Search Results

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.

Published abstract. Show less

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.

Edited excerpts from publication. 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

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.

Edited excerpts from publication. Show less

The Victorian Department of Education and Training (Higher Education and Skills Group - HESG) prioritises improving the quality of delivery in the vocational education and training (VET) sector, yet there is not a systematic approach to the professional development (PD) of teachers. The aim of this study tour was to investigate PD approaches in North America, with a view to informing improvements in the Victorian model. In March/April 2017, the author attended the TESOL conference in Seattle, USA and met with innovative practitioners and researchers in Calgary, Canada and Minnesota, USA where she deepened her understanding of PD and pedagogical approaches, as well as PD models. The overarching theme of effective PD approaches observed by the author is that PD needs to be sustained, rather than occasional one-off events, in order for teachers to engage in systematic reflection. Teachers should be actively engaged in their own PD, with opportunities to be collegiate and to consider how research can inform classroom practice. Pedagogical approaches to teaching EAL/Literacy learners which were observed centred around implementing teaching strategies which increase the level of rigour in the classroom. Effective teachers need to ensure that every activity has a purpose which relates to skill building for the learner. Numeracy should be embedded in EAL/Literacy lessons and pronunciation should be taught explicitly, as well as incidentally throughout a lesson. The model of PD for teachers of EAL/Literacy teachers in Minnesota, USA is a very systematic one which could inform the approach in Victoria. This Fellowship can inform improved PD approaches in the Learn Local sector specifically and in the VET sector more broadly.

Edited excerpts from publication. Show less

This report provides an overview of the medical laboratory science workforce in Victoria in 2017. It is based on survey responses from 523 individual medical laboratory scientists (approximately 50 per cent of estimated number of medical laboratory scientists in Victoria), three focus groups involving 13 participants, and surveys from 160 employers and managers of organisations that provide pathology services in Victoria.

The medical laboratory science workforce in Victoria is older and female-dominated. Respondents predominately worked in either the public sector (66 per cent) (State, Commonwealth and jointly funded) or with large multi-sited private laboratories (24 per cent); a small number worked for small specialised laboratories and not-for-profit laboratories. The majority were employed in hospital-based laboratories (81 per cent). The majority of respondents (72 per cent) worked in one of the five core areas of laboratory science: haematology, transfusion science, microbiology, anatomical pathology and clinical biochemistry, or in a multidisciplinary core laboratory. Advanced roles were carried out by 54 per cent with the most common roles being in blood banking, identifying new developments, the clinical scientist role and molecular genetics interpretation. The majority of respondents were permanent employees, worked for one employer and in a laboratory that provided 24 hour/seven day a week services. Formal multi-disciplinary team structures were common and very few respondents were sole practitioners.

Participants in this research reported a low level of job satisfaction with only slightly more than half reporting somewhat or extremely satisfied. Higher levels of dissatisfaction were reported by employees of private large multi-sited pathology laboratories than by those in the public sector. Career advancement opportunities, opportunities to do research, income and work/life balance were all factors in this dissatisfaction. Almost 2/3 of respondents (64 per cent) indicated they intended to stay in the profession for less than 10 years. These figures were also disproportionately higher for private sector employees. Key areas of concern were under staffing, lack of jobs for new graduates and low morale. These have been longstanding concerns having been identified more than 15 years ago. While there has been a steady increase in new graduates, there are few and potentially reducing numbers of jobs available to these graduates, as well as for intermediate and more senior professionals. Advancements in technology have changed the way many medical laboratory scientists roles function, but understanding from those outside of the profession of the limitations of this technology is a concerning problem for the profession.

The main issues facing the profession included a high level of dissatisfaction with income level, career development opportunities, job prospects and career pathways; the need for some form of registration, certification or accreditation to ensure appropriate levels of education and quality are maintained in the workforce, particularly with an increasingly privatised world where saving money appeared to be the main objective; and the impending 'brain drain' that is likely to occur with the retirement of many senior scientists and few people coming up through the ranks to replace them. When these issues are matched to the concerns that new graduates are having difficulty getting jobs, it provides for a somewhat dismal view of the future of the profession.

Key areas of consideration for the medical laboratory science workforce going forward include: (1) Review the impacts of privatisation on the medical laboratory science workforce with particular emphasis on the effect on quality of service, standards and available depth of skills; (2) Review the increased creation of technologist versus scientist positions, and the need to ensure there are knowledgeable, experienced scientists in the workforce for quality service provision and to support, mentor and educate new young scientists; (3) Provide more opportunities for career development and a clear career progression pathway, taking into consideration the need for secure employment; (4) Review the staffing levels in laboratories and the concerns associated with lack of jobs for new graduates; (5) Review the supply and demand for the profession in light of the technological changes that are occurring. Producing an increasing number of new graduates who are unable to find employment is problematic for the graduates and the future of the profession; (6) Encourage the development of a stronger voice for the profession to improve the professional recognition and understanding of the medical scientist role; (7) Consider of the need for some form of registration or certification to protect both the profession and the public, particularly with the diverse educational pathways to employment; and (8) Explore with the profession, additional ways to address the 'impending brain drain', concerns that the profession is 'dying', and low morale given the increasing importance that is being placed on the pathology testing within medical diagnoses.

Excerpts from publication. Show less

The TAFE National Task Force - Small Business, which was formed in 1984, undertook to identify the existing education and training programs, and other support mechanisms, which have been established by TAFE institutions to aid Small Business. In addition the investigation has involved examining the wealth of existing research into Small Business education and training in order to determine implementation strategies, mechanisms and models by which some of the proposals, emerging from the research, could be embodied in the provisions made by TAFE. The recommendations in the report focus on six main areas: 1. Aids, materials and course documents; 2. Awards and short courses; 3. Funding; 4. Teachers and presenters; 5. Government initiatives; and 6. Publicity and promotion. Funding for the research was provided by the Commonwealth Projects Steering Group Committee and the National Training Council through the Small Business Management Development Committee. Show less

[This] Fellowship investigates improved and innovative ways to support new educators as they enter vocational and higher education. This work has been influenced by experts in both the USA and Canada. The report investigates four interrelated components: (1) To improve the educational experience for new educators; (2) To improve educational experiences for students who share learning communities with new educators; (3) To upskill leaders to work effectively and provide organised structures to support new educators in areas of high impact; and (4) To offer organisations an approach to retain new educators and avoid time and money in the continuous cycle of employment and reemployment.

Summary from publisher's website. Show less

This CD-ROM is a resource guide designed to assist managers to link staff development to individual and organisational needs. It contains some ideas and practical hints collected from across the Victorian State Training System about how to plan and facilitate professional learning in the workplace. It is primarily aimed at managers in TAFE Institutes, but will be of use to anyone with an interest in staff development, including human resources personnel and staff thinking about their own learning needs. Show less