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Three decades of policy development and change has significantly altered the operation of the New Zealand tertiary education sector. Rather than policy that supports the important autonomous characteristics of tertiary education, successive governments have put in place policy levers focused on disciplining what is seen as an 'unruly' subject - the tertiary education sector and in particular its staff. The policy approaches of successive governments have imposed a market-led framework on tertiary education; have created a single 'tertiary education sector'; and, have heightened the government's 'strategic steering' of the sector. The result is that the primary focus of the tertiary education sector has moved from that of broad-based social, human, scientific, and economic progress, to the much narrower goal of economic advancement. [The authors] argue the changes experienced have been detrimental to the sector and the nation. By examining the major policy trends since the mid-1980s [the authors] aim to contribute to the current understanding of how the 'rules of the game' have shaped the nation's tertiary education system, and propose a change of direction for the sector.

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Given the changing policy environment in vocational education and training (VET), the National Centre for Vocational Education Research (NCVER) considered it timely to look at the policy developments and participation trends over the last 20 years. This occasional paper examines two broad policy trends, the extension of the apprenticeship and traineeship system, and the opening up of the training market, as well as three specific policy case studies: incentive payments for employers of apprentices and trainees; accelerated apprenticeships; and entitlement models. The paper also examines the high-level trends in VET participation and the labour market, and in doing so, reflects on how the changing policy environment has influenced participation trends over the past 20 years. The paper concludes with some observations and reflections about the policy trends in VET, the tensions in the system created by these developments, and some thoughts about the future direction of VET policy.

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This paper examines the influence of neoliberal economics on vocational education and training (VET) policy in Australia by analysing government financing and regulation of apprenticeship training. After outlining the policy context, particularly the creation of a training market, the paper focuses on the recent abuse by a private registered training organisation (RTO) of funding guidelines for information technology training under the federal Government's New Apprenticeships Incentive Programme. The circumstances surrounding this incident and its aftermath are described, and the immediate repercussions are examined. The relationship and tensions between training quality and business imperatives are discussed, and it is suggested that the conditions have been created for a potential decline in trainer and workforce skills. In light of this discussion and evidence of endemic quality and probity problems, the links between neoliberalism and current VET policies are analysed in order to identify the deeper causes and consequences of market failure.

Published abstract.

Available papers from the 8th Australian Vocational Education and Training Research Association (AVETRA) Conference, 'Emerging futures: recent, responsive and relevant research', are indexed from TD/TNC 81.564 to TD/TNC 81.610. Show less

This infographic looks at how participation in vocational education and training (VET) has changed over the past 20 years, and considers how policy has influenced some of these trends. These graphs are based on the occasional paper 'Trends in VET: policy and participation' by Georgina Atkinson and John Stanwick [indexed in VOCEDplus at TD/TNC 125.05].

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Australian vocational education and training (VET) policy makers have persistently proposed more user choice when reforming the national training system. Increasing alternatives by encouraging multiple providers to trade in regulated contestable markets remains the cornerstone of governments' policies. However, despite policy intentions, students' options are declining. Longitudinal quantitative jurisdiction-level statistics identify well-established trends of a reduced variety of providers, a smaller range of qualifications on offer and decreased public funding. These outcomes are occurring notwithstanding the continuous supportive policy environment for intensified competition and amplified choice.

Rather than portray reduced choice as policy failure, this research makes novel use of large nationally consistent regulatory and enrolment data sets to provide evidence of successful public policy implementation that is approaching the end of the market life cycle. The results invite an exploration of issues that arise when VET markets are considered to be mature rather than unrealised aspirations. Choices provided in these fully-fledged markets that balance public and private provision are still necessary, but no longer sufficient, to meet national skills needs. It is argued that policy success is not permanent and should be revisited in light of contemporary economic alternatives to guide future VET policy making.

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This project endeavours to compare and contrast a selection of paired public and private training providers against the background of the emerging training market in Australia. The central purpose of the study was to develop a clearer picture of the nature, role and significance of private training providers in the national VET system vis-a-vis public training providers, and, on this basis, to examine the key issues and implications of current policy directions relating to the development of an open training market.

The context within which both private and public training providers operate is investigated and analysed, including a survey of State and Territory training bodies. Six case studies were undertaken, consisting of three pairs of public and private vocational colleges. The case studies were compiled on the basis of interviews with senior managers and students.

The report is in eight sections: (1) outline of the background, aims, definitions, focus and scope; (2) approach and methodology; (3) literature review; (4) analysis of national policy context; (5) statistics and published information from State and Territory authorities regarding private training provision; (6) the case studies (three commercial colleges and three TAFE colleges); (7) analytical overview drawn from the case studies; (8) conclusion - key findings and implications. Show less

Purpose - The UK Government policy for the training and development of its workforce reflects a desire to move towards a more flexible, 'demand-led' system. The purpose of this paper is to evaluate the outcomes and impact of two, publicly funded initiatives, designed to stimulate and enhance 'demand-led' training within the UK's small business sector. Design/methodology/approach - The research in this paper is underpinned by an evaluation methodology. However, in respect of each initiative different approaches and methods of data collection were undertaken to reflect the design characteristics of the two initiatives. Qualitative case study analysis is common to both whilst the evaluation of initiative 2 also draws on the particular survey tool selected to help drive this intervention. Findings - The paper finds that initiative 1 led to a limited degree of enhanced training effort. Initiative 2 demonstrated the value of a deep and trusted relationship between trainer and SME owner-manager. Both, however, highlight tensions within the small business training market place. Both expose fundamental 'systemic' weaknesses, which despite the policy rhetoric appear to remain stubbornly in place, undermining this entirely laudable aspect of public policy. Research limitations/implications - The research in the paper was undertaken in one sub-region of England. Although the Westminster Government has set the broad trajectory of 'demand-led' training policy its practice is determined through a now largely devolved system. Research is needed which compares the findings from this study with practice in other parts of the UK. Originality/value - The paper provides evidence-based insight for both practitioners and policy makers. Indicates the sorts of practice, which, in a context of continuing difficulties and constraints, can help trainers and training intermediaries appropriately enter the world of the small business.

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

In this presentation, the author talks about his new research, 'Mature Australian VET markets: a data-driven case study of public policy implementation' [available in VOCEDplus at TD/TNC 148.605]. This research makes novel use of large nationally consistent regulatory and enrolment data sets to provide evidence of successful public policy implementation that is approaching the end of the market life cycle. Show less

Australia is a high carbon emissions country on a per capita basis, with an imposing challenge of transitioning to a low carbon economy. But the move towards a 'green' economy and a 'green' workforce with decent work has become more contested since the last ILO country report in 2009. The purpose of this report is to outline the major changes in climate and skills policy, as well as in the economy and employment, following the 2009 review of climate policy and skills developments. This report advances two specific arguments. First, Australia is still finding its way toward a coherent and integrated low-carbon policy that can inform corporate policy and promote green skills development. However, even in the absence of such a policy framework we do find several interesting initiatives at different levels and in different sectors. Giving greater recognition of these local, regional and sectoral initiatives is probably just as important as seeking greater national leadership on the issues. In an increasingly divided national political scene, these 'transformations from below' are indeed part of Australia's longer-term democratic history. Second, the key social partners that in the past were understood to be crucial to skills development and labour markets (employers and trade unions) have not been strong or sustained advocates of action on climate change and the skills implications of such a transition. In part this is because of contending interests within these groups, and in part because of the limited available resources for tackling a growing range of contemporary social and environmental issues facing these social partners. In the absence of these traditional social partners, other social actors have begun to experiment and innovate around climate change abatement and green skills. Understanding the trajectory toward, and possibilities for, inclusive and sustainable growth in Australia might therefore require expansion of the concept of social partners. The report recommends that, at least in the case of Australia, the range of social partners needs to be understood in a broader context than merely governments, employers and unions.

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This report gives an overview of findings from the case studies undertaken and from the national training survey conducted. It then describes a general model of enterprise training derived from these findings. Finally, it presents some implications for the theory, policy, and practice of training. Show less