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The number of young people commencing apprenticeships and traineeships whilst at school, and monitored by their school, has grown considerably, encouraged by State and Federal governments, since the first participants began in 1997. There has as yet been little research into the nature of the training given to, and learning experienced by, such young people; most published literature has related to organisational issues. This paper reports on a research project funded by the National Research and Evaluation Committee [NREC] into learning and training in school-based new apprenticeships (SBNAs). A questionnaire was sent to a large sample of all SBNAs in three States: Queensland, Victoria and South Australia, using a survey instrument adapted from a previous NREC study, 'School students' learning from their paid and unpaid work' (report indexed at TD/TNC 68.01). The results present an overview of SBNA employment, training and learning practices which will provide an important basis for development of policy and practice in this area.

Published abstract.

The collection of papers is indexed at TD/TNC 73.601. Individual papers are indexed from TD/TNC 73.602 to TD/TNC 73.621. Show less

TRAC (Training for Retail and Commerce) was established by the Dusseldorp Skills Forum. It is an employer-school program which requires employers to pay for their placement students and to assess students for Higher School Certificate (HSC) marks.

Erica Smith explores the reasons behind the dramatic success of the program including its professional approach, the focus on improving skills, not job-seeking, the liaison between schools and industry and the criteria used for selecting students. Show less

This article reports on a survey of NSW TAFE teachers who have taught the national module 'Workplace communication'. It was found that teachers have two main areas of difficulty with the module: the use of CBT methods and lack of guidance about content. The author looks at the implications of the findings for this module in particular and national modules in general. Show less

This chapter examines the important topic of the 'dual professionalism' of [vocational education and training] VET teachers in Australia. How, exactly, do they develop further and keep up to date in their industries and in pedagogy? Drawing sub-sets of material from a major national research project, the chapter provides survey evidence from over 900 VET teachers as well as detailed interview data from three case study training providers. The results show a high level of commitment to professional development, both formal and informal, particularly in teachers' industry areas, sometimes relating to licensing or regulatory requirements within those industries. Some teachers undertook multiple professional development activities each year and were willing to pay for their own development. There was, however, some resistance to development activities that were perceived to relate primarily to compliance with regulatory regimes. The chapter proposes a matrix to represent engagement in types of professional development and then problematise this model through discussion of the resistance and relating it to earlier debates around competency-based training.

Published abstract. Show less

This publication reports on research that was carried out within Australian enterprises in the second half of 2003 in order to gain a greater understanding of how and why enterprises use nationally recognised training (training based on national training packages or courses/programs that have been formally accredited through state or territory accreditation bodies) for their existing workers. Data were collected by means of focus groups, case studies and a survey of enterprises. The project findings indicate that nationally recognised training has much to offer enterprises, and that many enterprises take full advantage of the availability of both training packages and government funding to support and extend their training activities. However, there appears to be a need for increased national promotion of nationally recognised training, as not only were some non-users completely unaware of suitable training packages and qualifications, but even those who used nationally recognised training were sometimes unaware of many of the subtleties involved in using packages. It is clear that the use of nationally recognised training by enterprises is strongly influenced by availability of funding. However, this study showed that funding could be more closely targeted to the start-up phase, and consideration could be given to tapering off funding once nationally recognised training becomes embedded. More research is required to examine whether the customisation of qualifications by, or for, enterprises compromises the integrity of the qualifications. If the training becomes too firm-specific, issues arise, not only about portability of qualifications, but also about the use of government funding. Show less

This paper examines the use of informal training for workers, by Australian companies and other organisations. Using survey data, it reports the prevalence of informal training and also the utilisation of different types of informal training. Differences are found by employer size, particularly for the different types. By examining qualitative responses, it is found that employers' perceptions of informal training are often not those reflected in existing literature. The paper therefore argues for a new definition of informal training which is comprehensible to employers and workers alike, so that more, and more reliable, research can be undertaken.

Published abstract reprinted by permission of the copyright owner. Show less

The Delphi method was utilised to solicit the views of senior people responsible for policy, staff development and other significant Vocational Education and Training (VET) commentators, about the challenges faced by VET practitioners and the associated staff development issues. The researchers found that the Delphi method appeared to offer some advantages over more common forms of research with such people. The paper presents some key findings from the research in order to illustrate points about methodology. Appendices provide an example of a Delphi survey form.

Published abstract.

The volume of collected papers is indexed at TD/TNC 60.88. Show less

This paper presents and analyses results from a research project on current trends in employer training in Australia. While the formal vocational education and training (VET) system is well-researched, the everyday training that happens in workplaces is relatively under-researched in Australia. Using some of the results of an employer survey undertaken in 2015, the paper describes and analyses employer-based training across a range of industry areas. The survey included groups of questions on a range of matters, including the reasons why employers train, and how these relate to employers' perceptions of their operating environment, and the structures they have in place to manage and organize training. Detailed data are provided about three specific forms of training: in-house training and learning; the use that employers make of external providers of training; and employers' use of nationally recognised training - training from the VET system. Finally the paper reports what managers said about the barriers to providing more training. The paper analyses the findings in relation to the literature and also identified changes over time in training practices in Australian companies. Implications for training policy and practice, as well as for future research, are identified.

Published abstract reprinted by permission of the copyright owner. Show less

In Australia, as in many other countries, initiatives are constantly being developed which aim to assist school students' transition into work. One such initiative, which was introduced towards the end of the 1990s, was the introduction of school-based apprenticeships and traineeships, often referred to by the umbrella term 'school-based new apprenticeships' (SBNAs). Students taking part in these programs, normally in the final two years of schooling (Years 11 and 12), combine part-time work, study towards a vocational education and training (VET) qualification, and normal attendance at school. This paper reports on the first large-scale research study of school-based apprentices and trainees, which was carried out in late 2001 through a survey of students involved in the programs. The survey was carried out in the three Australian States with the highest numbers of school-based apprentices and trainees, Queensland, Victoria and South Australia. The paper commences with a description of the nature of school-based apprenticeships and a description of their introduction and rapid growth. It then gives an overview of the young people's jobs, their learning and training, and concludes by discussing four problematic areas.

Published abstract reprinted by permission of the copyright owner. Show less

TRAC (Training for Retail and Commerce) is a work experience scheme set up by the Dusseldorp Skills Forum, which requires employers to pay for their placement students, and also requires them to assess students formally for Higher School Certificate (HSC) marks. Although the project began in the retail trade, office administration, hospitality, and communication and media strands are now offered. This article describes the scheme, and its successful outcomes. Show less