Search Results

This book of research readings was commissioned to enable a better understanding of the past, present and future role of the Australian vocational education and training (VET) sector in business innovation.

Confronted by skill shortages, the growing casualisation of work, and persistent underemployment and unemployment, many governments in advanced industrialised economies are reviewing their education and training policies and reconsidering the role of the state within training markets. In Australia, significant and ongoing changes to the nature and content of work have polarised the labour market with high-wage, high-skill, permanent and full-time work on one hand, contrasted with low-skill, low-wage, casualised and precarious employment on the other. There is now a strong case for reviewing current skills policy, and particularly the current supply-side focus, to ensure that governments have a range of policy instruments to maintain and stimulate economic and social development. The New South Wales (NSW) Department of Education and Training (DET) is leading a national project funded by the Australian National Training Authority (ANTA) to reposition skills policy within the broad matrix of economic and labour market policy. Critical to this is the development of a new skills policy framework, skillecosystems, to reflect and respond to the modern and dynamic economy and society. Skillecosystems represent an evolution in our policy thinking. They recognise that skills and jobs are intertwined and are defined by the specific configuration of firms, products, markets and the public policies that surround them. This interdependence requires policy-makers to extend the focus of skills policy beyond the supply of skills to a consideration of those factors which affect the demand for and use of skills, factors such as labour market settings, firms’ competitive strategies, the changing nature and content of work, and broader economic policies.

The collected volume is indexed at TD/TNC 79.07; individual chapters are indexed from TD/TNC 79.651 to TD/TNC 79.664. Show less

This report is a response to a State government request to examine the regulatory system governing the provision of vocational education and training (VET) services to overseas students studying in South Australia. The report recommends a shift in emphasis to a much stronger compliance based model of regulation as opposed to a process which encourages continuous improvement. It recommends new powers for the regulator, new criminal and civil offences and the acquisition of new skills to support compliance based regulation. Because of a lack of clarity around timing and the speed at which the market and policy environment is changing, the report argues strongly that South Australia should adopt this model now rather than wait for the national system of regulation to emerge.

Excerpt from publication. Show less

In January 2015, the New South Wales (NSW) government introduced new arrangements for the provision of subsidised vocational education and training (VET) qualifications under the banner of Smart and Skilled. Smart and Skilled provides funding for government-subsidised training to eligible students and providers for the VET qualifications most needed in the NSW economy. Its introduction heralded the beginning of a more contestable market for training in NSW. Smart and Skilled was designed to achieve six key outcomes: (1) increase participation in VET; (2) give students greater choice; (3) better meet industry training needs; (4) support disadvantaged students; (5) maintain TAFE NSW as a strong and viable public provider; and (6) improve the quality of VET.

In July 2015, Nous Group was commissioned by the NSW Skills Board to undertake a first-year review of Smart and Skilled. The review was conducted in two stages. Stage one assessed the effectiveness, adequacy and impact of the application and assessment process used to approve providers to deliver Smart and Skilled training. Stage two assessed and reported on how the broad policy settings of NSW's VET reforms have impacted outcomes in the NSW VET market, as a basis to provide advice on future policy, program and budget settings for Smart and Skilled. The report is presented in two parts: The stage one report, published in November 2015, contains the findings from the review of the application and assessment process for Smart and Skilled. The stage two report, published in June 2016, contains the detailed analysis from the review of the pricing and quality arrangements for Smart and Skilled.

Edited excerpts from publisher's website and publication. Show less

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

The Trade Skills Assessment and Gap Training (TSAGT) program provides eligible Queenslanders with industry experience the opportunity to complete a priority trade qualification. This policy document provides an overview of the program, its objectives, funding criteria and expected outcomes. The document is updated annually and was previously referred to as the funding guidelines document. 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 paper the author contends that it is rare to be able to trace an individual piece of research and measure its effect, due to the complex interaction between research and decision-making. Nevertheless he has isolated four pieces of research which were able to be tracked - ‘Grading in TAFE courses’; ‘The vocational scope of ACE (adult and community education)’; ‘ACE works’; and ‘No small change’. He asserts that there are three factors which are significant in influencing research and they are cumulation, expectations and timeliness. He develops these ideas and follows each research project, revealing provable impact on the wider community. He concludes that, given the right set of circumstances, and not necessarily large amounts of funding, there can be achievable and significant effects.

The volume of collected proceedings is indexed at TD/TNC 57.76; individual papers are indexed from TD/TNC 57.77 to TD/TNC 57.122. Show less

In a number of advanced market democracies the role of public technical and vocational education and training institutions has been called into question. This is one result of a singular dominant public policy discourse favouring the provision of public services through contracting out in competitive markets. With the limitations of this default policy setting becoming increasingly apparent there is an opportunity to identify a new narrative to facilitate a transition to a less contestable training market environment. In particular, the rationale and justification for the direct public provision of vocational education through government-owned and operated institutions can be re-examined in non-market terms. However, the deep penetration of the reductionist and simplistic pro-choice competitive ideation into current policy environments has resulted in a limited, often dualistic, range of conceptual options being used by analysts. This article investigates alternative concepts before settling on the use of institutional logics to articulate the multiple contributions to the provision of the skills and knowledge made by publicly-owned institutions.

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

In the last three decennia, many governments have introduced market mechanisms in education. They have done so by enhancing parental choice and encouraging school competition, through policies like abolishing catchment areas, creating voucher programmes and setting up charter schools. These market mechanisms have given rise to fierce debates in both political and scientific circles. However, most prior reviews of research literature in this area have concluded that the effects of market mechanisms in education are small, if they are found at all. This review tries to answer the question why that is the case, by analysing the causal pathways that link market mechanisms to educational outcomes and by reviewing the empirical evidence for each step along those causal pathways. The findings of this review point to the need for a nuanced and qualified discussion about market mechanisms in education. What market mechanisms mean in actual practice strongly depends on (local) contexts, while the impact of market mechanisms is related to other policies impacting on parental choice behaviour as well as actions taken by schools.

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

User choice as a policy was introduced in Australia in January 1998 for New Apprenticeships. Since then the Centre for the Economics of Education and Training (CEET) has been involved in investigating how this policy is operating in vocational education and training (VET). This working paper reviews the evaluative process. It contends that evaluations of user choice are broadly supportive, more strongly supported by employers than by training providers, and by private rather than public training providers. Areas of concern have been highlighted, and recommendations for change have been offered. Show less