Search Results

The Australian government recognises that a strong Australian Apprenticeship system is essential to sustain a strong economy. Accordingly, an Expert Panel was appointed to provide recommendations to the government on possible ways to reform the system to ensure that it can meet Australia's skills needs into the 21st century. The panel examined apprenticeship training arrangements, including current incentives, and suggested principles and evidence to improve outcomes for both apprentices and industry. The work of the panel was underpinned by a study on related economic costs and benefits, including research undertaken by the National Centre for Vocational Education Research (NCVER). This report is the first of four prepared by NCVER for the panel and it is intended to provide a background to the other reports which focus on specific aspects of the apprenticeship and traineeship system. The report is structured around four individual papers. The first is a history of apprenticeship and traineeship in Australia. This is followed by a characterisation of apprentices and trainees - apprentices and trainees of today cover a much broader span of individuals than the common perception of an apprentice being a young man in blue overalls. While not strictly part of an apprenticeship or traineeship, prevocational training exists as a pathway into an apprenticeship or traineeship rather than for its own sake. It thus makes sense to consider them alongside the apprenticeship and traineeship system, which is what is done in the third paper. The report concludes with some estimates of the cost of the system to the government. Show less

The Australian Government requested that the Productivity Commission undertake a research study assessing geographic labour mobility within Australia and its role in a well-functioning labour market. The principal objective of the study was to examine patterns of mobility, impediments and enablers, and their effect on the ability to meet Australia's continually changing workforce and employment needs. This submission provides information from recent [National Centre for Vocational Education Research] NCVER published research and work in progress relevant to the inquiry into geographic labour mobility.

Excerpts from publication and from publisher's website. Show less

This study was commissioned by the Victorian Government’s Adult, Community and Further Education (ACFE) Board, as part of a suite of initiatives to assist adult and community education (ACE) providers operate effectively in the new funding environment. It distils best practice from the literature and provides case studies which show the application of best practice. The examples provided throughout the report are drawn from Australian and international sources. The report begins by defining who are hard-to-reach learners and presenting information on their location. Understanding local conditions is an essential element in the development of effective training. Best practice principles are then discussed in two contexts: (1) a set of principles broadly applicable to all hard-to-reach groups is described along with the strategies and techniques that flow from them; and (2) several particular groups are also considered; these groups - vulnerable workers, young people, Indigenous Australians and people with a disability - are less likely to immediately engage in a demand-driven training market, and more detailed information about them may be useful to ACE providers moving into these markets. Concluding comments provide suggestions for applying best practice, as well as the possible challenges for ACE providers trying to engage hard-to-reach learners while operating effectively in the new environment.

Excerpt from publication. Show less

The issue of apprentice and trainee non-completion is complex and caution should be used in the analysis of reported completion/non-completion rates. This report is the first stage of the project as outlined in a project brief which is concerned with ascertaining rates of non-completion within Queensland and comparing these against national benchmarks. The initial findings of this stage of the project are that completion rates for apprentices and trainees in Queensland treated as a whole are similar to those in other jurisdictions.

The other two reports in this series are indexed at TD/QLD 76.03 and TD/QLD 76.04. Show less

The Commonwealth Government’s National Industry Skills Initiative established a series of Working Groups to investigate skills shortages in particular industry sectors. The Electrotechnology Working Group prepared a report on skill shortages in electrotechnology in 2000 (indexed at TD/TNC 67.202) leading to the formulation of an Action Plan to be implemented by an industry Task Force over a period of two years. The plan focuses on three specific projects: a careers project; an employer engagement survey; and a Group Training Targeted Initiative Program. This report has been prepared by the National Centre for Vocational Education Research (NCVER) on the second project for the Electrotechnology Working Group. The report specifically examines the triggers of employer engagement with apprentices in the electrotechnology sector against the background of increasing levels of new apprenticeships. The project involved a literature review, a statistical analysis of trends in industry and new apprentice trends, a qualitative interview phase with firms in the industry, and a survey of employers in the industry. The research revealed that the two key drivers of apprentice employment in this industry are firm size and the availability and/or continuity of work.

This National Industry Skills Initiative document is copyright Commonwealth of Australia reproduced by permission. Show less

The purpose of this review is to inform an evaluation of the Australian Government’s Workplace English Language and Literacy Programme (WELL) being conducted by the Department of Education, Science and Training (DEST). WELL has been a key strategy to address literacy and numeracy workforce needs in the workplace in Australia since 1991. The project team undertook a comprehensive literature search which was then appraised for its relevance to the four research questions guiding the evaluation. These covered the needs of workbased literacy programmes; their impact; performance measurement; and the extent of literature specifically dealing with WELL. In the course of this work the team conducted a gap analysis designed to assist DEST’s second phase of the evaluation. In addition, [the National Centre for Vocational Education Research] NCVER offers a concept for a future modelling exercise which could capture the quantum economic impacts of the WELL programme. An analysis of the mentions of the WELL programme in the literature reinforced the high regard held for the programme and the many outcomes that accrue to the individual participants and their workplaces. The gap analysis undertaken as part of this literature review identified a need to undertake further work evaluating specific WELL funded initiatives, as well as measuring the outcomes and impacts of workplace literacy programmes.

Published excerpt.

The WELL evaluation report is indexed at TD/TNC 89.713. Show less

'Shaping our future: Australia's national strategy for vocational education and training 2004-2010' (indexed atTD/LMR 85.685) is the Australian government and industry's collective strategy to ensure: 'industry will have a highly skilled workforce to support strong performance in the global economy; employers and individuals will be at the centre of VET; communities and regions will be strengthened economically and socially through learning and employment; and that Indigenous Australians will have skills for viable jobs and their learning culture will be shared'. As part of the process in developing this strategy, the Australian National Training Authority (ANTA) commissioned the National Centre for Vocational Education Research (NCVER) to undertake a series of meta-analyses of research on 12 different vocational education and training (VET) topics. This report is the meta-analysis focusing on the need to encourage a commitment to learning and provide flexible opportunities for individuals. The report looks specifically at adult learning issues, such as a recognition of prior learning, the ageing of the adult workforce, and an increase in flexible learning pathways. Key challenges in these areas are also discussed.

The 12 meta-analyses from this strategy are indexed from TD/ANTA 80.06 to TD/ANTA 80.17 Show less

'Shaping our future: Australia's national strategy for vocational education and training 2004-2010' (indexed at TD/LMR 85.685) is the Australian government and industry's collective strategy to ensure: 'industry will have a highly skilled workforce to support strong performance in the global economy; employers and individuals will be at the centre of VET; communities and regions will be strengthened economically and socially through learning and employment; and that Indigenous Australians will have skills for viable jobs and their learning culture will be shared'. As part of the process in developing this strategy, the Australian National Training Authority (ANTA) commissioned the National Centre for Vocational Education Research (NCVER) to undertake a series of meta-analyses of research on 12 different vocational education and training (VET) topics. This report is the meta-analysis concerned with establishing a coherent policy approach to the relative contribution of individuals, industry and government to the costs of VET. The report looks at the key issues associated with the funding and financing of VET, and at the role played by government, employers and individuals.

The 12 meta-analyses from this strategy are indexed from TD/ANTA 80.06 to TD/ANTA 80.17 Show less

The aim of this study was to identify strategies which will help the mining industry address barriers to the employment and training of apprentices and trainees in the traditional trades. A particular focus was to identify different models that are being implemented and trialled for accelerating the completion of training contracts. This study has found that there is no magical formula to addressing the barriers to employment and training of traditional apprentices and trainees in the mining industry. There is, however, a need to understand that the concept of acceleration that is being applied in many of the training models discussed in this study is already available under the competency-based approach to training and skills progression. Keeping this in mind it makes good sense to make full use of the capabilities available under present arrangements for early completions. It also makes sense not to alter existing nominal durations until there is a full scale review of their utility for modern conditions across occupations (for example, the metals industry has already gone down this track and has in place targets to reduce contracts from 4 years to 3.5 years in certain trades). In view of the more intense theoretical underpinnings of certain trades there may be a case for preserving the traditional durations. In any event what is required is a customisation of nominal durations to the needs of specific trades. Furthermore there is a need to preserve within identified nominal durations enough flexibility to cater for learners who do not have the capacity or experience for ‘fast-tracking’ as well as allowing those who do have the experience and the skill to move through the apprenticeship in shorter time frames. In this regard the introduction of minimal and maximum term durations for contracts should be further explored. A number of recommendations have been derived from findings of this study. These relate to strategies that may be pursued by the industry as a whole and those that may be pursued by individual companies.

Excerpts from executive summary reproduced by permission of the copyright owner. This National Industry Skills Initiative document is copyright Commonwealth of Australia reproduced by permission.

The Australian Government contracted the Chamber of Minerals and Energy of Western Australia Inc (CME), in partnership with the Minerals Council of Australia (MCA), to conduct a project examining the current and future skills needs of the mining industry. This report is one of three final reports from this project; the other reports are indexed at TD/TNC 87.338 and TD/TNC 89.189. Show less

The Commonwealth Department of Education, Science and Training (DEST) engaged the consortium of The Allen Consulting Group, Deloitte Touche Tohmatsu and the National Centre for Vocational Education Research (NCVER) to undertake a project that analysed the costs of delivery of vocational education and training (VET) in schools, including an analysis of cost efficiencies. The report provides a snapshot of VET in schools programs that are undertaken as part of senior secondary schooling and are recognised under the Australian Qualifications Framework (AQF). The analytical methodology was activity based costing with the process for the development of the national VET in schools cost model involving data gathering, analysis of options for developing cost efficiencies and regular testing and reporting of approaches and conclusions. This model provides a framework for the identification of the cost of delivering VET in schools. Cost efficiencies and quality were also looked at from the perspective that efficiency is concerned with the outcomes that are achieved as well as absolute dollar cost. The case studies examined the decisions six schools have made to arrive at best practice delivery of VET in schools. The report concludes that given the trend of increasing student participation and positive outcomes associated with VET in schools, the ongoing efficient management of the program is of critical importance. The analysis of the small sample of schools indicated that the cost of delivering VET in schools is affected by the particular delivery mode adopted and by the jurisdiction in which it is delivered, while the case studies revealed the diversity of VET in schools. The discussion of efficiency and quality issues highlights the need to ensure that analysis of the costs of delivering VET in schools is considered in the context of the outcomes for students. Show less