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National Centre for Vocational Education Research (Australia)

Overview
Works: 1,313 works in 1,939 publications in 1 language and 12,450 library holdings
Genres: Periodicals  Conference papers and proceedings  Bibliography  Directories  Abstracts 
Roles: Author, Editor
Classifications: LC1047.A8, 374.0130994
Publication Timeline
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Publications about National Centre for Vocational Education Research (Australia)
Publications by National Centre for Vocational Education Research (Australia)
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Most widely held works by National Centre for Vocational Education Research (Australia)
Australian vocational education and training statistics ( serial )
in English and held by 256 libraries worldwide
This publication presents a summary of information from the 2001 Survey of employer views on vocational education and training (VET). It contains results of surveying approximately 6,821 employers, including 3,271 specially targeted employers of recent VET graduates. For all employers, it includes findings on employers' chracteristics, their general views on VET, as well as some information on their organisations' training practices. Additional information on specific aspects of VET delivery was sought from employers of recent VET gradutes. A more detailed report is also available in Statistics 2001: Survey of employer views - National report
Australian vocational education and training statistics 1999 : student outcomes survey national report by Leabrook (Australia) National Centre for Vocational Education Research( Book )
9 editions published between 1997 and 2000 in English and held by 124 libraries worldwide
This report presents the results from the 1999 national survey of students who undertook vocational education and training (VET) during 1998. This is the first survey of its type, and covers both TAFE graduates and TAFE students who have successfully completed some training and left the TAFE system at the time of the survey (module completers). Previous surveys covering TAFE graduates only were carried out in 1995, 1997 and 1998
Australian & New Zealand journal of vocational education research ( file )
in English and held by 86 libraries worldwide
Cross-cultural communication : a national resource guide by Maryellen Haines( Book )
1 edition published in 1992 in English and held by 72 libraries worldwide
The resource guide, designed for Australian educators in need of information about or skills in cross-cultural communication, lists print and audiovisual materials, personnel, and current projects in intercultural communication. Its contents were gathered by database search, survey, and interview. Introductory chapters describe the guide's construction and content, provide a subject index, and give an overview of cross-cultural communication issues in education. Subsequent sections contain citations of relevant texts (books, book chapters, journal articles, conference proceedings, individual conference reports, bibliographies, catalogs, directories, guides, handbooks, kits, manuals, papers and reports, and simulations and training packages), journals (Australian and overseas), and audiovisual resources (catalogs). The guide also lists and describes current cross-cultural communication projects in Australia, lists the names and addresses of individuals in a human resources network throughout Australia, and lists relevant databases and organizations. Appended materials include a list of abbreviations and acronyms, a description of the approach and methodology used in constructing the guide, author and title indexes, and sheets for readers to use in submitting updated information. (Mse)
Insight : news and information from the National Centre for Vocational Education Research by National Centre for Vocational Education Research (Australia)( serial )
in English and held by 67 libraries worldwide
Developing a competent workforce : adult learning strategies for vocational educators and trainers by Leabrook (Australia) National Centre for Vocational Education Research( Book )
2 editions published between 1992 and 1993 in English and held by 64 libraries worldwide
The intent of this document is to provide teachers in vocational education and trainers in industry, commerce and government with a greater understanding of the role of vocational education and training in the current context of economic and industrial change in Australia. Following an introduction, section 1 deals with the policy context of the development of human resources and explains the challenges to vocational educators. It includes the following: (1) "Workplace Reform and Vocational Education and Training" (Geoff Hayton); (2) "The Policy Context for Vocational Education and Training" (Andrew Gonczi, Paul Hager); and (3) "Challenges Facing Vocational Teachers and Trainers in the 1990s" (Geoff Scott). Section 2 deals with strategies for developing learning in the workplace and in vocational education settings. It includes the following: (1) "Communication Competence" (Michael Kaye); (2) "Self-Paced Learning" (Lann Dawes); (3) "Self-Directed Learning" (Griff Foley); (4) "Teaching for Critical Thinking" (Paul Hager); (5) "Mentoring and Coaching" (Peter Russell); (6) "Intensive Workshops" (Hank Schaafsma, Laraine Spindler); and (7) "Learning through Play: Simulations and Games" (Elizabeth Leigh, Hank Schaafsma). Section 3, on self-evaluation and ways of assessing learning, includes the following: (1) "Assessing Standards of Competence" (Doug McCurry); (2) "Assessment in Modern Vocational Education" (Geof Hawke, Liz Oliver); (3) "Recognition of Prior Learning" (Ruth Cohen); and (4) "Self-Evaluation" (Bob Gowing, Shirley Saunders). (Cml)
The market for vocational education and training by Chris, Ed Robinson( Book )
1 edition published in 1998 in English and held by 53 libraries worldwide
" ... the most comprehensive collection of papers yet compiled about vocational education and training markets in Australia [and] selected overseas experience ..."--Page iii
Creating a sense of place : Indigenous peoples in vocational education and training by Chris Robinson( Book )
1 edition published in 1999 in English and held by 52 libraries worldwide
The participation of Australia's indigenous peoples in vocational education and training (vet) and the outcomes of their participation were examined in a national study that involved four major data collection activities: investigation of statistics in the national vet collection and results of the Graduate Destination Survey; review of literature on performance indicators and determination of outcomes in vet; review of literature on factors contributing to indigenous students' success; and field studies that entailed interviewing managers, teachers, students, and others at 16 Technical and Further Education (tafe) institutions. The study established that inequality between indigenous peoples and other Australians in access to and participation in vet has been eliminated. All tafe institutes surveyed have embraced national and state/territory-level policies, and plans to improve indigenous vet and most tafe institutions have established special indigenous organization structures; however, the areas of monitoring indigenous students' performance across institute programs and developing strategies to improve the outcomes students achieve or reduce students' rates of attrition have received relatively little attention. (The report contains 15 references and 61 tables/figures. Appended are the following: description of project methodology, literature review and 30 additional references, 29 tables of statistical data, and student survey results.) (mn)
Succeeding against the odds : the outcomes attained by Indigenous students in Aboriginal community-controlled adult education colleges by Deborah Durnan( Book )
2 editions published in 1999 in English and held by 52 libraries worldwide
A study examined the outcomes attained by 389 indigenous students who completed programs at the 4 largest Aboriginal community-controlled adult education colleges in the 9-member Federation of Independent Aboriginal Education Providers (fiaep). The survey, which elicited a 57% response rate, established that, although a very large percentage of the students surveyed had the most severely disadvantaged backgrounds, their educational outcomes were higher than the outcomes attained by indigenous peoples in the vocational education and training (vet) sector overall. The students' employment rate rose from less than 20% before completion of their course to 36% afterward, and an additional 13% of students obtained new paid employment or self-employment after completion of their course. Of the students surveyed, approximately one-third continued their study within the sector after completing their course, another 24% undertook further education and training elsewhere, 21% credited their educational experience with helping them sort out their lives, and more than 36% credited their course with increasing their confidence. (The report contains 33 references and 51 tables. Appended are the following: vet courses and programs offered by the fiaep in 1997, selected Australian vocational education and training statistics, official definitions of employment-related terms, and survey questionnaire.) (mn)
Australian training review ( file )
in English and held by 48 libraries worldwide
Insight news and information from the National Centre for Vocational Education Research by National Centre for Vocational Education Research (Australia)( file )
in English and held by 47 libraries worldwide
Readings in Australian vocational education and training research by Chris, Ed Robinson( Book )
1 edition published in 1998 in English and held by 46 libraries worldwide
A collection of papers on key vocational education and training (VET) issues including workplace training, training markets, entry level and school based VET and training quality. There is also overviews of recent VET research and evaluation, including an examination of the impact of VET research on decision-making
Current issues and new agendas in workplace learning by David, Ed Boud( Book )
3 editions published in 1998 in English and held by 45 libraries worldwide
This book focusses on what we know and how we think about workplace learning. It is about understanding the complex and multifaceted field of learning at work and in settings related to employment. It attempts to bring together what is currently known about research on workplace learning in ways which are helpful to researchers, practitioners and policy-makers. In particular it focuses on the needed research agenda in this area. The book seeks to capture the rich and varied work which has been undertaken on the increasingly important phenomenon of workplace learning and to describe it in ways which make it accessible. It aims to generate discussion about directions for development of workplace learning and research associated with it
Making a difference : the impact of Australia's indigenous education and training policy by Chris Robinson( Book )
1 edition published in 1998 in English and held by 42 libraries worldwide
In 1989, Australia embarked on a concerted effort to eliminate the inequalities between Aboriginal and Torres Strait Islander peoples and the rest of Australia's population with respect to access to, participation in, and outcomes from all levels of education and training. All Australian governments (federal, state, and territory) adopted the National Aboriginal and Torres Strait Islander Education Policy, which is based on the principle of indigenous involvement in education decision making. Since its adoption, the new national policy has facilitated a visible shift in attitudes and actions on the part of indigenous and nonindigenous people alike, and technical and further education institutes' and universities' accommodation of indigenous students' needs and aspirations has improved significantly. For the first time, parity between indigenous and nonindigenous people is within sight in some sectors and some age groups. However, more remains to be done in relation to achieving the policy's goals regarding parity of educational outcomes between indigenous and nonindigenous peoples. The most critical issue for future improvements is to create conditions encouraging indigenous people to achieve appropriate outcomes in education and training. (The report contains 19 references. Appended is the text of the Aboriginal Education [Supplementary Assistance] Act of 1989.) (mn)
What future for technical & vocational education & training? by Leabrook (Australia) National Centre for Vocational Education Research( Book )
1 edition published in 1993 in English and held by 42 libraries worldwide
This collection of articles of international appeal on the future of vocational and technical education and training begins with an introduction by William Hall and includes the following papers: "New Vocationalism in the United States: Potential Problems and Outlook" (Benson); "Learning within a Work Context: Training Concepts, Experience, Developments" (Laur-Ernst); "The Unitisation of Qualifications across the Academic/Vocational Divide: Implications for Curriculum Design and the Measurement of Quality" (Stanton); "Reform of Tertiary Education: The New Zealand Experience" (O'Connor); "Policies and Practices in Vocational Education and Training in Australia" (Stevenson); "Influences and Trends in the Liberian Vocational/Technical Education System: Prospectus for the Nineties and Beyond" (Witherspoon); "Reforming Vocational Learning? Contradictions of Competence" (Jackson); "Lessons Learned in Scottish Competence-Based Systems" (Gunning); "How Convincing Are the Arguments against Competency Standards?" (Hager); "Selection for Vocational Education: Some Lessons from Elsewhere" (Foyster); "Quality Improvement in the Vocational Education and Training Industry" (Holland); and "Quality Assurance Audits in Technical and Further Education: Meeting the Needs of the Ministers" (Navaratnam). Most of the papers include substantial bibliographies. (Mn)
Getting to grips with implementing CBT by Roger McL Harris( Book )
2 editions published between 1992 and 1993 in English and held by 42 libraries worldwide
This booklet is intended to help persons interested in developing and implementing a competency-based training (CBT) program. It begins with a definition of CBT and outlines the steps involved in developing and implementing a CBT program (with emphasis on available materials and existing programs in Australia). The first section is a series of questions and answers designed to help trainers determine whether they are ready to implement CBT and whether a CBT program will work for them. Section 2 discusses the following steps in the program development process: preparing others for CBT, designing a CBT program, getting materials and resources, organizing the facilities, and developing management procedures. The third section covers assisting learning, assessing learning, and monitoring a CBT program. Next, the concept of CBT as an evolving phenomenon is discussed briefly. The final section is an annotated bibliography of 14 recommended publications (13 published in Australia) concerning competency-based vocational education programs and their implementation. (MN)
Working towards best practice in assessment : a case study approach to some issues concerning competency-based assessment in the vocational education and training sector by Barbara Bloch( Book )
1 edition published in 1994 in English and held by 42 libraries worldwide
Between July and November 1993, a cross-section of Australia's school- and workplace-based vocational education and training programs was studied to identify programs using innovative assessment strategies and materials. As innovative strategies/materials were identified, the study methodology was revised and a case study approach was adopted. The eight programs selected for study were competency-based programs. They represented a mix of school and workplace programs and prepared students for certificates in widely ranging areas/occupations, including the following: adult general education, engineering production, carpentry and joinery, public administration, restaurant service, and occupational health and safety. The practices and materials used in each program were identified and discussed. The following issues emerging from the case studies were examined: assessor training; integrating learning and assessment; validity and reliability; literacy, numeracy, and language; enterprise and industry standards; and assessment instruments. (Most of this document consists of the eight case studies. The individual case study reports contain the following kinds of sample materials/exhibits: sample learning activities/modules, assessor guidelines, competency assessment checklists, student assessment criteria, competency statements and corresponding performance criteria, and sample tests. The bibliography lists 10 references.) (mn)
Australian vocational education & training : students with disabilities 1996 : an overview by Brian Knight( Book )
3 editions published between 1998 and 2000 in English and held by 41 libraries worldwide
This publication, drawn from the national collection of vocational education and training (vet) data in Australia, summarizes data that relate to vet students who have identified themselves as having a disability or disabilities in 1996. The publication is organized in seven sections: definitions of disability; 1996 highlights; diversity of the Australian vet system; students with disabilities; courses taken by students with disabilities; module enrollments and outcomes; and 1996 graduates with disabilities. Highlights of the overview include the following: (1) 47,313 students with disabilities were enrolled in vet programs in 1996, representing about 3.5 percent of all vet students; (2) about half of the students with disabilities were male and half were female; (3) 12 percent of vet students with disabilities attended full time and 88 percent attended part time; (4) students with disabilities passed about 56 percent of the modules in which they enrolled; (5) students with disabilities enrolled in more than 11.5 million annual hours, representing 4 percent of the total activity in vocational programs by all students; (6) students with disabilities undertook an average of 245 hours of training each, while students without disabilities undertook an average of 247 hours of training; and (7) 87 percent of the cost of training undertaken by students with disabilities was paid for by the Commonwealth and the State, which is similar to the funding of students without disabilities. (Kc)
Cognition at work : the development of vocational expertise by J., Ed Stevenson( Book )
1 edition published in 1994 in English and held by 41 libraries worldwide
The chapters in this book examine the question of what is vocational expertise and how can it best be developed. Theoretical discussion of the concepts of competence, expertise, cognition, learning and teaching are discussed and applied in empirical studies of vocational expertise
Australian apprentices and trainees 1997 : apprentices and trainees at TAFE : an overview by Leabrook (Australia) National Centre for Vocational Education Research( Book )
2 editions published in 1999 in English and held by 40 libraries worldwide
Records from the quarterly collection of data on Australia's apprentices and trainees were matched with the annual data from vocational education and training providers (vet). The results provide information on the courses and modules undertaken as part of off-the-job training of apprentices and trainees who had a contract of training with an employer during 1997 and studied a Technical and Further Education (tafe) course. These are the findings on course enrollment: they enrolled in an average of 1.2 courses, similar to that for all vocational education and training (vet) students; Australian Qualification Framework (aqf) level 3 or equivalent courses comprised the largest individual proportion of aqf course enrollments with 63.6 percent; male apprentices and trainees comprised 75.3 percent of all aqf and equivalent course enrollments; 49.3 percent enrolled in aqf and equivalent courses were aged 15-19; and major fields of study were engineering and surveying (37.1 percent), services, hospitality, and transportation (16.8), and architecture and building (15.6). These are the findings on module enrollment: they enrolled in an average of 11 modules, significantly more than the 6.7 for the general vet student population; they undertook an average of 298 hours of study; 65.6 percent undertook 200-540 hours of training, in contrast to 25.8 percent for all vet students; the major areas of learning were engineering and processing (30.1 percent), administration, business, economics, and law (13.4), built environment (12.4), and hospitality, tourism, and personal services (12.2); and 64.9 percent of module enrollments resulted in a successful module completion. (A glossary is appended.) (Ylb)
 
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Alternative Names
N.C.V.E.R
National Centre for Vocational Education Research
NCVER
Languages
English (83)
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