What industry wants : Employers' preferences for training
- Authors: Smith, Erica , Kemmis, Ros Brennan
- Date: 2010
- Type: Text , Journal article
- Relation: Education and Training Vol. 52, no. 3 (2010), p. 214-225
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- Description: Purpose: The purpose of this paper is to describe and analyse what retail and hospitality industry employers want from training and trainers. Design/methodology/approach: The research project was undertaken for Service Skills Australia, the Australian Industry Skills Council that oversees formal training for a range of service industries in Australia. The paper utilises data from focus groups and telephone interviews with representatives of the retail and hospitality industries, and telephone interviews with staff of the relevant UK Sector Skills Councils, to provide international benchmarking for the issues raised. Findings: Results showed that, while industry representatives stated that they prioritised industry skills and knowledge above education skills and knowledge, a complex mixture of the two was required, which was generally felt to be lacking. Curriculum for training was also perceived to be deficient, despite Training packages having been developed in consultation with industry. A comparison with the UK interviews with senior staff at the UK Skills Councils for the two industries showed similar issues and suggested some possible ways forward for Australia. Originality/value: The paper provides three major areas where improvement in VET training and trainers would be welcome and gives useful initiatives for improvement in those areas. © Emerald Group Publishing Limited.
- Description: Purpose: The purpose of this paper is to describe and analyse what retail and hospitality industry employers want from training and trainers. Design/methodology/approach: The research project was undertaken for Service Skills Australia, the Australian Industry Skills Council that oversees formal training for a range of service industries in Australia. The paper utilises data from focus groups and telephone interviews with representatives of the retail and hospitality industries, and telephone interviews with staff of the relevant UK Sector Skills Councils, to provide international benchmarking for the issues raised. Findings: Results showed that, while industry representatives stated that they prioritised industry skills and knowledge above education skills and knowledge, a complex mixture of the two was required, which was generally felt to be lacking. Curriculum for training was also perceived to be deficient, despite Training packages having been developed in consultation with industry. A comparison with the UK interviews with senior staff at the UK Skills Councils for the two industries showed similar issues and suggested some possible ways forward for Australia. Originality/value: The paper provides three major areas where improvement in VET training and trainers would be welcome and gives useful initiatives for improvement in those areas. © Emerald Group Publishing Limited.
High quality traineeships : Identifying what works
- Authors: Smith, Erica , Comyn, Paul , Kemmis, Ros Brennan , Smith, Andy
- Date: 2009
- Type: Text , Report
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- Description: This study explores the common features of high-quality traineeships using case studies from the cleaning, child care, construction, retail, finance and insurance, and meat processing areas. The research identifies a range of policy measures that could improve both the practice and image of traineeships. A good practice guide has also been developed to assist in ensuring that all traineeships are of equally high quality.
- Description: 2003007937
The importance of the psychological contract for effective learning in apprenticeships
- Authors: Smith, Erica , Walker, Arlene , Kemmis, Ros Brennan
- Date: 2011
- Type: Text , Conference paper
- Relation: Assuring the acquisition of expertise: Apprenticeship in the modern economy Beijing Normal University 26th-27th May, 2011 p. 141-144
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- Description: This paper looks at apprenticeship learning and training from a new standpoint – the psychological contract. The notion of the psychological contract is commonly used in the human resource management field to understand the nature of employment relationships. It has not previously been applied to apprenticeships in any systematic manner. This paper reports on a research project that applied a preexisting instrument to apprentices and employers and also included qualitative case studies in nine companies.
Good practice in apprenticeship systems: Evidence from an international study
- Authors: Kemmis, Ros Brennan , Smith, Erica
- Date: 2012
- Type: Text , Conference paper
- Relation: Proceedings of the 2nd UPI International Conference on Technical and Vocational Education and Training
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- Description: Apprenticeships can be seen as the ultimate in co-operation between TVET providers and industry as they are based on a combination of work and study. Ideally they should provide appropriate skills for companies and also all-round occupational and generic skills. However there are many different actual and potential models of apprenticeship.This paper uses part of the work undertaken for a project funded by the International Labor Organization and the World Bank to compare and contrast apprenticeship systems in 11 countries, for the purpose of drawing out features of good practice. The project was undertaken to provide suggestions for the process of reform of the Indian apprenticeship system [Planning Commission 2009]. Experiences of other countries, both in the developed and the developing world, indicate that apprenticeship systems cannot be transplanted among countries; however, key features of countries’ systems can be identified and sensitively developed in other countries. The paper describes a method for undertaking this task, and the findings. Eleven individual country case studies, based on reports and literature, were produced by a team of national experts, and subjected to a cross-case analysis. The use of national experts was judged to be more effective than having people write on other countries’ systems; the latter method has proved in many instances to result in inaccurate reports, susceptibility to the influence of limited numbers of stakeholders and a lack of sophistication in analysing trends. The country case studies took into account agreed international benchmarks for describing, analysing and evaluating apprenticeships, based on the framework described in the recently-released memorandum by INAP, the International Network on Innovative Apprenticeship [INAP Commission 2012] and the framework developed by one of the authors in the International Encyclopedia of Education [Smith 2010]. The countries were selected to cover a range of variables. A cross-case analysis was undertaken which drew together data from the countries using a thematic approach and simple data display techniques [Miles and Huberman 1994]. The analysis covered both systemic issues and 'the life cycle of the apprentice'. The data were then further reduced to develop an identification of the features of a model apprenticeship system, and proposed measures of success and associated challenges, derived from the data.
Globalising the apprenticeship concept: How far can apprenticeship systems be compared across countries and what can be gained?
- Authors: Kemmis, Ros Brennan , Smith, Erica
- Date: 2013
- Type: Text , Conference proceedings
- Full Text: false
The psychological contract in apprenticeships and traineeships: Comparing the perceptions of employees and employers
- Authors: Walker, Arlene , Smith, Erica , Kemmis, Ros Brennan
- Date: 2012
- Type: Text , Journal article
- Relation: International Employment Relations Review Vol. 18, no. 1 (2012), p. 66-81
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- Description: This paper compares the perceptions of Australian apprentices/trainees and employers of apprentices/trainees in relation to the psychological contract: the unwritten mutual expectations employers and employees have of each other. A random sample of apprentices and trainees (N = 219) and employers of apprentices and trainees (N = 262) from Victoria and Queensland, Australia completed surveys. Information was collected about perceived employer, employee and training obligations and how well they had been met. Overall it was found that apprentices/trainees and employers rated similar individual employer, employee and training obligations as being the most and least important. Training obligations were perceived by both parties as being the most important obligations overall. Differences between the groups mainly related to perceptions of the extent to which obligations were met, particularly employer obligations. Despite significant differences, the overall mean ratings suggest that the psychological contract is being met well for both parties. Implications of the research for psychological contracts and for apprenticeships/traineeships are discussed.
- Description: C1
Australian employers' adoption of traineeships
- Authors: Smith, Erica , Comyn, Paul , Kemmis, Ros Brennan , Smith, Andy
- Date: 2011
- Type: Text , Journal article
- Relation: Journal of Vocational Education and Training Vol. 63, no. 3 (2011), p. 363-375
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- Description: Traineeships are apprenticeship-like training arrangements that were initiated in Australia in 1985. They were designed to introduce apprenticeship training to a broader range of industries, occupations and individuals; they are available in occupations outside the traditional trades and crafts. Many companies use them on a large scale, some recruiting their entire shop floor workforce as trainees. This article uses findings from a national project on traineeships in six industry areas to examine the ways in which employers adopt them and the factors which affect their take-up across industries and enterprises. © 2011 The Vocational Aspect of Education Ltd.
- Description: 2003009231
Australian employers' adoption of traineeships
- Authors: Smith, Erica , Comyn, Paul , Kemmis, Ros Brennan , Smith, Andy
- Date: 2013
- Type: Text , Book chapter
- Relation: Contemporary apprenticeship: International perspectives on an evolving model of learning p. 127-139
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How can the expansion of the apprenticeship system in India create conditions for greater equity and social justice?
- Authors: Smith, Erica , Kemmis, Ros Brennan , Comyn, Paul
- Date: 2014
- Type: Text , Journal article
- Relation: Australian Journal of Adult Learning Vol. 54, no. 3 (2014), p.
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- Description: This paper reports on aspects of a recent project carried out for the International Labour Organization (ILO) and the World Bank, which was designed to feed into the process of updating and expanding India’s apprenticeship system. The apprenticeship system in India is extremely small for the country’s population, even taking into account the high proportion of jobs that are in the informal economy, and is subject to very rigid regulation. Expansion of the system has been seen as vital in order to improve the supply of skills to the rapidly expanding economy, and also to address issues of disparity in labour market participation and equity for certain groups in Indian society. The paper firstly explains how findings about apprenticeship systems from ten other countries, together with analysis of the Indian situation, were used to present options for consideration by the Indian government. It then analyses these options for their social justice and equity implications.
Towards a model apprenticeship framework: a comparative analysis of national apprenticeship systems.
- Authors: Smith, Erica , Kemmis, Ros Brennan
- Date: 2013
- Type: Text , Book
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- Description: This project was undertaken with funding from the International Labour Organization (ILO) and the World Bank. It was designed to inform the redevelopment of the Indian apprenticeship system. Government officials wanted to consider features of good practice from around the world. Ten expert international researchers were identified and provided case studies about their own countries’ apprenticeship systems; a cross-case analysis produced a framework for a ‘model apprenticeship system’. Measures of success for apprenticeship systems were also identified.
Learning to work in a global economy: How countries use apprenticeship systems to assist school-leavers
- Authors: Kemmis, Ros Brennan , Smith, Erica
- Date: 2013
- Type: Text , Conference proceedings
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Credit transfer from VET to higher education: a pathways policy meets a roadblock.
- Authors: Smith, Erica , Kemmis, Ros Brennan
- Date: 2014
- Type: Text , Journal article
- Relation: Research in Post-Compulsory Education Vol. 19, no. 2 (2014), p. 230-244
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- Description: Higher education is increasingly available to a wider range of people, not just recent school-leavers with established academic ability. One way of encouraging this trend is to provide credit transfer into higher education (HE) qualifications for people’s prior vocational education and training (VET) studies. However, it is generally recognised that while a range of pathways have been created, the numbers of students involved in such pathways are relatively limited. This paper explores some of the reasons this might be so, using, as a case study, an analysis of a national Australian government policy initiative. The initiative, known as ‘VET FEE-HELP’, involved the introduction of student loans for fees for higher-level VET studies and was designed partly to encourage credit transfer. Availability of loans to students was on the proviso that the course in which the student enrolled had a documented pathway providing credit transfer into a higher education course. This created a climate in which VET providers actively pursued partnerships with higher education. But recently, the credit transfer requirement of the policy has been removed. The paper concludes by discussing the issues for governments in finding appropriate policy levers to increase proportions of students transferring from VET to higher education.
- Description: C1
VET in the compulsory years of schooling:A pathway into the future or a dead end?
- Authors: Smith, Erica , Kemmis, Ros Brennan
- Date: 2010
- Type: Text , Journal article
- Relation: VOCAL : The Australian Journal of Vocational Education and Training in Schools Vol. 8, no. 2010-2011 (2010), p. 24-34
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Possible futures for the indian apprenticeship system: Options for India.
- Authors: Smith, Erica , Kemmis, Ros Brennan
- Date: 2013
- Type: Text , Technical report
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- Description: The purpose of this report is to use ideas gained from ten other national apprenticeship systems to put forward options for the Indian system. These countries are Turkey, Indonesia , Egypt, South Africa, Australia, Canada, USA, England, Germany and France. The report of the international phase of the research project is separately available. The latter includes individual country case studies containing detailed information about the systems in these other countries [in addition to an Indian case study] presented ina common structure, a cross-case analysis, and a proposed framework for a model apprenticeship system.
Understanding the psychological contract in apprenticeships and traineeships to improve retention
- Authors: Smith, Erica , Walker, Arlene , Kemmis, Ros Brennan
- Date: 2011
- Type: Text , Technical report
- Relation: National Vocational Education and Training Research and Evaluation Program
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- Description: Attrition in apprenticeships and traineeships is an ongoing concern for employers and government alike, with completion standing at around 50% on average. One possible explanation for this high attrition rate that there is mismatch between the respective expectations of apprentices/trainees and employers. This research use the concept of psychological contract, that is, the perceived mutual obligations betweens employers and employees of themselves and each other, to test this explanation.
The psychological contract in apprenticeships and traineeships: Differing perceptions
- Authors: Smith, Erica , Walker, Arlene , Kemmis, Ros Brennan
- Date: 2011
- Type: Text , Conference proceedings
- Full Text: false
- Description: As with any contract of employment, the mutual expectations of the employer and the apprentice/trainee are very important. Apprenticeships and traineeships have greater expectations than other employment contracts of employment because of the training component of the contract. This paper reports on some of the findings of a major NCVER-funded national project examining mutual expectations in apprenticeships and traineeships through the concept of the psychological contract. The paper focuses on the differences between employers and apprentices/trainees, in the expectations each party has of the other and in the extent to which the expectations are perceived to have been met.