While these new estimates show that completion rates for individuals are considerably higher than the rates calculated for contracts, they also show that employer churn is an issue, with the worst occupations being hairdressing and the food trades. Note: This publication was produced through the Individual-based completion rates for apprentices NCVER Core Research Program; see page 70 can be found on NCVER’s website for details. <http://www.ncver.edu.au/publications/2357.html>. Initial training for VET teachers: a portrait within a larger canvas Hugh Guthrie, Alicen McNaughton and Tracy Gamlin This study focuses on a critical aspect of the vocational education and training workforce: initial VET teacher training. It has identified the generic teacher education courses offered both by the VET and higher education sectors, ranging from the Certificate IV in Training and Assessment (now the Certificate IV in Training and Education) to graduate diplomas. The certificate IV is not only the most significant in student number terms, but it is also the one true initial qualification. All the others are post-initial and targeted at teachers with some experience. Key messages include: Student numbers are very high for the certificate IV. Numbers are modest for the VET diploma programs, and the total numbers in higher education courses are declining. The certificate IV is delivered well by some providers. However, more stringent regulation of this qualification is required, given its current pivotal role in providing initial teaching skills. Initial teachers also need access to a sound induction process and support from more experienced mentors to underpin, increase and help cement their foundational teaching skills. There needs to be an increased emphasis on high-quality continuing professional development. This should come in a variety of forms: formal courses at diploma level and above; effective learning; and a supportive and challenging learning culture and practices within the providers themselves. Universities are losing importance in VET teacher development, and this is having undesirable consequences on the depth of VET teacher professionalism. However, to strengthen their role, they need to offer flexible programs, given the competing priorities on time-poor VET teachers. Specifically, they need to develop strong connections with the VET sector and build partnerships with those providing teacher preparation programs in the VET sector itself.
While these new estimates show that completion rates for individuals are considerably higher than the rates calculated for contracts, they also show that employer churn is an issue, with the worst occupations being hairdressing and the food trades. Note: This publication was produced through the NCVER Core Research Program; see page 70 for details. Individual-based completion rates for apprentices can be found on NCVER’s website <http://www.ncver.edu.au/publications/2357.html>. Initial training for VET teachers: a portrait within a larger canvas Hugh Guthrie, Alicen McNaughton and Tracy Gamlin This study focuses on a critical aspect of the vocational education and training workforce: initial VET teacher training. It has identified the generic teacher education courses offered both by the VET and higher education sectors, ranging from the Certificate IV in Training and Assessment (now the Certificate IV in Training and Education) to graduate diplomas. The certificate IV is not only the most significant in student number terms, but it is also the one true initial qualification. All the others are post-initial and targeted at teachers with some experience. Key messages include: Student numbers are very high for the certificate IV. Numbers are modest for the VET diploma programs, and the total numbers in higher education courses are declining. The certificate IV is delivered well by some providers. However, more stringent regulation of this qualification is required, given its current pivotal role in providing initial teaching skills. Initial teachers also need access to a sound induction process and support from more experienced mentors to underpin, increase and help cement their foundational teaching skills. There needs to be an increased emphasis on high-quality continuing professional development. This should come in a variety of forms: formal courses at diploma level and above; effective learning; and a supportive and challenging learning culture and practices within the providers themselves. Universities are losing importance in VET teacher development, and this is having undesirable consequences on the depth of VET teacher professionalism. However, to strengthen their role, they need to offer flexible programs, given the competing priorities on time-poor VET teachers. Specifically, they need to develop strong connections with the VET sector and build partnerships with those providing teacher preparation programs in the VET sector itself.
2011-research-messages-2453.docx