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NSW ICVET Conference 10 August 2007 Concurrent Session 1

Effective employment based training models Presenter: Kaye Bowman Team: Sarojni Choy, Kaye Bowman, Stephen Billet, Louise Wignall and Sandra Haukka. NSW ICVET Conference 10 August 2007 Concurrent Session 1. Acknowledgements. DEST for funding

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NSW ICVET Conference 10 August 2007 Concurrent Session 1

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  1. Effective employment based training modelsPresenter: Kaye Bowman Team: Sarojni Choy, Kaye Bowman, Stephen Billet, Louise Wignall and Sandra Haukka NSW ICVET Conference 10 August 2007 Concurrent Session 1

  2. Acknowledgements • DEST for funding • National Centre for Vocational and Education Research for commissioning • Process manufacturing and • Child care representatives for input to case studies

  3. Research goals • Examine existing and emerging EBT models • Determine their effectiveness in selected occupations in two industries • Identify effective EBT models, that could have wide application • Identify issues to be addressed in implementation

  4. Overview • EBT at Certificate level III and above • Five effective EBT models • Implementation Issues • Messages-----for TAFE

  5. EBT at Cert III & above • Certificate III- a top and bottom level qualification Benchmark for sustainable job and good wages (Stanwick, 2006) Top of operative level/ bottom of skilled level • Above Cert III-middle level skills /higher level VET qualifications Course and contracted approaches Weak correlation between qualifications and employment outcomes (AESFC 1994, Curtain 2004 , Stanwick & Saunders 2006, Foster et al 2007)

  6. Highest non-school qualification for employed persons May 2002, %(Stanwick and Saunders, 2006, Table 4)

  7. Expected duration of New Apprenticeships for Associate Professionals %(Stanwick and Saunders, 2006, Table 9) Qualification < 1 yr 1-2 yrs 2-3 yrs > 3 Certificate II 52 42 4 3 Certificate III 11 65 22 2 Certificate IV 17 52 22 10 Diploma 0 3 3 94 Advanced dip 0 0 0 100 All occupt’ns 15 57 21 7

  8. Emerging EBT models at Certificate level III • fast tracking - accelerated progression, complete when competent - accelerated progression move to higher level - intensive off the job then on the job • skill sets - intermediate or specialised qualifications • new qualifications - eg technology cadetships at Cert III and upward

  9. Certificate level 111 EBTCompletion rates of traditional trades apprenticeships (%) STATE 1998-2002 2002-2005 • South Wales 52 45 • Victoria 58 44 • Queensland 84 85 • Western Australia 87 87 • South Australia 57 60 • Northern Territory 79 80 • Tasmania 92 86 • Australian Capital Territory 88 78 • Australia 64 57 • Source: Karmel & Virk, 2006 What is happening to traditional apprentice completions?, Occasional paper, NCVER, Adelaide

  10. Duration of traditional apprenticesCoefficients of completion models NSW Vic. Qld WA SA NT Tas ACT Quarter 8 0.25 0.08 Quarter 90 0.06 0.18 0.05 Quarter 10 0.08 0.03 Quarter 11 0.20 0.03 0.12 Quarter 12 0.16 0.22 0.29 Quarter 13 0.03 0.12 Quarter 14 0.09 0.06 0.06 Quarter 15 0.06 0.34 0.11 0.15 Quarter 16 0.48 0.19 0.49 0.51 0.29 0.67 0.28 Quarter 17 0.07 Completion rate 0.48 0.44 0.85 0.87 0.60 0.81 0.89 0.80 Source: Karmel & Virk, 2006

  11. Models at Cert IV & Diploma levels 1. Voc programs & contracts of training 2. Skills sets e.g Certificate IVs business skills teaching and assessment frontline management 3. New qualifications eg in manufacturing @ entry level Competitive manufacturing TP as add ons Trades plus Voc Grad Certs & Dips

  12. What is wanted @higher VET levels • Employers • Skills for their business • Mix and match of competencies @various levels, from various qualifications if need be • Theory and workplace grounding • Initiative, autonomy, problem solving skills

  13. What is wanted @higher VET levels • Employees • Across the industry perspectives • Theory and practical components • To be self-directed learners/manage their learning

  14. Requirements for effective EBT models • Pedagogically sound • Expertise and work experiences • Of duration to secure scope of skills required • Truly competency based • Functionally operative • Shared roles and responsibilities • Has utility -Entry level, up-skilling, changes in work

  15. Five effective EBT models • Traditional entry level • Accelerated entry level • Internship entry level preparation • Extension entry level preparation • Extension further development

  16. Implementation issues • Time based training linked to wages • Who pays while training • Leadership of VET delivery

  17. Messages – for TAFE • Lead at higher VET levels • Engage with “industry” at every opportunity • Flexible qualifications -start with skills needed- “work up the qualification” • Contracts of training - better support in the workplace • Diploma courses - introduce industry visits/work based assignments • Diploma level – put learner in drivers seat • Develop self-management, initiative, problem solving, creativity skills & recognise these skills to help them compete with university graduates

  18. Additional Messages – NSW TAFE • Trades completion rates are low compared to other parts of Australia • Trades, times to complete, are high compared to other parts of Australia (Karmel & Virk, 2006, What is happening to traditional apprentice completions? Occasional paper, NCVER

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