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This example form contains the standard enrolment questions that allow registered training organisations to collect the minimum required information for Australian Vocational Education and Training Management Information Statistical Standard (AVETMISS) reporting.

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This kit presents information about statistical resources to managers responsible for the collection, processing, analysis, reporting and interpretation of information within registered training organisations. It is designed to demystify the uses and importance of statistical standards and resources, and increase skills in using and understanding management information systems (MIS). Users are provided with: an overview of the workings of the national vocational education and training (VET) data standard; a guide to the effective application of the Australian Vocational Education and Training Management Information Statistical Standard (AVETMISS); a guide to accessing statistical and data resources; and strategies to assist the continuous improvement of data quality. Users will also be able to identify: roles within training organisations and/or training providers which are involved in the collection , processing and handling of data; the skill levels and training needs associated with these roles; people within training organisations and/or training providers who do or will use the data for management and planning; and various resources to support the effective use of the standard and the published statistical resources. Show less

In this paper, [the author demonstrates] the use of the Program for International Assessment of Adult Competencies (PIAAC) direct measures of skills that are available in the Longitudinal and International Study of Adults (LISA) data. The PIAAC direct measures of skills are available in the LISA data because the two surveys had coordinated collection. The PIAAC direct measures of skills are reflected in a set of 10 plausible values (PVs) for each of the three domains measured by PIAAC: literacy, numeracy, and problem solving in technology-rich environments (PSTRE). The first part of this study describes and demonstrates the use of the PVs to obtain group-level estimates and estimates of the standard error. The second part of this study compares the LISA estimates to the PIAAC estimates to assess differences - as only a subset of the PIAAC respondents are included in LISA.

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This report summarizes the [US] National Center for Education Statistics' (NCES's) current statistical programs, major publications, and plans for future work. The publication includes descriptions, timelines, and plans for all of the NCES data collections, such as the Common Core of Data, the Integrated Postsecondary Education Data System, and the National Assessment of Educational Progress. Also included are descriptions of NCES center-wide programs and services such as training, technology, and customer service.

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

The Longitudinal Surveys of Australian Youth (LSAY) program studies the progress of several groups of young Australians as they move from school into post-secondary education and work. This series of documents provides supporting information for the LSAY data set of the 2009 cohort at wave 10 (2018). It includes the questionnaire and frequency tables.

Abstract from publisher's website. Show less

Skills development for employability and citizenship is a key aspect of Education for All (EFA) and a major contributor to sustainable development. This paper examines why technical and vocational education and training (TVET) is becoming increasingly important world wide; the need to develop new education paradigms for TVET which meet the pressing and far reaching requirements of radically changing, modernising and globalising societies in the Asia region, as they seek to move from the industrial to the information age; and, the importance of developing and implementing innovative approaches to vocational skills development for employability and sustainable development to achieve positive, concrete, long-term results. The paper concludes by referring to some research studies undertaken by UNESCO to improve data collection on TVET-related matters; and the importance of paying more attention to training the TVET trainers.

Published abstract reprinted by permission of the copyright owner.

Volumes of papers are indexed at TD/TNC 90.162 and TD/TNC 90.163. Selected individual papers are indexed from TD/TNC 90.164 to TD/TNC 90.211. Show less

The Bridge Group is an independent policy association, promoting social mobility through higher education by bridging the gaps between research, policy and practice. Improving social mobility has become a priority in the political landscape in recent years, and now sits at the core of Government activity. Higher education access initiatives have 'come of age' and there is a wealth of expertise and experience to be drawn upon. The wider context however is one of unparalleled uncertainty and flux for the sector and the individuals who work to promote access to it. There is an opportunity and an imperative to ensure that this expertise and best practice is harnessed to inform policy-making in these difficult times. This document outlines the ways in which [the Bridge Group] aim to contribute to this task.

Edited excerpts from publication. Show less

Do 'generic' skills such as critical thinking and written communication matter in the workplace? A recent study indicates that, in addition to a student's major in college and the selectivity of an institution, better performance on an assessment of critical-thinking and written-communication skills is associated with higher rates of employment. Since the financial crisis of 2008, greater emphasis has been given to college success and career-readiness because employers expect college graduates to possess writing, critical-thinking, and problem-solving skills in response to the changing demands of available jobs. In tandem with employer demands, the educational community has begun to emphasize '21st-century skills' in addition to knowledge in specific content domains in hopes of fostering the development of critical-thinking, problem-solving, communication, collaboration, creativity, and innovation skills. Other findings routinely show that employers are most concerned with critical-thinking and communication skills. These higher-order skills are not captured on academic transcripts, which is problematic given grade inflation over the past two decades. The question of whether these skills are empirically predictive of post-college outcomes remains. Collegiate Learning Assessment (CLA+) data from graduating seniors will help answer questions about the importance of these skills and the effectiveness of using CLA+ as a tool for leveling the playing field for high-ability graduates from less- and non-competitive institutions.

Edited excerpt from publication. Show less

This document is part of a national study was designed to investigate TAFE curriculum research methods which hold promise for expediting the curriculum research and development process. The study describes and analyses group process methods, noting their suitability, strengths, weaknesses, and requirements for implementation. The facilitator role is analysed in terms of the value orientations and social rules used by experienced TAFE facilitators/group leaders. The results show that the facilitation/group leadership process requires complex interpersonal skills including the ability to set clear directions in a non-authoritarian manner, the ability to negotiate flexible with group members, to face and resolve conflicts and to motivate groups.

A document summarising the four reports comprising the study is indexed at TD/TNC 13.10. The four reports are indexed at TD/TNC 12.12, TD/TNC 13.11, TD/TNC 13.12 and TD/TNC 87.1638. Show less

Qualification completion rates are an important measure of the effectiveness of the vocational education and training (VET) system. In this webinar, Daniel Doncaster and Adrian Seabrook from the Queensland Department of Education, Training and Employment discuss the development of a Longitudinal VET Activity Dataset that allows for the tracking of individual students from commencement through to qualification completion. The database stores all publicly funded VET data collected in Queensland since 1996, enabling the department to accurately calculate actual qualification completion rates. The presentation highlights the potential of the longitudinal dataset in identifying factors that contribute to non-completion and covers some initial findings on completion rates. With the introduction of a national Unique Student Identifier on the horizon, it is hoped the Queensland experience will provide an insight to what may be possible at a national level in the future.

Edited summary from publisher's website. Show less