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This paper summaries issues and identifies gaps that have arisen from the initial review of literature associated with the ‘Transition from VET to university: what are the pedagogical issues?’ research project. This is an on-going research project funded by [the National Centre for Vocational Education Research] NCVER. This study explores the pedagogical practices encountered by vocational education and training (VET) graduates making the transition into university programs. The research is looking to provide an evidence base for the development of strategies that will enhance the student’s experience of cross-sectoral transition. The aims of this project are in line with the recommendations of the Bradley Review and subsequent moves by Australian universities to attract VET graduates into undergraduate university programs. Amongst the gaps identified are: the need for direct findings devised from speaking with VET students going into higher education; evaluating the adaptability of VET students transitioning to the pedagogical practices utilized in higher education; and exploring whether the use of authentic learning tasks and assessment might be appropriate within first year higher education programs.

Authors' abstract. Show less

It is now more than five years since the 40104 Certificate IV in Training and Assessment (TAA) was introduced as the base qualification for teaching and assessment with registered training organisations (RTOs). As a result, large numbers of teachers and trainers from TAFE, private-, not-for-profit- and industry-RTOs and other people aspiring to work in these organisations have undertaken the qualification.

This paper reports on a research project which is currently being undertaken within the School of Education at Charles Sturt University to analyse a sample of 150 reflective essays written by vocational education and training (VET) practitioners. These essays reflect on how the authors undertook their Certificate IV in TAA, what they learnt as a result of the process and what they still felt they need to learn to become competent designers and deliverers of training package programs. The analysis uses NVivo software to compare and collate the participants' text and the presentation discusses some of the problems encountered in the use of this software.

Edited published abstract. Show less

This brief paper reports on the recent national strategic evaluation, funded by the Australian National Training Authority, to investigate the nature and clarity of the specification of underpinning knowledge within Training Packages. The research process included extensive consultation within the vocational education and training (VET) community to ascertain the common understandings, needs and opinions with respect to the nature of underpinning knowledge. The research found that the specification of underpinning knowledge within Training Packages is of great concern to the VET community. However, there is no common position about its nature or of the pedagogical and epistemological assumptions which give it form and value. This paper looks at the outcomes of the evaluation and their implications for action to strengthen the explicitness of underpinning knowledge within Training Packages.

Published abstract.

The two volumes of collected papers are indexed at TD/TNC 64.287 and TD/TNC 64.355. Selected papers from volume one are indexed from TD/TNC 64.288 to TD/TNC 64.320; selected papers from volume two are indexed from TD/TNC 64.321 to TD/TNC 64.354. Show less

This paper reports on the recent research project, funded by the Australian National Training Authority (ANTA), to determine how effectively or otherwise the key competencies are being integrated within training packages. The research used interviews, focus groups and questionnaires to obtain the views of training package developers, providers and end-users.

Collected papers are indexed at TD/TNC 62.972. Show less

This study examined individual preferences for three common software training methods: computer-based training (CBT), video tutorials, and instructor-led classroom training. Two hundred and sixty-three licensed users of a software product were interviewed by phone and asked about their perceptions of the usefulness of the training methods. Results indicate that CBT and instructor-led classroom training are perceived to be more useful than videos and that CBT may be an effective and lower-cost substitute for classroom training for some groups of computer users.

Published abstract reprinted by permission of the copyright owner Show less

This paper presents the findings of a research into the qualitative impact of the introduction of training packages on clients of the Australian National Training Authority (ANTA). It attempts to document the perceptions of those working in: state/territory training authorities; public, private and industry registered training organisations (RTOs); national and state industry training advisory bodies (ITABs); industry enterprises; and students of training packages programs.

The volume of proceedings is indexed at TD/TNC 70.679; available papers are indexed from TD/TNC 70.680 to TD/TNC 70.714. Show less

This paper reports on the recent research project, funded by the Australian National Training Authority, to determine how effectively, or otherwise, the Key Competencies are being integrated within Training Package specifications. The research used interviews, focus groups and questionnaires to obtain the views of Training Package developers, providers and end-users. It canvassed considerable debate on how best the Key Competencies should be identified and integrated within Training Package qualifications.

Published abstract. This paper is a later version of the paper presented at the 9th Annual Vocational Education and Training Research Conference, North Coast Institute of TAFE, Coffs Harbour, New South Wales, 4-7 July 2000 (indexed at TD/TNC 62.986).

The two volumes of collected papers are indexed at TD/TNC 64.287 and TD/TNC 64.355. Selected papers from volume one are indexed from TD/TNC 64.288 to TD/TNC 64.320; selected papers from volume two are indexed from TD/TNC 64.321 to TD/TNC 64.354. Show less

Research conducted in the Adult Community Education (ACE) sector shows that many students enrolled with ACFE providers have difficulty in obtaining places in higher education and TAFE. For example, in 1998, Adult, Community and Further Education (ACFE) providers stated that only 4-5 per cent of their students gained higher education places and only 11 per cent gained TAFE places (Teese, 1999). Also, 42 per cent of ACE students who applied through the Victorian Tertiary Admissions Centre in 1997 for 1998 tertiary education places were rejected, compared with 14 per cent of school students (Teese, 1999). The release of the ACFE Board's 'Transforming Lives, Transforming Communities' (Bradshaw 1999) encouraged RMIT University to investigate, in conjunction with the ACFE Board, more robust provision for second chance learners. As a result the innovative Diploma of Further Education (DipFE) was developed, trialled and accredited. This paper reports on the trial conducted and the lessons revealed by its evaluation. It focuses on the use of learning mentors to support the growth of autonomy, independent learning and initiative of learners and explores the possibilities for the use of a similar curriculum structure in other programs.

Volumes of collected papers are indexed from TD/TNC 64.481 to TD/TNC 64.483. Individual papers are indexed from TD/TNC 62.625 to TD/TNC 62.632 and from TD/TNC 64.484 to TD/TNC 64.541. Show less

This paper reports on the recent research project, funded by the Australian National Training Authority (ANTA), to determine how effectively, or otherwise, the Key Competencies are being integrated within Training Package specifications. The research used interviews and focus groups to obtain the views of Training Package developers, providers and end-users. It canvassed considerable debate on how best the Key Competencies should be identified and integrated within training package qualifications. The paper specifically addresses three of the areas raised by the research, namely: ownership of and support for the Key Competencies from industry sectors; customisation of the Key Competencies to meet industry needs the balance of responsibility for ensuring that the Key Competencies are integrated within programs delivered and credentialled under Training Packages. It addresses enterprise and educational innovation resulting from the introduction of Training Packages and the question of how generic and specific technical skills can be effectively integrated within the framework of Training Packages.

Volumes of collected papers are indexed from TD/TNC 64.481 to TD/TNC 64.483. Individual papers are indexed from TD/TNC 62.625 to TD/TNC 62.632 and from TD/TNC 64.484 to TD/TNC 64.541. Show less

The TAA40104 Certificate IV in Training and Assessment (CIVTAA) is accepted in all Australian States and Territories as a minimum qualification for teachers, trainers and assessors. As it is now five years since the TAA04 Training Package was endorsed, it is timely to look at the benefits and the issues associated with the TAA40104 qualification. This presentation reports on a research study conducted by Charles Sturt University staff on the experiences and values of a sample of its vocational education and training (VET) students in obtaining their Certificate IV in TAA externally from the university. In this research, student reflections on their experience in obtaining the Certificate IV qualification and the values they place on it have been analysed with the assistance of NVivo software. So far, 46 reflections have been coded, collated and analysed for correlations and patterns. As a result of the analysis, benefits and issues have been identified and these will be discussed within this presentation.

Published abstract. Show less