Papers by Veronica Volkoff
This publication reviews the literature to 1998 on vocational education and training (VET) for pe... more This publication reviews the literature to 1998 on vocational education and training (VET) for people from non-English-speaking backgrounds (NESB). VET for people of NESB is becoming increasingly important in Australia as the variety and origins of people from such backgrounds change and as NESB people within and outside the workplace are affected by ongoing workplace restructuring and change. This review: teases out the complexity within a simple NESB definition and the effects of constantly changing migration patterns on learner diversity and potential VET clients in Australia; identifies trends in participation in VET as well as a wide range of influences, beyond language spoken at home, on NESB participants; locates NESB participation in a national education and training policy context; and summarises conclusive, inconclusive and contested evidence from the literature, drawing out some areas for further research.
Australian bulletin of labour, 2009
This report examines the nature and effectiveness of 'inclusiveness' strategies implement... more 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.
This document reports on a study aimed at examining the nature and extent of the contribution of ... more This document reports on a study aimed at examining the nature and extent of the contribution of adult and community education (ACE) to vocational education and training (VET) in Australia, and in particular the ways in which VET provision complements the other provisions in the ACE sector and how it enhances opportunities for learners. The report documents and describes the extent and types of VET delivered by the ACE sector nationally, identifies the strengths the ACE sector brings to this provision, and describes the challenges faced by the ACE sector in providing VET programs. The findings and conclusions of the project are contained in the executive summary of this report.
Address the different treatment of apprentices (mainly male) compared with trainees (mainly femal... more Address the different treatment of apprentices (mainly male) compared with trainees (mainly female) (Women's Bureau 1993). 24 25 31 3° 0 providing support structures Recognise that a range of support is necessary, particularly tutoring, counselling, family and community support (Buchanan and Egg 1996, 21), both in enclaves and in mainstream programs (Bradshaw 1996, 51-52). Develop clear role definitions of Indigenous support staff and their links and communication with student services (Bradshaw 1996, 52). 32 33 way: an investigation into the working conditions of Aboriginal and Torres Strait Islander education workers, Department of Employment, Education and Training, Canberra.
This report notes that traditional notions of equity in vocational education and training (VET) a... more This report notes that traditional notions of equity in vocational education and training (VET) are changing. In particular, policy and research in this area need to move beyond a preoccupation with target equity group representation. While past research based on this notion of equity has generated a great deal of knowledge and influenced policy and provision, its focus on the learner has largely excluded a critique of systemic issues, that is, the institutional relationships and policies which determine equity provision. The objectives of the study were: to work with selected technical and further education (TAFE) institutes to identify equity strategies that are being employed to produce outcomes for disadvantaged clients living in their regions; to examine the institutional relationships and policies that structure, contain and enable equity provision; to clarify the relationship between equity strategies and the complex interactions of provider, client and local factors; and to ...
This paper is based on research conducted on the under-representation of certain target groups in... more This paper is based on research conducted on the under-representation of certain target groups in the vocational education and training (VET) sector. Seven equity groups are identified and the paper looks specifically at overlapping membership of the groups. Data was collected by questionnaire and field interviews and the paper draws on 157 responses. Detailed analysis is provided including tables and, based on their research, the authors propose a model for accommodating diversity. The authors are concerned that, while some of the groups have a voice and support networks, others have not and may be unable to reach their goals.
This publication reviews the literature to 1998 on vocational education and training (VET) for pe... more This publication reviews the literature to 1998 on vocational education and training (VET) for people from non-English-speaking backgrounds (NESB). VET for people of NESB is becoming increasingly important in Australia as the variety and origins of people from such ...
Australian Journal of Teacher Education
This study investigates the perceptions of teaching and learning of teachers from Saudi Arabia wh... more This study investigates the perceptions of teaching and learning of teachers from Saudi Arabia who participated in a 12-month professional development programme based in Australia. Considering the design of the programme and the vast differences between the education systems and cultures of the two countries, this study examines Saudi teachers’ classroom practices and challenges while teaching at schools in their home country, and whether their perceptions of teaching practice changed during and after participating in the professional development programme in Australia. Factors that might have influenced the changes to and nature of their teaching aspirations and plans for their students and schools in Saudi Arabia are also discussed.
Australian national vocational education and training (VET) access and equity policy has develope... more Australian national vocational education and training (VET) access and equity policy has developed incrementally during periods of considerable change as the open, competitive training market continues to develop. Policies designed to enhance access and participation for disadvantaged groups are being replaced by policies which mainstream access and equity and tend to equate equity with outcome. In this context, there have
Address the different treatment of apprentices (mainly male) compared with trainees (mainly femal... more Address the different treatment of apprentices (mainly male) compared with trainees (mainly female) (Women's Bureau 1993). 24 25 31 3° 0 providing support structures Recognise that a range of support is necessary, particularly tutoring, counselling, family and community support (Buchanan and Egg 1996, 21), both in enclaves and in mainstream programs (Bradshaw 1996, 51-52). Develop clear role definitions of Indigenous support staff and their links and communication with student services (Bradshaw 1996, 52). 32 33 way: an investigation into the working conditions of Aboriginal and Torres Strait Islander education workers, Department of Employment, Education and Training, Canberra.
Based primarily on interviews in a range of vocational education and training (VET) providers, fr... more Based primarily on interviews in a range of vocational education and training (VET) providers, from a major longitudinal study for the Australian National Training Authority (ANTA), this study looks closely at the relationships between learner attributes, ...
This work has been produced by the National Centre for Vocational Education Research (NCVER) on b... more This work has been produced by the National Centre for Vocational Education Research (NCVER) on behalf of the Australian Government and state and territory governments, with funding provided through the Australian Department of Education, Employment and Workplace Relations. Apart from any use permitted under the Copyright Act 1968, no part of this publication may be reproduced by any process without written permission. Requests should be made to NCVER. The views and opinions expressed in this document are those of the author/project team and do not necessarily reflect the views of the Australian Government, state and territory governments or NCVER. The author/project team was funded to undertake this research via a grant under the National Vocational Education and Training Research and Evaluation (NVETRE) Program. These grants are awarded to organisations through a competitive process, in which NCVER does not participate. The Consortium Research Program is part of the NVETRE program. The NVETRE program is coordinated and managed by NCVER on behalf of the Australian Government and state and territory governments with funding provided through the Department of Education, Employment and Workplace Relations. This program is based upon priorities approved by ministers with responsibility for vocational education and training (VET). This research aims to improve policy and practice in the VET sector. For further information about the program go to the NCVER website <http://www.ncver.edu.au>.
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Papers by Veronica Volkoff