What industry wants : Employers' preferences for training
- Smith, Erica, Kemmis, Ros Brennan
- Authors: Smith, Erica , Kemmis, Ros Brennan
- Date: 2010
- Type: Text , Journal article
- Relation: Education and Training Vol. 52, no. 3 (2010), p. 214-225
- Full Text:
- Reviewed:
- 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.
- Authors: Smith, Erica , Kemmis, Ros Brennan
- Date: 2010
- Type: Text , Journal article
- Relation: Education and Training Vol. 52, no. 3 (2010), p. 214-225
- Full Text:
- Reviewed:
- 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.
The importance of the psychological contract for effective learning in apprenticeships
- Smith, Erica, Walker, Arlene, Kemmis, Ros Brennan
- 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
- Full Text: false
- Reviewed:
- 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.
How can the expansion of the apprenticeship system in India create conditions for greater equity and social justice?
- Smith, Erica, Kemmis, Ros Brennan, Comyn, Paul
- 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.
- Full Text:
- Reviewed:
- 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.
- 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.
- Full Text:
- Reviewed:
- 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.
Credit transfer from VET to higher education: a pathways policy meets a roadblock.
- Smith, Erica, Kemmis, Ros Brennan
- 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:
- Reviewed:
- 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
- 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:
- Reviewed:
- 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
- «
- ‹
- 1
- ›
- »