Vocational Education Sector Research Articles

Information for the Vocational Education and Training Sector in Botswana

Presents the findings and recommendations of a study commissioned by Botswana Training Authority (BOTA) in 2002 to determine the information needs and extent of the Vocational Education and Training (VET) information infrastructure in Botswana. The results showed that the information infrastructure in the sector is undeveloped with most institutions lacking information resource centres. Stakeholders’ information needs were varied and included information on: training standards, best practices, quality assurance, benchmarking, registration and accreditation, quality inspection, and productivity. Stakeholders supported the need for BOTA to establish a modern resource centre to provide referral services to the sector.

The cost efficiency of New Zealand’s polytechnics

In New Zealand the most important institutions that are responsible for the delivery of vocational education and training programs are the government owned and operated tertiary education institutions known as polytechnics.1 The New Zealand polytechnics deliver programs at the certificate, diploma and degree level. During the course of the 1990s, expansion of participation in vocational education and training was a major priority on the part of the New Zealand Government (OECD 2002). In order to enable this to occur without placing too great a financial burden on the government and taxpayers, the polytechnics have become more dependent upon non-government sources of income (both student fees and other sources) and have been opened up to increasing levels of competition with the view that this will compel them to operate at higher levels of efficiency. As well, it is thought competition will make the polytechnics more responsive to the demands of students and industry.2 At the same time the polytechnics have been given more autonomy such that they have been able to move into the delivery of programs formerly denied to them.The purpose of this paper is to look at some aspects of the cost efficiency of the operation of polytechnics in New Zealand between the years 1995 and 2002. The efficient operation of the polytechnics in New Zealand is important because they need to operate at high levels of cost efficiency if they are to provide the greatest possible contribution to the development of New Zealand’s skill and knowledge base. In particular one issue to consider was whether the creation of larger polytechnic institutions could achieve lower unit costs and therefore educate a greater number of students without significantly increasing costs. In order to achieve these larger institutions, the various polytechnics have attempted to 1) expand enrolments by diversifying into the delivery of degree programs, 2) attract additional students from overseas and 3) arrange (or been forced by circumstances into) mergers in order to create larger scale institutions. In the next section, a background account of the nature of the vocational education sector and the role of the New Zealand polytechnic is given. Following this, a section containing an analysis of the cost efficiency of New Zealand’s polytechnics is provided, and in the final section some conclusions are given.

'Stop Making Sense': Chaos and coherence in the formulation of the Irish qualifications framework

This article addresses some critical issues relating to the emergence of a national framework for qualifications in Ireland. The emergence of the framework is addressed with reference to the broad field of sense-making theory and with the aid of a metaphor drawn from chaos theory. The article suggests that the main dynamic driving the emergence of the framework has been in the newly confident further education and vocational education and training sectors, where two decades of ground-level initiatives resulted in the establishment of new national certification systems. The relationship of the established systems of schooling and of higher education to the newly emerging framework is discussed. The process of legislation and development that has accompanied the frame work is described and some of the salient features of the framework are noted, in particular the commitment to certain learning outcomes not easily measured in traditional outcomes-based systems. The article suggests that the rational development of the framework may be tested if the spontaneous energy that has been a characteristic of developments so far is constrained by too tight and formal a technical system.

Employment Shifts in the Technical and Further Education Workforce in Victoria

The vocational education and training (VET) sector in Victoria went through some significant changes between 1993 and 1998. These changes included amalgamation of Technical and Further Education (TAFE) institutes and the creation of a market for the provision of part of the state-funded VET, in which public and private providers competed. At the same time, the demand for training shifted from the declining manufacturing industry to the service and information technology industries. Parallel to these changes, the TAFE workforce also went through some significant restructuring. The participation of women increased, and for the first time in 1995 they were in the majority. Part-time employment grew sharply but full-time employment, mainly male, declined. Non-tenured, as either contract or sessional (casual), positions also increased quite sharply, but this trend varied across institutes.

National training packages: a new curriculum framework for vocational education and training in Australia

National training packages have become the mandated framework for course delivery in Australia’s vocational education and training sector. Each training package contains: qualifications that can be issued, industry‐derived competencies, and assessment guidelines but do not contain an endorsed curriculum component or learning outcomes. All public and private vocational education and training providers must use training packages, or industry‐endorsed competencies in cases where they do not exist, if they are to receive public funding for their programs. This article describes the operation of Australia’s national training packages and considers some of their strengths and weaknesses, many of which may be shared by similar systems elsewhere. Argues that training packages may result in poorer student learning outcomes, and that they may threaten the end of effective credit transfer between the vocational education and training and higher education sectors. Suggests that national training packages are not a good model for other countries and that Australia’s current vocational education and training policy needs to be reviewed.

Flexible delivery in the Australian vocational education and training sector: Barriers to success identified in case studies of four adult learners

Government policy in Australia is increasingly encouraging training organisations in the Vocational Education and Training (VET) sector to adopt flexible delivery approaches, but some researchers are sounding a note of caution. Evidence is emerging that Australian VET learners are not universally ready for flexible delivery, and this is reflected in high attrition rates and low pass rates. The literature on flexible delivery identifies a number of specific factors that can impact on the success of adult learners. However, there seems to be agreement that failure or dropout is not determined by a single factor, but by the interaction of a number of factors that build up over time. To understand these factors, we need to understand the learners – what their participation in education means to them, the context in which they are studying, and the numerous inter‐connected factors that contribute to their failure to achieve a successful outcome. This paper discusses four case studies from a research project that followed up a small number of adult learners who enrolled in flexible delivery VET courses but did not achieve a successful outcome.

The governance of higher education in a federal system: The case of Switzerland

Abstract In the last decade or so, Swiss higher education has experienced important transformations. These have affected not only the components of the system, by the creation of a higher vocational education sector, but also ‐ and more importantly ‐ the governance structures of the system as a whole. In October 1999, the changes culminated in the revision of the only federal Act co‐ordinating higher education policy. Based on an analysis of the new legal framework, the present paper explores how changes in the governance of the system modify the type of relationships between federal authorities and cantonal governments. It does so by looking into three particular domains: the bodies and agencies involved in the policy‐making, the patterns of funding and the issue of quality assurance. It concludes that the governance structures that emerge from the new legal framework mirror the difficult balance to be found between the two political levels.

Value added in further education and vocational training in Northern Ireland

At the age of 16, many young people in the UK decide to leave school and enter vocational education or training, either at a Further Education (FE) college, or on a Government training scheme. In spite of the size and importance of this group, the current debate about education and training standards has tended to focus more on how to improve schools, largely neglecting the potential contribution to be made by the FE and vocational training sectors. This study seeks to begin to redress this imbalance by examining the extent to which those young people leaving school and entering vocational education or training at 16 obtained further qualifications up to the age of 18. In particular, there is an examination of whether the choice between FE and Government training schemes at age 16 influences the subsequent success of young people in terms of gaining additional qualifications. Adopting an ordered probit approach to modelling qualifications levels, the results contradict the (somewhat pessimistic) common perception of Government training schemes. In particular, no significant differences per se are found between the value added performance of FE colleges and Government training schemes.

International briefing 4 Training and development in Australia

The international briefings series comprises individual reports on training and development in the Netherlands, United Kingdom and Germany and aims to promote an international dialogue in the field of training and development and to provide a forum for the reporting of high quality research, analysis and debate. This paper provides analysis of the structure of training and development in Australia. It begins by giving general information about Australia, its government, population and economy. It then discusses the reforms that have taken place within Australia’s training system from 1990 onwards. Reforms within the vocational education and training (VET) sector are also outlined, including the implementation of competency-based training, development of a national VET system, the introduction of new apprenticeships and development of an open training market. This article also presents information regarding the provision of training within Australia, training expenditure, the distribution of training and briefly discusses training and development practices in Australian organisations. The final section outlines academic work in the training and development field and also provides a list of useful publications and contacts for further information.

Navigating the rapids: the role of educational and careers information and guidance in transitions between education and work

In a context of rapid and uncertain change, lifelong learning is gaining recognition as both a social right and economic necessity. As the past certainties of lifelong jobs and careers evaporate, people are required to make study and career choices on a more regular basis throughout their lives. At the same time, contemporary trends and developments have made it increasingly complex and difficult to make meaningful choices, and to negotiate effective pathways and transitions from education to work/unemployment and vice versa. This article argues that educational and careers information, advice and guidance perform an essential role in assisting people of all ages to navigate rapid change and participate effectively in lifelong learning. To support this contention, the article outlines major social, economic and educational trends, and examines key international and Australian reports which highlight the need for improved educational and career services. Recent data on student and graduate satisfaction with such services in the Australian vocational education and training sector are then analysed. Key policy implications are identified and merging issues are discussed.

Ten years of competency‐based training: the experience of accredited training providers in Australia

This article examines ten years of implementation of competency‐ based training (CBT) in the vocational education and training sector in Australia. It begins by explaining the meaning of CBT in Australia in the 1990s, and the way in which CBT is organised, and then describes the findings of two national research projects carried out during the period 1995– 1997. The first project reported on the extent of CBT pen‐etration and the second examined the effects of CBT on teaching and learning. Finally the article speculates on the future direction of CBT in Australia, with the introduction of ‘training packages’.

How Competency‐based Training has Changed the Role of Teachers in the Vocational Education and Training Sector in Australia

Most formal vocational education and training (VET) in Australia is now competency‐based. When competency‐based training (CBT) first became government VET policy in the early 1990s, there was heated and acrimonious debate about its desirability. During the last few years, debate about CBT has all but disappeared, and VET teachers and trainers have been struggling with the implementation of CBT with, often, little support, and certainly with little interest from the VET research community. A research project examined, in late 1996, the effects of CBT on teaching and learning. A number of creative responses to CBT were discovered, with a major effect of the change to CBT appearing to be an impetus for teachers to re‐examine what they do with their students. Despite changes in teaching methods, CBT nevertheless allows teachers to exercise their skills, although the skills needed are in some respects different from pre‐CBT teaching. This paper reports on the project findings, and looks at the changes in teachers’ activities and roles using definitions of teaching propounded by Fenstermacher, and Miller and Sellar.

Capacity building: beyond state and market

This article considers what happens to education under the impact of twin dynamics of neo-liberal reform and globalisation in an Australian Institute of Technical and Further Education (TAFE) located in the state of Victoria. The pattern of policy reform in TAFE is documented in order to emphasise the significant extent of marketisation, commercialization and decentralisation in the vocational education and training sector. The responses by TAFE teachers and managers to these reforms are illustrated. The analysis indicates that while some teachers and managers either actively resist or espouse these reforms, most work out innovative ways of reconciling their old educational commitments with new entrepreneurial demands. These hybrid practices or capacity-building strategies are described and theorised. The article suggests that capacity-building entails a renorming of educational practice, but questions the political significance of these emergent practices given the contested image of the capacity builder – as teacher or as soft-skill manager.

The place of judgement in competency-based assessment

Several studies into the response of Australian teachers, in the vocational education and training (VET) sector, to the implementation of competency-based education (CBE) have identified the role of judgement in competency-based assessment as a source of confusion and distress for assessors. This article explores the role of judgement from a philosophical perspective drawing on the work of Ryle, Geach and Polanyi. It is seen that judgement plays a pivotal role in all learning and assessment. The large component of tacit knowledge and judgement associated with vocational education requires high levels of vocational and educational expertise on the part of assessors. The implications of this for professional development of VET teachers are discussed briefly. The model of CBE that emerges from this article emphasises the exchange of tacit knowledge and the exercise of tacit judgement in learning. This model throws new light on many of the old debates in CBE and training and these are discussed

Management changes facing librarianship in Australia

Five challenges for leadership and management skills were identified by the Karpin Report, “Enterprising Nation”. These were: to develop a positive enterprise culture; to upgrade the capabilities of the vocational training and education sector, capitalising on the talents of diversity, best practice management development and achievement of best practice. Each challenge is related to Australian librarianship in the 1990s and relevant issues for management education and professional development discussed.

>State Training Profiles: a review of statistical documentation for the vocational education and training sector

This paper reviews the statistical information used in the documentation of the State Training Profiles. The Profiles, produced annually, outline the existing training in each State and Territory in Australia and projections for future training. They document industry‐specific priorities which have implications for decisions on resources and funding allocations for the provision of vocational education and training. The State Training Profiles are collated to produce the annual National Strategy for Vocational Education and Training. Adequate statistical information for training authorities and providers would result in improved strategic planning for a more effective and efficient vocational education system. An evaluation of the vocational education and training data collection process is described in which specific concerns are identified. Data limitations are identified to improve the representation of statistics used to determine the training needs of Australian industries documented in the State Training Profiles. This paper posits the need for cross‐sectoral data and the inclusion of higher education statistics for the documentation of a comprehensive and strategic profile of education and training in Australia.

Gender issues in adult and vocational mathematics education

This paper will attempt to provide a critical analysis of some of the social and political contexts of mathematics education in the adult and vocational education and training sectors with particular reference to gender issues. After a brief overview of recent policy developments and a review of papers selected from the literature on gender equity, it will then compare and contrast curricular constraints of previous and current political eras, and use some text by way of illustration to argue that vocational education and training in mathematics neither serves the interests of the individual student nor the (potential) employer, and is far removed from seriously addressing issues of gender equity.

Performance Measures for NSW TAFE Libraries: What Can We Learn from the Literature?

A suggested range of performance measures suitable for NSW Technical and Further Education Libraries was extracted from the key literature on performance measures. Because of the scarcity of literature on performance measures for the vocational education and training library sector a review of user-oriented performance measures is provided, drawn from the academic and public library sectors as well as the vocational education sector. The accountability and strategic planning nexus for the vocational education and training sector is considered in a framework of four approaches to performance measures: user perspective, qualitative and quantitative measures, validity of comparison between libraries, and improvement of individual library services.

OVERVIEW OF THE AUSTRALIAN EDUCATION SYSTEM

This article gives an overview of the Australian education system. It outlines key recent policy developments affecting higher education and the vocational education and training (VET) sector, and it describes the pathways for the recognition of overseas qualifications in Australia.

Vocational Higher Education: A Vital Path to the Prosperity of Czech Higher Education

A programme called 'The Alternative Sector of Higher Education', designed to transform the Czech higher education system and bring it closer to the standards in West European countries, was launched in the Czech Republic in 1991. The main objective is to develop a vocational higher education sector and to diversify the educational aims, form and content of studies offered by higher education institutions. The programme should initiate the changes which many West European higher education systems underwent 20 years ago: the transformation from an elitist model to a mass model of higher education. The Czech programme is based on a well-tried method applied in other countries, with selected vocational secondary schools gradually being wholly or partly turned into institutions providing higher education focused on training for jobs. The decision to start the programme was made because of the future needs of the labour market, changes due to economic and social development, analyses of the present conditions and possible developments in the education system and, last but not least, the demand for higher education. This article will focus on the educational dimension and the labour market.