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NSW VET review: interim report December 2023

In July 2023, the [New South Wales] NSW [vocational education and training] VET Review Panel (the Panel) was appoin... Show more
In July 2023, the [New South Wales] NSW [vocational education and training] VET Review Panel (the Panel) was appointed by the NSW Department of Education to lead the NSW VET Review (the Review), a comprehensive examination of the VET sector. The Panel was asked to consider the current state of VET in NSW and draw on a broad range of insights to recommend actions across four key areas. This includes rebuilding a strong and sustainable TAFE NSW, improving equity of access and student outcomes, ensuring confidence in the VET system and its quality across all VET providers, and addressing skills shortages and needs now and into the future.
This Interim Report provides recommendations based on the Panel's findings to the NSW Government. It captures qualitative insights from our consultations and reflects on the extensive research we have undertaken to date.
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Authors: Bruniges, Michele; Ardler, Jason; Firth, Verity

Date: 2023

Geographic subjects: New South Wales; Australia; Oceania

Resource type: Government report or paper

Series name: Government inquiry: NSW VET review

Subjects: Vocational education and training; Evaluation; Governance ... [+] Show more
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What makes vocational training programs in schools work?: a study of New South Wales and Queensland schools

This project investigated the views of various stakeholder groups in relation to school-based vocational education ... Show more
This project investigated the views of various stakeholder groups in relation to school-based vocational education and training (VET) programs (that is, any VET subject or course taken by a senior secondary student while enrolled in Years 11 and 12 at school) in ten New South Wales (NSW) and Queensland schools over a three-year period, from 2000 to 2002. In particular, it examined the objectives and expected outcomes of VET in Schools programs for four stakeholder groups: students; school VET coordinators; trainers; and employers. The research found that, at a broad level, the two main objectives of these school-based VET programs - facilitating the transition between school and work, and providing a highly skilled workforce - were common to governments, schools and other training organisations, students, and employers. There was, however, considerable diversity at the local level in the implementation of the school-based VET programs. The approach to VET was influenced by factors as diverse as government policies, resources available within a school or community, parental perceptions, and the strength of community networks. Show less

Authors: Porter, Janet

Date: 2006

Geographic subjects: Oceania; Australia; Queensland ... [+] Show more

Resource type: Report, paper or authored book

Subjects: Students; Vocational education and training; Outcomes ... [+] Show more
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Demonstrating best practice in vocational education and training: integrating practical experience into industry-orientated programs

The aim of the project reported here was to explore and document underpinning best practice in the delivery of prog... Show more
The aim of the project reported here was to explore and document underpinning best practice in the delivery of programs that are educationally effective and responsive to the changing needs of the students, providing training outcomes that put students in the best position to begin a successful career in their chosen field. Four successful hospitality programs delivered by TAFE institutes in Victoria, New South Wales, South Australia and Tasmania were examined with a view to benchmarking. A best practice model was derived from the study of the four programs. Show less

Corporate authors: Holmesglen Institute of TAFE

Date: 1999

Geographic subjects: Oceania; Australia; Victoria ... [+] Show more

Resource type: Government report or paper

Subjects: Industry; Outcomes; Quality ... [+] Show more
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The 'within' journey: assessment of the online Indigenous Australian cultural competence training programme at Charles Sturt University

This paper explores the impact of self-reflective processes of staff at Charles Sturt University (CSU) while undert... Show more
This paper explores the impact of self-reflective processes of staff at Charles Sturt University (CSU) while undertaking an online Indigenous Cultural Competency Program (ICCP). The ICCP was designed for completion by all university staff to enhance their knowledge and understanding of Indigenous cultures, histories and contemporary realities. Staff were required to complete and submit answers to an online quiz, and a written reflection on their learning. This paper reflects on the responses of 64 volunteers and indicates large positive shifts are self-reported knowledge and understanding. The reflective texts of staff provide a rich source of information on the 'journey within'. In-depth thematic analysis (Braun and Clarke, 2006) identified three key themes: evaluation, the mapped learning journey and the personal learning journey. The participant feedback, not only pointed to the cognitive, attitudinal and emotional impact of the content and pedagogical approach of the programme, but also identified barriers and issues for programmes aimed at complex change in a contested space. Our programme assessment relied on self-reported individual perception that surfaced hidden assumptions about Indigenous cultural competency (Kumas-Tan, Beagan, Loppie, MacLeod, and Frank, 2007). We acknowledge in the longer term a range of comprehensive outcome measures are needed.
Published abstract reprinted by permission of the copyright owner. Show less

Authors: Hill, Barbara; Tulloch, Marian; Mlcek, Susan; Lewis, Melinda

Date: 2020

Geographic subjects: New South Wales; Australia; Oceania

Resource type: Article

Journal title: Australian journal of Indigenous education

Subjects: Providers of education and training; Workforce development; Culture and society ... [+] Show more
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Vulnerable and disadvantaged students of NSW adult and community education providers: analysis of 2019 data

This report from details the performance of not-for-profit New South Wales (NSW) adult and community education (ACE... Show more
This report from details the performance of not-for-profit New South Wales (NSW) adult and community education (ACE) providers in reaching vulnerable and disadvantaged learners. This report is the fourth in Community Colleges Australia's series that analyses government-funded vocational education and training (VET) students, based on 2019 data compiled by the National Centre for Vocational Education Research (NCVER). In New South Wales, 'government-funded VET' for ACE providers primarily refers to one of two programs managed and funded by the NSW Department of Education (previously the NSW Department of Industry): and the Adult and Community Education (ACE) program and the Smart and Skilled program. This report shows NSW ACE providers proportionately engage more vulnerable and disadvantaged learners than any other type of VET provider - and deliver similar or better training and employment outcomes.
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Corporate authors: Community Colleges Australia (CCA)

Date: 2020

Geographic subjects: New South Wales; Australia; Oceania

Resource type: Report, paper or authored book

Series name: Vulnerable and disadvantaged students of NSW community colleges

Subjects: Adult and community education; Providers of education and training; Equity ... [+] Show more
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National Partnership on Youth Attainment and Transitions state and territory annual reports for 2011

The Australian states and territories are required under paragraphs 69 to 72 of the National Partnership on Youth A... Show more
The Australian states and territories are required under paragraphs 69 to 72 of the National Partnership on Youth Attainment and Transitions to provide annual reports to the Commonwealth against the outcomes, performance benchmarks and performance indicators specified in the Agreement [available in VOCEDplus at TD/TNC 100.967]. To meet a shared commitment to reporting on efforts to close the gap for Indigenous people, states and territories also commit to including in their annual reports progress towards halving the gap in Indigenous Year 12 or equivalent attainment by 2020. The reporting includes detail of funding provided to the non-government sector and maintenance of any existing state and territory funding for careers and transitions support services.
Edited excerpts from publications. Show less

Date: 2012

Geographic subjects: Australian Capital Territory; New South Wales; Northern Territory ... [+] Show more

Resource type: Government information

Series name: National Partnership on Youth Attainment and Transitions

Subjects: Youth; Indigenous people; Outcomes ... [+] Show more
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Reframing the learning environment: Trades Norwest Anglican Senior College: school based research project: final report

Trades Norwest Senior Anglican College is designed to engage students who might have been disengaged with the learn... Show more
Trades Norwest Senior Anglican College is designed to engage students who might have been disengaged with the learning process or expectations at previous schools. The College strives to provide students with a model that enables them to work and think differently about learning. At Trades Norwest students can start a School Based Apprenticeship or Traineeship (SBAT), begin their vocational training and concurrently complete their Higher School Certificate (HSC). The project intent was to identify and analyse the aspects of the Trades Norwest approach to senior education that is seen to be having significant success in re-engaging students previously disengaged or in the process of disengaging from senior education.
A non-traditional model of education emphasises building students' practical employment and business skills while also improving literacy and numeracy. Assessments have a practical focus and students would not be required to sit for formal exams. HSC study is integrated within a strong vocational environment with all students expected to complete their HSC and the first stage of their chosen vocation or trade. An SBAT as offered by Trades Norwest is quite different to a full-time apprenticeship or traineeship. Trades Norwest endeavours to provide its students with work integrated learning practices. This is beneficial to students and (indirectly) employers as it provides students/apprentices/trainees with knowledge about a vocation outside the academic institution which they attend. Employers benefit because they can assist in the training of new people in their industry.
The primary method of collecting both qualitative and quantitative data was by conducting a series of parent, student and staff surveys. This was to enable the investigation of how the four foundations of the Trades Norwest Integrated Learning Model (project based learning model) is making a difference to the way students engage in the education process and why the model is successful in creating and maintaining an active participation in the learning process. Case study research was designed to enable data collection regarding various aspects of the model. This included teaching practice, student wellbeing, trade focus, and the program model. Surveys were also issued that asked students about their perceptions of their immediate previous school and then a comparison of any noticeable perceptual changes.
Edited excerpts from publication. Show less

Authors: MacKinnon, Gaynor; Turnbull, Leonard; Brewer, Stephen; Loch, Sarah ... [+] Show more

Date: 2017

Geographic subjects: New South Wales; Australia; Oceania

Resource type: Report, paper or authored book

Subjects: Providers of education and training; Youth; Disadvantaged ... [+] Show more
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Strategic evaluation of vocational education and training in schools in New South Wales: establishing the value for students, employers and the community of vocational education and training in schools qualifications

The central concern of this evaluation was to determine the value of vocational education and training (VET) in sch... Show more
The central concern of this evaluation was to determine the value of vocational education and training (VET) in schools for students in terms of their participation, outcomes and satisfaction. The evaluation proposed to provide contemporary information on students’ experiences and to advise of issues and options to strengthen VET outcomes achieved by New South Wales (NSW) school students. The summary of findings on value reveal: (1) the diversity and relevance of VET curriculum is providing opportunities in the Higher School Certificate for students following all post school pathways including university, further VET, apprenticeships and traineeships, and employment; (2) VET in Schools improves student retention; (3) VET students are more work-ready than other school leavers; (4) VET in schools improves students’ transition from school to work; (5) there is scope for improvement of VET in Schools to increase the value for students. Eighteen recommendations cover the areas of: (1) raising the status of VET in Schools in New South Wales and considering options for the provision of VET prior to Years 11 and 12; (2) enhancing the quality of VET in Schools teaching and learning; (3) improving VET in Schools students’ transition to post school VET; (4) providing opportunities for school based part-time traineeships and apprenticeships; and (5) promoting a better understanding of the value of VET in Schools for students.
Excerpt from published abstract reprinted by permission of the copyright owner. Show less

Authors: Evans, Bert

Date: 2005

Geographic subjects: Oceania; Australia; New South Wales

Resource type: Government report or paper

Subjects: Apprenticeship; Traineeship; Skills and knowledge ... [+] Show more
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A picture of success of low SES background students at UNSW Australia

The participation rate for low socioeconomic status (SES) background students at the University of New South Wales ... Show more
The participation rate for low socioeconomic status (SES) background students at the University of New South Wales (UNSW Australia) is low - significantly below the national average. However, the success rates of this cohort are consistently high - above the national, state and Group of Eight averages despite the contextually low participation rate. Considerable efforts are made at UNSW Australia to support students from low SES backgrounds, particularly via the suite of support and development services, programs and initiatives offered by the division of Student Life and Learning (SLL).
The purpose of this project was to examine the success of low SES students at UNSW Australia and investigate the impact that student interactions with support initiatives had on this success. From this broad research objective, three key thematic aims were identified and are discussed in this report: (1) Present a more complete picture of the academic success of students from low SES backgrounds at UNSW Australia; (2) Determine any correlation between, or patterns in, low SES student success and interaction with support initiatives; and (3) Create a robust source of data and evidence for future research, evaluation and policy development.
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Authors: Stone, Meryl; Walton, Todd R.; Clark, Colin; Ligertwood, Leonie

Date: 2018

Geographic subjects: New South Wales; Australia; Oceania

Resource type: Report, paper or authored book

Subjects: Students; Participation; Higher education ... [+] Show more
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National Partnership on Youth Attainment and Transitions state and territory annual reports for 2010

The Australian states and territories are required under paragraphs 69 to 72 of the National Partnership on Youth A... Show more
The Australian states and territories are required under paragraphs 69 to 72 of the National Partnership on Youth Attainment and Transitions to provide annual reports to the Commonwealth against the outcomes, performance benchmarks and performance indicators specified in the Agreement [available in VOCEDplus at TD/TNC 100.967]. To meet a shared commitment to reporting on efforts to close the gap for Indigenous people, states and territories also commit to including in their annual reports progress towards halving the gap in Indigenous Year 12 or equivalent attainment by 2020. The reporting includes detail of funding provided to the non-government sector and maintenance of any existing state and territory funding for careers and transitions support services.
Edited excerpts from publications. Show less

Date: 2011

Geographic subjects: Australian Capital Territory; New South Wales; Northern Territory ... [+] Show more

Resource type: Government information

Series name: National Partnership on Youth Attainment and Transitions

Subjects: Youth; Indigenous people; Outcomes ... [+] Show more

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