Relevant bibliographies by topics / Apprentices Australia

Academic literature on the topic 'Apprentices Australia'

Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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Journal articles on the topic "Apprentices Australia"

Chancellor, Will. "Drivers of Productivity: a Case Study of the Australian Construction Industry." Construction Economics and Building 15, no. 3 (August 31, 2015): 85–97. http://dx.doi.org/10.5130/ajceb.v15i3.4551.

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Australian construction productivity has grown slowly since 1985 and remains arguably stagnant. The importance of this study is therefore to examine several factors through to be drivers of construction productivity and to understand possible avenues for improvement. The drivers tested are research and development, apprentices, wage growth, unionisation and safety regulation. Expenditure on research and development and the number of apprentices were found to be drivers of productivity growth in Victoria, New South Wales and Western Australia. These findings are important because collectively, these three states account for a majority of construction activity in Australia.

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Robbins, W. M., and Andrew Gill. "Convict Assignment in Western Australia: The Parkhurst 'Apprentices', 1842-1851." Labour History, no. 88 (2005): 245. http://dx.doi.org/10.2307/27516048.

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Gospel, Howard F. "The Survival of Apprenticeship Training in Australia?" Journal of Industrial Relations 36, no. 1 (March 1994): 37–56. http://dx.doi.org/10.1177/002218569403600103.

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This article examines the development of apprenticeship training in Australia over a long time perspective. The amount and quality of apprenticeship training have fluctuated over time, but until recently the proportion of apprentices in the workforce has held up better in Australia than in other English-speaking countries, though not as well as in the German-speaking and allied countries. The reasolls for the survival of apprenticeship are examined and an explanation is preferred in terms of the interaction between institutional supports and the requirements and capabilities of employers. At the present time the apprenticeship system is under pressure and stands at a crossroads as Australia moves towards more mixed training arrangements. However, the system remains strong and still has much to commend it.

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Sloan, Judith. "The Unionization of Young People in Australia." Journal of Industrial Relations 27, no. 1 (March 1985): 38–48. http://dx.doi.org/10.1177/002218568502700103.

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In 1982, 53 per cent of adult employees (25 years and older) in Australia belonged to a trade union while 44 per cent of young adult employees (20 to 24 years old) and 31 per cent of teenage employees were union members. This article describes and analyses the unionization of young people in A ustralia. The principal issue addressed is why the unionization of young people is low relative to that of adults. Several key reasons emerge. These are the non-unionization of apprentices, the industrial distribution of the employment of young people (with their over-representation in low-unianized sectors) and high turnover rates among young employees. Contrary to expectations, the number of hours worked does not contribute to the explanation of the relatively low unionization of young people.

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Hassnain, Shamaila, and Naureen Omar. "How COVID-19 is Affecting Apprentices." BioMedica 36, no. 2S (June 24, 2020): 265–69. http://dx.doi.org/10.51441/biomedica//biomedica/5-423.

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Background and Objective: Coronavirus induced disease (COVID-19) is affecting people all around the world. The rising number of deaths due to COVID-19 is not only harassing people but also causing strong emotions in adults as well as in children due to anxiety, fear and stress. The objective of this study was to assess the fears, anxiety and stress due to COVID-19 pandemic and related issues among the apprentices at various levels in different parts of world. Methods: It was a cross sectional survey design to assess the students/trainee’s immediate psychological response during COVID-19 outbreak by using an anonymous online questionnaire. A snowball sampling technique was conducted focusing general public all around the world from 3rd April 2020 till 7th April 2020. A total of N=354 participants filled the form completely. The structured questionnaire collected information on demographic data and psychological aspect of this outbreak, including extreme fear and uncertainty. Results: A total of N = 354 participants completed the questionnaire; majority were from the age group of 21–30 years. Approximately 66.4% were females and 33.6% males. Participants from Asia were 83.6% while 9.9%, 3.4%, 2.8% and 1% from America/Canada, Europe, Africa and Australia respectively. Out of n = 354 participants 59.3% were relying on health professionals for authentic source of information regarding COVID-19 while 16.4%, 15% and 5.4% considered social media, television and World Health Organization (WHO) website respectively as their authentic guide. Out of the (n = 354) participants 80.5% were afraid about health status during COVID-19 most predominantly females (66.3%) (P = 0.000). A total of 65.8% participants felt agitated or irritated in this outbreak. Conclusion: COVID-19 lockdowns are affecting both physical and mental health of students and apprentices enrolled at different levels of education. Females are more affected and concerned to their loved ones and themselves. Working norms are being maintained and responsibilities are being fulfilled despite this grave situation.

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Lewis, Greg, Stian H. Thoresen, and Errol Cocks. "Successful approaches to placing and supporting apprentices and trainees with disability in Australia." Journal of Vocational Rehabilitation 34, no. 3 (2011): 181–89. http://dx.doi.org/10.3233/jvr-2011-0546.

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Cebulla, Andreas. "Learning in a rich country: the normalisation of homelessness among apprentices in Australia." Journal of Youth Studies 19, no. 8 (March 2, 2016): 1061–76. http://dx.doi.org/10.1080/13676261.2016.1145639.

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Angliss, V. E. "Holte Revisited — A Review of the Quality of Prosthetic Treatment." Prosthetics and Orthotics International 10, no. 1 (April 1986): 9–14. http://dx.doi.org/10.3109/03093648609103073.

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The standards recommended at the United Nations Inter regional Seminar on Standards for the Training of Prosthetists in Holte, Denmark, in 1968 were universally accepted as being ideal, practical and economical. As these standards and the services to patients are not always observed, world wide, a study was made to investigate the situation in Australia. Australia is a federation with responsibility for health and education vested in six States. The Federal Government is the principal taxing authority with the States dependent on it for financing services. The isolation of Australia led the Government during 1960 to send a rehabilitation medical officer to survey the system in Europe and North America. The best features of overseas practice became the basis for updating an Australian Service and establishing the Central Development Unit. The Artificial Limb Service is based on clinical care, formal in-service training of limb makers and fitters, patient training by therapists and the purchase of components from mass producers. The Service is answerable to lay and medical staff in the State Branches and to the Central Office of the Department, located in Canberra. The division of responsibility between the State and Federal Governments seems to lead to competition for control of services rather than to an integrated plan for Prosthetic-Orthotic training with services. Industrial conflict due to a perceived threat of the supplanting of apprentices by formally trained prosthetists-orthotists has also adversely affected development. In this paper the views of Government authorities, medical prosthetic prescribers and of personnel who conducted a pilot study in delivery of a prosthetic service are discussed.

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Pagnoccolo, Joe, and Santina Bertone. "The apprentice experience: the role of interpersonal attributes and people-related generic skills." Education + Training 63, no. 2 (January 19, 2021): 313–27. http://dx.doi.org/10.1108/et-05-2020-0116.

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PurposeThis research explores the training experiences of Australian apprentices in the workplace with a focus on workplace relationships and their link to interpersonal attributes and people-related generic skills among apprentices.Design/methodology/approachQualitative research is conducted, and the authors analysed interview data from 20 apprentices (17 men, three women; average age 25 years) who came from a range of industries and trade sectors.FindingsThese findings revealed common themes around the importance of communication, emotional direct cognition, self-awareness and teamwork during training on the job. This suggests that interpersonal attributes are central to apprentices' practices within their training experiences.Research limitations/implicationsThe findings indicate a need for greater emphasis on the development of interpersonal attributes in training both on the job and within training packages.Practical implicationsThe paper extends the literature on the role of interpersonal skills in the apprentice experience, presents information about young people's challenges in training and points to further investigations needed to explore this phenomenon.Originality/valueAn authentic detailed account is presented of apprentices' interpersonal attributes and people-related generic skills in their training experiences.

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Papier, Joy. "Table of Contents." Journal of Vocational, Adult and Continuing Education and Training 3, no. 1 (October 22, 2020): 1. http://dx.doi.org/10.14426/jovacet.v3i1.114.

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page iv. Editorial team page v. Acknowledgements page vi. Editorial - Joy Papier page 1. Incorporating principles of expansive learning and activity theory in curriculum design to bridge work and education contexts for vocational teachers - James Garraway and Christine Winberg page 22. Developing a WIL curriculum for post-school lecturer qualifications - André van der Bijl and Vanessa Taylor page 43. Teacher industry placement in Australia: Voices from vocational education and training managers - Annamarie Schüller and Roberto Bergami page 67. Motivating styles in dual, initial vocational education and training: Apprentices’ perceptions of autonomy support and control - Valentin Gross, Jean-Louis Berger, Matilde Wenger and Florinda Sauli page 89. Factors that influence the employability of National Certificate (Vocational) graduates: The case of a rural TVET college in the Eastern Cape province, South Africa - Nduvazi Obert Mabunda and Liezel Frick page 109. Experiences of women students in Engineering studies at a TVET college in South Africa - Sophia Matenda page 126. Growing the TVET knowledge base in the south: South African postgraduate output, 2008–2018 - Joy Papier and Simon McGrath page 143. Interview with Adrienne Bird - Johann Maree page 153. Contributor biographies page 156. Editorial policy page 158. Call for papers: JOVACET 4(1), 2021

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Dissertations / Theses on the topic "Apprentices Australia"

May, Roger N. "An exposition of the apprentice assessment systems in Western Australia." Thesis, Curtin University, 1999. http://hdl.handle.net/20.500.11937/1244.

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This study assessed the dilemmas associated with apprentice assessment systems in the New Apprenticeship Training and Assessment System (NATAS), (State based system), and the Modular system (National system) in Western Australia. Although both were described as competency-based systems these different schemes showed the variations that existed under this general description of training and assessment. The Modular system was a competency-based system which emphasised outcomes rather than the process of training.The emphasis on the process of training was what sustained decades of traditional apprenticeship training. The competency-based approach, discussed in detail later, was a performance-based methodology. Conceptually the apprentice either could perform a given task or task element as set by a specific performance criterion, or s/he could not. The person was judged, based upon the performance outcome to be either competent or incompetent. The basic assumption was that the person could not be partially competent.The competencies approach was a cornerstone of the Australian National training provision. It was administered by the National Training Board through an Australian Standards Framework. The key target group in this assessment of the competency area and the focus of this study was the young apprentice who would become a skilled tradesperson in a relatively short period of four years.Supporting the apprentices in the NATAS system were monitors, lecturers, and employer's members of these groups, who together with apprentices were used to gain insights into the new training initiatives.A previous study Williamson, Lowe and Boyd (1990) had looked at the Western Australian New Apprenticeship and Training System (NATAS). The intention was to develop ideas further and in greater depth using qualitative methodology in the area of effectiveness of the training and assessment system. The research also had critically assessed the Modular system (National) which in most cases progressively replaced NATAS during the period of the research.

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May, Roger N. "An exposition of the apprentice assessment systems in Western Australia." Curtin University of Technology, Curtin Business School, 1999. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=11464.

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This study assessed the dilemmas associated with apprentice assessment systems in the New Apprenticeship Training and Assessment System (NATAS), (State based system), and the Modular system (National system) in Western Australia. Although both were described as competency-based systems these different schemes showed the variations that existed under this general description of training and assessment. The Modular system was a competency-based system which emphasised outcomes rather than the process of training.The emphasis on the process of training was what sustained decades of traditional apprenticeship training. The competency-based approach, discussed in detail later, was a performance-based methodology. Conceptually the apprentice either could perform a given task or task element as set by a specific performance criterion, or s/he could not. The person was judged, based upon the performance outcome to be either competent or incompetent. The basic assumption was that the person could not be partially competent.The competencies approach was a cornerstone of the Australian National training provision. It was administered by the National Training Board through an Australian Standards Framework. The key target group in this assessment of the competency area and the focus of this study was the young apprentice who would become a skilled tradesperson in a relatively short period of four years.Supporting the apprentices in the NATAS system were monitors, lecturers, and employer's members of these groups, who together with apprentices were used to gain insights into the new training initiatives.A previous study Williamson, Lowe and Boyd (1990) had looked at the Western Australian New Apprenticeship and Training System (NATAS). The intention was to develop ideas further and in greater depth using qualitative methodology in the area of effectiveness of the training and ++
assessment system. The research also had critically assessed the Modular system (National) which in most cases progressively replaced NATAS during the period of the research.

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Mullins, John William. "An exemplar-apprentice model for teaching dance composition through performance in secondary education (NSW, Australia)." Thesis, De Montfort University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.411651.

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Tworek, Joel. "Levels and proficiencies of consumer financial literacy among apprentices in the western suburbs of Melbourne, Australia." Thesis, 2006. https://vuir.vu.edu.au/32992/.

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In this research study we have adopted Mason and Wilson's (2000) definition of being financially literate as "the ability to make informed judgments and to take effective decisions regarding the use and management of money". Keeping this definition in mind, certain financial skills are identified as important for apprentices, to rightfully be considered financially literate. These skills include basic financial mathematical skills, cash and financial management, basic knowledge of payment methods, superannuation, loans, investments and the ability to source financial assistance. Through analysing the survey data we found that a significant percentage of apprentices do not possess the required financial skills identified in this study to manage their finances effectively. It was also found that apprentices lack understanding of more complex payment methods such as credit cards and EFTPOS, as a result these are not used on a regular basis. Major areas of concern are knowledge of superannuation, interest rates and personal loans. Finally, the data revealed that apprentices could identify the importance of financial management and its benefits. Unfortunately this is often not put into practice. Hence a major indication from the study was that apprentices lack most basic knowledge and confidence to actively manage their finances effectively. This study has identified that apprentices would benefit from an effective education program aimed at improving their financial skills. For an apprentice to feel comfortable with their current financial position, they need to be confident with both their current asset position and debt level. With this understanding, a financial education program primarily aimed at teenager and young adults is well advised, to engage the major areas in order to give apprentices confidence in their financial position. Once this has been achieved they can then move on to improving their knowledge of payment methods and other financial products.

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Books on the topic "Apprentices Australia"

Mullins, John William. An exemplar-apprentice model for teaching dance composition through performance in secondary education (NSW. Australia). Leicester: De Montfort University, 2004.

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Mullins, John William. An exemplar-apprentice model for teaching dance composition through performance in secondary education (NSW. Australia). Leicester: De Montfort University, 2004.

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Mullins, John William. A teacher resource template based on the exemplar-apprentice model designed for Dance in Education in NSW, Australia. Leicester: De Montfort University, 2004.

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The Monster Apprentice. Odyssey Books, 2018.

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A Curse of Ash and Embers. Voyager Australia, 2018.

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Daughter of Lies and Ruin. Voyager Australia, 2019.

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Book chapters on the topic "Apprentices Australia"

Joyce, Robin. "‘It’s Time to Go!’ ‘You’re Fired’: Australian Big Brother (2005) and Britain’s The Apprentice (2014)." In Women, Law and Culture, 17–33. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44938-8_2.

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"Innovative approaches to attracting and retaining apprentices in Western Australia." In Engaging Employers in Apprenticeship Opportunities, 115–36. OECD, 2017. http://dx.doi.org/10.1787/9789264266681-8-en.

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