Research Messages 2016
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2017-00-00
Type: Reports - Research
Subjects: Vocational Education,Research Reports,Educational Research,Productivity,Foreign Countries,Apprenticeships,Cost Effectiveness,Transfer of Training,STEM Education,Outcomes of Education,Cross Cultural Studies,Literature Reviews,Social Support Groups,Definitions,Dislocated Workers,Workplace Learning,Participation,Inclusion,Employment Level,Surveys,Telecommunications,Handheld Devices,Qualifications,Graduation Rate,Graduate Study,National Programs,Job Training,Trend Analysis,Labor Market,Financial Support

The &quot;Research messages&quot; annual series presents a summary of the research-focused reports produced by the National Centre for Vocational Education Research (NCVER) each year. In addition to presenting the research reports published by NCVER during 2016, NCVER has expanded this edition to include other relevant and informative resources, including summaries, infographics and statistical papers. A key focus area of this research is the learning needs and educational pathways of students, who are at the heart of the VET system, and supporting individuals and organisations to make informed choices in skills development through the VET system. Based on the research prospectus, NCVER has organized their research program into four priority areas: (1) Productivity; (2) Participation and outcomes; (3) Teaching and learning; and (4) The place and role of VET. The following provides summaries of projects that were published under each of these priorities. They include: (1) Beyond mentoring: social support structures for young Australian carpentry apprentices (John Buchanan, Catherine Raffaele, Nick Glozier and Aran Kanagaratnam); (2) Costs and benefits of education and training for the economy, business and individuals (Tabatha Griffin); (3) Cross-occupational skill transferability: challenges and opportunities in a changing economy (Darryn Snell, Victor Gekara and Krystle Gatt); (4) Defining &quot;STEM&quot; skills: review and synthesis of the literature (Gitta Siekmann &amp; Patrick Korbel); (5) Evaluation framework measuring return on investment (ROI) in TVET (Jane Schueler); (6) Firms' motivation for training apprentices: an Australian-German comparison (Harald Pfeifer); (7) The Australian literacy and numeracy workforce: a literature review. Foundation Skills Literature Review Project (Joanne Medlin); (8) Exploring perspectives on adult language, literacy and numeracy: foundation skills literature review project (Daniella Mayer); (9) Foundation skills policy contexts and measures of impact: foundation skills literature review project (Jane Newton); (10) The salience of diversity in foundation skills contexts, pedagogies and research: foundation skills Literature review project (Lynda Cameron); (11) Measuring STEM in vocational education and training (Patrick Korbel); (12) Providing social support for apprentices: good practice guide (NCVER); (13) What is STEM? The need for unpacking its definitions and applications (Gitta Siekmann); (14) When one door closes: VET's role in helping displaced workers find jobs (Bridget Wibrow and Michelle Circelli); (15) Work-based learning and work-integrated learning: fostering engagement with employers (Georgina Atkinson); (16) Can VET help create a more inclusive society? (Hielke Buddelmeyer and Cain Polidano); (17) The impact of disadvantage on VET completion and employment gaps (Duncan McVicar and Domenico Tabasso); (18) Increasing survey engagement through gamification and the use of mobile devices (Maree Ackehurst and Rose-Anne Polvere); (19) Shedding light: private &quot;for profit&quot; training providers and young early school leavers (George Myconos, Kira Clarke and Kitty Te Riele); (20) Uptake and utility of VET qualifications (Patrick Korbel and Josie Misko); (21) VET program completion rates: an evaluation of the current method (NCVER); (22) Graduate programs for VET students: is there a need? (Bridget Wibrow and Laura Jackson); (23) Apprenticeships and vocations: assessing the impact of research on policy and practice (Jo Hargreaves); (24) The development of Australia's national training system: a dynamic tension between consistency and flexibility (Kaye Bowman and Suzy McKenna); (25) Jurisdictional approaches to student training entitlements: commonalities and differences (Kaye Bowman and Suzy McKenna); (26) Making sense of total VET activity: an initial market analysis (Alison Anlezark and Paul Foley); (27) Student entitlement models in Australia's national training system: expert views (Kaye Bowman and Suzy McKenna); (28) Trends in VET: policy and participation (Georgina Atkinson and John Stanwick); (29) VET provider market structures: history, growth and change (Patrick Korbel and Josie Misko); (30) 24th National Vocational Education and Training Research Conference &quot;no frills&quot;: refereed papers (Laura Jackson, Ed.); (31) Improving VET teachers' skills and their approach to professional learning 24th National Vocational Education and Training Research Conference &quot;no frills&quot;: refereed paper (Anne Dening); (32) Learning preferences of Enrolled Nursing students: Educational preparation and training for workplace readiness. 24th National Vocational Education and Training Research Conference &quot;no frills&quot;: refereed paper (Kalpana Raghunathan, Sonia Allen and Elisabeth Jacob); (33) Profiling the institutional diversity of VET providers in Australia, across four broad dimensions 24th National Vocational Education and Training Research Conference &quot;no frills&quot;: refereed paper (Peter Bentley, Leo Goedegebuure and Ruth Schubert); (34) Skills needed for innovation: a review. 24th National Vocational Education and Training Research Conference &quot;no frills&quot;: refereed paper (Michael Walsh); (35) Understanding the needs of VET students articulating to second-year university 24th National Vocational Education and Training Research Conference &quot;no frills&quot;: refereed Paper (Mark Symmons, Paul Kremer and Alvin Rendell); and (36) Data on total investment in VET: what should be collected (Gerald Burke).