Papers available

Vocational education and training providers in competitive training markets, Fran Ferrier, Tom Dumbrell and Gerald Burke, NCVER 2008

This study examines the experiences and initiatives of VET providers in three areas: income sources and mixes, ‘thin markets’ in VET and research and development.

Most providers, public and private, are striving to diversify their sources of income. This requires investments in staff development, resources and facilities, in marketing and in nurturing relationships with potential partners and clients. Collaborations between providers and with other bodies are increasing. New leveraging practices are emerging.

Thin markets for VET can be occupational, geographic, related to an industry, or a combination of these three types. VET providers are concerned about costs and restrictions on provider activity in thin markets. They argue that the price paid for training in thin markets should be higher. Some public providers feel an obligation to deliver training in thin markets despite higher costs.

There is little evidence of engagement by VET providers in research and development, though many are engaged in market research and innovation in teaching and learning. Those who are engaged in research and development appear to benefit from it in reputation, in funding and in adding value to training by giving learners opportunities to engage in additional activities.

Assessing education and training requirements against uncertain labour force trends, Gerald Burke, ACER Conference August 2008

Commonwealth and state governments are taking steps to expand the provision of vocational education and training. This paper concentrates on the issues of the quantity and mix of training provided. Data analysis of skill requirements and supply can be undertaken to provide some guidance to policy makers. This analysis can include information on future employment by occupation and qualification, on labour force participation, on shortages and in trends in supply. The analysis can provide a coherent overview of what is likely to occur if current trends or policy settings persist. However, future uncertainty and data limitations suggest the information is most useful in providing a broad context within which industry, employer, employee and individual needs can be considered.

The use of equity funding to improve outcomes, Peter Kellock, Gerald Burke, Fran Ferrier, Sue North, Richard O’Donovan, Report to the, Department of Education and Early Childhood, Development Victoria 2007

In 2007 CEET was engaged to undertake research into the ways equity funding is used by government schools in Victoria. Approximately half of all government schools receive equity funding, based largely on a Student Family Occupation (SFO) measure. Schools that are performing well engage in a number of equity strategies, including activities related to staff capacity, program structure and content, student-to-program relationships, student to-teacher relationships, and relationships with family and the community. The coherence of the whole set of activities rather than one particular program appears to be a feature of good performance. Effective equity strategies are facilitated by strong leadership, the use of data to monitor and drive performance, access to external support and expertise, and the development of partnerships.

Monash Business Review Volume 4, Number 3 November 2008

The next issue of the Monash Business Review, on line early November, has several articles relating to skills and training:

‘Skills Australia: Meeting Business Needs’—Philip Bullock, Chair of Skills Australia.
‘Skilled immigrants’—Sharmin Mahmud, Quamrul Alam and Charmine Härtel
‘From Skills Shortages to Emerging Skills Growth in the Technical Professions’—Peter O'Neill, John Buckeridge Adela McMurray and Julie Wolfram-Cox
‘Everything to prove—young graduates’ experience of casual work’, Naomi Rosh White
‘Skills Shortages—causes and policies’, Chandra Shah and Gerald Burke (CEET)
‘Retaining Older Workers’—Fran Ferrier (CEET)
‘Employer Strategies—cooperative training activities’, Richard Cooney and Michael Long (CEET)
‘VET benefits—An analysis of the costs and returns for students with VET qualifications’, Michael Long (CEET)

Appointment

TAFE Development Centre
Peter Noonan has been appointed Chair of the TAFE Development Centre in Victoria.
The mission of the Centre is to promote the development and raise the professional standing of people working in Victorian TAFE Institutes. It provides a range of programs and services to support TAFE Institutes in the development of their staff.

Peter is Director, Peter Noonan Consulting, Associate of CEET and the Faculty of Education, Monash University, Honorary Fellow Faculty of Education, University of Melbourne. He is a member of the Higher Education Review Expert Panel  which is to report later this year.