Listen to leading experts discuss current trends in vocational education and training.
Listen to leading experts discuss current trends in vocational education and training.
In this discussion paper, we explore the role of vocational education and training (VET) in preparing people for the current and future workforce.
Changes in the qualification profiles of workers is one indicator of changes in the supply and demand for education and training. The emerging need for flexible reskilling and upskilling based on skill sets or micro-credentials may drive future demand for VET; the sector is already well placed to provide this efficient and cost-effective training.
The passage into work is a critical phase in young people’s lives, with long-term implications for the future labour market and for social outcomes. An evolving labour market adds to the complexity of trajectories, further confounding youth transitions and highlighting the importance of understanding transitions as a process.
The role of VET in developing entrepreneurship has experienced increasing attention internationally. This research draws together international literature on teaching and learning for entrepreneurialism with the goal of informing potential Australian developments in this area.
Understanding the return on investment (ROI) in VET provides governments with information on the performance of the system and justification for public expenditure. This report introduces a conceptual framework for defining what is involved in the ROI calculation and provides a guide to what type of information and data are required to calculate the returns to training for government, employers and individuals.
The aim of this research was to gain a better understanding of the role and function of small providers in the Australian vocational education and training (VET) system in meeting the needs of learners.
Bangladesh. Technical and vocational education and training (TVET) in Bangladesh: systems, curricula, and transition pathways
TVET in Bangladesh is gaining recognition as a vital tool for economic development as the country attempts to attain middle income economy status by 2021. Several initiatives are being taken by the government and donor agencies to increase the enrolment and encourage female participation and gender equity in TVET.
What capabilities are needed for VET educators and other professionals to undertake VET applied research? The framework can be used to help the VET sector to build its capability to support industry innovation through its applied research expertise. VET is ideally positioned to investigate industry’s problems and bring about change in the workplace and, thus, contribute to the innovation system.
Developing and sustaining successful partnerships between employers and training providers: good practice guide
This good practice guide provides insights into developing and sustaining successful partnerships and identifies the potential benefits and challenges of these partnerships. It provides valuable information for both training providers and employers seeking to establish or strengthen a partnership arrangement.
Australia. Continuity and change: employers’ training practices and partnerships with training providers
This study provides a comprehensive picture of the way in which employers navigate the Australian training system and establish partnerships with registered training organisations. In terms of evolution over the last 20 years three key factors emerge:
– While the take-up of nationally recognised training by employers has not increased substantially, this type of training is being used in different ways.
– The nature of the partnerships between RTOs and employers has changed, from a relationship based on fee-for-service provision to one based on long-term mutual collaboration.
– A change in the role of the training function and training staff in organisations has been observed.
This paper looks at firms’ motivation for training apprentices in both Australia and Germany. It explores how these countries compare when dealing with their respective institutional arrangements for apprenticeship training. It then analyses Australian employer’s commitment to training based on changes to incentive payments in Australia.
This paper explores ways to measure how the vocational education and training (VET) sector is contributing to the development of STEM-related skills. Better measurement of STEM in VET can help to identify supply and demand for education and training, assess (and improve) outcomes and efficiency, direct funding and resources, and properly inform students’ choices.
Training packages and accredited courses are the core training products of the nationally accredited vocational education and training (VET) system in Australia. This report considers the use of these training packages and the qualifications contained within them. It also examines the pattern of enrolments in qualifications to determine how extensively the qualifications in the training package system are being used and whether enrolments are evenly spread amongst qualifications or concentrated in particular qualifications and training packages.
This report examines the group of young people aged 15–24 that are not engaged in education, employment or training (NEET).
VET has largely been ignored as a player in the innovation system but with its ties to industry it has the ability to help translate new knowledge into the workforce. This research looks at how applied research can help VET to become more active in the innovation system. The report also explores the capabilities that are needed and how registered training organisations and practitioners can build off their existing connections and skills.
This good practice guide explores the types of social media being used in vocational education and training (VET) courses, the benefits and pitfalls of using social media in teaching and learning as well as tips for incorporating social media into VET courses.
This publication presents information on VET in Schools, the vocational education and training (VET) undertaken by school students as part of their senior secondary certificate of education. The VET in Schools arrangement offers two main options: students can undertake school-based apprenticeships and traineeships; or they can take VET subjects and courses as part of their school curriculum (the latter is referred to as ‘other VET in Schools programs’).
Work-based learning and the inclusion of the world of work into tertiary students’ learning lie at the heart of the Australian vocational education and training (VET) system. Despite the strong emphasis of work-based learning in post-secondary education, both VET providers and universities faces challenges when it comes to engaging industry and employers in these educational provisions. This research synthesis draws on the literature on work-based learning and work-integrated learning to identify how engagement with industry and employers can be fostered, and what the two sectors can learn from each other.
VET has largely been ignored as a player in the innovation system but with its ties to industry it has the ability to help translate new knowledge into the workforce. Through discussions with VET institutions, applied research organisations, industry bodies and policy-makers, this research looks at how applied research can help VET to become more active in the innovation system. The report also explores the capabilities that are needed and how registered training organisations and practitioners can build off their existing connections and skills.
Australia. Developing and sustaining successful partnerships between employers and training providers
The nature of partnerships between public and private registered training organisations (RTOs) and employers has changed over time, from a relationship primarily based on provision of particular services to one based on longer-term mutual collaborations. This good practice guide provides insights into developing and sustaining successful partnerships and identifies the potential benefits and challenges of these partnerships. It provides valuable information for both training providers and employers seeking to establish or strengthen a partnership arrangement.
This occasional paper examines two broad policy trends, the extension of the apprenticeship and traineeship system, and the opening up of the training market, as well as three specific policy case studies:
-incentive payments for employers of apprentices and trainees
The paper also examines the high-level trends in VET participation and the labour market, and in doing so, reflects on how the changing policy environment has influenced participation trends over the past 20 years. The paper concludes with some observations and reflections about the policy trends in VET, the tensions in the system created by these developments, and some thoughts about the future direction of VET policy.
The document presents information from the National Student Outcomes Survey on the outcomes of graduates who completed their vocational education and training (VET) in Australia during 2015 and were awarded a qualification. The publication reports the outcomes of all graduates — both those in receipt of government-funding and those who paid for their own training. Summary information is presented on graduates’ reasons for training, employment outcomes, satisfaction with training and further study outcomes.
Understanding the costs and benefits of vocational education and training provides a basis for decision making regarding the investment in training. This is an important consideration for many stakeholders in the VET system, including individuals, businesses and government. This paper summarises recent research investigating the costs and benefits of training, considering it from each of these three perspectives. The review also highlights the difficulties in undertaking such analyses and provides a practical guide to factors that should be considered when undertaking, or interpreting, such an exercise.
Australia. Cultural dimensions of Indigenous participation in vocational education and training: new perspectives
This study provides new evidence on the inter-relationships between Indigenous Australians’ association with their traditional culture and their engagement with vocational education and training. It builds on previous work to develop a ‘richer’ measure of the concept of cultural attachment. This report discusses the links between cultural identity and current participation in education, and the benefits Indigenous Australians derive from education and training.
Structures within the labour market shape the educational pathways and outcomes of graduates. However, the links between qualifications and jobs in Australia are sometimes weak. Education and training in vocational streams, rather than in specific occupational tasks, could result in a more sustainable and adaptable workforce.
India is at the cusp of becoming an economic powerhouse. For that to happen, however, the country needs to alter its workforce education system by reengineering the Indian vocational education and training (VET) system. India’s VET strategy includes creating basic work-centered common curriculum for the unskilled; developing a more flexible and responsive VET system that effectively educates and trains many more of the semiskilled; and raising the competencies of the skilled worker to international levels by using, for example, public/private partnerships. Regardless of the model for delivery of this training, this article suggests that the Indian workforce education system should adopt a comprehensive organisational strategy that accommodates the balancing of competing missions.
This publication provides a summary of vocational education and training (VET) delivered in 2015 by Australian training providers. This picture of training activity is otherwise known as ‘total VET activity’, to reflect that the information is now collected from all types of providers and not merely the providers receiving Commonwealth and state funding. In this publication, information is provided on the number of training providers, students, enrolments in programs, enrolments in subjects, hours of delivery and program completions.
To reduce regulatory burden and build trust in the vocational education and training (VET) system, accreditation and registration systems are increasingly utilising principles of responsive regulation and risk analysis to help increase compliance. Approaches to the regulation of VET in selected overseas countries are investigated, and detailed systems of accreditation and registration used for approving providers to deliver training and issue nationally recognised qualifications have been identified.
This annual publication provides a summary of training activity in apprenticeships in Australia, including information on training rates and duration of training. As of 31 December 2014, 2.7 per cent of Australian workers were employed as an apprentice or trainee, with 12.9 per cent of teenage workers (aged 15 to 19 years) employed as an apprentice or trainee.
This report investigates skill matches to job requirements for workers in Australia, New Zealand, the United States and Canada. It might be expected that differences between the four countries in economic growth, technological innovation and structural change in the labour market may have led to differences in job skill requirements and use. This research finds, however, that the broad match of workers to jobs that use their skills is quite similar for the four countries, although some differences in the patterns of skill use over time were identified.