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This paper explores some aspects of moves to a closer relationship between higher education and vocational education and training (VET) courses. Such relationships may involve credit transfer, formal articulation or embedding of VET qualifications within university qualifications. A general discussion of the issues is followed by the results of a small-scale research study. Data were gathered from a number of students who have undertaken or are currently undertaking the Certificate IV in Assessment and Workplace Training embedded within higher education courses at Charles Sturt University. Their views illuminate the advantages of embedding from a learner's viewpoint but some issues remain unresolved.

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Volumes of papers are indexed at TD/TNC 90.162 and TD/TNC 90.163. Selected individual papers are indexed from TD/TNC 90.164 to TD/TNC 90.211. Show less

The expertise and professionalism of teachers is vital in vocational education and training (VET), as it is in any other education sector. As 'dual professionals', VET teachers need to keep abreast of their industry or discipline area as well as maintaining and improving their pedagogical skills and knowledge. VET workplaces (colleges and vocational schools) are important sites of learning for these matters. This paper draws together and analyses the findings from the other papers in this special issue, finding that VET workplaces contribute to teachers' learning both as a part of pedagogical qualifications (in 'teaching practice' components) and as part of continuing professional learning. The paper draws on a previous theoretical model and the findings in the papers to propose a number of categories of workplace learning: learning that is taught, sought, wrought, caught, brought, and thought. These could be applied to any occupation. Finally, the contribution of teachers' personal attributes to the extent and nature of their site-based learning is examined, using the data in the papers to develop further a previous model of VET teacher professionalism.

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This chapter examines the relationship of [vocational education and training] VET teachers with industry. It explains that engagement with industry can, and should, take place at a number of levels, from everyday interactions through delivering training and assessment in workplaces, to national level through Industry Skills Councils and other activities. The chapter explains how good relationships with employers can be developed and maintained, and encourages readers to identify the extent of their own practice in this domain of their work.

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In this 30 minute podcast, Steve Davis talks with Tom Karmel, Erica Smith and Damian Oliver on insights from research into apprenticeships. Interested in the story behind the numbers, Tom discusses the findings from his work on individual completion rates that show occupation and employers' size matters, with the implication being that the relationship between employer and apprentice is critical. Erica talks about the all too often unspoken expectations of apprentices and employers: the psychological contract. She finds that writing down these expectations at the start of an apprenticeship does help all parties. Damian examines whether pre-apprenticeship programs deliver on their promise of improved retention rates and finds their impact varies by occupation and prior education level. Implications for policy-makers and training providers are drawn out throughout the podcast. Show less

This paper looks at apprenticeship learning and training from a new standpoint - the psychological contract. The notion of the psychological contract is commonly used in the human resource management field to understand the nature of employment relationships. It has not previously been applied to apprenticeships in any systematic manner. This paper reports on a research project that applied a pre-existing instrument to apprentices and employers and also included qualitative case studies in nine companies.

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Pre-apprenticeships, preparatory training off the job for entry into apprenticeships, have been in existence for several decades. Depending on the prevailing economic conditions, they have been asked to serve two major purposes: as labour market programs to discipline young unemployed people into the regime of study and work, and as one means of solving skill shortage problems in particular industries or the traditional trades in general. Research has previously focused mainly on their roles in succeeding in these purposes. There has, however, been little empirical research into the experiences of the participants themselves. This paper reports on part of a national project on pre-apprenticeships carried out during 2005-6. As part of this project, students in a number of courses in two States were surveyed about their experiences in their courses, and two longitudinal case studies were carried out, in different industry areas. The research revealed important differences among locations and among industry areas.

Published abstract.

Available papers from the 10th Australian Vocational Education and Training Research Association (AVETRA) Conference are indexed from TD/TNC 89.401 to TD/TNC 89.447. Show less

This study explored the changing role of staff development for vocational education and training (VET) teachers and trainers in Australian public and private registered training organisations (RTOs). Substantial reforms in the VET sector over the past decade have had considerable impact on the work of teachers and trainers. In this context of rapid change, the nature, direction, delivery, access and funding responsibility of staff development are undergoing transformation. The purpose of the research, therefore, was to examine current staff development provisions, research a range of issues relating to the staff development of VET teachers and trainers and make recommendations in the light of the new education and training environment. Show less

Apprenticeships can be seen as the ultimate in cooperation between [technical and vocational education and training] TVET providers and industry as they are based on a combination of work and study. They provide appropriate skills for companies and also all-round occupational and generic skills, as well as providing a tried and tested means of moving young people into the full-time labour market. However there are many different actual and potential models of apprenticeship, which can be confusing for countries looking to begin or re-develop an apprenticeship system. This paper uses part of the work undertaken for a project funded by the International Labour Organization and the World Bank to compare and contrast apprenticeship systems in 11 countries, for the purpose of drawing out some principles of good practice. The project was undertaken to provide suggestions for the process of reform of the Indian apprenticeship system (Planning Commission 2009). Experiences of other countries, both in the developed and the developing world, indicate that apprenticeship systems cannot be transplanted among countries; however, key features of countries’ systems can be identified and sensitively developed in other countries.

The paper explains how an international comparative study arrived at principles for good practice. In the project, 11 individual country case studies, based on reports, literature and stakeholder comment, were produced by a team of national experts, and subjected to a cross-case analysis to extract these principles. The use of national experts was judged to be more effective than having people write on other countries’ systems. The latter method has proved in many instances to result in inaccurate reports, susceptibility to the influence of limited numbers of stakeholders and a lack of sophistication in analysing trends. The country case studies took into account agreed international benchmarks for describing, analysing and evaluating apprenticeships, based on the framework described in the recently-released memorandum by INAP, the International Network on Innovative Apprenticeship (INAP Commission 2012) and the framework developed by one of the authors in the International Encyclopedia of Education (Smith 2010). The countries were selected to cover a range of variables. A cross-case analysis was undertaken which drew together data from the countries using a thematic approach and simple data display techniques (Miles and Huberman 1994). The analysis covered both systemic issues and ‘the life cycle of the apprentice’. The data were then further reduced to develop an identified set of principles of good practice in apprenticeship systems. These principles of good practice were then contextualised within a consideration of issues of ‘quality’, expansion and simplification strategies for apprenticeships and incentives for employers and apprentices.

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Public policies on training are firmly rooted in the historical, political, economic and social context of their countries. This paper explores the acceptability of such policies to stakeholder groups including learners and employers, and its impact on policy take-up, viability and longevity. The paper uses a comparative analysis of developments in the English and Australian systems in three key areas, using elements of public policy theory, to explain the factors affecting stakeholder acceptance of training policies. The data was gathered through a series of interviews with stakeholders in England and Australia in 2005. The paper focuses on the role of employers and the importance of employer acceptance to the successful implementation of training policy. The paper finds that the successful implementation of training policies depends upon participation in the system by all the stakeholders. The successful implementation of qualifications and apprenticeship policies in Australia rests on a foundation of institutions that support neo-corporatist employer and union participation in policy-making as well as a public trust in past policies that seems to be lacking in England. The degree of employer involvement via neo-corporatist mechanisms such as concertation has a highly significant impact on the success of national training policies.

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This research paper has been produced as part of the ILO project, Apprenticeships Development for Universal Lifelong Learning and Training (ADULT), funded by the Government of Flanders. The ADULT project aims to explore how apprenticeship systems are being modernised and transformed to promote and enable lifelong learning and decent work for youth, adults, and older workers (both employed and unemployed). This research paper examines the attractiveness and potential attractiveness of apprenticeships to those who might seek to undertake one. This study is confined to formal apprenticeships, that is those which are overseen by governments and/other bodies. It considers apprenticeship as an option for adults as well as young people. It provides examples from across the world, from low-, medium- and high-income countries. The focus is on attractiveness to individuals rather than the attractiveness to employers of engaging with the apprenticeship system.

The paper explores reasons why apprenticeships are sometimes regarded as unattractive or low status career choices. It also highlights the experiences and lessons learned from the initiatives taken by various countries in improving the attractiveness of apprenticeships. These include structural changes and enhancements to apprenticeship programs, as well as better promotion of apprenticeships to potential apprentices and those who advise them.

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