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A new national strategy for vocational education and training (VET) for 2004/2010 (indexed at TD/ANTA 73.11) was agreed in principle by Ministers in June 2003 and the Australian National Training Authority (ANTA) is working with its partners to develop an action plan for implementing the Strategy. The first of 12 strategies in the Strategy is ‘Increase participation and achievement, particularly by existing workers’. Mature age workers are seen as a priority group amongst this cohort. On 15 September 2003, a roundtable discussion involving a range of interested parties was held to consider the issues involved in increasing VET participation and achievement for mature age workers and to suggest a way forward. This ‘ideas for action’ paper builds on those discussions. It invites comments from all interested people, groups and organisations on any aspect of this paper. Submitted comments and ideas will be used to refine one or more national actions to form a part of the first of a series of rolling Action Plans for the National Strategy for VET: 2004-2010.

This paper is also one of the ‘think pieces’ that formed part of phase 2 of the high level review of training packages. The reports from phases 1 and 2 are indexed at TD/ANTA 74.04 and TD/ANTA 75.19. The ANTA-commissioned ‘think pieces’ are indexed from TD/ANTA 75.20 to TD/ANTA 75.23 and from TD/ANTA 75.29 to TD/ANTA 75.31. Show less

The National Centre for Vocational Education Research (NCVER) was contracted by the Australian National Training Authority (ANTA) to undertake a first systematic review of research related to the topic of mature-aged workers. The contract included the development of a replicable framework and infrastructure for further systematic reviews of research. This report reflects the process undertaken in developing a model for systematic reviews of research in vocational education and training (VET) in Australia. The report discusses the process undertaken for each step in the NCVER model and what was learnt from this process to aid future systematic reviews. The eight steps identified for the NCVER model are: identifying the question; developing a framework; searching for studies; selection of relevant studies; appraising quality of selected studies; synthesising the findings; presenting and disseminating the findings of the systematic review to stakeholders.

An associated report, 'The mature-aged and skill development activities: a systematic review of research' indexed at TD/TNC 82.02, outlines what was found in relation to the first review on the topic of mature-aged workers. Show less

The articles in this issue include: Ageing workers; Numbers up for VET students and courses; VET offers positive outcomes for prisoners; New priorities to guide VET research; and NCVER awarded national research contract. These brief articles provide information about recent research projects and new and forthcoming publications.

Also included are articles summarising the keynote presentations delivered as part of the 16th National Vocational Education and Training Research (No Frills) Conference at Alice Springs in July 2007: Indigenous desert people proving mainstream mismatch; Future demand for VET and higher education; Building organisational capability 101; and NCVER helps build research capacity.

Where documents are available online, web addresses (URLs) are provided and all reports are indexed in the VOCED database once they are published.

The international article in this issue is ‘Recognising the benefits of non-formal and informal learning’. It discusses some of the key and emerging themes and policy issues relating to the significance of learning outside the formal education system. Show less

Although there are some estimates of the incidence of late learning and the economic rewards achieved by those in possession of formally recognised qualifications, little is known about the personal or family characteristics associated with those engaged in late learning, the associated costs and benefits, or even whether the type of qualification or the method by which the qualification is undertaken is important. This paper illustrates that approximately one in three of the hours of education and training received by working-age individuals in the United Kingdom are attributable to late learners. The implication of these findings is that even though there is no earnings payoff from undertaking late learning, there may be benefits in the form of improved labour market outcomes and that lifelong learning appears crucial in counteracting the obsolescence of existing education and training. The paper also illustrates that 'learning leads to learning'.

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

This edition of the Western Australian (WA) Department of Training and Employment's bi-monthly publication features the WA 2000 Training Excellence Awards, an annual celebration of the value of vocational education and training in the TAFE system and the private sector.

Other articles include: 'E-central looks to the future', which discusses the refocussing of Central TAFE's East Perth campus to reflect emerging trends in online services and communications; 'Salt farm benefit from aquaculture', which outlines how major benefits for the developing aquaculture industry and help for farmers in salt affected areas could result from work being carried out at the Katanning Inland Aquaculture Centre.

The Policy Update section discusses a project on the workforce profile of TAFE College teaching staff, and the formulation of a strategy for information and communications technology (ICT) in the vocational education and training sector in WA. Show less

This paper offers an overview of adult retraining and reskilling in Korea, beginning by briefly looking at the economic and labour market context, including the structural change in the Korean economy, changes in occupation, unemployment, and current skill levels. The impact of demographic change is discussed. The vocational training system, vocational training programs and the funding system are described and characteristics of participants analysed.

The volume of collected papers from this seminar may be found at TD/TNC 63.426. Show less

Issues arising from an ageing society, a low fertility rate and growing need for a skilled work force have seen increased government commitment to improving the participation rate of mature-aged workers. Education and training are seen as a principal strategy to increase the employability of these workers, yet participation in training is low and declines with age. Based on a study of eight mature-aged participants enrolled in an accredited training program, this paper focuses on their learning needs and motivations. The findings identify a range of institutional and personal factors that shaped their participation. Given the diversity of personal factors highlighted within this small sample, it is unlikely that creating one policy or training approach would address the education and training needs of this cohort. Hence, there is a need to understand more fully how the diverse needs of mature-aged workers can be accommodated within the vocational education and training system.

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

‘R.U.S.Z. [Reparatur-und Service-Zentrum] provides an impressive international model of how economic projects can be of environmental benefit and also socially beneficial.’ Repair and Service Centre R.U.S.Z was set up in 1998 as part of the Viennese European Union [EU] Community Initiative project URBAN Gurtel-Plus. Its aims are to: provide vocational training for long-term unemployed over 45 and to assist them to find work through contacts, personal support and career development; reuse and recycle electrical and electronic waste that would otherwise go to landfill or incineration. It combines social, economic and environmental objectives, and has proved to be highly successful. Repair and Service Centre R.U.S.Z started in 1998 with dissembling old household appliances from Vienna’s waste sorting centres and quickly turned into the first stop for repair services. It has unleashed a massive demand for repair services since then, and its services have changed considerably. It has expanded into other areas of electrical goods repair, to include Hi Fi’s, TVs, videos, and more recently computers. This gives their trainees a better education, which improves their chances in the labour market. Overwhelming demand for repair services has seeded the implementation of the local Repair Network Vienna, which meanwhile consists of 43 members, most of them private enterprises, which offer repair services following the example of R.U.S.Z and are promoted by the Repair and Service Center. The positive Viennese model has seeded the growth of the federal repair network RepaNet, Reparaturnetzwerk Osterreich. The repair network is part of an EQUAL project with 8 European partners. R.U.S.Z is founding member of RREUSE [Reuse and Recycling European Union Social Enterprises], the EU network of national and regional social economy federations and enterprises with activities in re-use and recycling. Repair and Service Centre R.U.S.Z now has 36 trainee placements, with an additional 17 staff. The number of employees will grow up to 150 as Vienna prepares for national WEEE [Waste Electrical and Electronic Equipment] legislation in 2004/5. The Repair and Service Centre avoids approximately 2000 tonnes of waste per year. The vocational training center R.U.S.Z works with people who are long term unemployed, aged 45 or above - an activity that is urgently needed by the labour market. It develops their electrical repair skills, and participants gain qualifications that help them back into work. Trainees complete their training in a year. The Repair and Service Centre has a 71% success rate at finding work for its trainees in the first labour market. R.U.S.Z has a contract with the Public Employment Service of Vienna, which pays for vocational training services empowering people at risk. The training and social support is something that trainees value highly, and is key in changing people’s perceptions about themselves. Repair and Service Centre R.U.S.Z works in partnership with a Viennese adult education centre offering repair courses for household appliances. This teaches people how to carry out do-it-yourself repairs. As the activities of the Repair and Service Centre expand, for example into refurbishment of computers, so do the courses that are offered.

Published abstract reprinted by permission of the copyright owner.

Collections of papers presented under each theme are indexed from TD/TNC 81.453 to TD/TNC 81.457; selected papers from this theme are indexed from TD/TNC 81.458 to TD/TNC 81.467. Show less

Considering the enormous changes in work practices and associated training required to address the needs of new practices, there has been very little research undertaken that attempts to describe how workers perceive these changes. This paper reports on the findings of 40 participants aged over 40 years of age, who were interviewed and observed to obtain data concerning their conceptions of work with regard to the changes occurring around them. The participants were from a medical service and an engineering organisation. The data were analysed qualitatively to investigate workers’ conceptions of work. Results indicate four hierarchical conceptions of work, with the distribution of the participants’ conceptions more towards the lower levels. The conceptions provide baseline data to understand workers’ behaviour in light of current changes in work practices.

The issue is indexed at TD/TNC 71.10 and individual articles are indexed from TD/TNC 71.601 to TD/TNC 71.606. Show less

The authors present results towards predicting probable developments and address possible repercussions for vocational education and training (VET). The demographic development of the training population is studied with projections to 2015 in various regions. On the basis of the prognoses, the authors present the resulting challenges facing the system of VET. They conclude that in general over the mid and long term a fundamentally new understanding of the role of older persons in the workforce and society is needed. This will have consequences for VET and for continuing vocational training. Show less