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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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On Track is a Victorian Government initiative which surveys school leavers who have left school in the last six months to find out if they are on track to a bright future. On Track ensures school leavers are contacted within six months of leaving school to see if they are on a path to further education, training or employment. This report presents results from the 2010 interviews with 4299 young Victorians, as part of the longitudinal component of the On Track program. These young people either completed a Year 12 or equivalent certificate in 2007 or left school before receiving a Year 12 certificate during 2007. All of those interviewed in 2010 had been interviewed in 2008 as part of the regular On Track program and in 2009 as part of the longitudinal program. This cohort of young people will be interviewed again in 2011, and a final report on their post-school pathways will be released in late 2011.

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This snapshot is the first of its kind undertaken by the Victorian Skills Commission (VSC) and is based on elements of the VSC's successful Regional Skills Taskforces conducted in the Mallee [available in VOCEDplus at TD/TNC 133.933] and the Great South Coast regions [available in VOCEDplus at TD/TNC 137.227]. The South East Melbourne Region of metropolitan Melbourne, encompassing the City of Dandenong, City of Frankston, City of Monash, Cardinia Shire, Mornington Peninsula Shire, City of Kingston and City of Casey is growing rapidly. A supply of highly skilled local workers is critical to underpin this growth and the vocational education and training (VET) system has a key role to play. However, the VET system and training delivery is not always aligned with the current and future skills needs of local employers. An employer-informed response can improve this alignment and help address current and emerging skills shortages, thereby ensuring that workers in the South East Melbourne Region are skilled, productive and employable.

The South East Melbourne Region has approximately 83,500 businesses and approximately 500,000 full-time and part-time jobs, which accounts for 18 per cent of all jobs in Victoria. The economic profile of the region reflects strengths in four key sectors: Manufacturing, Construction, Retail Trade, and Community Services and Health (CS&H). The logistics and tourism sectors are also expected to support future growth, particularly due to the geography of the region (proximity to well-connected transport routes, port access and cheap land) and its rich natural environment. The region is also seeing growing demand for locally produced high-value agricultural goods (including high-quality wines and other foods), giving local Food and Fibre businesses the opportunity to expand operations. While the outlook of local industries across the South East Melbourne Region is positive, its economic potential is dependent on the region's capacity to address existing workforce challenges and shortages.

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The proposals outlined in this document relate to the coordination of prison industries and vocational training in prisons. Data is presented which suggest that training programs unconnected to labour market opportunities may make little difference to employment and recidivism outcomes. However where training programs engage prisoner participation and give hope of future employment they are more likely to be successful. It is proposed that prisoners gain credit towards a qualification for their participation in industries and other programs within prisons. It is further proposed that qualifications gained within prisons have currency in the labour market. The report emphasises the connection between vocational, industrial and basic programs, but does not preclude connection with advanced education courses where appropriate. Show less

This report details the findings from a pilot survey of eight urban and rural TAFE colleges who collected information on the ethnic background who collected information on the ethnic background of enrolling students. College reports indicated the necessity for clear and unambiguous questions to be included on enrolment forms. The research recommends four specific questions to be included on enrolment forms used by colleges. These will identify students in the TAFE system who are from a non English speaking background. The report outlines the methodology for the research, its implementation and evaluation. Show less

The Melbourne College of Textiles in conjunction with the National Project in Multicultural and Crosscultural Supplementary Programs (MACSP) carried out investigations into the specific training needs of current and future supervisors from non-English speaking backgrounds (NESBs) and supervisors of NESB workers.

The purpose of this research is primarily to assist TAFE curriculum designers, trainers and teachers by making known the obstacles to training NESB participants in TAFE supervision courses and how best to overcome these obstacles. The research tries to identify the gap in TAFE training provision for supervision of NESB participants or supervisors of NESB workers.

Case studies were undertaken, giving examples of language barriers at the workplace, problems relating to cultural misunderstandings and the lack of knowledge of different cultures which has an impact on workplace harmony. The case studies show some methods of operating which are successful and some which are not.

The report finds that the most important skills of a supervisor are in human relations. Three key problem areas were identified, relating to: communication; multicultural problem; language and customs. The report contains conclusions and recommendations. Show less

This resource examines literacy in the transport industry and features a series of train-the-trainer style workshops for the trainers and supervisors of the different sectors of the industry. The workshops were designed to equip industry personnel with knowledge to facilitate the detection and assistance of employees with literacy problems. Show less

This project, undertaken during 2003, was a pilot investigation of the relationship between innovation and the provision of education and training in regional Australia. A large number of industries and enterprises in the Gannawarra region of Victoria are involved in innovative activities and this is leading to changes in the types of training being sought. The study examined four questions. How closely does the supply of education and training match the skill requirements of enterprises? Is there a mismatch between the education and training that is provided, and what is needed, or does one develop as enterprises innovate? What is the magnitude of the problem and are difficulties experienced by only a handful of enterprises, perhaps operating at the leading-edge of their industries, or are they more general? What kind of a response is required, if any? The study found that there is some dissatisfaction among enterprises with the response from education and training providers to their changing skill needs. Issues arising included: the extent to which training providers could give greater assistance to enterprises; and whether training providers could have more access to the specialised knowledge of professional or industry associations and of equipment suppliers. The establishment of Local Learning and Employment Networks (LLENs) by the Victorian Government has been successful in strengthening relationships between educational providers, communities and industry. It is suggested that, if adapted to suit local conditions, similar networks might also be successful in other parts of Australia in helping education and training adapt to meet local needs. Show less

The folder contains: (1) methodological information concerning action research evaluation; (2) an example of action research evaluation in practice (Box Hill phase one evaluation); (3) data produced for the evaluation of links between [participation and equity programme] PEP and mainstream [technical and further education] TAFE in four Victorian colleges; (4) student participation section, including ‘student voices’ - the views of PEP students on the provision of education they have experienced; and (5) two examples of one-day evaluation workshops. The folder is aimed at assisting democratic, ‘grass-roots’ evaluation by teachers/departments who wish to use evaluation to improve practice. Show less

The Victorian Industry Participation Policy Act 2003 was amended to the Local Jobs First Act 2003 in August 2018. Local Jobs First relates to the participation by local industry in projects, developments, procurements and other initiatives undertaken or funded, (whether wholly or partially) by the state. It also relates to the requirement that local apprentices, trainees and cadets complete at least 10 per cent of hours on certain projects. The Local Jobs First Policy is mandatory under the Jobs First Act 2003 and must be applied by all Victorian Government departments and agencies and contractors supplying into projects that fall within the scope of the Policy.

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