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• Learning agreement pilots evaluation: Synthesis report
  • This resource/report focuses on actively providing young people who are in jobs and have no recognised training opportunities with the chance to work towards a qualification using Learning Agreements to re-engage with learning. The report also demonstrates how Learning Agreements appears to engender a more positive attitude towards training in the education sector.
• Demand for training
  • This paper was presented at the Skills Australia, Academy of Social Sciences seminar in Sydney in September 2008. This paper examines the demand for training. It concentrates on the factors that affect individual and employer demand, and points out that accredited vocational education and training (VET) need to be considered in the context of extensive use of non-accredited and on-the-job training.
• Creative opportunities: A study of work-related learning opportunities in the creative industries for young people aged 14-19
  • Work-related learning (WRL) involves young people learning about themselves and the world of work, and develops skills and characteristics to enable them to negotiate future workplace settings. The study challenges traditional approaches to and examines models of engagement between the creative industries and 14-19 year olds and explores what is needed for young people to develop the skills necessary to succeed in the future. Case studies are used to highlight some of the key benefits for those participating: young people, schools and colleges, and creative industry employers.
• Investigating learning through work: Development of the provider learning environment scale
  • This research looks at the key features needed to foster effective learning in the workplace. Based on this, it develops and trials the provider learning environment scale, which larger providers can use to assess their organisation's learning environment.
• Research paper no 2: The role of employers in encouraging e-learning and flexible training delivery
  • The 2007 E-learning Benchmarking Survey asked employers about the extent to which they would encourage the uptake and delivery of e-learning. The majority of employers said that they would encourage employees to use e-learning if it was available (86%), and influence their training provider to promote more flexible training (73%). The reasons given for encouraging greater use of e-learning were mainly based on benefits to employees including convenience, flexibility, increased access to training, more training options, and control over the pace of learning.
• Effective models of employment-based training
  • Employment based training (EBT) models are responding to skills shortages and the need for qualifications higher than Certificate III. This paper outlines five 'enhanced' employment models falling into two categories: entry level training and a more specialised level of education. The five models are: traditional entry-level training; accelerated entry-level training; internship entry-level preparation model; extension model of entry-level preparation; and extension model for further development. The fourth and fifth models assume a high level of experience and knowledge.
• Avenues other: A limited enquiry into workplace delivery and assessment
  • The purpose of this paper is to investigate workplace delivery techniques appropriate or adaptable to apprenticeship training in regional construction businesses. The authors suggest an alternative solution which combines elements of existing practices, and adopts a 'partial' workplace model with improved online workplace activity material. A 'whole of practice' model is recommended meaning that skill development and evaluation are integrally linked, and not divided between the employer and the Registered Training Organisation (RTO).
• Emerging models of employment based training: Untangling the drivers and identifying key features of effective models
  • This paper discusses a recent review of literature on employment based training (EBT) in Australia to discover what models may best suit emerging needs. The traditional ones include apprenticeships, traineeships, work experience placements and learning programs for students in educational institutions. All of them involve a component of experiential learning. One finding is that there is demand for competency based apprenticeships with flexible entry and exit points, pathways and opportunities for learning at higher qualification levels, and customised training to meet business needs.