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[Vocational education and training] VET systems cannot be described as 'constructions' of a specific reality, mainly triggered by political motivations or economic interests. Instead, in order to understand how they function and how they are 'capable' of reacting to external demands, they have to be looked at as 'historical entities'. | Excerpt from publication.

The volume from which this chapter is taken is available in VOCEDplus at TD/IRD 88.423. Show less

This paper is based on the review of research presented in the National Centre for Vocational Education Research (NCVER) publication 'Giving credit: a review of RPL and credit transfer in the VET sector 1995-2001', indexed at TD/TNC 70.14. This paper summarises the review and analysis of recognition of prior learning (RPL) and credit transfer in that report and draws some additional conclusions, including the suggestion that, with the increased maturity of the competency based assessment (CBA) system, RPL as a distinct concept is no longer relevant and that RPL should become embedded within a wider assessment framework. Therefore, it is proposed that the term 'assessment' should be promoted in a way that ensures that all purposes of assessment (including RPL) are clearly embedded. Further, it is proposed that RPL be incorporated into the broader concept of assessment within the Australian Quality Training Framework (AQTF) Standards for Registered Training Organisations (RTOs) with the assurance that assessment is provided to clients at all stages of the training cycle.

The collection of refereed papers is indexed at TD/TNC 73.622; individual refereed papers are indexed from TD/TNC 73.623 to TD/TNC 73.650. The collection of non refereed papers is indexed at TD/TNC 73.651; non-refereed papers are indexed from TD/TNC 73.652 to TD/TNC 73.680. Show less

This periodical, published quarterly, provides current information for vocational education and training (VET) practitioners on educational, policy and industrial developments affecting the VET sector in Australia. Articles in this issue include: ‘Cutting ‘red tape’ in the VET market: the triumph of ideology over common sense’ by Pat Forward (pages 6-7); ‘TAFE and marketisation: level playing field or devil’s playing field?’ by Virginia Simmons (pages 8-9); ‘Hey sistas!: the untapped opportunity of women in trades’ by Fiona Lawrie (pages 10-11); ‘VET funding in Australia and the role of TAFE’ by Peter Noonan (pages 16-18); ‘Conversations with educators from TAFE and higher education’ by Theresa Millman (pages 20-21); ‘Questions about jobs and art’ by J. N. Blank (pages 24-25) [this article is in response to the 'news from NCVER' article 'Qualification utilisation: will that qualification result in a job?' published in the 2014 Winter edition of 'The Australian TAFE teacher']; ‘Quality assessments: practice and perspectives [news from NCVER]’ by Josie Misko (page 30). Show less

In recent years, there has been considerable research activity focusing on the changing role of teachers, trainers and assessors in vocational education and training ( VET) contexts. However, equal attention has not been paid to the many general staff employed in a wide range of work roles in registered training organisations (RTOs). Like teachers and trainers, the work of general staff contributes to the enactment of VET polices and their work is continually being reinvented in the changing context in which VET now operates. However, unlike their teaching/training counterparts, their voices and experiences have been largely absent from research examining issues related to the VET workforce and the building of organisational capability in RTOs. The study reported in this paper is one attempt to address this significant gap in the VET literature. The paper analyses data collected from general staff as part of a national study examining careers in VET. It examines the ways in which general staff move into VET, how their working lives unfold over time and their plans for remaining in the VET workforce in the next five years. The paper pays particular attention to the ways the working lives of general staff differ from those of their colleagues employed as teachers and trainers and the types of support that general staff are able to access in order to further their career ambitions in VET.

Published abstract.

Available papers from the 11th Australian Vocational Education and Training Research Association (AVETRA) Conference are indexed from TD/TNC 92.459 to TD/TNC 92.499 and from TD/TNC 92.701 to TD/TNC 92.716. Show less

Consistent with the Government's commitment to its National Training Reform Agenda is the recognition of the need for the development and application of skills and knowledge that form a sound basis for a more flexible and productive workforce. At the same time, the development and use of skills enhance an individual's career opportunities. Competency based training is being introduced in the Australian Public Service as the principal mechanism for achieving these objectives. The Joint APS Training Council (JAPSTC) was established in 1990 to advise on Structural Efficiency Principle (SEP) related training issues. A joint advisory body, it comprises management and union representatives with additional representation from the education sector. It is particularly concerned with the development of core competencies and related training standards. The draft competencies provided in this folder are the first step in the introduction of CBT to the APS. Much work still needs to be done, particularly in the areas of curricula and assessment, but in the meantime they will form a basis for develping specific training and development in agencies, and will provide a useful guide to planning, structuring and reviewing training activities. Show less

This collection of papers was presented at the National Academy of Sciences/National Research Council, Board on Testing and Assessment conference, ‘Transitions in work and learning: implications for assessment’, held at the National Academy of Sciences, Washington, D.C. on March 22-23, 1996. The papers consider the role of assessment in facilitating improved labour market transitions and lifelong learning of workers in the US. The following issues are explored: the apparent mismatch between skill requirements of high-performance workplaces and skills acquired by students in school; the validity of existing assessment technologies to determine skills and competencies of individuals entering various occupations; ethical and legal issues in the implementation of new testing and certification programs; the role of assessment in determining skill needs; developing continuing education and training; and providing information to employers, prospective workers, and schools. Part one, ‘The knowledge gap: rhetoric and evidence’, contains the following papers: Is there a gap between employer skill needs and the skills of the work force? / Harry J. Holzer (p. 6-33); Skills and the economy: an employer context for understanding the school-to-work transition / Robert Zemsky (p. 34-61). Part two, ‘What is work?: rhetoric and ethnographic evidence’, contains the following papers: Should social skills be in the vocational curriculum?: evidence from the automotive repair field / Bonalyn Nelsen (p. 62-88); Manufacturing the new worker: literate activities and working identities in a high-performance versus a traditionally organized workplace / Glynda Hull (p. 89-135). Part three, ‘Assessing assessment: what we know how to measure, what we need to know’, contains the following papers: Twenty-first century measures for twenty-first century work / Kenneth Pearlman (p. 136-179); Postmodern test theory / Robert J. Mislevy (p. 180-199). Part four, ‘Caution flags’, contains the following papers: Legal restrictions on assessments / Dennis Parker (p. 200-214); Assessment without adverse impact / Neal Schmitt (p. 215-234). Part five, ‘Visions of the school-to-work transition’, contains the following papers: What policy makers and experts see (and do not see) in school-to-work transitions / Larry Cuban (p. 235-248); Getting to work: thoughts on the function and form of the school-to-work transition / Lauren B. Resnick (p. 249-263); Transitions in work and learning / Alan Lesgold (p. 264-280). Show less

The Australian Vocational and Training System (AVTS) Consultative Forum, held in Melbourne on 14 February 1996, provided participants from industry, small and medium enterprises, large firms, government and non-government schools, state and territory vocational education and training (VET) providers and the Commonwealth and equity groups an opportunity to consult on the implementation of the AVTS. The Forum took the form of workshops and presentations. The following issues were covered in the workshops: Work placement coordination; Key competencies; Industry involvement in the AVTS; Professional development; Communications and marketing; NETTFORCE and labour market programs; Access and equity; Assessment / recognition of prior learning (RPL); Industrial issues; Best practice; Small and medium enterprises; Schools. Key messages to emerge from the Forum included: the need to encourage collaborative partnerships between providers and enterprises; the need to develop flexible funding arrangements; the need for flexible delivery strategies and arrangements; the need to incorporate access and equity issues when considering work placements; and the need to share professional development resources across states and territories and industries. This report contains a summary of key messages that came out of the Forum; a summary of the Forum by Terry Moran; an outline of the issues that were dealt with in the workshops and the views and conclusions of each workshop; and, the presentations. Show less

This paper is one of a series of studies that were commissioned for the National Assessment of Vocational Education (NAVE). The volume of papers is indexed at TD/IRD 88.197. This paper discusses four recent reform efforts and assesses the current implementation of these reforms. Two of these reforms encompass the testing and accountability strategies of national goals, and of teacher education and certification. The second two relate to the restructuring of schools and include the areas of school choice and site-based management. The authors have used NAVE data collected during 1992 to analyse the degree of action taken by states and districts in each of the reform areas. Show less

The purpose of this article is to introduce some of the concepts of Rasch measurement through an example in vocational education. Test data are reported for a typical class size group of 19 students on six criterion-referenced and competency-based assessment tasks. These were part of an objective structured clinical examination for nursing students. The results are then compared with those of a bootstrap replicated sample of 1,000 students. The results from the classroom sample are markedly similar to that of the bootstrap. It is argued that Rasch measurement does have application for criterion-referenced assessments but there can be substantive limitations when applying it to the typically small samples representative of most vocational education groups. Rasch measurement is not a mere statistical tool but the application of fundamental measurement principles; therefore, there are a number of theoretical issues involved that need to be considered before applying Rasch analysis in any situation and these are outlined.

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

Purpose - This study aims to explore the simultaneous impact of employees' participation in non-technical training, technical training, and coaching on subsequent job performance, job involvement, and job satisfaction. Design/methodology/approach - The present study was based on a sample of German call center employees and on a longitudinal, multiple-sources-of-data research design. Findings - It was found that non-technical training impacted subsequent soft skills and that technical training predicted subsequent hard skills as well as job involvement. Moreover, employees' participation in coaching predicted job satisfaction. Research limitations/implications - The present study was the first to demonstrate positive effects of technical training on job involvement, and of coaching on job satisfaction. In sum, validity of several developmental interventions was highlighted. Practical implications - Organizations designing and implementing various developmental interventions should pay attention to the relative effectiveness of these interventions on various organizational-relevant outcome criteria. Originality/value - For the first time, the simultaneous impact of multiple human resource development interventions on several outcome criteria was tested empirically.

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