Search Results

This document reports the results of the 1999 employee opinion survey for the Open Learning Institute of TAFE, Queensland. Show less

This study explores the effects of a vocational education-based program on academic motivation and engagement of primary school aged children. The Get Into Vocational Education (GIVE) program integrated 'construction' and the mathematics, English and science lessons of a Year 4 primary classroom. This paper focuses on investigating the components of the GIVE program that led to student changes in mathematical academic motivation and engagement resulting in outstanding gains in [National Assessment Program - Literacy and Numeracy] NAPLAN numeracy results. The components proposed to have contributed to effectiveness of the GIVE program are: teacher and trainer expectations, task mastery and classroom relationships. These findings may be useful to researchers and educators who are interested in enhancing students' mathematical academic motivation.

Published abstract. Show less

The purpose of this report is to update the information presented in the 1998 report by the same author (TD/QLD 56.01), including activity during the 1998-99 financial year. Show less

This is the final in a series of three reports analysing Queensland’s apprenticeship and traineeship system and acknowledging the differences, if any, between the national position and that of Queensland. The Department of Employment and Training (DET) commissioned this project.

The other two reports in this series are indexed at TD/QLD 76.02 and TD/QLD 76.03. Show less

Social research was undertaken in 2019 as part of Jobs Queensland's broader Future Work project, with the aim to provide a robust and Queensland-specific understanding of the complex and ever evolving nature of work, and its impact on jobs and skills in Queensland.

The social research project surveyed more than 2000 employers and workers, focusing on four key areas: (1) Technology adoption; (2) Working arrangements; (3) Skills and training; and (4) Future support. The insights provided continue to inform ongoing work on the future of work in Queensland.

Edited excerpts from publisher's website. Show less

This research project investigated student retention and persistence behaviour in relation to tertiary studies in Queensland. The focus of the study was factors affecting students' decisions to continue with a program of study. A longitudinal study was conducted with first-year students at 10 Queensland tertiary institutions. Students were surveyed in April 2000 and again in July 2001. The actual rate of attrition (total drop-out) was relatively low (four per cent of the second phase sample had withdrawn/dropped out). Mobility (23%) was mainly due to students changing their course of study, some also having changed institutions. Key findings were that: (1) students who changed courses were more likely to have done so because the new program provided better employment opportunities and because they had lost interest in their initial course; in addition, failure to gain entry to their course of first choice plays a significant role as indicated by the number who said they never really wanted to complete the program or only enrolled in the hope of later changing courses; (2) students who changed institutions did so primarily because the new institution offered better quality programs or the one they wanted to study in the first place; another influencing factor for these people was a lack of support for individual needs at some institutions; and (3) financial difficulties, work commitments and a lack of interest were the main reasons for withdrawal or deferral from courses; about half of the students revealed that they had not received adequate guidance/counselling and information about future job opportunities. The results also showed that a range of factors often contributed to the decision to change. The research suggests that there are several ways to reduce attrition rates. Show less

This Guide is designed to be used as a tool for the Queensland [vocational education and training] VET industry and the International Education Industry as a whole in investigating the sustainability of international partners specifically in relation to offshore and transnational operations. The overall objective of the due diligence model project is to provide a practical framework for undertaking an assessment of the suitability of international/offshore partners. The project involved three phases: international due diligence desktop audit; interviews with stakeholders; and final report. Show less

For marginalised secondary school students, mainstream education may no longer appear to be an inviting place. While proposed solutions to problems of disengagement and marginalisation appear to concentrate on finding ways to coerce students back to mainstream education through, for example, ‘learning or earning’ legislation, this article suggests that more effective solutions may be found by engaging with the students in the margins that they occupy. Following discussion of key influences on student disengagement and a theory of imaginations, a ‘students as researchers’ (SaR) model of working with young people is discussed to demonstrate that, through the scaffolded application of active imagination, it is possible for the students to identify their own connections to the mainstream. The SaR model is illustrated through reference to groups of disaffected high school students who participated in an action research project to investigate apparent low aspiration for tertiary education among their peers at schools serving a low-income communities in Queensland, Australia.

Published abstract. Show less

The Queensland Government has already shown its commitment to a forward-looking education framework through its Education and Training Reforms for the Future (ETRF) package. As part of these reforms, the Queensland Parliament passed the Youth Participation in Education and Training Act 2003 (the YPET Act). This Act represents the first major shift in the delivery of education in Queensland in more than 40 years. It provides the legislative framework for senior school that will ensure Queensland’s young people are either ‘learning or earning’. This consultation paper is the first stage of an extensive consultation process, and there will be further opportunities to provide feedback during the review. It explores the main issues that have arisen during the operation of the Act, and poses options and important questions. The first section proposes to develop objects and guiding principles that are consistent with the matters dealt with in the legislation, and its intent. Section two refers only to state schools and looks at: new enrolment processes; creating safe and supportive schools; homework; a fair system for education costs; religious education; schools as community assets; and parents’ and citizens’ bodies. The paper is intended to promote discussion and to help focus feedback that will assist in drafting user-friendly legislation. A feedback form is included. Show less

The negative trend of enrolment of Indigenous students into tertiary study indicates gaps between their current achievement and knowledge levels and university requirements for admission. This study was designed to determine the perceived needs, attitudes and knowledge of Indigenous secondary school students when considering admission to university; investigate remedial strategies in order to make university a more attractive choice for Indigenous students; and ascertain the types of assistance and support the Indigenous students would like to receive in order to meet the enrolment requirements as well as completion of study at university. Focus groups were conducted with 50 Indigenous students in Years 10 to 12 within the Toowoomba District and surveys conducted with 30 first year Indigenous undergraduate and Indigenous Higher Education Pathways Program (IHEPP) students at the University of Southern Queensland. The findings of the research illustrated that the school students were not aware of the IHEPP and university programs. Scholarships and bursaries need to be developed and publicised. Tutorial assistance and learning support (e.g., assignment preparation, multicultural activities, childcare facilities, group accommodation) needs to be promoted. Furthermore, there is a need for the university to establish and maintain relationships with local Indigenous communities and understand the ‘cultural dimension’ impacting on Indigenous students and their families.

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