Search Results

This report provides an overview of the entire Australian workforce based on the methodology used in the American study titled 'Education for what? the new office economy' by Anthony P. Carnevale and Stephen J Rose (an executive summary of this study may be found at TD/INT 54.13). Data from five Australian censuses (1976, 1981, 1986, 1991, and 1996) have been analysed to provide a time series profile of the Australian workforce, focusing on types of functions instead of just where people work or what occupation they have. The project report reveals relationships between what people do, how much they earn, and how educated they are.

Section 1 details the rationale behind the functional approach taken to analyse economic activities and the workforce. An overview is provided of the trends on the total workforce for the past twenty years, and presents findings on employment share, and the education and earnings of workers in the various function groups.

Section 2 explains the job level analysis (elite, good, and less-skilled) in greater detail and presents findings on employment share, education and earnings in terms of these categories.

A booklet containing highlights of this report may be found indexed at TD/ANTA 59.01. Show less

This publication provides overviews of the 14 Victorian projects funded by the Australian National Training Authority (ANTA) as part of the Demonstrating Best Practice in Vocational Education and Training (VET) project. A diverse range of organisations and a diverse range of best practice approaches are documented here by the organisations who undertook the projects. Show less

The Shared Technology website supports a research project into how new technology will affect the provision of training in the vocational education and training (VET) sector. The project has been funded by the Australian National Training Authority (ANTA) through the ElectroComms and EnergyUtilities Qualifications Standards Body Australia. The project aims to inform industry and VET administrators about the range of emerging technologies that are likely to be shared across the automotive, building and construction, engineering, electrical, electronics, information technology and telecommunications industries. The purpose is to make sure that enough information is received in order to plan for training in these areas to meet future skill requirements. This project uses data collected from individual interviews with industry representatives, written submissions and reports from the industries themselves.The website is designed to provide students, trainers and others with some of the data that the research is uncovering. It will be regularly updated to provide interested individuals with information on the progress of the project.

A number of documents emerging from the project are available on the website: (1) the research report from the project, 'Shared technology: a roadmap for traditional and emerging industries to 2008' (available in VOCEDplus at TD/ANTA 75.04); (2) a conference paper, 'Shifting industry borders: the demand for future skills in industries using new and shared technology', which was presented at the National Industry Skills Forum by the Chief Executive of the Australian Electrical and Electronics Manufacturers' Association, which presents an overview and elaboration of the findings of the research report (available in VOCEDplus at TD/ANTA 76.15); and (3) 'Issues paper for research into institutional pathways outcomes against technology based National Training Packages, which sets out the background for the project and is available in VOCEDplus at TD/ANTA 76.16. Show less

The objectives of this project were: to identify and evaluate alternative units of funding of student contact hours for flexible delivery; to define and develop cost elements and cost drivers appropriate to flexible delivery; and to test and measure flexible delivery-based cost elements and drivers. This report presents evidence of resourcing (cost) differentials for different flexible delivery patterns. A case study approach involving six TAFE institutes across South Australia, Tasmania, New South Wales and the Australian Capital Territory was used. Findings of the report are summarised. Show less

This research project provides evidence that over 70 per cent of Australian vocational education and training (VET) learners lack the dispositional and skill readiness for flexible delivery, including online delivery. The study found that individual VET clients preferred traditional methods of course delivery that are college-based and teacher-directed; possessed low skill levels in computer and Internet-related tasks; and possessed low dispositional readiness for flexible delivery, including online learning. Two assumptions re flexible delivery are challenged: firstly, that flexible delivery is primarily a tool for greater cost efficiency; and, secondly, that flexible delivery and technology are synonymous. This paper also focuses on levels of learner readiness in VET. To be a successful learner requires the learner to possess certain dispositions towards learning, together with a wide range of skills for self-directed learning to take place. Show less

In September 2002, the Australian National Training Authority (ANTA) commissioned Quay Connection and their associates, the Research Forum and Albany Consulting, to conduct focus group research with enterprises, individuals and training providers to inform the new National Strategy for Vocational Education and Training (VET) 2004-2010. During October and November 2002, 38 focus groups across Australia were conducted. Groups were conducted in four States - Victoria, New South Wales, Western Australia and Queensland - with participants from metropolitan and regional centres and from aspirational suburbs on the outer metropolitan fringe. This report synthesises the findings from focus groups and covers the following key themes that emerged in focus group discussions: directions and impact of reform; clients - learning from work; thinking about the future; satisfaction with VET; global and local dimensions; who pays?; and brand value of VET.

Other focus group research reports are indexed at TD/ANTA 73.08 and TD/ANTA 73.10. Show less

In September 2002, the Australian National Training Authority (ANTA) commissioned Quay Connection and their associates, the Research Forum and Albany Consulting, to conduct focus group research with enterprises, individuals and training providers to inform the new National Strategy for Vocational Education and Training (VET) 2004-2010. The research raised a number of issues indicating the need for further research to better understand the response to VET of some key client groups and the potential role of VET in some key community issues. Two key areas requiring further investigation were: urban fringe, 'aspirational' families and young people; and the role of VET in regional community capacity building and problem solving. This report presents the findings of ANTA-commissioned research with employed adults, parents, young people, and owners or operators of small and medium sized enterprises from 'aspirational' suburbs on the urban fringe.

Other focus group research reports are indexed at TD/ANTA 73.08 and TD/ANTA 73.09. Show less

This research project was designed in two stages: stage one aimed to develop a set of performance measures in quality teaching and learning in vocational education and training (VET); stage two aimed to trial the performance measures. Participants in the project were from Canberra Institute of Technology Child Care Department, four BHP Steel sites, Metropolitan Business College (NSW), and Western Sydney Institute of TAFE. Stage one research resulted in the development of fifteen performance measures under these headings: 'Planning and preparation', 'Content and relevance', 'Delivery', 'Assessment and evaluation', and 'Student-teacher/trainer relationship'. Stage two reported on: the effectiveness of the performance measures; a model for a self-evaluation process; examples of good teaching and training practices; performance improvement strategies; confirmation of the complexity of the teaching and learning process; areas for further research. The collection of effective teacher and trainer practices gathered from the research has been published in 'Mirror, mirror on the wall: voices of VET teachers and trainers' (TD/ANTA 82.56). For the executive summary of 'Mirrors and measures', see TD/ANTA 82.55. Show less

The Australian National Training Authority (ANTA) commissioned a review to evaluate the effectiveness of two national projects on research: the Research and Evaluation National Project, overseen by the National Research and Evaluation Committee (NREC) and managed by the National Centre for Vocational Education Research (NCVER); and the Key Vocational Education and Training Research Centres National Project, which funds three research centres to carry out a program of research activities. Both these projects were in the third year of a three year program scheduled to end in December 1999. The Review concluded that: NREC was operating successfully with significant increase in the quantity of relevant research and some improvement in quality; and that the Key VET Research Centres had fulfilled their contractual obligations. Following the Review, the ANTA Board agreed to: seek funds from National Projects to support the two national projects; support the negotiation of a renewed contract with NCVER for the management of the work program of NREC; and proceed with an open tender process to select Key VET Research Centres for the period 2000-2003. Show less

The Australian National Training Authority (ANTA) commissioned the Australian Council for Private Education and Training (ACPET) early in 2000 to undertake a study to examine the impact and implications of Training Packages (TPs) and associated elements of the National Training Framework (NTF) from the perspective of the private vocational education and training sector. The following four research questions underpinned the study: What impact have TPs and related policies had on private sector providers in terms of their participation in domestic and export VET markets? How do generic qualifications linked to TPs affect the activities of private sector providers in domestic and export VET markets? To what extent do existing arrangements for the development, recognition and delivery of TPs impact upon product quality, diversity, innovation and market-responsiveness across the private sector? What changes to national and State/Territory policies on TPs and related matters, if any, would assist the continuous and ongoing improvement of private sector involvement in domestic and export VET markets? Findings indicate that overall, there appears to be a level of uncertainty amongst private sector providers about the introduction and implementation of TPs. Private sector providers, Industry Training Advisory Boards (ITABs) and State Training Authorities need to know more about TPs and other elements of the NTF, with relatively few private sector providers having had experience in using TPs. A significant group of private training providers also claimed TPs were distorting the dynamics of the commercial training markets in unintended ways, and with negative effects. This report presents the research findings and makes recommendations for the continuous and ongoing improvement of the policies, practices and procedures relating to TPs. Show less