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In recent years, vocational education and training (VET) in Australia has been reconstructed within a market framework in part to increase client choice. Parallel to this development, the concept of lifelong learning has emerged in response to the pressures of globalisation, economic restructuring and technological change. In a context of rapid change and uncertainty, individuals are expected to take greater responsibility for their own education, training and vocational development throughout their working lives. The convergence of VET markets and lifelong learning highlights the need for a better understanding of the needs, interests and preferences of individual learners, and the critical determinants of choice in transitions to and through VET, particularly those relating to information provision.

This paper presents the findings of a recent national survey of VET students which examined the nature and dynamics of choice-making in VET markets, and the factors which promote or hinder informed choice. Issues and implications for promoting lifelong learning through VET will be examined, and ways to improve choice-making will be discussed.

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In this paper the author offers an analysis of the changes in the vocational education and training (VET) sector in Australia, in particular the fact that VET is no longer viewed as a public service, but has been reconstructed as an economic good for commercial exchange in the marketplace. As ‘suppliers’, TAFE institutes, universities and private providers find themselves competing for public funds, industry clients and fee-paying students. The author suggests that new regulatory measures are required to ensure that educational quality is maintained, if not improved, and that consumers are able to hold their providers to account. Show less

The concept of choice in vocational education and training (VET) has been given unprecedented rhetorical prominence in recent times, due to the convergence of two major policy trends: the marketisation of VET and promotion of lifelong learning. Increased choice is viewed as both a means and an end of market reform in VET. As 'empowered consumers', individuals are purportedly more able to shop around and choose the training they want, according to their rational self-interests. Choice is also portrayed as an individual right and necessity in the context of globalisation. In the face of rapid change and uncertainty, individuals are expected to take greater responsibility for their lifelong learning and career development. Such policy narratives highlight the centrality of choice in negotiating the veritable maze of options available in education, training and labour markets. To what extent does the reality of choice in VET match the rhetoric? This paper presents the findings of a recent study which examined the nature, dynamics and complexity of choice in VET, the factors that shape choice, and the extent to which individuals are behaving as 'rational consumers' of VET. Issues and implications for VET policy and provision and lifelong learning are discussed.

Published abstract reprinted by the permission of the copyright owner.

The volumes from which this paper is taken are indexed from TD/TNC 77.351 to TD/TNC 77.353. Individual papers are indexed from TD/TNC 77.354 to TD/TNC 77.437. Show less

This paper reports on the findings of an Australian National Training Authority (ANTA) funded research project which examined key dimensions of choice and lifelong learning in vocational education and training (VET). The study, which comprised a literature review and a national online survey of VET students, raises significant issues for policy making, provider marketing and program delivery. Strategies for enhancing learner choice, information provision and lifelong learning in VET are proposed. The paper concludes by questioning whether the dissonance between the rhetoric and realities of individual choice in VET markets may erode learner motivation and consequently undermine the lifelong learning policy objectives of government.

Excerpt from published abstract.

The collection of refereed papers is indexed at TD/TNC 78.501. Available refereed papers are indexed from TD/TNC 78.502 to TD/TNC 78.518. The collections of non-refereed papers are indexed at TD/TNC 78.519 and TD/TNC 78.520. Available non-refereed papers are indexed from TD/TNC 78.521 to TD/TNC 78.556. Show less

The emergence of a risk society has been initiated in recent years by profound social, political and economic forces, including globalisation, economic restructuring, the dismantling of the welfare state, demographic change, technological innovation, and changes in work organisation and employment patterns. Increasing rates of skills obsolescence, job/labour turnover, and unemployment and underemployment signal the demise of front-end loaded education, standard career paths and jobs-for-life. The rise of the 'flexible workforce' and 'portfolio careers', together with the ageing of the population, highlight the need for lifelong learning to become 'a reality for all' (OECD 1996). Simultaneously, vocational education and training (VET) in many OECD countries has been reconfigured within a market paradigm under the influence of neo-liberal economics and public choice theory. The confluence of lifelong learning policies and VET markets has purportedly 'empowered' individuals to negotiate transitions and exercise greater choice and responsibility for their own learning, employability and career development. This paper presents the findings of an ANTA-funded study of participation in and transitions between VET and work, choice in VET and learning careers in Australia. In light of the research findings, it argues the need to realign VET policy and provision with the concept of transitional labour markets.

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The conference website is indexed at TD/TNC 82.161; selected available papers are indexed from TD/TNC 82.351 to TD/TNC 82.371. Show less

With the rise of education and training markets and the rhetoric of lifelong learning, individuals have been reconfigured as learner-consumers and vested with responsibilities as choosers of their own destinies and, by implication, agents of government economic policy. Against this backdrop, this paper reviews empirical research on adult choice in further education and training (FET). The nature and limits of existing knowledge are discussed, and gaps requiring further research are identified. The paper concludes that although extant studies have begun to assemble the jigsaw of adult choice in FET, the pieces do not always fit readily into place and many are still missing. Moreover, the overall form and character of the jigsaw remain sketchy and ill-defined. A more complete picture is required so that the grand designs of governments can be evaluated against the realities of adult choice in FET markets.

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This paper examines the importance and effectiveness of student services and amenities in TAFE from a student perspective and addresses their inter-relationship with educational and social outcomes. The role and development of student services and amenities in TAFE are first analysed in the context of historical and contemporary policy documents. Key terms are then defined and the main findings of a national study of student satisfaction with services and amenities in TAFE are summarised. This research suggests that there is a need to increase the quality, accessibility and responsiveness of student services and amenities in TAFE if the full range of student needs and preferences is to be met. Following a discussion of policy implications arising from the research study, the paper concludes by arguing that unless student services and amenities in TAFE attract higher priority and increased government funding, efficiency and equity are likely to decline. Failure to upgrade the general amenity of TAFE is also likely to fuel persistent community perceptions of TAFE as a second class educational destination. Show less

Support services and amenities in the TAFE sector perform an important role in assisting students to achieve their personal and vocational goals. A national survey of 7,000 TAFE students from across Australia was conducted in 1994/95 with a response rate of 2,339 (33 per cent). This paper examines the results of the survey which reflect student perceptions of career development and employment services in TAFE. The findings of the survey are analysed and the paper offers, in conclusion, a brief discussion of the policy implications of the research findings. Show less

In this paper the author begins by reflecting on the origins of student support and learner services in TAFE commenting on the priority that was given to this area in the Kangan Report (indexed at TD/LMR 85.637) in 1974. He then outlines his experience working with students in the Participation and Equity Program, who were among the most socio-economically and educationally disadvantaged in TAFE, and his experience in policy and research areas. Comments are then made on the reform of TAFE beginning around 1986/87 when the focus of vocational education and training (VET) policy shifted from participation and equity to efficiency and effectiveness. This continued under the National Training Reform Agenda where participation and equity remained part of the policy agenda but were refined as strategies for increasing the pool of skilled labour rather than promoting social justice and were effectively subordinated to the goals of efficiency and effectiveness. From 1989 onwards national and state governments pursued these goals with initiatives which can be categorised into the three broad trends of public sector reform/managerialism, marketisation and de-institutionalisation. Against this background trends in finance, participation and outcomes are considered. Although the trends identified are noted to be indicative rather than conclusive the author comments on the declining level of resources allocated to student support and the increase in students failing modules. Five strategies to rebuild student services and learner support are given along with suggestions for areas of further research. Show less

In recent years, the vocational education and training (VET) system in Australia has undergone major change in response to the national training reform agenda. Underlying these changes is the recognition that the VET system, of which publicly funded colleges of technical and further education (TAFE) form the major component, must become more client-focused. More than ever before, it is imperative that TAFE focuses sharply on the needs and concerns of its principal client base, the individual student. The report discusses the above concepts and the principal research instrument was a national survey of TAFE students by questionnaire. Show less