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Published: 10 December 2022
Last updated: 29 January 2023

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1

Atorkey, Prince, Christine Paul, Billie Bonevski, John Wiggers, Aimee Mitchell, Emma Byrnes, Christophe Lecathelinais, and Flora Tzelepis. "Uptake of Proactively Offered Online and Telephone Support Services Targeting Multiple Health Risk Behaviors Among Vocational Education Students: Process Evaluation of a Cluster Randomized Controlled Trial." Journal of Medical Internet Research 23, no. 1 (January 6, 2021): e19737. http://dx.doi.org/10.2196/19737.

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Background A high proportion of vocational education students smoke tobacco, have inadequate nutrition (ie, low fruit and vegetable intake), drink alcohol at risky levels, or are physically inactive. The extent to which vocational education students will sign up for proactively offered online and telephone support services for multiple health risk behaviors is unknown. Objective The aim of this study is to examine the uptake of proactively offered online and telephone support services for smoking, nutrition, alcohol consumption, and physical activity risk behaviors, individually and in combination, among vocational education students in the Technical and Further Education (TAFE) setting. The characteristics associated with the uptake of online or telephone services for smoking, nutrition, alcohol consumption, and physical activity risk behaviors were also examined. Methods Vocational education students enrolled in a TAFE class in New South Wales, Australia, which ran for 6 months or more, were recruited to participate in a cluster randomized controlled trial from May 2018 to May 2019. In the intervention arm, participants who did not meet the Australian health guidelines for each of the smoking, nutrition, alcohol consumption, and physical activity risk behaviors were provided electronic feedback and proactively offered online and telephone support services. Uptake of support was measured by whether participants signed up for the online and telephone services they were offered. Results Vocational education students (N=551; mean age 25.7 years, SD 11.1; 310/551, 56.3% male) were recruited into the intervention arm. Uptake of the proactive offer of either online or telephone services was 14.5% (59/406) for fruit and vegetables, 12.7% (29/228) for physical activity, 6.8% (13/191) for smoking, and 5.5% (18/327) for alcohol use. Uptake of any online or telephone service for at least two health behaviors was 5.8% (22/377). Participants who were employed (odds ratio [OR] 0.10, 95% CI 0.01-0.72) and reported not being anxious (OR 0.11, 95% CI 0.02-0.71) had smaller odds of signing up for online or telephone services for smoking, whereas participants who reported not being depressed had greater odds (OR 10.25, 95% CI 1.30-80.67). Participants who intended to change their physical activity in the next 30 days had greater odds (OR 4.01, 95% CI 1.33-12.07) of signing up for online or telephone services for physical activity. Employed participants had smaller odds (OR 0.18, 95% CI 0.06-0.56) of signing up for support services for at least two behaviors. Conclusions Although the uptake of proactively offered online and telephone support services is low, these rates appear to be higher than the self-initiated use of some of these services in the general population. Scaling up the proactive offer of online and telephone services may produce beneficial health outcomes. Trial Registration Australian New Zealand Clinical Trials Registry: ACTRN12618000723280; https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=375001.
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Walsh, Joe, Tom Walsh, Ian Timothy Heazlewood, and Mike Climtein. "Critical Reflections and Recommendations Derived from Providing Over 20,000 Hours of Practicum Industry Placements for Tertiary Students in Exercise Science, Sport and Fitness." Asian Journal of Contemporary Education 2, no. 2 (May 23, 2018): 53–59. http://dx.doi.org/10.18488/journal.137.2018.22.53.59.

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More than 30 of the 43 universities in Australia offer an exercise science and/or sport science degree programs. In the Vocational Education and Training (VET) sector, more than 160 Registered Training Organisations offer Australian Government approved fitness training courses. The paper is a self-reflective exercise based upon mentoring placement students from multiple registered course providers from the VET sector fitness strand. Combined with reflection on apparently healthy general population hours for placement students from six Sydney city and one regional New South Wales based universities this represented evaluation of more than 200 students and more than 20,000 placement supervision hours. This observation was based upon student placements conducted over the previous seven years, though a significant proportion of the students surveilled were from the previous 36 months. A number of recommendations were developed that may be relevant not just for health, fitness and exercise and sport science courses, but also may be relevant to industry mentorship across a range of fields.
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MAJ, Stanislaw Paul. "Australian VET Sector – A Critical Evaluation." Modern Applied Science 11, no. 1 (December 19, 2016): 270. http://dx.doi.org/10.5539/mas.v11n1p270.

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The Australian Vocational Education and Training (VET) system is a comprehensive, national framework designed to provide quality outcomes for learners and meet the needs of potential employers. The interdependent checks and balances provide mechanisms for validating quality and relevance. Regular national surveys demonstrate that both students and employers are satisfied with their experience of the VET sector. However, whilst positive feedback is necessary it is not of itself sufficient. In effect it is a false benchmark. To provide best practices in teaching and learning necessitates lecturers having the appropriate skills and underpinning knowledge something that the mandatory Certificate IVE in Training and Assessment does not provide. A more valid benchmark is an objective analysis of the quality using a learning taxonomy such as SOLO. This preliminary analysis of a range of VET courses unequivocally found that course material was well below best practices expectations. However further work is needed.
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Martina, Cecily, and Bradley Jones. "Employing Evidence: Does it Have a Job in Vocational Libraries?" Evidence Based Library and Information Practice 1, no. 1 (March 15, 2006): 26. http://dx.doi.org/10.18438/b83w2d.

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Objective - Evidence based librarianship (EBL) springs from medical and academic origins. As librarians are tertiary educated (only occasionally with supplementary qualifications covering research and statistics) EBL has had an academic focus. The EBL literature has significant content from school and university perspectives, but has had little, if any, vocational content. This paper suggests a possible Evidence Based Librarianship context for vocational libraries. Methods - A multidisciplinary scan of evidence based literature was undertaken, covering medicine and allied health, librarianship, law, science and education. National and international vocational education developments were examined. The concept and use of evidence in vocational libraries was considered. Results - Library practice can generally benefit from generic empirical science methodologies used elsewhere. Different areas, however, may have different concepts of what constitutes evidence and appropriate methodologies. Libraries also need to reflect the evidence used in their host organisations. The Australian vocational librarian has been functioning in an evidence based educational sector: national, transportable, prescriptive, competency based and outcome driven Training Packages. These require a qualitatively different concept of evidence compared to other educational sectors as they reflect pragmatic, economic, employability outcomes. Conclusions - Vocational and other librarians have been doing research but need to be more systematic about design and analysis. Librarians need to develop ‘evidence literacy’ as one of their professional evaluation skills. Libraries will need to utilise evidence relevant to their host organisations to establish and maintain credibility, and in the vocational sector this is set in a competency based framework. Competency based measures are becoming increasingly relevant in school and university (including medical) education.
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Сахарчук, Елена, and Elena Sakharchuk. "Organizational and methodological development bases of national concept of Russian vocational tourism education drawing on international experience." Universities for Tourism and Service Association Bulletin 10, no. 4 (December 19, 2016): 4–14. http://dx.doi.org/10.12737/23570.

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This article outlines the main features of the study of organizational and methodological basis of the development of the national concept of vocational tourism education of Russia on international experience. The study was conducted from 2008 to the year 2016 and consisted of several stages. The first stage was characterized by the analysis of scientific literature on the problems of professional education in the field of tourism with the aim of defining paradigms of development, the specifics of the formation of the national industry model of education, the ratio of global and national interests in the simulation of the system of professional tourist education, methodology of pedagogical system study, conceptualization and modeling. During this period, was studied the world experi- ence of professional tourism education and identified 9 Western models of greatest interest in the context of the study: Australia, Austria, UK, Germany, Canada, Norway, Finland, France and Switzerland. The second stage was a program of experimental work and launched the preparatory phase of its implementation. Identified the characteristics of the actual public demand for specialists tourist profile; identified the dominant behavior patterns of graduates of tourism institutes; developed procedures and content of evaluation of professional competencies in tourism. The third stage was characterized by the generalization of theoretical and methodological approaches and of representations associated with the research and development of organizational-pedagogical conditions of implementation of the national system of professional tourism education. Was the experimental work with the aim of ascertaining the current status of personnel training for tourism in Russia, as well as testing a number of conceptual provisions of the theory of systemic organization of professional tourism education, concerning its structure (unity of subsystems: consumer, content, function and regulation), educational content and evaluation of its re- sults. During the fourth phase was analyzed organizational-pedagogical model of Western countries, summarized the results of their comparative analysis, which identified global trends and invariant constructs the international system of professional tourist education. At this stage, identified the essence and developed the conceptual basis of formation of national system of professional tourism education in the context of solving problems of modernization of the industry education and taking into account external trends and challenges. At the fifth stage was developed and piloted innovative courses, academic disciplines, and innovative training course of teachers training areas «Tourism» and «Hospitality»; the identified indicators of the level of satisfaction with the quality of the educational product consumers (employers of tourism and of graduates of educational institutions) on the effectiveness of technology praxiological learning in educational institutions in the field of tourism. This article describes the relevance of the main problem, object, subject, topic, hypothesis, aim, objectives and main results of the study.
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Sigafoos, Jeff, Heidi Bushell, and Madonna Tucker. "Application of Behavioural Consultation to Assist Teachers of Children with Developmental Disabilities." Australasian Journal of Special Education 20, no. 2 (1996): 40–52. http://dx.doi.org/10.1017/s103001120002371x.

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This paper describes application of behavioural consultation in an Australian special education setting. Consultation focused on assisting teachers in the development, implementation and evaluation of systematic instructional programs in a number of priority goal areas (e.g., community, domestic, language, recreational, and vocational domains). Consultation occurred in four areas: (a) assessment, (b) goal selection and scaling, (c) developing and implementing instructional procedures, and (d) evaluating child outcomes. Five teachers and five of their students with developmental disabilities participated. After goals were selected, an initial rating of each child’s level of performance with respect to these goals was made using Goal Attainment Scaling (GAS). Next, instructional procedures to achieve each goal were designed and implemented with a subsequent GAS rating made after six months. Progress was noted on 84% of the goals. This result suggests the model may be of some assistance to teachers of children with developmental disabilities. However, the present description should be viewed as a pilot project and case study. Further research would be needed to validate the approach described in this study.
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Bond, Lyndal, Anne Giddens, Anne Cosentino, Margaret Cook, Paul Hoban, Ann Haynes, Louise Scaffidi, Mary Dimovski, Eileen Cini, and Sara Glover. "Changing Cultures: Enhancing Mental Health and Wellbeing of Refugee Young People through Education and Training." Promotion & Education 14, no. 3 (September 2007): 143–49. http://dx.doi.org/10.1177/175797590701400302.

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Many refugee people and others entering Australia under the Humanitarian Program, have experienced extremely stressful and disrupted lives prior to arrival. A major difficulty experienced by a significant number of refugee young people is their lack of formal education before arrival. It directly affects their ability to start connecting to their new society and constructing a new life. The level of ease with which young people can move into the education and training system and begin to establish a meaningful career pathway has a huge impact on their successful settlement and stable mental health. This paper describes the Changing Cultures Project, a three-year project, which explored models of appropriate and accessible education and training for refugee and newly arrived young people that would enhance their mental health. The Changing Cultures Project was a partnership between the education, health and settlement sectors. This paper describes the program and system response to the health, settlement, education and vocational issues facing refugee young people using a mental health promotion framework and reflective practice. We discuss how the refugee youth programs met a broad range of needs as well as providing language, literacy and basic education to newly arrived young people. While working in an environment of changing policy and public opinion regarding refugee issues, the Project delivered successful outcomes at the program and organisational levels for refugee young people by addressing issues of program development and delivery, organisational development and capacity building and community development and evaluation.
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Hanna, Amelie, Lindsey Conner, and Trudy-Ann Sweeney. "Enhancing Employability and e-Business Capacities for Arabic-Speaking Residents of Australia through START Online Training." Social Science Protocols 3 (September 13, 2020): 1–18. http://dx.doi.org/10.7565/ssp.2020.2816.

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Background: Arabic minority groups in Australia face language barriers and shortage of computer skills, which cause unemployment and/or an inability to establish their own businesses. The unemployment rate for this group is ~ 20.5%, which is 3-times higher than the average unemployment rate in Australia (~7%). The unemployment will get worse due to COVID-19 pandemic. The current provision of computer and language training in Australia is in English, which results in longer training times and higher chances of non-completion. Objective: The Smart Training for Arabic Residents on Technology (START) is an interventional online bi-lingual training that assists Arabic-speaking residents of Australia to establish an online business with minimum resources (money, space, and infrastructure) or at least help them find suitable employment. Methods: START uses Design-Based Research DBR, as it has its own progressive refinement approach. Both qualitative methods (skills assessment interviews, semi-guided observation, and final follow-up interviews) and quantitative methods (practical tests, log analysis/learning analytics, feedback surveys) contribute to evaluation and improvement cycles. Discussion: DBR has not been applied to vocational immigrant education previously. This research project contributes to a better understanding of the relationships between educational theory, designed learning and outcomes, to help advance learning and teaching environments by refining critical factors that lead to success for trainees. Practically, Arabic residents are provided opportunities to master computer and English skills for establishing their own online businesses. This research, however, has some limitations. Usually a team of teacher, learning designer, and researcher is recommended for DBR, but that is not possible in this PhD study. It is also acknowledged that although this study aims for optimal refinement of the START program, through multiple cycles of improvement, realistically it will be difficult to “recreate” the exact learning environment in future programs.
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Rayner, Gerry, and Theo Papakonstantinou. "Employer perspectives of the current and future value of STEM graduate skills and attributes: An Australian study." Journal of Teaching and Learning for Graduate Employability 6, no. 1 (December 9, 2015): 100–115. http://dx.doi.org/10.21153/jtlge2015vol6no1art576.

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Graduate employability has become increasingly contentious as employers call for greater development, evaluation and benchmarking of student skills and capabilities in university courses. However, the increasing range of graduate attributes and competencies demanded by industry is further pressuring an Australian higher education sector already stretched by greater student numbers and declines in government funding. Given these circumstances, there is a need to better understand employer perspectives of the current and future value of vocational, interpersonal and generic attributes of STEM graduates. A survey of STEM graduate employers showed that vocational skills, such as graduates' abilities to contextually apply and develop knowledge, together with generic skills such as critical thinking and problem solving, were valued most highly. Conversely, self-confidence and independence, along with numeracy and related skills, were valued least by the employers. However, attributes such as flexibility / adaptability, self-confidence, personal planning and organisation and developing knowledge relevant to the position were all predicted to become significantly more valuable in a decade's time. The results of this study suggest that Australian undergraduate STEM curricula, which commonly focus on knowledge acquisition, be redesigned and restructured to provide students with opportunities to apply such knowledge more often, and in real life, industry-based contexts, such as WIL and IBL programs. Through such initiatives, together with greater dialogue and collaboration between academics and employers, employability skills and attributes can be better inculcated in undergraduates, to the benefit of graduates and society as a whole.
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Woodroffe, Jessica, Sue Kilpatrick, Brett Williams, and Matthew Jago. "Preparing Rural And Regional Students For The Future World Of Work: Developing Authentic Career Focussed Curriculum Through A Collaborative Partnership Model." Australian and International Journal of Rural Education 27, no. 3 (December 9, 2017): 158–73. http://dx.doi.org/10.47381/aijre.v27i3.143.

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Small places are not devoid of opportunities nor of successful programs to equip them for the future, despite perception to the contrary (West, 2013). This paper considers career education in the context of rural places in the modern globalised world.  The paper introduces the Pathways to Success project, involving more than eighty initiatives mapped to the Australian curriculum showcasing further education, training and careers in local industries to more than 8000 learners and their schools and teachers in Tasmania. It outlines how a partnership model among schools, industry, technical and vocational, and higher education sectors can be used to move from a sole dependency model to a partnership model of career education. Drawing on the project’s mixed method evaluation results, the paper considers the key opportunities and challenges for preparing rural and regional Tasmanian students for the future world of work. It focuses on how collaborative partnerships can better equip educators with information and networks they need to positively impact on how young rural and regional Tasmanian students consider education pathways and career options to get to ‘what’s next’ in their lives. It showcases how rural and regional communities and resources can be used to develop new and innovative place based career and curriculum learning.
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Datta, Poulomee, and Carolyn Palmer. "Insights Into the Support Services for Students With Vision Impairment." Australasian Journal of Special Education 39, no. 2 (June 15, 2015): 143–58. http://dx.doi.org/10.1017/jse.2015.8.

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There is a general need for research in Australia on whether the support services provided in schools prove useful for students with disabilities (Datta, 2015; O’Rourke & Houghton, 2006), especially students with vision impairment. This qualitative study aimed to provide insights into the influence of the support services delivered in South Australian schools for students with vision impairments’ problem-solving skills, and their family, social, and academic lives. Semistructured, open-ended interviews were conducted with 14 students with vision impairment (8 adolescents and 6 adults), 5 parents, and 4 teachers. Participating students’ age ranged between 15 and 18 years for the adolescent students and between 19 and 25 years for the adult students. Adolescent students were enrolled in mainstream and specialist secondary schools, and adult students were enrolled in vocational courses at TAFE Institutes. The data reflected a range of viewpoints from which to examine the problem under investigation. The interview responses from the 3 groups of participants revealed that the support services positively influenced students’ problem-solving skills, their social behaviour, and their academic learning. Although most students with vision impairment felt that the support services had no influence on their family relationships, their parents and teachers considered it had helped in the students’ family lives. The interviews were particularly useful in evaluating the support services that students with vision impairment received. These findings have implications for teachers, special educators, policymakers, and a range of professionals in the education and special education sector in highlighting modifications and improvements in the support services for these students. This study has provided a limited basis for generalising to any wider population beyond the participants themselves due to the study's small sample size and diversity of educational settings.
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Woodley, Carolyn J., Stephen Burgess, Rafael Paguio, and Scott Bingley. "Technology mentors: enablers of ICT uptake in Australian small business." Education + Training 57, no. 6 (August 10, 2015): 658–72. http://dx.doi.org/10.1108/et-08-2014-0095.

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Purpose – The purpose of this paper is to report on the innovative employment of students as technology mentors as part of a Blended Learning Program (BLP) that supported a group of owner-managers of small businesses to adopt appropriate information and communication technologies (ICT) to enhance their work practices. Design/methodology/approach – This discussion uses various evaluations undertaken throughout the project to examine why the technology mentor role is vital in supporting small businesses to develop digital literacies. The participants’ self-reporting of their ICT skills as well as their progress in using ICT was also assessed by technology mentors in the course of the program and reported in mentor reflections. Academic staff also evaluated the performances of technology mentors in relation to each business. Findings – Participants in the BLP pilot program singled out the technology mentors as being essential in promoting their uptake of ICT and in their ability to use specific technologies at work. Research limitations/implications – Findings are based on a pilot program involving six learners and two technology mentors. While this is a statistically insignificant number of evaluations, both the findings and the model of the BLP remain of interest. This model has the capacity to address a long-standing and global challenge to support small businesses in the use of ICT. A scaled up version of the program is required to validate the findings. Practical implications – In the final evaluation, participants all self-assessed as having increased ICT knowledge and skills. They provided specific examples of how they now use ICT. The BLP could be taken up by local and state governments who periodically attempt to support small businesses in the uptake of technologies. The BLP could also be applied to vocational education students in business, information technologies or information systems. As well as supporting small businesses to adopt ICT, this model also provides an important alternative to resource-intensive work-placement programs that are designed to develop students’ employability skills through work-integrated learning. Originality/value – Less effective attempts to support small businesses often involve face-to-face training for unrealistic periods of time that foreground technology rather than real world, useful and relevant outcomes (IBSA, 2013). This BLP successfully supported owner operators of small businesses to identify, apply and evaluate a range of software applications (“apps”) and online programs to enhance their work practices.
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Kift, Sally. "Foreward." Journal of Teaching and Learning for Graduate Employability 12, no. 1 (February 5, 2021): i—v. http://dx.doi.org/10.21153/jtlge2021vol12no1art1015.

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This Special Issue, devoted to micro-credentials and qualifications for future work and learning in a disrupted world, is a welcome and critically timed contribution to educational theorising and practice internationally. COVID-19 has accelerated Industry 4.0’s pervasive labour market disruption. Digitisation’s efficiencies have been rapidly embraced and broadly up-scaled as a matter of necessity. Many industries and professions have fast tracked digitalisation to transform pre-pandemic business models for current and future sustainability. We have seen all education sectors – Kindergarten to Year 12 (K-12), vocational education and training/ further education (VET/FE) and higher education (HE) – digitise and digitalise to varying degrees in their rapid move to emergency remote teaching (Hodges et al., 2020). Robust evaluation will be needed to assess the efficacy of that pedagogical triaging – our well-intentioned ‘panic-gogy’ (Kamenetz, 2020) – to inform the quality and fitness-for-future-purpose of that online pivot. In the meantime, HE’s students and graduates emerge from 2020 wanting to support and apply their studies in a challenging job market that was already weakening pre-pandemic and has now worsened (for example in the Australian context, Social Research Centre, 2020), especially for young people. If that was not enough, significant and underlying issues of climate change, reconciliation with First Nations, demographic change and globalisation continue to have implications for equal and equitable participation in the full range of life opportunities, including in meaningful paid work. In brief, the context for this Special Issue is an international grand challenge writ very large.
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Anderson, Alastair A. "Vocational Education and Industry Training in Australia." Education + Training 36, no. 2 (March 1994): 31–35. http://dx.doi.org/10.1108/00400919410058117.

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Perini, Marco, and Pekka Kämäräinen. "Book Review: Internationalization in Vocational Education and Training." International Journal for Research in Vocational Education and Training 5, no. 1 (April 26, 2018): 77–81. http://dx.doi.org/10.13152/ijrvet.5.1.5.

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The book was published in the series Technical and Vocational Education and Training: Issues, Concerns and Prospects. Series Editor-in-Chief is Rupert MacLean. Editors of the volume are Ly Thi Tran, associate professor in the Faculty of Arts and Education of Deakin University in Australia), and Kate Dempsey, independent education consultant from Melbourne in Australia.
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Livock, Cheryl. "Re-humanization of vocational education and training in Australia." Journal of Critical Realism 17, no. 1 (September 29, 2017): 63–77. http://dx.doi.org/10.1080/14767430.2017.1372655.

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Schuller, Annamarie, and Roberto Bergami. "Industry Placement Experiences in Vocational Education: Voices from Australia." International Journal of Knowledge, Culture, and Change Management: Annual Review 11, no. 6 (2013): 29–48. http://dx.doi.org/10.18848/1447-9524/cgp/v11i06/50223.

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Jiao, Ya Bing. "The Application of Fuzzy Comprehensive Evaluation Method in Social Evaluation of Higher Vocational Education." Advanced Materials Research 926-930 (May 2014): 4630–33. http://dx.doi.org/10.4028/www.scientific.net/amr.926-930.4630.

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Along with the higher vocational education scale expands unceasingly, certain characteristics of talent cultivating pattern is forming, in order to ensure quality of higher education, it is necessary to evaluate effective social, in this paper, fuzzy comprehensive evaluation method was applied to the social evaluation of higher vocational education, provides a quantitative evaluation of the level of higher vocational education reference method, which is advantageous to the long-term development of our higher vocational education and the improvement of quality.
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Kang, Dongning, and Bo Zhang. "The Feasibility of Practical Vocational Education in Higher Education Institutions." International Journal of Emerging Technologies in Learning (iJET) 17, no. 14 (July 26, 2022): 94–108. http://dx.doi.org/10.3991/ijet.v17i14.32811.

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Practical vocational education needs to lay stress on the integration of theoretical knowledge of common courses such as PE and other cultural courses with the professional knowledge of various high vocational courses. However, existing studies on practical vocational education emphasize more on theoretical research, while the practical and empirical research is slightly insufficient. For this reason, this paper attempts to analyze the feasibility of practical vocational education in higher education institutions. At first, the paper analyzed the influencing factors of the effect of practical vocational education on vocational college students, and adopted Partial Least Squares (PLS) regression to explain the independent variable and 17 dependent variables of the said effect and the relationship between each evaluation index and the corresponding evaluation criterion. Then, to verify the feasibility of practical vocational education in regional higher education institutions, this paper employed an optimized Back Propagation Neural Network (BPNN) to predict the effect of practical vocational education on vocational college students. At last, the experimental results proved the effectiveness of the constructed model and gave the conclusion of feasibility analysis.
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Klatt, Malgorzata, and John Polesel. "Vocational education and training in Australia and three-dimensional federalism." Australian Journal of Education 57, no. 1 (April 2013): 74–86. http://dx.doi.org/10.1177/0004944112468702.

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Waters, Melinda, Linda Simon, Michele Simons, Jennifer Davids, and Bobby Harreveld. "A case for scholarly activity in vocational education in Australia." Higher Education, Skills and Work-Based Learning 5, no. 1 (February 9, 2015): 14–31. http://dx.doi.org/10.1108/heswbl-08-2014-0038.

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Purpose – As neoliberal reforms take hold in the vocational education and training (VET) sector in Australia, there is renewed interest in the quality of teaching practice. However, despite the value of practitioner inquiry to the quality of teaching in schools, scholarly practice in higher education, and established links between the quality of teaching and outcomes for learners and between practice-based inquiry and pedagogic innovation in VET, the practices has received little attention. The purpose of this paper is to explore the value of a college-wide culture of scholarly activity to learners, enterprises, VET institutions, educators and the national productivity agenda. Design/methodology/approach – Drawing on the education literature, empirical examples of scholarly activity drawn from the authors’ experiences of working with VET practitioners, this paper asks what constitutes research and inquiry in VET, why should these practices be integral to educative practice and what value do they bring to the sector? In addressing the questions, the authors explore how research and inquiry is defined in the literature and draw on three empirical examples of scholarly activities to provide a national, institutional and individual view. A discussion about the value of scholarly activities to VET stakeholders and how the practices might be fostered and sustained concludes the paper. Findings – The paper concludes that practice-based scholarly activities in VET cultivate rich potential for renewed and innovative pedagogies that improve outcomes for learners, respond to industry demands for innovative skills, build “pedagogic capital” for VET institutions, enrich the knowledge base of policy makers and build resilience and professionalism. The authors conclude by positioning VET educators as scholars in their own right along a continuum of scholarly activity and posing the proposition that when valued, scholarly activities are practices for new times that will build a strong and vibrant profession for the future. Research limitations/implications – This paper brings together the authors’ experiences of working with VET practitioners as the authors engage in scholarly activities. While each vignette was drawn from a formal research project in each case, the paper itself was not structured around a formal research activity, although a small survey was undertaken for vignette 1. This poses limitations to the findings of the study. However, the purpose of the paper is not to be conclusive but to forward an argument for more scholarly activity in VET in order to promote further research and debate. Originality/value – This paper contributes to the current debate in Australia about the quality of teaching in VET and the sectors’ capability to produce “work-ready” graduates. It brings to the fore the value of scholarly activity for educators, learners, industry and communities, VET institutions and the broader national innovation agenda. As such, it has relevance to all VET stakeholders, most particularly policy makers, leaders and practitioners in VET.
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Warren, Elizabeth. "Current Issues of Vocational Education and Technical Training in Australia." Educational Practice and Theory 29, no. 2 (January 1, 2007): 81–91. http://dx.doi.org/10.7459/ept/29.2.06.

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Wilkinson, David. "Outputs and Outcomes of Vocational Education Programs^ Measures In Australia." Performance Improvement Quarterly 2, no. 2 (October 22, 2008): 47–61. http://dx.doi.org/10.1111/j.1937-8327.1989.tb00402.x.

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Smith, Chris Selby. "A Stocktake of the Economics of Vocational Education and Training in Australia: Some Implications for Career Development." Australian Journal of Career Development 11, no. 2 (July 2002): 22–29. http://dx.doi.org/10.1177/103841620201100206.

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This article addresses four specific aspects of research into vocational education and training in Australia which were included in a book published in mid-2001 by the National Centre for Vocational Education Research: the changing skill requirements of Australian industry, modelling industry's demand for vocational education and training, enterprise accounting for skills (since whether an enterprise perceives its training expenditures as a cost, or as an investment, influences its decisions about how much training to undertake, of what kinds, and for whom) and provision of vocational education and training in secondary schools, considering especially the significant features of the various approaches, the profiles of participating students (and their destinations) and the costs involved. The article identifies some implications of the research for those concerned with career development in Australia.
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Fieger, Peter, Renato Andrin Villano, John Rice, and Ray Cooksey. "Two dimensional efficiency measurements in vocational education." International Journal of Productivity and Performance Management 66, no. 2 (February 13, 2017): 196–215. http://dx.doi.org/10.1108/ijppm-09-2015-0139.

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Purpose In Australia, the vocational education and training (VET) sector accounts for approximately A$8 billion of public spending, of which around A$6.6 billion is spent on government providers that include Technical and Further Education (TAFE) institutes. The TAFE institutes in Australia are large, public VET providers, generally funded and managed by state government. Measuring the efficiency and effectiveness of TAFE institutes is of great interest to policy makers, regulators, consumers and to the institutions themselves. The paper aims to discuss these issues. Design/methodology/approach In this study the authors use data relating to student cohort demographics, institutional characteristics and educational outcome data, while employing stochastic frontier analysis, to develop two distinct efficiency measures and models. The first model examines institutional efficiency in the transformation of financial resources into teaching loads. The second model evaluates efficiency in the transformation of institutional resources into post-study employment outcomes. K-means cluster analysis is used to establish groupings of similar institutes and subsequent canonical discriminant analysis is employed to develop a typology of these clusters. Findings In both models the authors find significant inefficiencies in the Australian TAFE system. The relationship between both efficiency measures is then assessed. While there is no direct linear relationship, a distinct pattern could be detected. Finally the authors develop a typology of efficient institutions. Originality/value This study contributes to the existing research by defining efficiency in vocational education in two distinct ways and by the utilisation of the derived efficiencies in the development of a typology of efficient institutes. In doing so, this research makes an original contribution to the understanding of the drivers of efficiency in vocational education.
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Sweet, Richard. "What Do Developments in the Labour Market Imply for Postcompulsory Education in Australia?" Australian Journal of Education 32, no. 3 (November 1988): 331–56. http://dx.doi.org/10.1177/000494418803200307.

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Growth in full-time educational participation since 1975 has been effective in reducing measured levels of youth unemployment. Had full-time participation not grown since 1975, it is estimated that an additional 86 400 15 to 19-year-olds would have been seeking full-time work in August 1985 and the unemployment rate for the age group would have been 31.5% rather than 20.3%. Future increases in school retention rates such as those envisaged by the Quality of Education Review Committee will have implications for levels of demand for the labour of youth as well as for the supply of youth labour. Reductions in unemployment among 18 to 19-year-olds as the result of educational initiatives will require full-time tertiary places to grow significantly. Whether growing full-time participation is of itself sufficient to improve the way in which postcompulsory education supplies productive skills to the economy is open to question. Comparisons between Australia and other OECD countries suggest that issues of vocational preparation, and not levels of senior secondary participation or higher education output, should be seen as central within Australian debate on education's link to the economy. On a number of educational expenditure, participation and output measures, Australia is at least on a par with the OECD average. However the proportion of young Australians in programs of vocational preparation is less than half the OECD average, and is the second lowest of 20 OECD countries for which data are available. Recent Australian reports on postcompulsory education generally reject a role for schools in vocational preparation. This is probably sensible in view of the way in which the traditions and values of Australian schools limit their capacity to provide access to vocational programs. However, it begs the question of why other advanced industrial economies take a contrary view, and prevents attention being paid to questions of how the postcompulsory system as a whole can increase young people's access to recognised programs of vocational preparation. Rather than a quest for a common curriculum in the postcompulsory years, effort to create common credentials that can link schools and technical and further education (TAFE) is urged.
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Bailey, Bill. "Research strategies for vocational education and training in England and Australia." Research in Post-Compulsory Education 8, no. 3 (October 2003): 379–92. http://dx.doi.org/10.1080/13596740300200161.

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Hong, Jin. "How can a design-based research methodology that utilises Mixed-Reality (MR) Technologies be utilized to effectively enhance learning for authentic, high-risk situations?" Pacific Journal of Technology Enhanced Learning 2, no. 1 (December 2, 2019): 24. http://dx.doi.org/10.24135/pjtel.v2i1.25.

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Even experienced mountain climbers underestimate key dangers and make poor decisions in stressful, high-risk situations when climbing, leading to injury and death. My own experience indicates that effective education can play a key role in managing these risks and improving experienced climber’s decision making. Current educational approaches for climbers, however, are generally limited to textbooks and ‘on the mountain’ learning. It is vital, therefore, that new approaches and methods are developed to improve learning. My own experience and emergent case studies indicate that AR (Augmented), VR (Virtual Reality) and MR (Mixed Reality), have affordances (possibilities offered by the technology) to underpin new forms of learning and therefore have the potential to enhance education for high-risk environments. Emergent use of MR immersive technologies includes classroom learning, firefighting and military training. An initial review of literature has indicated though that there are very limited examples of rigorous research on the design and application of MR technologies in authentic education, especially for extreme situations such as mountaineering i.e., no one has rigorously designed for these technologies for learning in extreme environments, evaluated learning outcomes and theorised about how learning can be enhanced. In response to this gap/opportunity, this research explores the potential of MR technologies to effectively enhance learning for authentic, high-risk situations. The research will use a Design-based research methodology (DBR) to develop design principles informed by key learning theories as they offer recognised and critical approaches for a new way of learning in an extreme environment. Underpinned by a Constructivist paradigm, initial theoretical frameworks identified include Authentic Learning and Heutagogy (student-determined learning).Herrington and co-authors (2009) recommended 11 design principles for the incorporation of mobile learning into a higher education learning environment, and Blaschke and Hase (2015)’s 10 principles of designing learning for heutagogy. Other theories and frameworks include Constructivist Learning and the ZPD (the Zone of Proximal Development), design for mobile MR learning and user-centred design. Activity Theory will also be utilised in the data analysis. Initial design principles will be developed by the DBR methodology. These design principles will be tested through the implementation and evaluation of an MR ‘prototype’ app design solution.’ The prototype solution will be iteratively redesigned using further evaluation and feedback from sample cohorts of end-users. Data will be collected from key participant interviews, researcher observation/reflections and biometric feedback. Methodological triangulation (multimodal data approach) will be used to evaluate learning outcomes. The iterative development will lead to transferable design principles and further theorising that can be transferred to other learning situations involving preparation and decision-making as well as knowledge in high-risk contexts. Reference Amiel, T., & Reeves, T. (2008). Design-Based Research and Educational Technology: Rethinking Technology and the Research Agenda. Educational Technology & Society, 11(4), 29-40. Blaschke, L., & Hase, S. (2015). Heutagogy, Technology, and Lifelong Learning for Professional and Part-Time Learners. In A. Dailey-Hebert & K. S. Dennis (Eds.), Transformative Perspectives and Processes in Higher Education (Vol. 6, pp. 75-94). Switzerland: Springer International Publishing. Cochrane, T., et al., (2017) ‘A DBR framework for designing mobile virtual reality learning environments’, Australasian Journal of Educational Technology, vol. 33, 6, pp. 27–40. doi: 10.14742/ajet.3613 Engeström, Y. (2015). Learning by expanding: An activity-theoretical approach to developmental research (2nd ed.). Cambridge, UK: Cambridge University Press. Hase, S & Kenyon, C. (2001). Moving from andragogy to heutagogy: implications for VET', Proceedings of Research to Reality: Putting VET Research to Work: Australian Vocational Education and Training Research Association (AVETRA), Adelaide, SA, 28-30 March, AVETRA, Crows Nest, NSW. Kesim, M & Ozarslan (2012), Y. Augmented Reality in Education: Current Technologies and the Potential for Education, Procedia - Social and Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. Behavioral Sciences volume 47, 2012, 297-302.
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Marks, Gary N. "University and vocational education, and youth labour market outcomes in Australia." Journal of Education and Work 30, no. 8 (August 20, 2017): 868–80. http://dx.doi.org/10.1080/13639080.2017.1366648.

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Bandias, Susan, Don Fuller, and Darius Pfitzner. "Vocational and higher education in Australia: a need for closer collaboration." Journal of Higher Education Policy and Management 33, no. 6 (December 2011): 583–94. http://dx.doi.org/10.1080/1360080x.2011.621185.

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Lee, Wang-Sheng, and Michael B. Coelli. "The Labour Market Effects of Vocational Education and Training in Australia." Australian Economic Review 43, no. 4 (November 30, 2010): 389–408. http://dx.doi.org/10.1111/j.1467-8462.2010.00609.x.

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Dickson, Tracey J., and Zoë Herbert. "Outward Bound Australia: Reflecting on integrating vocational education into the workplace." Journal of Outdoor and Environmental Education 9, no. 1 (April 2005): 53–59. http://dx.doi.org/10.1007/bf03400813.

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Kennedy, Kerry J. "The Policy Context of Curriculum Reform in Australia in the 1980s." Australian Journal of Education 32, no. 3 (November 1988): 357–74. http://dx.doi.org/10.1177/000494418803200308.

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This paper reviews the policy context that has sought to shape the curriculum of Australian schools during the 1980s. Three elements which have shaped that context are identified: concern with the economy, concern with the cost of education and the integration of education and youth policies. In theoretical terms, the policy context is firmly located in instrumentalist thinking and the curriculum of schools has become very much a public policy issue. Education systems seem to have responded to this context by moving towards a full secondary education for all students, stressing the need for balance and coherence in the curriculum, introducing new curriculum options and giving more credence to the vocational orientation of students. There have been no explicit attempts to move towards an overly vocational curriculum. Two basic problems remain: the extent to which current policy priorities will cater specifically for disadvantaged groups and the willingness of teachers to move curriculum practice in the directions being advocated by policy makers.
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Akbar, Jamshidi, and Jamshidi Leila. "Evaluation of Technical and Vocational Education in Iran." Procedia - Social and Behavioral Sciences 46 (2012): 4070–71. http://dx.doi.org/10.1016/j.sbspro.2012.06.199.

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Ouyang, Yuandong. "Research on the Evaluation of Vocational College Students' Learning in Internet Education." Lifelong Education 9, no. 3 (April 4, 2020): 73. http://dx.doi.org/10.18282/le.v9i3.823.

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<p>As an important part of national vocational education, secondary vocational education needs to actively adapt to the new changes and requirements under the internet environment, and actively carry out innovation in view of the problems in the Internet network education and the South emperor. Based on this, this paper first analyses the current situation and problems of secondary vocational school students' learning evaluation, then studies the structure of secondary vocational school students' learning evaluation system under the Internet network education, and finally gives the construction strategy of secondary vocational school students' learning evaluation system.</p>
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McCowan, Col, and Ken Hyndman. "A Career Advisory System for Australia?" Australian Journal of Career Development 7, no. 1 (November 1998): 35–41. http://dx.doi.org/10.1177/103841629800700110.

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This article presents a review of career activity, in particular as it relates to vocational education and training, and proposes a model for a system that incorporates an understanding of: • the transition to the changing world of work; • the range and variety of types of employment; and • the best means of utilising available pathways between employment, on- and off-the-job vocational education and training, and university study. In order to maximise the benefits to be gained from recent reforms in the education and training system, an improved career advisory system is needed to enable students to make informed choices regarding further study and employment. The continual demands for retraining, skills development, work restructuring and continuous improvement mean that the individual's need for ongoing opportunities for career information, counselling and advice can no longer be limited to the formal years of education. The Career Pathways project team, with the assistance of a reference group, undertook a range of tasks to collect data for the report. These included interviews, visits, focus groups, literature and policy reviews, and detailed analysis of practices of six countries: France, Germany, New Zealand, Canada the United States and the United Kingdom. This article represents a summary of the report, highlighting key findings and recommendations.
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Jiao, Ya Bing. "Research on Social Evaluation System Building for Higher Vocational Education Based on AHP." Advanced Materials Research 926-930 (May 2014): 4578–81. http://dx.doi.org/10.4028/www.scientific.net/amr.926-930.4578.

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With the popularization of higher education in China, the implementation of the higher vocational education should be to determine the new evaluation standard and value orientation, building a scientific evaluation system, to guide and promote the development of higher vocational education. This article from the characteristics of social assessment in higher vocational colleges, analyzes the influencing factors of higher vocational colleges, determine the corresponding evaluation index system, using the AHP to establish the corresponding vocational education evaluation model, for the relevant departments to provide a quantitative evaluation of the level of higher vocational education reference method.
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Suprayitno, Aziz Wahyu. "Impact Evaluation of Government Asistance on the Improvement of Quality of Vocational Education." Jurnal Anggaran dan Keuangan Negara Indonesia (AKURASI) 3, no. 1 (June 14, 2021): 1–19. http://dx.doi.org/10.33827/akurasi2021.vol3.iss1.art91.

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This study evaluates the impact evaluation of Government Assistance on the improvement of Quality of Vocational Education. This study using the Difference in Difference (DID) method to estimate the effects of Government Assistance allocation by comparing the changes in outcome {quality of Vocational Education measured by School Quality Report (Rapor Mutu Sekolah) that contains a number with scale 1 – 7} between the Vocational High School that get Government Assistance (intervention/treatment group) and the Vocational High School that did not (control group), using regression model by testing parallel trend assumption first. Secondary data consists of Government Assistance and Vocational High School Quality Report for 2013 – 2018 from the Directorate of Vocational Education, Ministry of Education and Culture. Government Assistance data selected is only Assistance for facilities/infrastructure and Assistance for rehabilitation/construction of buildings using a purposive sampling technique. The results showed that the average value of the Vocational High Schools that received Government Assistance was higher by 0.0373 compared to Vocational High Schools that did not receive Government Assistance, after the intervention of Government Assistance from 2016 - 2018. That results indicates that Government Assistance has a positive impact on improving the Quality of Vocational Education. Keywords : impact evaluation, DID, quality of vocational education, government assistance.
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Billett, Stephen, Sarojni Choy, and Steven Hodge. "Enhancing the standing of vocational education and the occupations it serves: Australia." Journal of Vocational Education & Training 72, no. 2 (April 2, 2020): 270–96. http://dx.doi.org/10.1080/13636820.2020.1751247.

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Billett *, Stephen. "From your business to our business: industry and vocational education in Australia." Oxford Review of Education 30, no. 1 (March 2004): 13–35. http://dx.doi.org/10.1080/0305498042000190041.

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Karmel, Tom. "The implications of skills deepening for vocational education and training in Australia." International Journal of Training Research 9, no. 1-2 (April 2011): 72–94. http://dx.doi.org/10.5172/ijtr.9.1-2.72.

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Bowden, Mark P., Subhash Abhayawansa, and John Bahtsevanoglou. "Overconfidence of vocational education students when entering higher education." Education + Training 57, no. 4 (May 11, 2015): 429–47. http://dx.doi.org/10.1108/et-02-2014-0012.

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Purpose – There is evidence that students who attend Technical and Further Education (TAFE) prior to entering higher education underperform in their first year of study. The purpose of this paper is to examine the role of self-efficacy in understanding the performance of students who completed TAFE in the previous year in a first year subject of microeconomics in a dual sector university in Melbourne, Australia. Design/methodology/approach – The study utilises data collected by surveys of 151 students. Findings – A student’s self-efficacy is positively associated with their marks in a first year subject of microeconomics. However, the relationship between final marks and self-efficacy is negative for those students who attended TAFE in the previous year suggesting that they suffer from the problem of overconfidence. When holding self-efficacy constant, using econometric techniques, TAFE attendance is found to be positively related to final marks. Research limitations/implications – The findings are exploratory (based on a small sample) and lead to a need to conduct cross institutional studies. Practical implications – The research points to the need for early interventions so that TAFE students perform well in their first year of higher education. It also points to potential issues in the development of Victorian Certificate of Applied Learning (VCAL) programs. Originality/value – To the best of the authors’ knowledge, this is the first paper to examine the inter-related impact of attendance at TAFE in the previous year and self-efficacy on the subsequent academic performance of TAFE students.
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Webb, Sue, Ann-Marie Bathmaker, Trevor Gale, Steven Hodge, Stephen Parker, and Shaun Rawolle. "Higher vocational education and social mobility: educational participation in Australia and England." Journal of Vocational Education & Training 69, no. 1 (January 2, 2017): 147–67. http://dx.doi.org/10.1080/13636820.2016.1269359.

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Schüller, Annamarie, and Roberto Bergami. "Teacher industry placement in Australia: Voices from vocational education and training managers." Journal of Vocational, Adult and Continuing Education and Training 3, no. 1 (October 22, 2020): 24. http://dx.doi.org/10.14426/jovacet.v3i1.123.

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An important aspect of vocational education and training (VET) teaching is education that is strongly linked to current industry practices. While this is a desirable pursuit, there are considerable challenges in it being implemented owing to increasingly changing work environments and the notion of ‘industry currency’. One way for VET teachers to remain up to date with contemporary industrial practices is for VET to pursue teacher placement in industry (TPI) opportunities. TPI is an agreement in terms of which the VET teacher is seconded to a firm for a period of time in order to perform predefined tasks. The resulting benefits include enhanced teaching practices and the development of deeper, long-term links with industry. However, TPI opportunities are not without their challenges. This article reports on an exploratory study of the views of VET education managers of business studies on the value of TPI. Because management support is integral to creating TPI opportunities, we explored the extent to which TPI is desired and supported by education managers. We found that policies supporting TPI initiatives, if they are in place, are not well formulated, and that a lack of resources and difficulties in finding industry partners exist. Despite these problems, education managers believe that these activities are of value to teaching programmes and of benefit to their department. We conclude that TPI should be an integral part of any VET professional development for teachers, but that, in order for TPI to be successful, appropriate resourcing and the development of strong industry networks are paramount.
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Shannon, Anthony G., and Farzan Contractor. "Questions for Vocational Training in Hospitality and Tourism in Australia." INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION METHODOLOGY 11 (January 10, 2020): 1–6. http://dx.doi.org/10.24297/ijrem.v11i.8550.

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This paper outlines some of the dilemmas of turning graduates from vocational education and training courses into industry-ready employees. It raises a number of questions that are ripe for action research with the context of the Boyer model of scholarship.
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O’Shea, Sarah, Pauline Lysaght, and Kathleen Tanner. "Stepping into higher education from the vocational education sector in Australia: student perceptions and experiences." Journal of Vocational Education & Training 64, no. 3 (September 2012): 261–77. http://dx.doi.org/10.1080/13636820.2012.691532.

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Cao, Ling, and Ly Thi Tran. "Pathway from vocational education and associate degree to higher education: Chinese international students in Australia." Asia Pacific Journal of Education 35, no. 2 (February 13, 2014): 274–89. http://dx.doi.org/10.1080/02188791.2014.881318.

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Lawrence, Kate. "Aboriginal women working in vocational training and education: a story from Central Australia." Journal of Vocational Education & Training 58, no. 4 (December 2006): 423–40. http://dx.doi.org/10.1080/13636820601005545.

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Bagnall, Nigel F. "The Balance between Vocational Secondary and General Secondary Schooling in France and Australia." Comparative Education 36, no. 4 (November 2000): 459–75. http://dx.doi.org/10.1080/713656653.

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Parzęcki, Ryszard. "EVALUATION OF PRO-VOCATIONAL EDUCATION IN SPECIALISED SECONDARY SCHOOLS." Naukovy Visnyk of South Ukrainian National Pedagogical University named after K. D. Ushynsky: Linguistic Sciences 2021, no. 33 (December 2021): 201–11. http://dx.doi.org/10.24195/2616-5317-2021-33-16.

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Specialised secondary schools started functioning in the school year 2002/2003 in fourteen lines (specialisations). This article presents pro-vocational education as a process implemented in specialised secondary schools with a mechatronic specialisation. The curriculum of the specialised classes includes three modules implemented in grades one to three. The results of curriculum evaluation have shown that for their full implementation, it is necessary to equip schools with specialized teaching aids as well as properly prepared and systematically trained teachers and young people eager to study, properly motivated and prepared in the lower secondary school.
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