Industry currency and professional obsolescence refer to the competence of an individual to perform their job. The knowledge required in occupations does not remain static so workers need to continuously update their skills. As vocational education and training (VET) practitioners train the individuals entering these occupations, it is important for them to ensure their industry knowledge and skills are current. This report explores the issues of industry currency and professional obsolescence from the viewpoints of those working in the trades and the professions, with the aim to examine their suitability for VET. The authors suggest that a more strategic approach to industry currency needs to be adopted by training organisations, while individual practitioners should look at regularly updating their industry skills"--Website.
This study examines the existing and potential strategies for sustaining and building greater levels of management and leadership capability in training organisations. The research report is one of the products of a nationally based research consortium: Supporting vocational education and training (VET) providers in building capability for the future.
The findings of a study examining organisational culture and structure in ten public, private, community and enterprise-based Australian registered training organisations is presented in this report. It identifies the ways in which organisational cultures and structures shape what is possible within registered training organisations and how to manage change to build organisational capability." --NCVER website.
A study explored expectations and experiences of online students in Australia's vocational education and training (VET) sector. Survey responses from 201 students in 23 private and public institutions indicated the need for information on course and module requirements and regular communication with teachers and tutors as priorities for successful completion of online learning. Students lacked the opportunity to complete all necessary administrative procedures online. Coordinator/teacher feedback indicated participating institutions provided online students with adequate information on course material and administrative procedures. Teachers/tutors highlighted a deficiency in the structures enabling students to assess their skills and suitability for undertaking online courses. Key issues for registered training organizations to consider included specific professional development for teachers/tutors involved in online delivery; allocation of dedicated staff to support online students so they are able to provide rapid response to inquiries; establishment of guidelines and directions for online students and teachers/tutors; and establishment of roles and responsibilities of students and teachers/tutors. The key issue for the VET sector is establishment of national minimum standards for online delivery to ensure no group of online VET students is disadvantaged. Appendices describe the study procedures, student survey, coordinator's questionnaire, students' interview questions, case study proforma, and individual case studies. (Contains 72 references.) (YLB)
The demographic changes in Australia's labour market present challenges for technical and further education (TAFE) institutes. Within TAFE institutes, in which the teaching workforce is older than the overall national labour force, the imminent departure of many teachers endangers its prime asset - its skill and knowledge base. This report examines the approaches managers and leaders in 16 TAFE institutes have undertaken to sustain, develop and renew their workforce and build their organisation's knowledge. It finds that TAFE managers now recognise that maintaining and developing their organisation's skill base is imperative, but that finding approaches to sustain TAFE in the longer term requires more attention.
This paper focuses on issues which affect the capability of TAFE providers to meet their clients' and stakeholders' needs and draws extensively on the reports of the consortium research program which examined ways to help build vocational education and training (VET) provider and workforce capability. The paper puts this research, most of which was completed in 2006 and 2007, into a contemporary framework. It suggests that TAFE providers need to be free of unnecessary central constraints to help them meet their strategic business needs. This includes more direct control of human resources matters and industrial relations." - NCVER website.
Thank you for visiting our website. Would you like to provide feedback on how we could improve your experience?
This site does not use any third party cookies with one exception — it uses cookies from Google to deliver its services and to analyze traffic.Learn More.