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This report outlines the findings of a consultancy undertaken by the National Centre for Vocational Education Research (NCVER) to inform the New Apprenticeships incentives review being conducted by the Department of Education, Science and Training (DEST). The consultancy comprised five phases: (1) Statistical overview. A statistical overview of New Apprenticeships detailing: apprentice and trainee characteristics (e.g. age, gender, part-time/full-time, indigenous, disabled, rural and remote etc.); employer characteristics (e.g. size, industry and occupations); nature of training undertaken (e.g. field of study, qualification levels, hours); providers of training; growth in numbers of apprentices and trainees (e.g. commencements); and number of completions and non-completions (e.g. withdrawals/cancellations), as at June 1998 and June 2001; (2) Trend analysis. A trend analysis of New Apprenticeship data (commencements, recommencements, completions, withdrawals/cancellations) on a full-time and part-time split and on an industry by occupation basis since 1994. the analysis outlines the effect of policy changes on commencements and completions and identifies differences in apprenticeship commencements and completions in the areas of the traditional trades youth, females, indigenous Australians, disabled, and rural and remote New Apprentices as well as the duration of New Apprenticeships by AQF level for trades and non-trades; (3) Commencement projections. A range of commencement projections are provided under a range of assumptions; (4) Simulation model of completions. A simulation model of completions was developed from a forecasting model that has been developed by NCVER to forecast completions. The forecast model projects expected completions based on past and present commencements. The model takes account of differences in contract duration, occupation, qualification level, full-time/part-time status; and (5) Policy simulations. A range of proposed policy changes are simulated to assess the likely impact on new apprentice completions. The simulations are carried out under the assumption that the current patterns of contract duration, full-time/part-time status and qualification level by major occupational grouping continue into the future.

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This report was prepared by Access Training and Employment Centre (ATEC) to assist planning processes to increase the participation of people with disabilities in vocational education and training (VET) in Victoria. The purpose of the report is to provide an overview of the training participation of people with disabilities in VET and to update analysis of training participation data from previous research. In 2001, there were 28,172 enrolments in VET by students with a disability, just over half of them (52.3 per cent) in TAFE. A further 40 per cent of enrolments by students with a disability were in programs provided in the adult community education (ACE) sector and the remaining 11 per cent of enrolments were with private training providers. Show less

This is the final draft of a report of a case study of the 'Work-out' project. The aim of this project was to study accredited vocational education and training (VET) pathway creation for students with a disability in a regional setting. It aimed to develop a coordinated and cohesive approach to developing accessible pathways to VET study and sustainable employment for students with a disability. Show less

One of the main problems faced by disabled individuals in Malaysia is to get a job to earn income for themselves. Entrepreneurship is a very important agenda in most of the Malaysia Five Year Economic Plans (RM7, 1995-2000). However, no specific effort has been done to find out the entrepreneurial status and development of physically disabled individuals and their specific needs in order to participate fairly in the business sector with their normal counterparts. The purposes of this study are: (1) to measure the scope of entrepreneurship among physically disabled individuals in terms of the size of their business entity based on its turnover, capital and income; (2) to determine the type of business involved in by them and the reason for choosing it; (3) to identify the level of basic business knowledge and skills acquired by them in terms of financial management, human resources management, organisational management, marketing strategies and accounting skills; and (4) to identify specific business needs for physically disabled entrepreneurs in running their business efficiently and effectively. A total of 75 physically disabled entrepreneurs answered a questionnaire from which 20 were interviewed in depth and videotaped. The findings showed that most of the 75 subjects have very minimal education background, have some vocational training background from some institutions, no exposure to basic entrepreneurial training in financial, organisational and marketing management, earned a monthly income of less than RM500 from their business except in a few exceptional cases, and need assistance in terms of financial aid, better business opportunities and 'rehabilitative' entrepreneurship training.

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This digest, published each month except July and August, provides summaries of recent information pertaining to vocational education and training (VET) issues in the UK and Europe. The feature article in this issue is 'Reform in haste, repent at leisure' by Christine Ward (p. 8-10). It discusses the recent A level debacle in the UK which led to an initial enquiry and the subsequent reviewing of the grade boundaries in a number of subjects/syllabuses by the awarding bodies. This issue of Educa also reports on: assessment and qualifications; basic key skills; disadvantage; education and training management; employment and unemployment; further education; guidance; information and communications technology; lifelong learning; open learning; research; teachers and trainers; training; and vocational preparation. Show less

In July 2002, the Minister for Education, Science and Training, Brendan Nelson, asked the Standing Committee on Education and Training to inquire into the place of vocational education in schools, its growth and development and its effectiveness in preparing students for post-school options. The terms of reference of the inquiry were to examine: (a) the range, structure, resourcing and delivery of vocational education programs in schools, including teacher training and the impact of vocational education on other programs; (b) the differences between school-based and other vocational education programs and the resulting qualifications, and the pattern of industry acceptance of school-based programs; (c) vocational education in new and emerging industries; and (d) the accessibility and effectiveness of vocational education for Indigenous students.

This paper is the submission made to the inquiry by the Queensland Government. The main body of the submission is organised around the four terms of reference and include the following key points: VET plays an importnat role in Queensland schools with more than half of postcompulsory students enrolled in a broad range of VET in schools programs; current Commonwealth funding for VET in schools has no growth factor and no commitment beyond 2004 and Queensland is disadvantaged by the current allocation model; Queensland is committed to quality and VET in schools is underpinned by the aim to ensure widespread industry acceptance; a highly skilled workforce capable of readily adapting to new and emerging industries is essential for Queensland’s growth, and equipping the future workforce to take advantage of new and emerging economic opportunities is an important role for VET in schools; and VET in schools provides opportunities to strengthen pathways for indigenous students, but many Indigenous students leave school before they can access VET. The submission also highlights the role of VET in schools for those who face barriers to educational achievement: young people with a disability; students living in rural and remote locations; and students at risk.

The ‘House of Representatives Standing Committee on Education and Training inquiry into vocational education in schools’ website is indexed at TD/TNC 71.725; selected submissions are indexed from TD/TNC 74.303 to TD/TNC 74.327. Show less

Student mobility has been promoted within Europe since the early 1980s and is available to students widely through European educational systems. This chapter examines the extent to which disabled students can participate in this opportunity and the way in which misconceptions of what disabled people can do limit the opportunities for disabled students to gain from European dimensions in their education and training programs. Strategies to address the problem are considered. The author begins by briefly looking at the uniqueness of British approaches to disability in relation to education and training and then reviews European policies, based on the experience of a number of transnational projects at Coventry University. The potential of European programs is considered and practical advice for project developers provided. The author concludes with comment on European differences in perceptions and representations of disability.

The volume from which this chapter is taken is indexed at TD/TNC 70.103. Selected chapters are indexed from TD/TNC 70.104 to TD/TNC 70.112. Show less

This report sets out the activities, outcomes and products of the national Access and Equity in Online Learning Project, which has been conducted as part of Strategy 2000, the current implementation plan under the Australian National Training Authority's (ANTA's) core policy document, 'Flexible learning for the information economy: a framework for national collaboration in vocational education and training 2000-2004' (TD/TNC 62.911). The Access and Equity in Online Learning Project had the following objectives: (1) to initiate national discussions on the relevance of cultural differences in the application of online technologies to vocational education and training (VET) learning, with particular attention to the needs of Aboriginal and Torres Strait Islander learners, learners with disabilities and learners with English literacy needs; (2) to identify any areas where specific national collaboration is desirable in the interests of access and equity; and (3) to provide guidelines to facilitate the consideration of cultural differences in the application of online technologies to VET learning. Show less

The Whole of Life Vocational Rehabilitation Project for People with Recent Spinal Cord Injury demonstrates an innovative approach by industry, health and training providers to assisting people with spinal injuries to return to the workforce. Between 2000 and 2002 the project delivered information technology training to 32 people in the spinal injury units of three Sydney hospitals. Many participants in the project's first phase have rejoined the workforce, while others are undertaking further education and training. The second phase of the vocational rehabilitation project is building on this success, and is focusing on tailoring training for individuals. Project participants will have more opportunities to gain vocational education and training (VET) credentials and greater access to computers outside teaching hours. A mentoring program is being established as part of the project and a comprehensive case management approach is being taken to follow up participants’ needs after they leave rehabilitation care. Show less

JIPs (Joint Investment Plans), initially produced by the health and local authorities in the UK for older people, mental health sufferers, people with learning disabilities and disabled people between 1999 to 2001, are designed to provide a process to set out how shortfalls in services will be met by identifying the investment and reinvestment needed to reshape services. They have become increasingly important to professionals working with adults with additional needs and this article provides an introduction to JIPs and how education and training providers can be part of this initiative. Show less