices provide illustrative data from each phase. The final section of the main report presents some theoretical models developed and proposed from the research.

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This paper provides a glimpse into current teaching practices among teachers working with traditional trade apprentices ('trade teachers') at Australian public and private providers of vocational education and training (VET), which are known as Registered Training Organisations (RTOs). The research is drawn from a major national study funded by the Australian Research Council, designed to examine the effects of different levels of vocational teachers' qualifications upon the quality of VET teaching. For this paper, data from trade teachers, in different industry areas, was drawn out from a major survey of VET teachers/trainers, which included questions about their teaching approaches, as well as from focus groups of trade teachers.

Published abstract.

The volume from which this paper is taken is available in VOCEDplus at TD/TNC 131.484. Show less

In 2023, the National Centre for Vocational Education Research (NCVER) invited expert vocational voices from the vocational education and training (VET) sector to share their views, stories, experiences and insights on a range of hot topics. This podcast is a roundup of the most interesting snippets and research findings from across the five podcast episodes NCVER released during the year. Full of short and sharp insights from each of the guest speakers, it covers off some of the best bits of Season 8.

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This paper provides an overview of the Australian apprenticeship and traineeship system followed by a case study of a large construction company that re-conceptualised its apprenticeship system in the State of Victoria to produce future senior managers for the company. A number of features of the apprentice systems in the company combined to produce good outcomes, but the paper also identifies some areas that needed improvement.

Published abstract.

The volume from which this paper is taken is available in VOCEDplus at TD/TNC 110.560. Show less

This study provides a comprehensive picture of the way in which employers navigate the Australian training system and establish partnerships with registered training organisations (RTOs). In terms of evolution over the last 20 years three key factors emerge: (1) while the take-up of nationally recognised training by employers has not increased substantially, this type of training is being used in different ways; (2) the nature of the partnerships between RTOs and employers has changed, from a relationship based on fee-for-service provision to one based on long-term mutual collaboration; and (3) a change in the role of the training function and training staff in organisations has been observed.

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This paper examines the Australian phenomenon of Enterprise Registered Training Organizations (RTOs). These are organizations that do not have training as their main business but that are accredited to deliver training and award qualifications, primarily to their own workers. Although Enterprise RTOs have been in existence in one form or another for around 15 years they have not been previously examined in the scholarly literature. The paper uses qualitative and quantitative data from two recent research projects to describe the nature and experiences of these RTOs and their workers. The findings are analysed using a framework recently used in an evaluation of the pilot of a similar English scheme: quality concerns, resource intensiveness, impact on the training market, and restriction to larger firms. The paper concludes that enterprise RTOs have been beneficial to workers and companies alike, although not without problems, and that the Australian system appears to present fewer risks than the proposed English system.

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[This research] examines the effects of funding changes in Victoria on the range of industries covered by Service Skills training packages and qualifications over the period 2008 to 2013. Broadly, the industries in the Service Skills profile cover wholesale, retail and personal services, including hairdressing, beauty, floristry, community pharmacy and funeral services. It also covers tourism, travel and hospitality, including meetings and events, accommodation, restaurants and catering, holiday parks and resorts, and finally, sport, fitness and recreation, including community and outdoor recreation. The research was based around three research questions which examined the changes in provider and enrolment numbers in the industry sectors and related qualifications covered by Service Skill's training packages over the time course 2009 to 2013; the effects of the changes on employers and employees; and, finally, the effects of the changes on training providers, and consequential effects on students and communities.

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