Search Results

This study analyses how one Victorian regional [Technical and Further Education] TAFE Institute is working towards understanding and contributing to skill formation for the green economy. While we already know that the provision of vocational education and training in regional areas contributes to regional innovation and development, (Kilpatrick, Johns and Rosenblatt, 2000; Gelade and Fox, 2008; Kearns, Bowman and Garlick, 2008; TAFE Directors Australia, 2011), this research provides a case study of how this is occurring with regard to the development of green skills. The study presents the perceptions and understandings of participants drawn from four different cohorts. These cohorts are (1) key players in the community/industry representatives, (2) TAFE managers, (3) TAFE teachers, and (4) TAFE students. The study found that work and jobs are changing to become more sustainable though investment in large scale alternative energy generation while often lauded had failed to reach fruition. Likewise, [vocational education and training] VET training programs are also changing with teachers and students contributing to the complex arrangements around the supply and demand for green skills. The teachers at this regional TAFE who participated in the study reported that they were well supported in accessing and participating in relevant sustainability-related professional development. Finally, numerous examples were evident throughout the study of how the work performed by staff at this TAFE institute was contributing towards regional and community development.

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

This research examines explicit and implicit understandings of the training plan in apprenticeship contracts, and the potential impact of mismatched expectations on completion rates. In order to examine the effects of mismatched understandings, a small research enquiry of four case studies was conducted with participants from the food trades industries. Apprentices, employers, and trainers were all interviewed for their knowledge and understandings of the apprenticeship training agreement or training plan. The research findings show that the apprentices had poorly informed understandings of both the explicit conditions for training set out in their training plan and the implied understandings associated with the training between the three signatory parties. These misunderstandings resulted in three of the four participants considering leaving their apprenticeships.

Published abstract. Show less