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The Australian and New Zealand journal of vocational education research is published twice per year by the National Centre for Vocational Education Research (NCVER). It aims to provide articles which advance knowledge and understanding of vocational education and training (VET). The journal focuses on current or recently completed research and reviews research in areas of topical interest. It contains book reviews, details of forthcoming events, reports of workshops and letters to the editor. It is intended to serve the interests of vocational educators, researchers and administrators.

Articles contained in this issue are: Implementing training packages in a TAFE institute: perceptions and concerns of staff / Annette J. Foley and Peter J. Smith; Vocational education: the effects of employment preparation programs on self-concept in low academic achieving students / Jan Kane and Pamela Warton; The working life of a TAFE institute manager / Ann Rice; Reflections on the impact of research on policy development: a case study of user choice / Chris Selby Smith and Joy Selby Smith; The place of music education in post-compulsory education in Western Australia: a legitimate contribution of an interest subject? / Belinda Yourn and Michael Newton.

Individual papers are indexed from TD/TNC 70.21 to TD/TNC 70.25. Show less

'No Frills' is an annual Australian conference where researchers and practitioners in the vocational education and training (VET) sector come together to present, discuss and share information about key issues confronting the sector. It also provides professional development opportunities through a series of hands-on pre-conference workshops. This year's conference explores the theme 'Skilling for tomorrow', highlighting work across three streams: Explore: gaining a better understanding of education, training and employment, the people involved and interactions between these systems; Translate: applying knowledge about education and training to improve practice, quality and outcomes; Evolve: addressing the opportunities and challenges ahead to transform the sector to better meet future skill needs.

Edited excerpts from the conference guide.

The available keynote addresses are: 'Apprenticeships are back! Again!' by Adrienne Dawson, Principal Advocacy Advisor, Industry Training Federation, New Zealand; 'Joining the dots... REAL pathways to participation' by John Hooper, Executive Officer, Neighbourhood Houses Tasmania; 'Building work readiness in jobseekers: an employer perspective' by Stacey Joseph, Membership and Education Specialist, Tasmanian Chamber of Commerce and Industry.

The available poster presentations are: 'Using open educational resources to provide flipped classroom learning experience for engineering mathematics students' by Md Aftabuzzaman, Melbourne Polytechnic, TAFE Directors Australia Practitioner Scholarship; 'Contemporising the Longitudinal Surveys of Australian Youth (LSAY): new opportunities for research and policy' by Cameron Forrest and Somayeh Parvazian, NCVER; 'The VOCEDplus Pod Network: harvesting tertiary education research' by Tracy Gamlin, NCVER; 'Choosing VET: investigating the formation of VET aspirations' by Adam Lloyd, University of Newcastle; 'Exploring the language and literacy of the trades: learning through practice' by Emma McLaughlin, Wellington Institute of Technology; 'Young people's contributions to education, training and employment' by Tegan Pearce, Youth Network of Tasmania; 'Pathways to university: comparing VET diplomas and higher education diplomas and identification of potential equity issues between both streams' by Craig Poole, Alicia Toohey, Li Na and Zhang Ming, TAFE Queensland; 'Encouraging young people to engage with Australian apprenticeships information' by Peta Skujins, Australian Apprenticeship and Traineeship Information Service.

The available presentations are: 'VET applied research: driving VET's role in the innovation system' by Francesca Beddie, University of Canberra, and Linda Simon, Charles Sturt University;'In their words: learner 'choice' in fully-contestable training markets' by Justin Brown, Australian Council for Educational Research; 'From vision to action: building collective impact to cultivate a qualified, skilled and diverse early childhood education and care workforce' by Trevor Brown and Annette Barwick, Early Childhood Australia, Tasmania Branch and Gowrie Training; 'Parity of esteem in a market economy: a critical examination of 'Brand VET/TAFE' in 2017 Australia' by Seth Brown, RMIT University, and Piper Rodd, Deakin University; Presentation: 'The Unique Student Identifier: keeping national training collection records together' by Jason Coutts, Student Identifiers Registrar, USI Office, Australian Government; 'Apprenticeships and traineeships leading to STEM occupations' by David Curtis, Flinders University; 'The new generation of Pracademics: educators, learners and employers collaborating for future skills development' by Anna Daniel, TAFE Queensland; 'Exploring our strength in skilling for tomorrow: workforce development in an urban Indigenous health organisation' by Cassie Daniel, Institute for Urban Indigenous Health; 'Skill utilisation in Australia: measurement and analysis' by Lisa Denny, University of Tasmania, Skills Tasmania Early Career Researcher Scholarship; 'Enhancing student engagement and retention to maximise outcomes and course completion: lecturer attitudes and practices towards student engagement and retention' by Allyson Dutschke, TAFE SA; 'Causes and consequences of being persistently Not in Education, Employment or Training (NEET): new longitudinal evidence from a study of Australian youth ' by Cameron Forrest, NCVER; 'Pastoral care and apprenticeships: retention through mentoring and social support arrangements' by Warren Guest, Holmesglen Institute, and Mike Brown, La Trobe University, VET Development Centre Practitioner Scholarship; 'Tall tales from the top end: a case study of education, training and employment in the Northern Territory' by Alison Haines and Fiona Plunkett, Charles Darwin University, Department of Education and Training Practitioner Scholarship; 'Adult learning choice making: does theory or reality better inform providers? Some interview examples' by Michael John Henderson, Monash University; 'TAFE SA Wellbeing and Resilience Strategy: building the state of wellbeing' by Judy Hilton, TAFE SA; 'I step back and think (Megan, electrician)' by Anne Jones and Berwyn Clayton, Victoria University; 'The truth about data: discovering what learners really want' by Veronica Keating, Navitas Professional Institute, and Kristen Clarke, Australian College of Applied Psychology; 'Cross sector coordination across health and community services' by Yasmin King, Skills IQ; 'Flexible learning for school-based apprenticeship and traineeship' by Olivija Komadina, Australian Industry Trade College; 'Choosing VET: investigating the formation of VET aspirations' by Adam Lloyd, University of Newcastle; 'Assessment of quality of assessment' by Alan Maguire, On Target Work Skills; 'Upfront assessment of need: improving retention and completion in VET' by Sarah Marshall and Michelle Potts, SA Department of State Development; 'RTO innovation: where are the enablers and who are the actors?' by Allison Miller, Digital Capability; 'Anticipating and addressing the impeding shortages of disability support workers: insights from the sector' by Megan Moskos, National Institute of Labour Studies, Flinders University, NCVER Early Career Researcher Scholarship; 'The leadership role of TAFE head teachers in a marketised VET sector' by Geethani Nair, TAFE NSW, and Mutuota Kigotho, University of New England; 'Community education: the 'Passing Gear' of Australian rural and regional VET' by Don Perlgut, Community Colleges Australia; 'Understanding the current and future skills required for businesses' by Scott Perry, Workforce Blueprint; 'Research and innovation: designing the future' by Henry Pook, Holmesglen Institute; 'Engaging and supporting students from CALD backgrounds in VET' by Maria Poulopoulos, MDS Training; 'Success through strengths: developing a growth mindset for motivation and engagement' by Andrea Rivett, Nifty Outcomes; 'Baseline: the development of a safety training framework to enable interoperability across a large complex organisation' by Melenie Ross, Australian Army, Directorate of Work Health and Safety Army; 'Ako Whakaruruhau: supporting Maori Apprenticeship success through mentoring and building employer capability' by Catherine Savage, Ihi Research; (SIMON) 'Assessment practices in the ERTO environment' by Pamela Simon, Enterprise Registered Training Organisation Association Limited, Surf Life Saving Australia; 'Delivery of a training model to support Anangu employees: implications for the employer, employee and RTO' by Janet Skewes, TAFE SA; 'Graduate outcomes for VET: the missing piece of the TVA puzzle' by Pip Skurray, NCVER; 'Why and how do employers use nationally-recognised training for their workers?' by Erica Smith and Jackie Tuck, Federation University Australia; 'The future of skills in construction' by Robert Sobyra, Construction Skills Queensland; 'Harnessing the potential of adults with dyslexia in New Zealand' by Michael Styles; 'Factors enabling engagement with VET for early school leavers' by Luke Swain, Brotherhood of St Laurence; 'Towards a BSL VET Engagement Framework: a socio-ecological approach to analysing factors that influence VET engagement among disadvantaged young people' by Stephanie Yung and Eric Dommers, Brotherhood of St Laurence. 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This paper supports a comparative study of the Australian and New Zealand VET systems. Refer to TD/TNC 34.20 for the study's report. The study was intended as a contribution to the development of a strategy for closer cooperation between these countries. At the time of the study, both countries were engaging in fundamental reform of their VET systems. This paper contains sections on national policy approaches and reform strategies, national standards frameworks, mutual recognition developments and issues, trans-Tasman education services markets, registration of providers, accreditation of courses, open learning, equity issues for disadvantaged groups, and industrial relations. Show less

This classification is made available in electronic format to assist those organisations providing data compliant with [Australian Vocational Education and Training Management Information Statistical Standard] AVETMISS. The [Australian and New Zealand Standard Classification of Occupations] ANZSCO classification is a code that uniquely identifies the type of occupation which a client would be qualified in on completion of a qualification undertaken as part of a training contract. ANZSCO replaces the Australian Standard Classification of Occupations (ASCO) second edition and the New Zealand Standard Classification of Occupations (NZSCO) 1999 used in Australia and New Zealand, respectively. The classification is based on the Australian Bureau of Statistics, ANZSCO - Australian and New Zealand Standard Classification of Occupations, first edition 2006 (ABS Catalogue No. 1220.0, 2006).

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Industry involvement in the development and delivery of vocational education and training (VET) is seen as crucial to ensure students have the relevant skills that employers need. The global skills dilemma: how can supply keep up with demand?: the Hays Global Skills Index 2019/20 [available in VOCEDplus at TD/TNC 140.369] is an annual assessment of the trends that impact labour markets and how easy or hard it is for organisations to find the skilled employees they need. The 2019/20 index found, as in previous years, issues such as 'talent mismatch' - the gap between the skills held by job seekers and the skills sought by employers - worsening in many labour markets: the Index's talent mismatch indicator has increased in almost half of the countries included in the report. Industry's involvement in the VET sector ensures students are developing appropriate skill-sets for existing job vacancies.

This issue of Focus on presents current research discussing industry involvement in VET in the UK, Europe and New Zealand.

Excerpt from publication. Show less

The Australian and New Zealand journal of vocational education research is published twice per year by the National Centre for Vocational Education Research (NCVER). It aims to provide articles which advance our knowledge and understanding of vocational education and training (VET). The journal focuses on current or recently completed research, and reviews research in areas of topical interest. It contains book reviews, details of forthcoming events, reports of workshops and letters to the editor. It is intended to serve the interests of vocational educators, researchers and administrators.

The papers contained in this issue are: Delphi re-visited: a concise method for industry consultation on curriculum / Jan Brace-Govan, Francis Farrelly, Sally Joy, Sandra Luxton and Ian Davey; Issues of teacher identity in a restructuring Australian vocational education and training (VET) system / Clive Chappell; Training brokers: networks and outcomes in regional Australia / Sue Kilpatrick and Helen Bound; ‘It makes me feel good when I’m told I’m a good worker’: outcomes of a vocational education program for young people with mild disabilities / Jillian Read and Dimity Peter; Teaching vocational undergraduates in a further education college: a case study of practice / Rebecca Soden and Robert Pithers.

Selected individual articles are indexed from TD/TNC 66.91 to TD/TNC 66.95. Show less

Micro-credentials are also known as digital badges, nano degrees, micro-certifications, web badges, mini degrees and open badges. Compared to a degree, diploma, certificate or other lengthy accredited training, micro-credentials focus on smaller elements of learning, which can formalise soft and hard skills attained at work, such as teamwork, critical thinking and problem solving. Regular upskilling is recognised as essential for the future, making micro-credentialing an increasingly popular and accessible option for lifelong learning. This Focus on... page presents a snapshot of research examining the use of micro-credentials in informing education policy and their potential to improve people's access to further education, employment, and professional development.

Edited excerpt from publication. Show less

The Australian and New Zealand journal of vocational education research is published twice per year by the National Centre for Vocational Education Research (NCVER). It aims to provide articles which advance our knowledge and understanding of vocational education and training (VET). The journal focuses on current or recently completed research, and reviews research in areas of topical interest. It contains book reviews, details of forthcoming events, reports of workshops and letters to the editor. It is intended to serve the interests of vocational educators, researchers and administrators.

In this issue the five papers are: University access and first year performance or ‘There’s more to a good party than sending out the invitations’ / Helen Cameron; Workplace learning: differential needs of novice and more experienced workers / Ian R. Cornford and Fred A. Beven; Views through three windows: a study of the purposes and usefulness of on- and off-the-job training / Roger Harris and Michele Simons; Knowledge-making at work: the contribution of competency-based training / Dianne Mulcahy and Pauline James; How TAFE became ‘unresponsive’: a study of rhetoric as a tool of educational policy / Robin Ryan. Individual papers are to be found from TD/TNC 59.39 to TD/TNC 59.43. Show less

The Enterprise and Vocational Education (EVE) division of the then South Australian Department of Employment, Training and Education (DETE) has contracted the National Centre for Vocational Education Research Ltd (NCVER) to undertake a needs analysis for developing and implementing a statewide student destination tracking and monitoring system for South Australian secondary schools. Section 1 provides background to the study and outlines general issues. Section 2 is an 'environmental scan' of current practice and projects. Section 3 presents proposals for a working model. Section 4 briefly describes the factors involved in costing the proposed model. The appendix lists the participants.

Excerpts from publication. Show less

The Australian and New Zealand journal of vocational education research is published twice per year by the National Centre for Vocational Education Research (NCVER). It aims to provide articles which advance our knowledge and understanding of vocational education and training (VET). The journal focuses on current or recently completed research, and reviews research in areas of topical interest. It contains book reviews, details of forthcoming events, reports of workshops and letters to the editor. It is intended to serve the interests of vocational educators, researchers and administrators.

The papers contained in this issue are: Student concerns and competency-based training: difficulties and coping strategies in vocational courses / Pauline James; Equity and local participation in VET: policy critique and research directions / John McIntyre; Coping with transition: some experiences of student teachers in a further education college / Jocelyn Robson; Casing the joint: case study methodology in VET research at the organisational level / Andrew Smith; Seven years of vocational education research: a review of material published in the Australian and New Zealand journal of vocational education research / John Stevenson.

The individual papers are indexed from TD/TNC 62.27 to TD/TNC 62.31. Show less