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Workers, world-wide, increasingly need to engage in continuing education and training to respond to changing workplace requirements, maintain and increase productivity, remain workplace competent (employable), and participate in longer work lives. Australian workers are no exception here. Yet, given that most of the current Australian tertiary education and training provisions largely focus on initial occupational preparation (i.e. entry-level training), these provisions may not adequately meet the kinds of learning needs of existing workers who need to build upon their initial occupational education and training, or transfer what they know to a new occupation. Therefore, the current focus may need broadening or transformation to better meet the learning needs of Australian workers who face continual change in the requirements for performance in their lengthening working lives. A team of researchers from Griffith University is conducting a three year project, funded by the National Centre for Vocational Education Research (NCVER), to review and appraise current provisions of tertiary education and training and to identify models of tertiary education and training provisions and related pedagogic practices that will be effective in responding to the growing educational project that comprises continuing education and training. This paper reports how some worker-learners from the aged care industry prefer these provisions to be organised for their work and workplaces. The tentative findings advanced here indicate a high preference for everyday learning through work individually, and assisted by other experienced workers and mentors or supervisors in the workplace. These early findings point to demands for a larger component of courses offered by tertiary education and training providers to be delivered at the work site, and for increased levels of on-site support for learning. The findings have implications for changes to policies and provisions for models of continuing education and training. Show less

This research explores the experience eight students from Victoria University had during a vocational education and training outbound mobility project. The intent of an outbound mobility project is for students to undertake study, research and professional development to increase their skills and gain international experience while working at a high level. The students, four hairdressers and four make-up artists, undertook advanced training in Australia and then spent nine days working with or observing experienced professionals working behind the scenes at New York Fashion Week. Opportunities to work behind the scenes at one of the world's largest fashion events are rare. Students who graduate with recognised training qualifications and experience applying their skills in an internationally-recognised fashion forum are highly sought after by employers. The qualitative research approach sought to triangulate information sources to explore learner, teacher and industry perceptions of the experience. This paper explores two questions: What did Australian students involved in international [work integrated learning] WIL gain from their learning experience? And, how can their experiences inform future programs? The study found that the students had a marvelous experience, but this can be marred if the program is not organised and administered well.

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In a turbulent environment where [vocational education and training] VET programmes are often subject discontinuous funding, the NCVER has funded a three-year programme of initiatives to build VET research capacity. The programme includes the provision of mentoring support for new VET researchers undertaking an initial research project. This paper reviews the initial dilemmas and progress of mentors and researchers, bridging geographical and cognitive distances, through interviews and interactive discussions, as they establish a new VET researcher pathway through an action research approach. Finally the paper provides some key guidelines for developing VET research mentoring schemes that are emerging from the first two years of these critical relationships. Guidelines that are being used to develop new VET researchers to change and transform future VET research landscapes.

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Reviews of the tertiary education system in Australia highlight the need for greater integration between the vocational and higher education (HE) sectors. Historically, the sectors have been established with distinct funding sources, governance structures, employment conditions, student characteristics, learning outcomes and curriculum design (Karmel 2008). A variety of organisational structures shape current cross-sectoral programs and pathways, including co-located dual-sector institutions, degree program offerings in TAFE colleges and specified credit and articulation arrangements between vocational institutions and universities. Despite the potential for such structures to widen participation for educationally disadvantaged groups, tertiary participation rates for Indigenous people, people from regional and remote parts of Australia and those from low socioeconomic backgrounds have not improved (Gale 2009, Wheelahan 2009, Bradley et al. 2008). This paper presents a framework for the design of regional HE courses and pathways in a community context. The framework draws from community-based participatory research methodologies and includes a critical analysis of underlying drivers, barriers and enablers to regional delivery. Structures and processes are proposed for gathering the varied and often contradictory views of educational institutions and local communities, and for incorporating these views into the design of regional pathways and courses. Community-based development of regional programs entails new forms of engagement for educational providers, government bodies, business and communities. The framework presented in this paper is proposed as a sustainable approach to the development of cross-sectoral pathways and programs to address the needs of the most seriously under-represented groups in regional Australia.

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In recent years there has been a lot of emphasis on the importance of training outcomes for individuals and industry. These outcomes have been well described in terms of employment, educational, community development and personal development outcomes. There has similarly been a lot of emphasis on training delivery that takes place to produce those outcomes. There has been far less research on the formative processes that take place for participants prior to, and following on from, training delivery. This paper considers these processes in terms of a model that includes needs identification, motivators and enablers as well as the identities that are developed as a result of participation in training. The findings show that while there are clear pathways for training along streams that lead to industry, community and personal development outcomes, there is no clear pathway for training that leads to new enterprise development. The results also suggest that it is quite possible for training participants to switch tracks from a pathway that leads to community or personal development outcomes to one that leads to industry outcomes and vice versa. The paper draws on research conducted by the author towards a PhD. The findings come as a result of over 100 semi-structured interviews with education and training stakeholders (representatives from industry, communities, government agencies and providers) in four separate case study sites in northern Australia. The model presented has implications for providers, government funding bodies and industry advisory bodies. It offers a possible way of eliminating 'training for training’s sake' and of promoting effective outcomes for organisations involved in planning and developing new education and learning initiatives. It raises questions about the need for a more clearly defined pathway for training that leads to enterprise development and suggests alternative measures for determining the success of education and training programs.

Published abstract.

Available papers from the 8th Australian Vocational Education and Training Research Association (AVETRA) Conference, 'Emerging futures: recent, responsive and relevant research', are indexed from TD/TNC 81.564 to TD/TNC 81.610. Show less

Pre-apprenticeships, preparatory training off the job for entry into apprenticeships, have been in existence for several decades. Depending on the prevailing economic conditions, they have been asked to serve two major purposes: as labour market programs to discipline young unemployed people into the regime of study and work, and as one means of solving skill shortage problems in particular industries or the traditional trades in general. Research has previously focused mainly on their roles in succeeding in these purposes. There has, however, been little empirical research into the experiences of the participants themselves. This paper reports on part of a national project on pre-apprenticeships carried out during 2005-6. As part of this project, students in a number of courses in two States were surveyed about their experiences in their courses, and two longitudinal case studies were carried out, in different industry areas. The research revealed important differences among locations and among industry areas.

Published abstract.

Available papers from the 10th Australian Vocational Education and Training Research Association (AVETRA) Conference are indexed from TD/TNC 89.401 to TD/TNC 89.447. Show less

The growth of information, communications technology and advanced technology increases access to education and training for people in non-metropolitan Australia. However, access in non-metropolitan Australia brings with it its own barriers, including cost, physical provision of reliable equipment and infrastructure, long download times, and the difficulties of accessing technical support. There is limited knowledge about the extent of participation in online learning. This National Research Evaluation Committee (NREC) funded study is undertaken in two stages. The first stage, reported on in this paper, investigates the extent of uptake of online delivery in regional areas compared to metropolitan areas using quantitative data from providers in four States. Stage two will investigate the benefits and barriers of online delivery and learning for those living in regional areas and the benefits to regional communities that online learning may deliver by interviewing students, teachers and community members.

Published abstract. The two volume report of this research project, 'Learning online: benefits and barriers in regional Australia' by Sue Kilpatrick and Helen Bound, is indexed at TD/TNC 73.17 and TD/TNC 73.18.

The collection of papers is indexed at TD/TNC 73.601. Individual papers are indexed from TD/TNC 73.602 to TD/TNC 73.621. Show less

New Zealand has embarked on a major review of its vocational education and training (VET) policy. A key issue that has emerged from this review is how the government's role in contributing to social goals can best be combined with an effective industry-led strategy. This paper explores key challenges for the VET sector, the role of representative organisations and the importance of research and evaluation as the basis for policy. Information gaps that require New Zealand to adopt a more research-led policy process and engage more effectively with stakeholders are identified.

The volumes of papers are indexed from TD/TNC 69.351 to TD/TNC 69.353; individual papers are indexed from TD/TNC 69.354 to TD/TNC 69.445. Show less

Vocationalism and competency-based training are mostly seen as opposing principles underlying different VET [vocational education and training] systems. However, despite the fact that the German VET system is influenced by the vocational principle, which is regarded as maintaining a stable system generating high quality vocational qualifications, the competency debate has entered current VET research in Germany. The reason is that learning and work processes change due to increasing globalisation and technological progress, and therefore more flexible and adjustable qualification processes are demanded. Different research activities approach the concept of competency focusing mainly on the question of what constitutes competency in vocational and didactic theory. A widely used and broadly discussed concept is the so called 'professional action competency', which includes technical, methodical, social and personal competency. Although this concept has been the focus of several research projects, the question of its impact on learning processes based on vocationalism has not been answered yet. The paper will discuss this impact by establishing a comparative perspective between competency-based learning processes and processes based on the vocational principle. Their differences and similarities and the question of whether a competency-based approach can be integrated into a vocationally based approach, will be discussed against the background of the current competency debate in Germany. Furthermore, the issue of whether a competency-based approach has potential to improve the flexibility and self-directedness of existing qualification processes will be illustrated by the example of the information and communication technology (ICT) sector where new approaches to vocational learning are evident.

Published abstract.

Available papers from the 8th Australian Vocational Education and Training Research Association (AVETRA) Conference, 'Emerging futures: recent, responsive and relevant research', are indexed from TD/TNC 81.564 to TD/TNC 81.610. Show less

The Victorian Government introduced the Victorian Training Guarantee (VTG) as a key policy reform to reorganize [vocational education and training] VET provision in 2008. Since then, the evolution of a training market has been shaped by the shift from a 'purchaser-provider' arrangement to a fully 'contestable' open market regime. These changes are having far reaching impacts on VET in terms of provision and student experiences. These changes have brought a shift in emphasis with students positioned as consumers and with providers (public and or private) being treated uniformly as market entities.

This paper draws upon submissions to the recent (2011) Essential Services Commission, VET Fee and Funding Review to consider the impact of market approaches to the Victorian VET sector. Many of the submissions made to the review highlighted the costs of a fully 'contestable training market'. Of the sixty-three submissions to the review, Registered Training Organisations and their representative bodies made thirty-five. In these submissions it was consistently maintained that the VTG represented a significant disadvantage to current and prospective students. Submissions by students poignantly illustrated and provided examples of the nature and character of the unintended inequities in this brave new market context.

This paper argues that consumer protections are urgently needed to ensure more equitable approaches to VET provision. In order to achieve improved consumer protections, the paper will argue that cooperation as a core principle is important. For a training market to imply guarantees and be premised upon a robust assurance of quality education this will only occur when a contestable market is arranged through a principle of cooperation.

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