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Books on the topic 'Australian Vocational Education and Training (VET)'

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Author: Grafiati
Published: 10 December 2022
Last updated: 19 February 2023

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1

Employment and Skills Formation Council (Australia). The Australian vocational certificate training system. [Canberra]: National Board of Employment, Education and Training, 1992.

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2

Victoria. Department of Education. VET in schools: A study of post-schooling destinations : destinations of students enrolled in VET in schools programs in 1997. Melbourne: Dept. of Education, 1999.

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3

Høst, Håkon. Continuity and change in Norwegian Vocational Education and Training (VET). Oslo: NIFU STEP, 2008.

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4

Employment and Skills Formation Council (Australia). Raising the standard: Middle level skills in the Australian workforce. Canberra: Australian Government Publishing Service, 1993.

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5

Australia. Parliament. Senate. Employment, Education, and Training References Committee. Report of the inquiry into the Australian National Training Authority. [Canberra]: Secretariat, The Committee, 1995.

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6

Odekunle, S. O. A comparative analysis of the junior secondary school (JSS) in Osun State and vocational education and training (VET) in Germany. Ibadan: Nigerian Institute of Social and Economic Research (NISER), 1999.

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7

Seyfried, Erwin. Indicators for quality in VET: To enhance European cooperation. Luxembourg: Office for Official Publications of the European Communities, 2007.

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8

Lamb, Stephen. Access and equity in vocational education and training: Results from longitudinal surveys of Australian youth. Camberwell [Australia]: Australian Council for Educational Research, 1998.

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9

Assuring the quality of VET systems by defining expected outcomes: A cross-country analysis in seven member states. Luxembourg: Office for Official Publications of the European Communities, 2008.

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10

Harper, Barry. Review of research: The on-line experience ; the state of Australian on-line education and training practices. Kensington Park, S. Aust: NCVER, 2000.

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11

Reis, Fernanda Oliveira. Grundlagen eines "Gemeinsamen Bezugsrahmens für die Qualitätssicherung" für die berufliche Bildung in Europa: Fundamentals of a common quality assurance framework (CQAF) for VET in Europe = Principes fondamentaux d'un cadre commun pour l'assurance de la qualité (CCAQ) dans l'EFP en Europe. Luxembourg: Office for Official Publications of the European Communities, 2007.

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12

Lawrence, Kate. Helping people to help themselves: A study of training issues for Aboriginal women and their remote communities in Central Australia. [Melbourne?]: Security4Women, 2005.

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13

Mouillour, Isabelle Le. European approaches to credit (transfer) systems in VET: An assessment of the applicability of existing credit systems to a European credit (transfer) system for vocational education and training (ECVET). Luxembourg: Office for Official Publications of the European Communities, 2005.

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14

Djama and vet: Exploring partnerships and practices in the delivery of vocational education and training in rural and remote Aboriginal communities. Darwin, N.T: Northern Territory University Press, 1998.

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15

Polesel, John. Pre-Employment Skill Formation in Australia and Germany. Edited by John Buchanan, David Finegold, Ken Mayhew, and Chris Warhurst. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199655366.013.8.

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This chapter provides a critical analysis of the role that vocational education and training plays in preparing young people for the labour market in two contrasting systems – Australia and Germany. In Germany, this occurs mainly within the structure of the “dual system”. In Australia, it occurs within a system of comprehensive high schools, where vocational studies are located within the senior secondary certificates. In Australia, it also occurs to an extent in the adult sector VET institutions and in some specialist providers which focus on school-aged youth. The concepts of education logic and employment logic and the type of welfare state, whether neocorporatist or neoliberal, are used to analyse important differences between Australia and Germany. The chapter argues that the skills formation of young people requires both symbolic and financial support and an approach to upper secondary education which is not captive to the sorting and selection mechanisms of universities.
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16

Molzberger, Gabriele, and Manfred Wahle. Shaping the Futures of Education and Work: Commitment of VET and VET Research. Lang AG International Academic Publishers, Peter, 2015.

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17

Molzberger, Gabriele, and Manfred Wahle. Shaping the Futures of Education and Work: Commitment of VET and VET Research. Lang AG International Academic Publishers, Peter, 2015.

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18

Molzberger, Gabriele, and Manfred Wahle. Shaping the Futures of Education and Work: Commitment of VET and VET Research. Lang AG International Academic Publishers, Peter, 2015.

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19

Molzberger, Gabriele, and Manfred Wahle. Shaping the Futures of Education and Work: Commitment of VET and VET Research. Lang AG International Academic Publishers, Peter, 2015.

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20

Great Britain. Further Education Unit. and European Institute of Education and Social Policy., eds. VET in Europe: Vocational education and training in Europe. London: FEU, 1992.

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21

Readings in Australian vocational education and training research. Kensington Park, S. Aust: NCVER, 1998.

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22

The VET system in Bulgaria: Recent changes, challenges and reform needs. Sofia: Bulgarian National Observatory, 1997.

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23

Vocational education and training in distribution: A summary report analysing vocational education and training (VET) in the distributive industry. London: Further Education Unit, 1985.

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24

Oser, Fritz K., Ernst G. John, Susanne Weber, Esther Winther, and Ursula Renold. VET Boost : Towards a Theory of Professional Competencies: Essays in Honor of Frank Achtenhagen. BRILL, 2009.

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25

W, Collins C., and Australian College of Education, eds. Competencies: The competencies debate in Australian education and training. Canberra: Australian College of Education, 1993.

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26

Bünning, Frank. The Transformation of Vocational Education and Training (VET) in the Baltic States - Survey of Reforms and Developments (Technical and Vocational Education ... Training: Issues, Concerns and Prospects). Springer, 2006.

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27

Bünning, Frank. The Transformation of Vocational Education and Training (VET) in the Baltic States - Survey of Reforms and Developments (Technical and Vocational Education ... Issues, Concerns and Prospects Book 4). Springer, 2008.

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28

Towards a history of vocational education and training (VET) in Europe in a comparative perspective: Proceedings of the first international conference October 2002, Florence. Luxembourg: Office for Official Publications of the European Communities, 2004.

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29

Wuttke, Eveline, Jürgen Seifried, and Helmut Niegemann, eds. Vocational Education and Training in the Age of Digitization. Verlag Barbara Budrich, 2020. http://dx.doi.org/10.3224/84742432.

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The increasing digitization of the world of work is associated with accelerated structural changes. These are connected with changed qualification profiles and thus new challenges for vocational education and training (VET). Companies, vocational schools and other educational institutions must respond appropriately. The volume focuses on the diverse demands placed on teachers, learners and educational institutions in vocational education and training and aims to provide up-to-date results on learning in the digital age.
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30

The Transformation of Vocational Education and Training (VET) in the Baltic States - Survey of Reforms and Developments. Dordrecht: Springer Netherlands, 2006. http://dx.doi.org/10.1007/978-1-4020-4342-0.

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31

Aprea, Carmela, Viviana Sappa, and Ralf Tenberg, eds. Konnektivität und lernortintegrierte Kompetenzentwicklung in der beruflichen Bildung / Connectivity and Integrative Competence Development in Vocational and Professional Education and Training (VET/PET). Franz Steiner Verlag, 2020. http://dx.doi.org/10.25162/9783515126885.

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32

1948-, Bennett R. J., McCoshan Andrew, Sellgren John, London School of Economics and Political Science. Department of Geography., and Leverhulme Trust, eds. Training and Enterprise Councils (TECs) and Vocational Education and Training (VET): Conference papers on practical requirements : a research paper from a project funded by the Leverhulme Trust. London: Department of Geography, London School of Economics, 1989.

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33

Winterton, Jonathan. Training, Development, and Competence. Edited by Peter Boxall, John Purcell, and Patrick M. Wright. Oxford University Press, 2009. http://dx.doi.org/10.1093/oxfordhb/9780199547029.003.0016.

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This article provides the context for training, development, and competence. In the training section, theory, policy, and practice are considered, including the diversity of national systems for vocational education and training (VET) and the relationship between work organization and workplace learning. The development section is distinguished from training in terms of objectives and scope, while the emergence of Human Resource Development (HRD) is explained not only in terms of a more strategic focus but also in relation to initiatives like corporate universities. The competence section addresses the confusion surrounding the term, contrasting four predominant approaches derived from the USA, the UK, France, and Germany, each of which has influenced other countries to varying degrees. Drawing on these four traditions, a more holistic approach to competence is presented as the model currently being used to structure learning outcomes within the European Qualifications Framework.
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