Search Results

This brochure outlines a framework for assessing and improving student outcomes from training. The framework takes account of the diversity of the aspirations and circumstances of the vocational education and training (VET) student population. It is based on dividing the student population into segments depending on their purpose for undertaking training.

Excerpt from publication. Show less

This brochure outlines an approach to segmenting the market for training amongst enterprises. The approach represents the most promising line of development based on exploratory inquiry. The brochure is intended to promote discussion and solicit partners with an interest in this line of research. Enterprises and students are the agents that participate directly in training. They generally must be the first beneficiaries if training is to generate wider social and economic benefits. Segmenting the enterprise market for training is intended to complement segmentation of the vocational education and training (VET) student population and the broader community. There is an extensive body of research and analysis on enterprise training needs and patterns. One of the principal purposes of this approach to segmenting enterprises is to better organise this information for use in planning and evaluating publicly funded VET. The objectives for segmenting the enterprise market for training are to: (1) better understand enterprise training needs and patterns; (2) better understand the relationship between public and privately funded training; (3) inform the allocation of public funding and the determination of appropriate strategies; and (4) assist in evaluating enterprise outcomes from training.

Excerpt from publication. Show less

Segmentation of the student market based on the individuals' primary motivation for study provides a valuable tool to assist in understanding and responding to training needs. A wide range of student motivations exist and a combination of primary and secondary motivations contribute to the students' decision to undertake study. This brochure examines the hierarchy of motivations within the individual student segments and looks at the relationship that exists between vocational and personal motivations.

Excerpts from publication. Show less

Segmenting the student population is an important tool for the vocational education and training (VET) sector to understand and respond to the different learning needs which can emerge over the course of an individual's adult and working life. This brochure uses information on students' reasons for study and other key characteristics.

Excerpt from publication. Show less

This is a new bi-monthly publication of the Western Australian Department of Training, replacing 'Training WA' and 'Update'. It includes news from across the State's employment initiatives and vocational education and training sector. Its aim is to inform readers about the range of activities undertaken by the Department and the many organisations it partners in a statewide effort to promote employment and training opportunities.

This edition includes the following articles: Policy update; Business improvement the key to success, how the South Metropolitan College of TAFE and AIM embrace the Quality Framework; Bibdjool project leads to jobs, which outlines a pilot Aboriginal training program featuring the Narrogin furniture company Bibdjool; the New World of Work, commentator Sally Zanetic, Executive Director Lee Hecht Harrison career management specialists, the first in a series of three special commentaries provided by some of Australia's leading experts in career planning; Tradition no barrier to WesTrac women, tells of the first female apprentices to be employed by WesTrac Equipment; 'You Unlimited' boosts lifestyle choices, discusses the launch of 'You unlimited: income generating lifestyles', the latest addition to the Department's Access All Areas youth employment initiative; Landcare training initiative tackles Wheatbelt salinity crisis; Labour market news, featuring short articles on the WA labour market; TAFE meets student needs, short interviews with students from South East Metropolitan College of TAFE on their views on TAFE; Getting a head start in mining, about an innovative joint training facility for the surface mining industry; and a brief article on the State Training Strategy. Show less

Through the auspices of a Joint Working Party, the original Quality System, first launched in November 1995, has been reviewed and improved through an extensive process of consultation and feedback. The Quality Framework is the product developed as a direct result of this process. This booklet gives an overview of the Quality Framework and describes the enhancements that have been made to the system which seek to achieve better ways of working and best practice in vocational education and training. Through the second generation, VET organisations are supported and encouraged, not only to meet the quality system standards, but also to exceed them. Improvements and initiatives can be summarised into five key themes: increased confidence; improved inclusiveness and relevance; further integration and streamlining; increased recognition; continuous improvement.

The Appendix contains the quality standards and the assessment criteria. Show less

This paper summarises the results of an analysis of the needs and preferences of students for various delivery strategies using data collected through the 2001 Student Satisfaction Survey. The full report is one of the first examples of empirical research into client needs that seeks to guide the State's development of and investment in flexible learning options.

Excerpt from publication. Show less

Planning and evaluating vocational education and training (VET) requires a working definition of successful training. The definition needs to be as simple as possible while addressing the breadth of factors which represent success. This brochure proposes a definition of successful VET based on dividing the market for VET into several student segments. The diversity of the needs served by VET makes it impossible to define success without distinguishing between different motivations for training. Seven student segments have been identified based on the primary motivation for training. This brochure seeks to identify a small number of factors which define successful VET for each student segment. The success factors reflect the different motivational profile of each student segment. The definition is proposed for use in developing feedback mechanisms. The success factors can be applied to individual programs and aggregated at a higher level. They can be distinguished from higher level indicators such as participation rates that can only be used at an aggregate level. These success factors are complementary to other evaluations of manpower planning or skill shortage programs where a specific alignment between training and occupations is the central issue. The breadth of motivations for training in special needs populations are similar to those in the general student population, allowing the success factors to be applied to both populations.

Excerpt from publication. Show less

The information presented in this brochure indicates that students in special needs populations have a similar breadth of motivations for training as the general student population. The [vocational education and training] VET student market has been divided into seven segments based on the student's motivation for undertaking training. This brochure shows the distribution of each special needs group across the student segments. The research on student segments suggests that there is a common need in both the general population and for special needs groups to recognise different circumstances, aspirations and learning preferences in the design and delivery of training. Information is presented on the following special needs groups: Indigenous people; people with a disability; people who speak English as their second language; people resident in remote areas; unemployed people with limited formal education; and mature aged women with limited formal education. The groups cited are representative and are not intended to cover the entire population who would benefit from VET and for whom there are impediments to enrolment or successful completion.

Excerpt from publication. Show less

This brochure outlines a methodology for analysing student progression at the course (qualification) and module (unit of competence) level in vocational education and training (VET). It is intended to provide comprehensive information on student progression patterns for use in the planning and evaluation of VET. It has been validated through application to all VET students who commenced training with a public provider or publicly funded training with a private provider in [Western Australia] WA between 1998 and 2000.

Excerpt from publication. Show less