Vocational Education and Training Workforce

This Productivity Commission research report was released on 5 May 2011. This report, the first of a suite of three on the education and training workforce, focusses on the Vocational Education and Training workforce. Other reports will follow on the Early Childhood Development and Schools workforces, respectively. Education and training are essential to generate the skills and knowledge required for a productive economy. They also facilitate social inclusion and civic participation. COAG’s reform agenda seeks to raise the educational attainment of the population in general, and of Indigenous Australians in particular. The performance of the education and training workforce has a fundamental role to play in this. A diverse range of public and private VET providers meets many of the expectations of students and significant segments of industry. However, some industry sectors, such as aged care, disability care and early childhood development, have expressed concerns about the skills of VET workers assessed as competent by some Registered Training Organisations. The Commission identified a number of areas where the VET sector and its workforce could operate more effectively. These include being more responsive to the needs of Indigenous Australians, improving managerial and leadership skills and making greater use of informationand communications technologies. The report notes that existing industrial relations arrangements in TAFE make it difficult for individual institutions to respond flexibly to emerging demand pressures, such as in the resources sector and in human services. The Commission recommends that individual TAFEs be allowed to recruit, pay and manage their staff in ways that meet their particular business goals.vocational education and training; VET workforce; vocational workforce; vocational education; training workforce; human capital; workforce planning; workforce capability; workforce skills; coag framework; dual professional

Longitudinal surveys of Australian youth annual report 2013

The purpose of LSAY LSAY is designed to examine major transition points in young people’s lives, including completing school and transitioning to work or further training and education, as well as other aspects of their lives. LSAY follows nationally representative cohorts of young people over a ten-year period, with interviews taking place annually. Each cohort starts out with about 14 000 students. Survey participants enter the study when they turn 15 years or, for earlier studies, when they were in Year 9. To date, there have been five cohorts,1 the first starting in 1995 (known as Y95), followed by further cohorts in 1998, 2003, 2006 and 2009 (known as the Y98, Y03, Y06 and Y09 cohorts respectively). The last three of these cohorts were still active in 2013 (although it was the last year for the Y03 cohort). Interviews are conducted by telephone, with online interviews also possible from 2012. Since 2003, the sample for the initial wave has been coordinated with the Organisation for Economic Development (OECD) Programme for International Student Assessment (PISA). Only six other countries have surveys that use the PISA sample (Canada, the Czech Republic, Denmark, Germany, Switzerland and Uruguay), making LSAY a relatively unique survey. LSAY provides a rich source of data relating to the transitions of students from school to post-school destinations; it also explores their social outcomes, such as wellbeing. Information collected as part of the LSAY program covers a wide range of school and post-school topics, including: student achievement; student aspirations; school retention; social background; attitudes to school; work experiences; and what students do when they leave school

College of Technology, Kevin Street : Prospectus 1968-1969

Prospectus for the session 1968-69. Includes the calendar year, list of college council, staff, courses and general notices to student

Printing and Book Production: Courses and Timetables Session 1962-63

Courses and Timetables for the Department of Printing and Book Production, College of Technology, Bolton Street, Dublin 1

Guest editorial

Welcome to the first issue of the Journal of Work Applied Management of 2021 and this special issue on “The nexus of work-applied skills and learning: comparative approaches across sectors

Mechanical Engineering: Prospectus of Courses Session 1935-36

Courses and timetables for the College of Technology, Bolton Street, Dublin 1

Engineering: Courses and Timetables Session 1964-65

Courses and Timetables for the Department of Engineering, College of Technology, Bolton Street, Dublin 1

General Guide: Session 1939-40

Courses for the College of Technology, Bolton Street, Dublin 1

Ailtireacta agus Foirgniocta: Buneolaire 1957-58

Courses and timetables for the College of Technology, Bolton Street, Dublin 1