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• Vocational education and training and people with a disability: Review of the research
  • This paper provides a status report about VET participation, education and employment outcomes, and the costs and benefits of vocational education and training for people with a disability in Australia. It also highlights key issues and areas where future research is needed.
• Cross-cultural training and workplace performance
  • This study looks at the value of cross-cultural training in developing the skills needed by employees to work with culturally diverse co-workers and clients.
• Student experience roundtable: The key findings
  • A research consultant was engaged in May 2007 to conduct a series of focus groups with vocational education and training (VET) students using the themes of motivation, resources, quality, access, environment, support, and expected outcomes. Five major grouping emerge: quality of training and teachers; recognition of qualifications; transition from Vocational Education and Training (VET); status of VET; and student support, including complaint mechanisms.
• Client and student voice action group
  • This consultation process has been developed to elicit options for feedback from clients and students into the national training system. The paper outlines objectives, principles, and operational characteristics (architecture, roles, membership, reporting, coordination,and initiatives/priorities) for coordinated and regular advisory structures for Indigenous, Disability and other client groups of VET. Integrated arrangements on a national basis are also discussed.
• Priority area two: Improving education and helping people into work
  • This section is the second chapter in the report "A Fairer Victoria 2008: Strong people, strong communities". It introduces the TAFE guarantee; and covers increases in literacy funding with the expansion of Literacy Improvement Teams. There will be particular support for increases in indigenous literacy by expanding the work of the Koorie Education Support Workforce. The Learning and Working program targets young Indigenous people who otherwise would become long-term unemployed. The Victorian Government also wants to increase the number of people accessing training by making navigation of learning pathways easier; simplifying the VET system; making it more responsive to changes in skills sets; and encouraging a culture of lifelong learning.
• Better pathways consultation paper
  • This paper has been prepared for consultation on 'improving the pathways from school to further education, training, employment, and day options for young people with a disability'. It provides a breakdown of statistical information about students with disabilities from the National Centre for Vocational Education Research (NCVER). Findings include: low levels of completed schooling; low percentage of students studying Certificate III courses or above; and low rates of apprenticeships.
• Passive, responsive or pro-active: Australian TAFE approaches to inclusiveness in VET
  • This paper finds that there is a high degree of diversity among the 58 TAFE institutes surveyed about inclusiveness. They fall into 3 groups. The first group of TAFEs are those that report a 'passive' commitment, and while they comply with specific equity legislation, do little else. The second group of TAFEs are those who are responsive to the diverse needs of existing students but do not apply their activities to creating wide-ranging opportunities outside their institutions. The final group are proactively creating learning opportunities to achieve successful outcomes for their students and broader communities.
• Many paths: Stories from Aboriginal vocational education and training students in Tasmania
  • This resource is an outcome of a recommendation made in 'Stories and statistics: Success in VET literacy and numeracy modules 2004', a report commissioned by the Tasmanian Aboriginal Education Association Inc (TAEA). These stories are about Aboriginal students and their 'learning journeys', and the experiences of Aboriginal VET Officers who supported them.