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'No Frills' is an annual Australian conference where researchers and practitioners in the vocational education and training (VET) sector come together to present, discuss and share information about key issues confronting the sector. It also provides professional development opportunities for new and existing researchers. The 2016 conference program will highlight (but is not limited to) research across three themes: Equity: supporting diversity through promoting inclusive training opportunities for all Australians; Engagement: students, providers, employers and government working together to improve access, participation and outcomes from training; and Evolution: developing a skilled and flexible workforce to adapt to rapid technological change in the workplace, and to improve national competitiveness.

Edited summary from publisher's website.

Available conference presentations and conference papers are indexed individually from TD/TNC 125.57 to TD/TNC 125.95. Show less

Building on 40 years of experience in teaching Auslan, Deaf Services Queensland has recently extended its course offering to include accredited courses through the establishment of a registered training organisation (RTO), Access Training and Education. Access Training and Education, despite being a relatively new RTO are already demonstrating they are the leading provider for accredited Auslan training, due to their innovative approach and use of technology, a supporting mentoring program and partnerships with governments across various levels (e.g. the Australian Government Department of Human Services, Queensland Government Department of Education and Training). Supporting inclusivity, Access Education and Training creates pathways from non-accredited training, to accredited training to then progress onto applying for professional registration as an Accredited Translator/Interpreter with the National Accreditation Authority for Translators and Interpreters (NAATI). This pathway allows students who may not be suitable to enter into the Certificate II in Auslan (currently the lowest [Australian Qualifications Framework] AQF level course), to enter into training through a non-accredited pathway. This also includes Access Education and Training's 'Pre-Intensive Interpreting Course' (PIIC), consisting of three theory-based units of the Diploma of Interpreting which is used as an introduction to the Diploma of Interpreting. Results based on feedback from the first cohort of the PIIC course have shown that this approach to developing course pathways is cohesive to developing a skilled workforce. The use of technology to deliver the course by Deaf people across Queensland has ensured the course is engaging and supports the diversity of the student cohort. The mentoring program has allowed Students to shadow Accredited Interpreters, ensuring that upon completing students are adequately prepared for the workforce (which has demonstrated an increased need for Qualified Auslan Interpreters). In conclusion, [this] approach is creating a future for Deaf people where communication is open, transparent and easy, allowing every Deaf person to communicate freely with others.

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Engaging with the childhood education and care industry is often fraught for students and employers who have to negotiate different jurisdictions of accrediting authorities and requirements of registration bodies. This presentation presents initial findings from a unique initiative designed to improve access, participation and enhanced employment outcomes from vocational training for students, employers, and ultimately government policy in the childhood education and care sector. Childcare training package competencies are embedded in a university initial teacher education program. Completion of these competencies provides for a both-ways articulation, alignment with national standards and accreditation of programs with key stakeholders in the childcare industry, early childhood and teacher registration bodies. Articulation and reverse articulation are two key features of this initial teacher education program that engages students, employers and local communities. The former articulation pathway is now well known in the [vocational education and training] VET sector - accreditation of a Diploma of Children's Services (Early Childhood Education and Care) qualification into a Bachelor of Education program with effective recognition of prior learning processes. For these students, a university enabling program with units in English, Mathematics and Science is recommended. Together with the requirements of the employability skills for written and oral communication embedded in the diploma competencies, this provides a seamless articulation pathway into university study to become a registered teacher in either early childhood settings or primary schools.

However, another pathway premised upon the principles of reverse articulation is also possible. Embedding Diploma-level competencies into the common first year of the Bachelor of Education (Early Childhood) and the Bachelor of Education (Primary) provides initial teacher education students at CQUniversity with access to dual qualifications and enhanced work experiences. This challenging curriculum design process and its initial outcomes are the focus of this presentation. Embedding competencies in the first year of these initial teacher education programs enables students to claim the diploma as an interim award. This in turn enhances employment opportunities for paid part-time work while students are completing their Bachelor of Education program. Such an outcome is of benefit to employers also because it addresses the severe staff shortages currently experienced in the early childhood education and care sector, especially in regional rural and remote communities. Furthermore, these students are enhancing their capabilities as future registered teachers upon graduation from the program.

The presentation will be presented in three sections. First, an overview of the processes developed to embed diploma competencies in the Bachelor of Education programs will be provided. Second, the conceptual framework created for this curriculum with embedded competencies illustrates the intellectual rigour scaffolding the programs' development. Third, with both quantitative and qualitative data, a critical analysis of findings to date will give voice to the challenges and opportunities afforded when embedding VET sector competencies in bachelor level programs for engagement with the early childhood education and care industry.

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Skills and knowledge in the disciplines science, technology, engineering and mathematics (STEM) are often portrayed as requirements to educational and professional success but even more so to a nation's prosperity and competitiveness. However, without a reference to a definition or a consistent definition of what STEM skills are - statistics, policy development, career advice and funding support run the risk of being disjointed and may not address the problem of mismatched skills.

Currently we see headlines of a STEM crisis or STEM myth, and that STEM skills are in shortage or oversupply. Confusion arises from applying the definition of STEM too broadly and thus attempting to be generic and specific at the same time. [The presenters] suggest using the acronym STEM in its original conception in the education sector as an interdisciplinary approach to learning and thinking that dismantles the traditional barriers separating the four disciplines, and integrates them into real-world, rigorous, and relevant learning experiences. At the same time [the presenters] discourage the use of the acronym as an umbrella term for qualifications and occupations in scientific and technical fields, disregarding the subtleties and differences within the field. While investigating workforce and skills in demand it may [be] easier to think of a desired STEM product or output such as improved technology or scientific discoveries rather than distinct STEM qualifications occupations. This approach will subsequently consider a variety of skills and occupations from all disciplines, including the arts and humanities, under a combined direction.

The emphasis in the current STEM debate is placed on secondary schooling and higher education. This emphasis fails to recognise the major contribution of the [vocational education and training] VET sector to STEM products and services providing a skilled workforce. It not only provides the majority of qualifications and occupations in the engineering and technology workforce but its learning model teaches the application of skills in real or simulated workplace requirements in close collaboration with industry and employers. This model combined with the ability of agile training product responses and tailored short courses makes the VET sector an ideal environment for skill development.

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Employers around the world are experiencing critical shortages of skilled technical workers. Young people in our communities lack employable skills, including technical and language skills, as well as problem solving, analysis and the proper attitudes and belief systems for success. At the same time, unskilled jobs are disappearing, and rising levels of unemployment and poverty are causing individual and community hardship. Young people who receive no skills training, or who are trained for jobs that are not in demand in their communities, frequently drop out of school and the workforce and into poverty. Communities around the world are suffering from widening gaps in wages and incomes due in part to skills set disparities. These gaps have created significant pressures not only on those trying to support their families, but also on the very economic stability of the communities where they live.

Technical Education for Communities (TEC) is a solution. TEC is a global initiative of the Cummins Foundation that targets the technical skills gap through local vocational education programs. The program delivers industry-relevant skills training so that graduating students can secure good jobs in their community. TEC has a community focus and seeks to build coalitions with like-minded partners to sustain improved education outcomes. Business partners have engaged at an individual site and at a global level across multiple sites. TEC began with programs in 10 sites around the world. These sites were selected after reviewing a variety of factors, including local leadership engagement, local industry need and commitment to coalition building. By using a standard education model and set of tools, the program helped partners develop effective curriculum, market relevant skills, qualified teachers, career guidance and the practical experience needed by students.

TEC coalition partners engage through steering committees to help guide the school, and serve as teachers and mentors, and provide workplace learning opportunities such as apprenticeships, internships and job shadowing opportunities. Together, we are working to make our global communities stronger through skills training. In Australia, the underrepresentation of women in industries considered to be 'male-dominated' such as mining, construction and utilities and automotive, continues to affect gender equality, industry performance and [the] nation's economy. Similarly, employment opportunities for Indigenous Australians remain poor and are getting worse. A targeted approach to recruitment of these groups through TEC has seen participation numbers increase and it is anticipated individuals will move into sustainable employment, education or further training pathways. The TEC program in Australia has a particular focus on the automotive industry, predominantly for roles that lead to employment opportunities in the light vehicle, heavy vehicle, mining and engineering industries. TEC target's students in [vocational education and training] VET in Schools (VETis) programs and will eventually be delivered through eight Trade Skills Centre facilities across Australia. Industry collaboration is at the forefront of this type of project.

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The recently-completed 'Knowing practice' project explored practice-based learning (apprenticeship or vocational immersion) in three very different fields: general practice medicine, building and construction, and technical engineering. During an initial analysis of the first round of data collection, project researchers began developing the idea of 'vocational thresholds' to account for the striking similarities in transformational learning experiences reported by participants across the three fields. These vocational threshold experiences move learner-practitioners to a new level of capability, with a connected understanding of theory and practice. The vocational thresholds are anchored in authentic practice and are often personally and professionally troubling to practitioners. Crucially crossing a vocational threshold transforms not only what the practitioner knows and can do, but the way they are. Knowing Practice involved observations and interviews with 41 [general practitioner] GP registrars, carpentry apprentices, and technical engineering cadets and 34 of their workplace-based mentors, advisors, and teachers. [The presenter] firstly present[s] the field-specific vocational thresholds and their impact based on the insights and perspectives of participants. [The presenter] then look[s] at the ways systemic learning arrangements, including roles for mentoring and teaching, could help shift practitioners' meaningful experiences into a vocational threshold zone. 'Knowing practice' was co-funded by the New Zealand Council for Educational Research (NZCER) and Ako Aotearoa - The National Centre for Tertiary Teaching Excellence.

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This presentation shares the findings of a joint research project with the [Commonwealth Scientific and Industrial Research Organisation] CSIRO on evolving [vocational education and training] VET to embed skill needs emerging from digital and technological disruption and other future trends. This applied research project is directly related to the future role of innovation in VET and staying ahead of the curve in meeting client and industry expectations. VET is fundamental to the Australian economy and delivering the skills needed for the future world of work as well as to drive and respond to productivity growth. Knowing what those skills are and preparing the sector to deliver in a way which resonates with the clients of tomorrow are fundamental to the future survival of training providers.

To that end, TAFE Queensland and the CSIRO have entered a partnership to investigate what technological and digital disruption mean for the workforce of the future and how VET will need to evolve to meet these needs. This applied research project will examine the future skilling needs of the nation and the adjustments that the VET sector need to make to accommodate this future demand. The project will consider two key points: future demand for skills and occupations in the Australian economy; and how the VET sector needs to adapt its course content and delivery to prepare workers for the future economy.

The project will draw on CSIRO's foresighting and megatrends methodologies and TAFE Queensland's experience in training delivery and strong links to industry to identify trends in the demand for skills in the Australian economy. The focus will be on 10 years from now. The research will take account of technological changes, globalisation, industry structure, demographics, working patterns and other key trends. These trends will be overlayed with the training demand that will be required to support these changes and to drive future productivity growth.

Recent reports into the future of work illustrate a dramatic shift in the skills that Australians will require to continue to be engaged within the future labour market. These reports specifically identified current skills being delivered within the VET sector as being impacted by future changes in the workforce, including digital disruption and automation. A key component of the discussion now needs to be how the education and training sector will respond to, and to an extent, drive these changes. In response, this research project will identify the key groups that are most likely to be at the greatest risk of economic marginalisation. In addition to individuals the research will also examine the impact on enterprises that are currently major employers of VET graduates. The project will leverage existing research by the CSIRO on the future of work and utilise additional data inputs, including [National Centre for Vocational Education Research] NCVER, [Australian Bureau of Statistics] ABS and other relevant data sources.

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Professional development (PD) is a key mechanism by which organisations support improvement of practice, and is prominent in the education sector. As with any activity requiring an investment, be it time, money or intellectual effort, a return will usually be expected. Given that such expectation can extend beyond the participating individuals, it is highly desirable that alignment of objectives and outcomes should be clear for all stakeholders, to make their own judgments about prior to engagement. The value of PD at Bay of Plenty Polytechnic (BoPP), a small-to medium sized regional tertiary education organisation, is a largely unknown quantity, aside from the ability to determine an annual spend on PD (approximately $450 000 NZD), and how many PD leave days were used. Understanding the value, both current and potential, of this significant investment in staff PD was the focus for the author's recent [master of business administration] MBA research.

Data from institutional records was analysed, and 13 interviews were conducted with polytechnic staff. This presentation discusses the findings related to the three guiding research questions: (1) What views do BoPP staff hold of PD, based on their experiences? (2) What value is added to individuals and the organisation from undertaking PD? (3) What could be done to improve levels of engagement by staff, and value to the organisation though PD? Very clear views of PD and its purpose emerged. Socialisation in PD is important, and can occur across a spectrum of activities and contexts. Influences on engagement in PD are many and varied, with managers having significant influence on both staff views, and the approval process. In terms of outcomes, PD policy was shown to have minimal impact on some practices, with considerable variance in interpretation and application. Understanding of the possibilities for, and potential value from PD across the organisation is low, with a desire expressed by many participants to see this increased, and managed centrally. A further conclusion was that some gaps currently exist in processes post-PD activity. Three recommendations are made to enhance BoPP's PD process: (1) provide clearer direction on PD policy, and the organisation's purpose for PD; (2) implement a knowledge management model to create wider awareness of organisational PD; and (3) develop an evaluation model for PD. Implementing these recommendations should see an increase in value being returned to staff, the organisation, and wider stakeholders. While this research was sited within a single institution, it is expected that the learning shared in this presentation will offer a model for others seeking to identify and evaluate outputs of PD in their own settings.

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The aim of the paper is to detail employment outcomes of newly arrived migrants 12 months after completing programs focused on workforce preparation or entry level vocational training certificates. Employment in Australia is a significant settlement milestone for newly arrived migrants. AMES Australia, a national provider of the Adult Migrant English Program (AMEP), offers specific classes within the AMEP that focus on workplace orientation or preparation, which include work placements and information and orientation to the Australian labour market. In addition, AMES provides vocational program such as the Certificate III in Individual Support (Ageing, Home & Community) (CHC33015) and Certificate III in Early Childhood Education and Care (CHC30113) for newly arrived migrants from non-english speaking backgrounds.

There is a lack of data about the longer term employment outcomes for recently arrived migrants and the linkage between workforce preparation classes or vocational training. The Research and Policy Unit of AMES Australia are currently investigating the employment situations of clients who were enrolled in vocationally orientated classes between September 2014 and September 2015. Data was collected through a structured telephone interview at six and 12 months following course completion. Rather than a random sample of clients, this study undertook to contact all students who had commenced programs. To date 70 per cent of students enrolled during this time frame (approximately 480 people) have been contacted and interviewed six months post-completion. In order to maximise participation rates bi-lingual interviewers with a similar language profile were recruited to conduct the telephone interviews. The interviewers collected data about labour force participation, current and previous employment situation(s), including industry, occupation, wages, and hours of work. Detailed information was also collected about job searching activities. Participants provided feedback on the course they undertook and were asked about additional employment-orientated assistance and support they required. The survey data also captures further study pathways. This data will give insights into how AMES can improve programs to support people into employment. It will also help identify clients who may require further assistance to ensure that they receive the necessary support to maximise the impact of participating in vocational training or employment readiness courses. Using reflexivity and drawing upon the findings of this initial study a possible framework to continue to better monitor employment outcomes of our clients will be developed.

The presentation will discuss the initial outcomes of the study, implications for the design and implementation of vocational training programs aimed at recent migrants from a non-english speaking backgrounds, as well as methodological insights into conducting research within this population.

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Despite many years involvement in accredited [vocational education and training] VET, community education providers are often considered as providers of art, craft and pottery classes. This presentation reports on a research project that explores the extent to which community providers are delivering work-based learning and foundation skills. Commissioned by the Department of Education and facilitated by Community Colleges Australia, the project involves a large-scale survey of community education providers followed by semi-structured interviews with a selection of providers. The results show that community providers are very much involved in delivering a range of work-based learning programs including traineeships, apprenticeships, mandatory work-based learning and programs designed for individual business clients. A significant number of community providers demonstrate entrepreneurial flair and daring by conducting a business specifically designed to provide work-based training opportunities such as a cafe, nursery or beauty salon. Challenges and obstacles for community providers delivering work-based learning are explored.

Perhaps less of a surprise is the finding that community providers are very much involved in delivering foundation skills. The research examines the range of conditions and practices used including: the qualifications of trainers; the characteristics of learners; the curriculum/training packages used; classroom and workplace practices; approaches to pedagogy and assessment and outcomes for students. The research fills a gap in our understanding of the role of community education providers in supporting productivity and meeting the foundation skills needs of Australians. The presentation concludes with charting a vision for the value and importance of community education providers in the delivery of VET.

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