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This paper is about a case study of school-enterprise cooperation through which vocational school established partnership with suppliers by purchasing their facilities, and exploited and practiced project teaching by both parties working together in developing new products. Students learned through a real work process within the school education system, acquired competence and gained relevant experiences. Besides, teachers' professional competency was developed in the meantime enterprises made profits.

Published abstract.

The volume from which this paper is taken is available in VOCEDplus at TD/TNC 100.484. Show less

This submission reports on the need for TAFE to establish a remote sensing data analysis facility. The proposed facility would be located at Wembley TAFE and would use Australian developed software. The submission analyses the resource deficiencies and training needs of [the] Western Australian industry. It describes the objectives of the proposed facility and suggests how it can address specific industry needs. It gives details of the proposed system and suggests a six stage programme for it’s utilisation. A tabulated summary of costs and contributions to the project is included.

Published excerpt reprinted by permission of the copyright owner. Show less

Employer engagement is a critical part of vocational education and training (VET). However, we know little about forms of employer engagement in the implementation of VET reforms. Employers can be advisors, or can be given roles and responsibilities throughout the cycle of VET processes: helping design curricula, providing workplace training during VET application, and providing feedback or initiating updates. The latter approach asks much more, but the former creates a prisoner's dilemma where participating firms risk losing their investment to poaching from refraining firms. In the higher-engagement model, employers coordinate with other companies in their sectors and invest, then have the opportunity to earn returns - often during the training period. We follow eight international VET reforms through their first year. We find that cases where employers are highly engaged make more progress, excepting powerful top-down reforms. High employer engagement seems riskier because of the greater investment by firms, but the returns it generates lets high-engagement reforms sidestep the prisoner's dilemma and improve implementation progress.

Published abstract. Show less

Substantial recent growth in the number of Indigenous businesses means that the need for business-related skills in the Indigenous population will be greater than ever. This report reviews the existing literature relating to Indigenous students and business-related studies in Australia, and provides a snapshot of Indigenous students' participation in, and completion of, business-related higher education courses. Data from the Higher Education Statistics Collection are analysed, in conjunction with evidence on labour market outcomes of Indigenous and non-Indigenous graduates from the 2011 Census and the Australian Graduate Survey, to identify examples of strategies to engage Indigenous students in business-related courses. This analysis is complemented by extensive consultations with 15 of the 40 institutions involved in providing management and commerce courses in Australian universities. Indigenous support centres are an important factor, as are modes of teaching for the courses in question. A number of universities suggested working with industry to create more employment opportunities and support Indigenous role models in associated occupations (e.g. as is already occurring in the accountancy profession). Given the lack of participation of Indigenous students in enabling courses in this field of study, it is likely that Indigenous students will need to augment their level of proficiency in the basic competencies required for successful completion of their studies.

Published abstract reprinted by permission of the copyright owner. Show less

This document summarises the learnings and underlying philosophy that informed a partnership project in the remote far north west of South Australia. Although focused on the challenge of building strong local employment in remote communities, this document can be used to inform anyone who is considering working in remote communities in order to make a good start and prioritise ethical engagement and community benefit in the work they are planning to undertake.

Abstract from Dusseldorp website. Show less

In this discussion paper, the author explores how the vocational education and training (VET) sector transforms the future by adapting to changing skill needs, helping learners to adapt, and responding to unpredictable events.

'VET's role in transforming the future' is the theme for the 31st National Vocational Education and Training Research Conference, 'No Frills'. Presenters to the conference have been asked to consider how VET can continue to support Australia's economic recovery from the [Coronavirus Disease 2019] COVID-19 pandemic and respond to the country's shifting future skill demands, by exploring issues such as delivering future skills now, innovative registered training organisation-industry partnerships and empowering disadvantaged learners, among many others.

Edited excerpts from publisher's website and publication. Show less

This book analyzes the main drivers that are influencing the dramatic evolution of work in Asia and the Pacific and identifies the implications for education and training in the region. It also assesses how education and training philosophies, curricula, and pedagogy can be reshaped to produce workers with the skills required to meet the emerging demands of the Fourth Industrial Revolution.

Excerpt from publisher's website.

The chapters are as follows: Introductory overview: anticipating and preparing for emerging skills and jobs: issues, concerns and prospects / Brajesh Panth, Rupert Maclean (pages 1-10). Section one, 'Introduction', contains: The future of work: is this time different? / Carl Benedikt Frey (pages 13-15); Future implications of the Fourth Industrial Revolution on education and training / Paul Kim (pages 17-24); Quality education and economic empowerment / Eric Hanushek (pages 25-32); Human capital development in South Asia / Jong-Wha Lee (pages 33-39); Anticipating and preparing for the future: one example from higher education: the Singapore Management University (SMU) experience / Annie Koh (pages 41-46); Developing twenty-first-century skills for future jobs and societies / Andreas Schleicher (pages 47-55). Section two, 'Kindergarten to Grade 12 (K-12) reforms', contains: Boosting student learning: PISA for development / Yuri Belfali (pages 59-66); Essentials over peripherals: the CVIF dynamic learning program / Christopher C. Bernido, Maria Victoria Bernido (pages 67-76); Guiding kindergarten to Grade 12 students to mastery with next generation digital assessment / Satish Kumar (pages 77-82); Nongovernment organizations' role in providing quality school education in Pakistan: the experiences of CARE Foundation / Seema Aziz (pages 83-88); Kindergarten to Grade 12 reforms in Viet Nam / Ron Cammaert, Thi Phuoc Lai Nguyen, Sakiko Tanaka (Pages 89-97).

Section three, 'Transformational technical and vocational education and training (TVET)', contains: Philippine experience in dual training system / Andreas Dernbach (pages 101-108); Infrastructure and pedagogy innovation: a differentiating factor in TVET / Seng Hua Tan, Iris Seet (pages 109-115); Industry-led training and apprenticeships: the New Zealand model / Josh Williams (pages 117-123); Gram Tarang: skills development in priority sectors in India / Abhinav Madan (Pages 125-131); Challenges and opportunities for transforming skills development in Bangladesh: the case of the Skills for Employment Investment Program / Sunhwa Lee (pages 133-141); TVET system reform and development in the PRC / Asako Maruyama (pages 143-151). Section four, 'Higher education to promote higher level skills', contains: Higher education innovations: Hong Kong, China, the Republic of Korea, and Indonesia / Gerard Postiglione (pages 155-163); Collaborative innovation between Shenzhen municipal government and Tsinghua University / Feiyu Kang (pages 165-171); Regional approaches to improving education in the Pacific and the role of the University of the South Pacific / Chimi Thonden (pages 173-180); Stimulating entrepreneurship activity at SUNY Korea, from scratch / Chihmao Hsieh (pages 181-188). Section five, 'Transformational edtech', contains: An overview of innovations in online learning / Marito Garcia (pages 191-198); Bringing TVET up to speed: regional overview of ICT-enhanced practices in TVET / Margarita Pavlova (pages 199-206); Funzi uses the power of mobile to give everyone cost-effective access to quality learning / Aape Pohjavirta (pages 207-214); Udemy: blended and e-learning for transforming teaching and learning / Richard Qiu (pages 215-220); Mindtree's experience in global learning center / N. S. Parthasarathy (pages 221-228); Teacher professional development at scale in the Global South / Cher Ping Lim, Victoria Tinio, Matthew Smith, Ellen Wenting Zou, Justin Edward Modesto (pages 229-236); Coding as an essential skill in the twenty-first century / Raman Nambiar (pages 237-243).

Section six, 'Technology platforms for skills gaps bridging, career counseling, and guidance', contains: Empowering Filipino youth through technology and community / Henry Motte-Munoz (pages 247-254); Singapore's experience in analyzing the labor market using artificial intelligence and big data analytics / Gary Gan (pages 255-262); How technology affects jobs: a smarter future for skills, jobs, and growth in Asia / Sameer Khatiwada (pages 263-270); Skills development driven by labor market demand / Sang Hyon Lee (pages 271-277); Implications of Industry 4.0 on skills development / Steven McKee, Danny Gauch (pages 279-288). Section seven, 'Cross-sectoral collaboration for skills development', contains: Build4Skills, TVET, and infrastructure: an innovative initiative / Marion Edel (pages 291-296); STEAM Platform: transforming youth leadership for a smart circular economy / Lerwen Liu (pages 297-304); Human resource development and gender mainstreaming under ADB-funded technical and vocational education and training project in Tajikistan / Eiko Izawa (pages 305-312); European Training Foundation: sector and cross-sector cooperation / Cesare Onestini (pages 313-320); Developing a robust system for upskilling and reskilling the workforce: lessons from the SkillsFuture movement in Singapore / Michael Fung (pages 321-327); Conclusion and recommendations: implications and way forward / Brajesh Panth (pages 329-339). Show less

This is the final report of the New South Wales (NSW) agricultural education review. This Review was initiated due to concern about the shortage of young people choosing careers in agriculture. The review considered the appropriateness of agricultural education and training programs in the NSW school and tertiary sectors, the promotion of career opportunities and workforce needs in the agricultural sector, and how NSW government-owned agricultural education, training and research institutions and other facilities can be best positioned to meet future industry needs.

Excerpt from publication.

A background issues paper prepared to inform the review is available in VOCEDplus at TD/TNC 133.381. Show less

The 2018 World Congress was organized by TAFE Directors Australia with the support of the Victorian TAFE Association and students and faculty of Melbourne's TAFEs. The three-day World Congress was one of Australia's largest gatherings of education and skills leaders, with almost 140 speakers and 44 concurrent sessions, under the theme of Preparing for the Skills Future, Now. Speakers and presenters explored the changing nature of work with particular focus on the impact of advances in technologies and automation on [professional and technical education and training] PTET. The World Congress focussed on solutions to these challenges and provided an opportunity for international delegates to look at their own PTET systems from the outside and compare their readiness to that of other countries.

Excerpts from the WFCP website.

See the attached 'List of presentations' for the titles of the papers presented at this conference. Show less

With industry restructuring and closure, many displaced older workers need major supports and interventions to find a new job. The completion of 52 interviews with displaced older workers, and with those supporting them in retraining and employment, identified evidence-based practices across multiple industry sectors that might lead to more successful reskilling, training and job outcomes. Three types of reskilling interventions were identified: large firm and supplier programmes, open access programmes and customised initiatives.

Overall, older workers preferred training that was more experiential, practical, less formal and accelerated. They sought to fill skill gaps that allowed them to be more competitive for jobs especially in local employment. Access to training resources for workers in small-to-medium-sized enterprises was more difficult than for those from larger firms which were supported by well-funded government and industry interventions. To guide future research and practice, a preliminary framework is offered that defines a number of key features of successful interventions. Top-priority actions identified are early engagement to connect older workers to support services; one-on-one planning sessions to ensure the workers' needs drive the assistance provided; age-appropriate, customised and time-effective training; job search and job interview preparation assistance; and activities that facilitate direct contact with potential new employers in local communities.

Published abstract reprinted by permission of the copyright owner. Show less