VET teachers' and trainers' participation in professional development : a national overview
- Tuck, Jacqueline, Smith, Erica
- Authors: Tuck, Jacqueline , Smith, Erica
- Date: 2017
- Type: Text , Conference paper
- Relation: AVETRA 20th Annual Conference, 18-20 April 2017
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- Description: This paper reports on the professional development of vocational education and training (VET) teachers and trainers in Australia. It utilises the data on professional development (PD) gathered from two national surveys undertaken in 2016 as part of a major ARC-funded national research project on VET teachers and their qualifications. Part of the first survey, which focused mainly on VET teachers’ qualifications and teaching approaches, examined the PD activities undertaken by the respondents. It explored the nature and frequency of the activities, the motivations for participation and the support provided for PD. The second survey was sent to VET teachers/trainers who had participated in PD activities offered by three major PD providers for VET. It focused on the external PD activities undertaken by respondents and explored the frequency, content and nature of activities. The paper provides evidence on the current state of professional development, both formal and informal, for teachers/trainers across the VET sector and compares differences among teachers working for different types of provider. Detailed data are presented on participation in a range of industry and VET PD activities (both within and external to the RTO), the motivations for participation, and who pays for PD. The findings show the type of PD activities that were valued, and what participants would like to see in the future. The findings are expected to inform policy discussions about VET teacher development and will be useful for managers in TAFE Institutes and RTOs; and for those external organisations delivering PD to the VET workforce.
- Authors: Tuck, Jacqueline , Smith, Erica
- Date: 2017
- Type: Text , Conference paper
- Relation: AVETRA 20th Annual Conference, 18-20 April 2017
- Full Text:
- Reviewed:
- Description: This paper reports on the professional development of vocational education and training (VET) teachers and trainers in Australia. It utilises the data on professional development (PD) gathered from two national surveys undertaken in 2016 as part of a major ARC-funded national research project on VET teachers and their qualifications. Part of the first survey, which focused mainly on VET teachers’ qualifications and teaching approaches, examined the PD activities undertaken by the respondents. It explored the nature and frequency of the activities, the motivations for participation and the support provided for PD. The second survey was sent to VET teachers/trainers who had participated in PD activities offered by three major PD providers for VET. It focused on the external PD activities undertaken by respondents and explored the frequency, content and nature of activities. The paper provides evidence on the current state of professional development, both formal and informal, for teachers/trainers across the VET sector and compares differences among teachers working for different types of provider. Detailed data are presented on participation in a range of industry and VET PD activities (both within and external to the RTO), the motivations for participation, and who pays for PD. The findings show the type of PD activities that were valued, and what participants would like to see in the future. The findings are expected to inform policy discussions about VET teacher development and will be useful for managers in TAFE Institutes and RTOs; and for those external organisations delivering PD to the VET workforce.
Enterprise RTOs in Australia: An overview from research data
- Smith, Erica, Smith, Andy, Walker, Andrew
- Authors: Smith, Erica , Smith, Andy , Walker, Andrew
- Date: 2015
- Type: Text , Conference paper
- Relation: AVETRA, Sydney, 8th-10th April, 2015
- Full Text:
- Reviewed:
- Description: This paper reports on overview data from a national research project funded through the Australian Research Council Linkage program. The research question for the project as a whole was 'How do qualifications delivered by enterprises contribute to improved skill levels and other benefits for companies, workers and the nation?' The research was carried out with the support of the Enterprise RTO Association. Enterprise registered training organisations (RTOs) are companies that are accredited to deliver qualifications to their own workers. These 250 RTOs have to meet the same registration and quality standards as institutional training providers. The project as a whole included qualitative and quantitative components. It included longitudinal case studies in eight enterprise RTOs. This paper reports on part of the quantitative research. It presents findings and preliminary analysis of two surveys of enterprise RTOs (2012 and 2014), and a 2013 learner survey undertaken in the case study RTOs. The enterprise RTO surveys included a range of questions about the enterprise itself, and about the RTO's qualifications, learners, and training methods. The learner survey asked respondents about their views about training and outcomes. The response rates for the surveys were 35.7 per cent and 26 per cent respectively, with a representative distribution across industry areas. The paper provides a snapshot of the operations of enterprise RTOs and the views of those gaining qualifications in this context. Published abstract.
- Authors: Smith, Erica , Smith, Andy , Walker, Andrew
- Date: 2015
- Type: Text , Conference paper
- Relation: AVETRA, Sydney, 8th-10th April, 2015
- Full Text:
- Reviewed:
- Description: This paper reports on overview data from a national research project funded through the Australian Research Council Linkage program. The research question for the project as a whole was 'How do qualifications delivered by enterprises contribute to improved skill levels and other benefits for companies, workers and the nation?' The research was carried out with the support of the Enterprise RTO Association. Enterprise registered training organisations (RTOs) are companies that are accredited to deliver qualifications to their own workers. These 250 RTOs have to meet the same registration and quality standards as institutional training providers. The project as a whole included qualitative and quantitative components. It included longitudinal case studies in eight enterprise RTOs. This paper reports on part of the quantitative research. It presents findings and preliminary analysis of two surveys of enterprise RTOs (2012 and 2014), and a 2013 learner survey undertaken in the case study RTOs. The enterprise RTO surveys included a range of questions about the enterprise itself, and about the RTO's qualifications, learners, and training methods. The learner survey asked respondents about their views about training and outcomes. The response rates for the surveys were 35.7 per cent and 26 per cent respectively, with a representative distribution across industry areas. The paper provides a snapshot of the operations of enterprise RTOs and the views of those gaining qualifications in this context. Published abstract.
Pedagogy not political pointscoring: How training providers teach international students
- Authors: Smith, Erica
- Date: 2010
- Type: Text , Conference paper
- Relation: AVETRA 13th Annual Conference: VET Research: Leading and responding in turbulent times p. 1-12
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- Reviewed:
- Description: 2009 was a bad year for Australia's international vocational education and training (VET) industry. Racism affecting international students on the streets and in the national media discouraged students from applying to study in Australia and made international education the centre of political controversy. In such an environment it has been easy to lose sight of the teaching and learning processes that are at the heart of VET for international students. This paper reports on part of a research project, funded by Service Skills Australia, that examined VET practitioners in the service industries. As part of that project the author carried out case studies in two registered training organisations (RTOs) that delivered training to substantial numbers of hospitality students and interviewed senior managers from four other RTOs. Staff and students alike reported on the benefits of having international students enrolled in their courses, and reported instances of good practice in pedagogy that have implications well beyond the international student cohort.
- Authors: Smith, Erica
- Date: 2010
- Type: Text , Conference paper
- Relation: AVETRA 13th Annual Conference: VET Research: Leading and responding in turbulent times p. 1-12
- Full Text:
- Reviewed:
- Description: 2009 was a bad year for Australia's international vocational education and training (VET) industry. Racism affecting international students on the streets and in the national media discouraged students from applying to study in Australia and made international education the centre of political controversy. In such an environment it has been easy to lose sight of the teaching and learning processes that are at the heart of VET for international students. This paper reports on part of a research project, funded by Service Skills Australia, that examined VET practitioners in the service industries. As part of that project the author carried out case studies in two registered training organisations (RTOs) that delivered training to substantial numbers of hospitality students and interviewed senior managers from four other RTOs. Staff and students alike reported on the benefits of having international students enrolled in their courses, and reported instances of good practice in pedagogy that have implications well beyond the international student cohort.
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