'Qualifications for work and further learning': The Australian approach to hybrid qualifications
- Authors: Smith, Erica
- Date: 2013
- Type: Text , Book chapter
- Relation: Hybrid qualifications: Structures and problems in the context of European VET policy p. 227-240
- Full Text: false
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'The national custodian': How interest groups and academics combine to restrict access of working people to qualifications
- Authors: Smith, Erica
- Date: 2012
- Type: Text , Conference paper
- Relation: The value and voice of VET research for individuals, industry, community and the nation
- Full Text: false
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- Description: An Australian ‘Expert Panel on apprenticeships’ worked during 2010-11 to propose sweeping changes to the Australian apprenticeship and training system which would have removed the access of workers in large segments of the economy to publicly-funded training. One suggestion was the establishment of a ‘national custodian’ who would decide which occupations were to get funded training and which were not. The eventual policy outcomes of this attempt, by a combination of interest groups and academics, to ‘guard’ access to funded training, are not yet known. However a minor policy change has already removed employers’ incentive payments for Certificate II qualifications. A similar process has been taking place during 2011 in England, where similar alliances are opposing the expansion of the apprenticeship system to broader sections of the economy. This paper analyses policy documents, and statements by academics and people from other research institutions, to examine, and attempt to theorise, their attempts to deny funded training to workers. These arguments are tested against the broader apprenticeship literature and the implications of these seemingly elitist arguments on the policy objective of social inclusion through VET.
1958-2008 : how access to VET qualifications has changed in Australia
- Authors: Smith, Erica
- Date: 2008
- Type: Text , Journal article
- Relation: Education and Training Vol. 50, no. 1 (2008), p. 43-46
- Full Text: false
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- Description: Purpose – The purpose of this paper is to provide a reflection on the growth in qualifications available through work, over the 50 years of Education and Training. Design/methodology/approach – The approach adopted is that of providing a viewpoint, reflecting back on the availability of qualifications today compared with the 1950s. Findings – The growth in the availability of qualifications has meant that a greater proportion of the workforce now hold qualifications, and particularly that people outside traditional trades can gain work-related qualifications. The changes have advantaged those in service industries and jobs previously not regarded as skilled. They have especially assisted women and have paralleled the increased participation of women in the workforce. However the current favourable situation has some fragility. Originality/value – This paper is one of a series commissioned by the journal on its 50th anniversary.
- Description: C1
- Description: 2003006410
A review of twenty years of competency-based training in the Australian vocational education and training system
- Authors: Smith, Erica
- Date: 2010
- Type: Text , Journal article
- Relation: International Journal of Training and Development Vol. 14, no. 1 (2010), p. 54-64
- Full Text: false
- Reviewed:
- Description: In this paper, the author reflects, both as an academic researcher and as a senior practitioner, on the experience of competency-based training (CBT) in the Australian vocational education and training system. She seeks to draw conclusions about the Australian experience using a typology drawn from the academic literature which focuses on the philosophical, educational, technical and market aspects of CBT. She concludes that, despite many improvements over the past 10 years, some potential problems remain. The system is controlled overly tightly by the interests of industry and it also exhibits some inflexibilities. Both of these act to disadvantage some groups of learners. Teachers and trainers do not have adequate skills to work skilfully and critically with CBT, leading to thin pedagogy and a narrow focus on assessment of individual items of performance. © 2010 Blackwell Publishing Ltd.
A small study of big issues in apprenticeship: Companies’ apprenticeship management practices in Australia
- Authors: Smith, Erica
- Date: 2019
- Type: Text , Conference proceedings
- Relation: Contemporary Apprenticeship Reforms and Reconfigurations, 8th International INAP Conference; Kontanz, Germany March 21st-22nd
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Afterword : a fresh look at workplace learning for VET teachers
- Authors: Smith, Erica
- Date: 2020
- Type: Text , Journal article
- Relation: International Journal of Training Research Vol. 18, no. 1 (2020), p. 84-92
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- Description: The expertise and professionalism of teachers is vital in vocational education and training (VET), as it is in any other education sector. As ‘dual professionals’, VET teachers need to keep abreast of their industry or discipline area as well as maintaining and improving their pedagogical skills and knowledge. VET workplaces (colleges and vocational schools) are important sites of learning for these matters. This paper draws together and analyses the findings from the other papers in this special issue, finding that VET workplaces contribute to teachers’ learning both as a part of pedagogical qualifications (in ‘teaching practice’ components) and as part of continuing professional learning. The paper draws on a previous theoretical model and the findings in the papers to propose a number of categories of workplace learning: learning that is taught, sought, wrought, caught, brought, and thought. These could be applied to any occupation. Finally, the contribution of teachers’ personal attributes to the extent and nature of their site-based learning is examined, using the data in the papers to develop further a previous model of VET teacher professionalism. © 2020, © 2020 Informa UK Limited, trading as Taylor & Francis Group.
Apprenticeship management at national and company levels: Research based ‘good practice’ principles
- Authors: Smith, Erica
- Date: 2016
- Type: Text , Journal article
- Relation: International Journal of Human Resource Development: Practice, Policy & Research Vol. 1, no. 1 (2016), p. 35-52
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- Description: HRD professionals are often involved closely with apprenticeship systems. Apprenticeships operate within companies but are almost always linked to a national apprenticeship system which provides legislation and regulation around aspects of apprenticeship. Most countries around the world have a formal apprenticeship system, although systems vary widely in their nature, their relative size and their sophistication. The paper aims to provide a contribution to both policy and practice. It draws together and analyses three pieces of research undertaken between 2007 and 2013 by the author: one international comparative study on national apprenticeship systems, and two Australian projects on the ways in which companies manage their apprentices. The paper shows how the findings about good practice in apprenticeship management can be used at both national and company levels. The international study was funded by the International Labour Organization and the World Bank, and the Australian studies were funded by the National Centre for Vocational Education Research.
Apprenticeship: One concept, many facets
- Authors: McCracken, Martin , Smith, Erica
- Date: 2016
- Type: Text , Editorial , Journal article
- Relation: Education and Training Vol. 58, no. 6 (2016), p.
- Full Text: false
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- Description: This special edition is based on papers delivered at a conference of the International Network on Innovative Apprenticeship (INAP), a network of researchers and practitioners interested in apprenticeship and related issues. A previous special edition of Education + Training, “Innovative apprenticeships: promoting successful school-to-work transitions”, was based on the third conference of the network, held in Turin, Italy, in September 2009. This special edition is based on the sixth conference, held in Ballarat, Australia, in September 2015. The theme of the conference was Architectures for Apprenticeship: Achieving Economic and Social Goals. The papers in this volume are selected from the best of the 34 full papers and keynote speeches presented. "From introduction"
Apprenticeships
- Authors: Smith, Erica
- Date: 2010
- Type: Text , Book chapter
- Relation: International Encyclopedia of Education Chapter Vocational education and training - Industry and employers p. 312-319
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Apprenticeships : the problem of attractiveness and the hindrance of heterogeneity
- Authors: Smith, Erica
- Date: 2023
- Type: Text , Journal article
- Relation: International Journal of Training and Development Vol. 27, no. 1 (2023), p. 18-38
- Full Text:
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- Description: This paper examines a question posed in 2019 in the International Journal on Training and Development: ‘How do we solve a problem like apprenticeship?’ Data sources covering a substantial number of countries are used to present findings on, and analyse, initiatives that have been implemented or that have been considered, and then to develop some analytical constructs to help address the question. Fundamental issues such as the status of vocational education and training and the status of apprenticed occupations are important, but the nature of the apprenticeship arrangements, within countries and within industries are also major factors affecting perceived attractiveness. The paper therefore argues that the heterogeneity of apprenticeship systems and arrangements is a major barrier to solving the attractiveness problem. Moreover, the heterogeneity of potential apprenticeship applicants means that marketing campaigns or other efforts to attract more, and higher quality, apprentices need to be cognisant of individuals’ backgrounds, characteristics, and aspirations. Some tentative ways of addressing these matters are presented, but the conclusion is that the topic needs large-scale research. © 2022 The Authors. International Journal of Training and Development published by Brian Towers (BRITOW) and John Wiley & Sons Ltd.
Apprenticeships and ‘future work’ : are we ready?
- Authors: Smith, Erica
- Date: 2019
- Type: Text , Journal article
- Relation: International Journal of Training and Development Vol. 23, no. 1 (2019), p. 69-88
- Full Text:
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- Description: The paper evaluates the readiness of apprenticeship systems to cope with five major developments affecting the future of work. The institution of apprenticeship has evolved over time in all countries, gradually adapting to changes in industrial processes, the economy, the labour market and education systems. This paper suggests, however, that recent changes in the economy and the labour market, and their concomitant effects on the likely future of work, have the potential to disrupt apprenticeship systems quite radically worldwide, and/or to make them less relevant in the 21st century. The paper draws on data from recent Australian and international research projects undertaken by the author, as well as the author’s engagement in Australian government exercises to discuss the future of apprenticeships. The research found that adaptations of systems and processes were being undertaken at company level and by stakeholders such as trade union or employer peak bodies. They were less frequently apparent, however, in government policy. The paper analyses the data to produce a framework of readiness for ‘future work’, but also queries whether adaptation of apprenticeship systems is necessarily desirable in all instances. Although the presence of multiple stakeholders in the system has previously been viewed as a strength of the system, it can also make even minor changes difficult to implement. This could prove to be a major impediment to apprenticeship’s future or could be a means of preserving its essential features. © 2019 Brian Towers (BRITOW) and John Wiley & Sons Ltd.
- Description: International Labour Organization, ILO with the assistance of the JP Morgan Chase Foundation.
Architectures for apprenticeship: Achieving economic and social goals
- Authors: Smith, Erica , Gonon, Philipp , Foley, Annette
- Date: 2015
- Type: Text , Edited book
- Full Text: false
- Description: This volume contains the paper of the 6th International Conference of the International Network on Innovative Apprenticeship: Architectures for apprenticeship: Achieving economic and social goals, which was held on the campus of Federation University Australia, on September 1-2, 2015. The papers and keynote speeches offer many aspects for discussion and reflection. This was also the case at the conference itself, which provided two days of topical debates and fruitful deliberations. The papers covered the themes of Governance, Didactics, Quality of Apprenticeships, School-to-work transition, the status of Apprenticeships, and Apprenticeships and Social justice.
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
- Full Text: false
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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
- Full Text: false
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Australian TVET teacher training : once flourishing but now neglected
- Authors: Smith, Erica
- Date: 2022
- Type: Text , Book chapter
- Relation: Technical and Vocational Teacher Education and Training in International and Development Co-Operation: models, approaches and trends Chapter 26 p. 435-451
- Full Text: false
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- Description: This chapter describes the system of TVET teacher qualifications in Australia. A brief overview of the TVET system (known in Australia as VET, rather than TVET) is followed by a description of the VET teaching workforce, which is predominantly made up of mature people with significant prior industry experience. The chapter explains the current pedagogical qualifications available, which comprise two qualifications offered within the VET sector, at lower levels, and a small number of university-level qualifications. The content of qualifications at each of these levels is described. The chapter explains that the qualification levels of VET teachers have dropped considerably since the year 2000, such that only 10% of Australian VET teachers now have pedagogical qualifications at university level. The challenges created by such a situation are described, together with possible explanations of how this has come about. Implications for other countries are drawn out. © 2022, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
Balancing the equation : Mentoring first-year female STEM students at a regional university
- Authors: Reid, Jackie , Smith, Erica , Iamsuk, Nansiri , Miller, Jennifer
- Date: 2016
- Type: Text , Journal article
- Relation: International Journal of Innovation in Science and Mathematics Education Vol. 24, no. 4 (2016), p. 18-30
- Full Text: false
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- Description: Due to changes to Australia's economic landscape (e.g., falling productivity and the end of the mining boom) and the emergence of disruptive digital technologies, the shape of the Australian workforce is rapidly changing and the development of STEM skills is an imperative. There has been a decline, however, in the number of students studying STEM subjects in senior secondary school, and the underrepresentation of females in many STEM disciplines further compounds the problem. The University of New England is a regional Australian university where a large proportion of students are from rural and regional areas, are mature-aged, and come from low SES backgrounds. Many commence their tertiary studies in STEM with diverse backgrounds, often without the necessary assumed knowledge. A mentoring program was designed to assist female students develop STEM-related study and career goals. Important components of the program included: face-to-face and online training and professional development for participants, two mentors (one academic and one industry-based) per student, accessibility for students studying at a distance, guest speakers, and outreach activities promoting STEM to the wider community. This program could be readily adapted for other cohorts of students (e.g., indigenous students) and expanded (e.g., for all students embarking on STEM studies). The program helped students recognise and address potential roadblocks to a sustained and successful STEM-based career, build confidence in pursuing study and career goals, and develop sound decision-making skills in career planning. For mentors, the program offered STEM-related professional development opportunities. Furthermore, academic mentors reported a positive impact on their approach to STEM teaching as a result of participation in the program.
Buying-out teaching for research : The views of academics and their managers
- Authors: Smith, Erica , Smith, Andy
- Date: 2012
- Type: Text , Journal article
- Relation: Higher Education Vol. 63, no. 4 (2012), p. 455-472
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- Description: This paper reports on the practice of buying-out teaching to create time for research. A study was carried out, at a regional university in Australia, with academics in receipt of research grant funds (and therefore with the means to buy out teaching), Heads of School, and the Deputy Vice Chancellors responsible respectively for research and for academic matters. We found that while eligible academics did buy out teaching by employing casual staff, most of them worried about the potential effects on teaching quality and students' learning. Heads of School were more sanguine about possible effects on teaching. Decision making by academics about whether to buy out teaching, and by Heads of School about whether to allow it in particular cases, took account of a number of factors. Some teaching activities were seen as higher-risk than others for buying-out. It was uniformly recognised by all parties that buying-out did not result in complete relief from the teaching activity that was bought out; a great deal of time and energy needed to be invested by the academic in making appropriate arrangements and monitoring the quality of work undertaken by the casual staff. The paper suggests that clearer policies need to be instituted in this area; academics were unsure what buying-out was allowed or acceptable, and would benefit from more discussion of the practice. © 2011 Springer Science+Business Media B.V.
Choosing VET as a post-school activity: What are some influences on non-metropolitan students?
- Authors: Smith, Erica , Foley, Annette
- Date: 2021
- Type: Text , Conference paper
- Relation: AVETRA 21 Virtual conference: recover, rethink, rebuild: all eyes on VET, 19-23 April 2021
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- Description: This paper draws on data from recently-completed research funded by the Victorian Department of Education and Training (DET) and undertaken in the State of Victoria, in six non-metropolitan communities: three in rural/regional areas and three in peri-urban areas. The rationale for the research was that, despite decades of effort, education outcomes for rural and regional areas in Australia remain well under the Australian average (Napthine et al, 2019), partly because so many young people need to leave home to attend tertiary education (McKenzie, 2014). There is almost no specific research on peri-urban areas. For this paper we have extracted data, from selected phases of the project, specifically to find out why young people may or may not make VET choices. The method for this paper comprised analysis of data from each site, consisting of: • Interviews with VET-sector organisations; • ‘Snapshot surveys’, completed, prior to interviews and focus groups, by 80 young people in schools and 32 in their second-year out; • Publicly-available government ‘On-Track’ data (DET, 2018), of young people in their first year out of school. Recent related literature looks at VET choices in terms of the perceived and actual financial rewards of VET choices (e.g. Norton & Charastidtham, 2019); or in terms of the perceived status of VET choices (e.g. Billett, Choy & Hodge, 2019). Our research showed a complex picture with a number of factors (personal, environmental, cultural background and geographic) influencing choices; and also a perception that VET means apprenticeships, almost to the exclusion of traineeships or full-time VET. The agency of individual schools and of VET providers or apprenticeship organisations was also found to be important. The findings have clear implications for both policy and practice.
Continuity and change : Employers' training practices and partnerships with training providers
- Authors: Smith, Erica , Smith, Andy , Tuck, Jacqueline , Callan, Victor
- Date: 2017
- Type: Text , Report , Journal article
- Full Text:
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- Description: A number of factors influence the motivations of employers to train their workforce and the ways in which they engage with the training system. This study combines a national survey and interviews with Australian employers and registered training organisations (RTOs) to provide a comprehensive picture of the way in which employers navigate the Australian training system and how partnerships with RTOs are established. The study also provides insight into how practices have evolved over the last 20 years.
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
- Full Text:
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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