Vol. 35 No. 3 2009
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ItemThe impact of TAFE inclusiveness strategies(National Institute of Labour Studies, 2009)This report examines the nature and effectiveness of 'inclusiveness' strategies implemented by TAFE institutes in Australia. Inclusiveness strategies address barriers to participation in vocational education and training (VET) experienced by disadvantaged people, thereby maximising the stock of skills available to industry. The research identified three approaches to inclusiveness: compliance, existing cohort, and community obligation. It is accompanied by case studies.
ItemMatching supply of and demand for skills: international perspectives(National Institute of Labour Studies, 2009)The aim of this research was to identify approaches used by a select number of overseas countries - the United Kingdom, China, Singapore, Norway and Germany - in their attempts to match the supply of skills with current and projected skill needs. The study focuses on the mechanisms used by, or on behalf of, governments to influence the formal and informal processes and outcomes of skills formation. This includes the management and direction of VET systems, financing and other levers that influence the type, amount and location of training and other skills-formation processes. The research found that countries use a mixture of three types of strategies to attempt to align the supply of skills with current and future needs: state regulated; regulated through agreements between the social partners, that is, industry, unions and government; and market regulation.
ItemCurrent VET strategies and responsiveness to emerging skills shortages and surpluses(National Institute of Labour Studies, 2009)This paper provides an overview of the approaches used by states and territories in planning the provision of publicly funded training, including the purchasing strategies that are employed. It also considers the relationship between the authorities and the TAFE institutes and the considerations taken into account by the authorities when dealing with the broader training market. It is based on a series of interviews with officials within each of the state and territory authorities, other state and territory planning agencies and a sample of TAFE institutes from most of the states and territories.