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The national strategy for vocational education and training 1998-2003 expresses the collective commitment by Australian governments, in partnership with Australian industry, to vocational education and training (VET). The strategy analyses economic, industrial and social forces for change and their implications for vocational education and training over the next five years. It sets out a vision for VET, aligned with five key objectives. These objectives are: (1) equipping Australians for the world of work; (2) enhancing mobility in the labour market; (3) achieving equitable outcomes in VET; (4) increasing investment in training; and (5) maximising the value of public vocational education and training expenditure. Show less

The objectives of the NT Indigenous Higher Education Policy Review were to: (a) Explore Indigenous perspectives of underlying principles of success in Indigenous higher education policy; (b) Identify cultural, socio-political and environmental factors that enable successful policy implementation from the perspectives of Indigenous 'users' of higher education policy; and (c) Explore the relationship between Indigenous perspectives of successful Indigenous higher education policy and practice, Northern Territory and national higher education policy, and Indigenous higher education enrolment and completion outcomes, in order to inform future policy reform and development.

This research took a mixed-methods approach incorporating: a policy review; semi-structured interviews with Indigenous higher education stakeholders; and Indigenous student higher education enrolment and completion outcomes data.

The project successfully explored Indigenous perspectives of success in higher education in the NT, and how higher education policy can most effectively cater to their needs. It is well documented that for policies to be effective, they must be guided by the needs and priorities of those who are served by the actions of governments and organisations and underpinned by long-term financial investment. The design, data collection, analysis and reporting processes of this research project were informed by the perspectives of Indigenous people who have extensive experience in both the NT and National higher education settings. They have seen various policy approaches develop and evolve over many years. It is these experts - with their lived experiences of implementing and using Indigenous higher education policies - as Indigenous people, whose perspectives matter. Although these policy lessons have been developed through exploring the history of Indigenous higher education policy in the NT, the underpinning themes of control and ownership are highly relevant to the national setting. Learnings from this project are particularly urgent for policy-makers to consider given current proposed reforms to the higher education sector. If deregulatory measures continue, we posit that this will have profound impacts on the engagement and participation of Indigenous people within higher education across the NT and nationally. Implementation of higher education policy goals - economic, social, cultural or otherwise - will continue to be constrained, and so too the achievement of 'success' no matter how it is defined.

Edited excerpts from publication. Show less

The 'Mapping Australian higher education' series of reports aims to provide information on trends, policy and performance in the Australian higher education sector. The 2018 report is the fourth in this series. Chapter 1 explains how higher education is defined in Australia, the different types of higher education provider, the various types of qualification, and what makes universities distinctive among higher education providers. Chapter 2 reports on student trends, including enrolment numbers, courses chosen, and the mix of students on campus. It also discusses how students enter the higher education system. Chapter 3 examines the student experience, including subject fail rates and satisfaction with teaching. Chapter 4 looks at the higher education workforce, including why people become academics, their employment arrangements, and their pay. Chapter 5 looks at research in Australian universities, including what topics are researched and research outputs. Chapter 6 provides information on how higher education is funded, including overall levels of funding, the income-contingent HELP student loan scheme, and research funding. Chapter 7 outlines how per student funding levels are determined, and how student places are distributed among higher education providers. Chapter 8 describes the expanding scope of the Commonwealth Government in higher education, the key government departments and the higher education interest groups. Chapter 9 examines higher education's benefits to the public and employers, including whether higher education graduates meet employment needs, the quality of university research, and public satisfaction with Australian universities. Chapter 10 reports on graduate employment and income, showing differences by discipline, age and gender.

Excerpts from publication with additional information.

Earlier reports from this series are indexed in VOCEDplus at TD/TNC 107.739, TD/TNC 111.329, TD/TNC 118.435 and TD/TNC 125.429. Show less

This Senate Inquiry was the first national account of adult and community education (ACE) since the 1944 Universities Commission Report by W. G. K. Duncan. Its terms of reference were to: (1) examine and describe existing policies and practices in ACE; (2) consider the impact of current demographic, economic and social change on patterns of ACE, on education providers and on education funding; (3) identify barriers to participation in ACE; (4) examine the educational, employment and personal outcomes of participation in ACE; (5) consider the training and supply of adult and community educators; and (6) recommend policies, strategies and processes to provide a coherent approach to the provision of ACE and to enhance its role and contribution. The Inquiry report investigated the nature and extent of education and training beyond the conventional formal structures and systems. It formally recognised ACE as the fourth sector of education and highlighted a number of significant features that differentiate ACE from other sectors, including: its philosophy and operations promote lifelong learning in ways other sectors cannot; it is predominantly a user pays sector; it is flexible; it enables the clients to enter and leave as they require; it is non-compulsory; and it plays an important role in giving people a 'second chance' to overcome skill deficiencies and remedy shortcomings in previous formal education and training.

A follow-up report, 'Beyond Cinderella: towards a learning society', which looked at the structural and policy changes at Commonwealth level in adult education since this Inquiry, is indexed at TD/LMR 85.645. Show less

The inquiry into Indigenous education and training was referred by the Senate to Employment, Workplace Relations, Small Business and Education Committee in March 1998. The Committee reviewed parliamentary, government and commission reports on Indigenous education and training of the previous 10 years. It assessed the recommendations made in these reports and investigated the extent to which action had been taken to address them. The Committee received submissions from all states and territories, made site visits, and conducted formal and informal hearings with Indigenous education stakeholders in four states and the territories. A key part of the inquiry was the identification of recent initiatives that had proven successful in improving educational achievement for Indigenous Australians. The Committee also compared the level of state, territory and Commonwealth resources devoted to education and training programs for Indigenous Australians over the previous decade. Most of the inquiry focused on the compulsory years of schooling because of the relatively low numbers of Indigenous students who complete secondary education. However, vocational education and training, adult education and higher education are assuming greater importance and were addressed in the inquiry as was the impact of health on education. Rural and remote areas were also a focus of the inquiry as Indigenous people living in these areas face great difficulty in accessing education. The educational needs of those living in urban locations were also examined. The inquiry found that equity for Indigenous people in most educational sectors had not been achieved. However, substantial progress had been made in a range of areas, with some major improvements in Indigenous educational participation. The result has been continuing failure in some areas and partial success in others. Show less

This review aims to provide the Council of Australian Governments (COAG) Education Council with advice and recommendations on how senior secondary students can better understand and be enabled to choose the most appropriate pathway to support their transition into work, further education and/or training. In undertaking the review the expert panel will give consideration to the different contexts faced by disadvantaged students, including students with disability, those in regional, rural and remote areas, and Aboriginal and Torres Strait Islander students. Responsibility for senior secondary pathways into work, further education and training fall across levels of government, from the schooling system to vocational and higher education sectors as well as employers and industry. While the review reports to the COAG Education Council, which has responsibility for schooling, the recommendations may have broader systemic implications and will need to be considered in this policy context.

Specifically, the expert panel: (1) explored the efficacy of senior secondary education in preparing young people for diverse pathways to further learning and work, including: (a) identifying from existing curriculum frameworks and relevant research, the essential knowledge, skills and values needed for diverse pathways to life long learning, work and effective participation in civic life; (b) identifying the skills and knowledge students, employers, vocational education and training (VET) providers, and higher education institutions perceive are essential for successful post school transitions; and (c) clarifying the roles and responsibilities of key stakeholders, such as schools, students, parents, VET providers, higher education institutions, and employers, in supporting inclusion and preparing school leavers for life beyond school, whatever pathway they choose; (2) investigated whether current certification and university entry requirements, including other credentials such as the International Baccalaureate, assist in allowing students to make the study choices that are right for them to develop the skills and knowledge they need to access the most appropriate pathway into work, further education and/or training; (3) investigated barriers to students being able to equitably access all pathways, particularly for students in rural, regional and remote areas, Aboriginal and Torres Strait Islander students, students with disability, those who struggle to make transitions to work, further education and training, and potential early school leavers; (4) identified best practice in flexible delivery options, transition and engagement support arrangements for students transitioning from Year 10 to Year 11, as well as from Year 12 to post-school destinations including: (a) career education and awareness that supports inclusion and includes information linked to labour market outcomes for all pathways, to support students to make informed decisions about their study, training and career options, as well as develop career management skills; (b) the role and impact of teachers, school leaders, and different models of schooling, such as alternate education settings for disengaged students, distance education and/or home education, in successful transitions; (c) VET delivered to secondary students that leads to strong transitions; (d) work-based learning and industry partnerships; (e) higher education; and (f) the role of student wellbeing on their ability to engage in different types of learning, including VET, academic and work-based learning, to facilitate completion of year 12 and transition to successful pathways; and (5) investigated what, when and how data should be collected to capture experiences, identify pathways and measure the impact of delivery options, subject choice (including academic and VET) on student outcomes and destinations, to ensure continuous improvement.

Edited excerpts from publisher's website. Show less

This White Paper outlines the Government's vision for a dynamic and inclusive labour market. One where everyone has the opportunity for secure, fairly paid work and people, businesses and communities can be beneficiaries of change and thrive. Five ambitious objectives contribute to achieving the Government's vision: (1) Delivering sustained and inclusive full employment; (2) Promoting job security and strong, sustainable wage growth; (3) Reigniting productivity growth; (4) Filling skills needs and building our future workforce; and (5) Overcoming barriers to employment and broadening opportunity.

The White Paper provides a Roadmap to position the Australian labour market for the future. It outlines the practical actions being taken and the further reform directions required to achieve this potential.

Edited excerpt from publisher's website. Show less