ERIC ED420780: Research Reports into Professional Development.

189 Pages·1997·2.2 MB·English

by  ERIC

DOCUMENT RESUME
CE 076 745
ED 420 780
Professional Development.
Research Reports into
TITLE
Authority, Brisbane.
Australian National Training
INSTITUTION
ISBN-0-642-28384-2
ISBN
1997-00-00
PUB DATE
188p..
NOTE
Authority, GPO Box 3120,
Australian National Training
AVAILABLE FROM
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*Educational
Agents; Change Strategies;
Case Studies; Change
DESCRIPTORS
Foreign
Research; Employment Patterns;
Change; *Educational
Literature Reviews; Postsecondary
Countries; Job Training;
Development;
Development; Program
Education; *Professional
*Teacher Attitudes;
Secondary Education;
Program Evaluation;
Teachers
*Vocational Education
*Vocational Education;
*Australia
IDENTIFIERS
ABSTRACT
professional
findings of research into
Five reports present
and training (VET) in
in vocational education
development (PD) issues
of Recent Evaluation
An Analysis of Findings
Australia. "Lessons Learnt:
overview of issues,
(Kate Perkins) provides an
Reports on PD in VET"
relevant to
experience that may be
emerging from past PD
insights, and ideas
support New
of future PD programs to
planning and implementation
"Perceptions of VET Staff
national initiatives.
Apprenticeships and other
Simons, Roger Harris)
Training Reforms" (Michele
towards Recent National
research in relation to
of literature and current
provides a brief summary
perceptions toward training
and managers and their
VET teachers, trainers,
Issues Emerging from
implications. "Summary of PD
reforms and explores PD
three related
et al.) is based on
Reports" (Roger Mathers
Recent Reviews and
of
and provides a summary
evaluations, reports, and papers
reviews of over 65
staff
and perceptions of VET
of recent PD programs
issues concerning delivery
Skill, and Qualification
"Trends in Employment,
toward training reforms.
identifies trends occurring
Staff" (Roger Mathers)
Requirements of Training
Use of
that emerged. "Strategic
and explores PD issues
across VET sectors
Volume 1: Final Report
Implement VET Objectives,
Professional Development to
with change
Michele Simons) deals
Studies" (Roger Harris,
and Volume 2: Case
in supporting
objectives and PD's role
implementation of VET
processes in the
studies (volume
summaries of 10 case
1) and contains
those processes (volume
(YLB)
2).
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TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)
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Points of view or opinions stated in this
I
document do not necessarily represent
AUSTRALIAN
official OERI position or policy
NATIONAL TRAINING
i:14;1.i
AUTHORITY
$
111
it
Klifki
Research Reports into
Professional Development
Australian National Training Authority
1997
3
Australian National Training Authority
This work is copyright. Apart from any use
as permitted under the Copyright Act
1968 no part may be produced by any
process without prior written permission from
the Australian National Training Authority.
First Published 1997
ISBN 0642 28384 2
The views and options expressed in this
report are those of the author and the project
team and do not necessarily reflect the views of ANTA. ANTA does not give any
warranty or accept any liability in relation to the content of the work.
Further information:
Australian National Training Authority
GPO Box 3120
Brisbane, Qld 4001
Telephone: [phone]
Facsimile: [phone]
ANTA Web site: www.anta.gov.au
ANTA VOLUME OF 6 REPORTS
Contents
Preface
Lessons learnt: An analysis of findings of recent evaluation reports on
professional development in vocational education and training
Introduction
1
Aim
1
2
Scope
2
Structure
The context
2
The National Training Framework
2
The current situation
3
PD programs
4
4
Review of professional development programs
Major programs reviewed
5
Program management level
5
6
Key findings
6
Issues at systems level
Issues at project level
9
Detailed review of past PD programs
12
12
Issues at systems level
Issues at project level
21
28
Lessons learnt
28
Systems level
29
Program level
29
Project level
30
References
31
Bibliography
Perceptions of vocational education and training staff towards recent
national training reforms
33
Introduction
34
The context
Perceptions of VET staff
35
Perceptions of private training providers
35
36
Perceptions of industry training providers
Australian National Training Authority
© 1997 Commonwealth of Australia
ANTA VOLUME OF 6 REPORTS
Perceptions of TAFE staff
37
Perceptions of TAFE managers
41
Implications for PD
43
References
47
Summary of professional development issues emerging from recent
reviews and reports
Background
50
The three reviews
50
Issues emerging from recent evaluations of PD
51
PD as a strategy for change
51
Successful PD methodologies
52
Targeting of participants
52
Reporting and evaluation
52
Issues emerging from analysis of the perceptions of VET staff to recent
training reforms
53
Managers and managing the change process
53
Assessment policies and methods
53
Impact of recent training reforms
53
Changing role and skills of teachers and managers
54
PD implications of the findings
54
Issues emerging from analysis of TAFE teacher preparation and development
54
Appendices
55
Trends in employment, skill and qualification requirements of training
staff
Introduction
64
Background
64
Research methodology
64
Employment trends
65
Terminology
65
TAFE
65
Skill Share
67
Adult and community education
68
Private providers
69
Schools
70
Enterprises
71
Summary
71
Skill and qualification trends
72
TAFE
72
Skill Share
75
Adult and community education
75
Private providers
76
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© 1997 Commonwealth of Australia
ANTA VOLUME OF 6 REPORTS
Schools
76
Enterprises
77
Requirements of accreditation and recognition boards
78
Summary
79
PD issues
79
Teaching and training program providers by the VET sector
79
Teaching and training program providers by the university sector
81
Relationship between training function, competencies and qualifications
83
Changing responsibilities for PD
85
Maintaining the technical competence of VET trainers
86
Quality of PD programs
87
Summary of employment and qualification trends
88
References
90
Appendices
91
Strategic use of professional development to implement vocational
education and training objectives
Volume 1: Final report
Introduction
96
Overview of literature
97
Research methodology
101
The changes
104
Planning and implementing the changes
104
Planning and implementing the PD components
107
Change outcomes and the role of PD
110
Achievement of objectives
110
Role of PD in supporting change
114
What can we learn about the change process?
116
What can we learn about the strategic use of PD?
117
Types of PD
118
Strategic use of PD
120
References
121
Appendix
124
Strategic use of professional development to implement vocational
education and training objectives
Volume 2: Case studies
Introduction
127
Change from institution-based to flexible industry-based delivery of
engineering courses in Cooloola Institute of TAFE
128
Change to flexible delivery of basic-level accounting and bookkeeping courses
at Lorraine Martin College
132
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ANTA VOLUME OF 6 REPORTS
Implementation of RPL policy and procedures within the Skill Share network
of the Hunter region of NSW
136
Introduction of accredited VET training in retail within the school sector of
NSW
141
Flexible and work-based delivery strategies for small business training at
Eastern Institute of TAFE
147
Cultural change from classroom-based teaching to flexible, client-based
consulting at Western Metropolitan Institute of TAFE
153
Access to information technology for TAFE staff, students and local
community at Para Institute of TAFE
159
The introduction of the Frontline Management Initiative at Orlando Winery
through Murray Institute of TAFE
165
Change to open-learning and flexible delivery to service a large regional area
through CY O'Connor Regional College of TAFE
170
Change in language program delivery from needs-based to competency-based
at Adult Migrant Education Service, Western Australia
174
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Australian National Training Authority
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© 1997 Commonwealth of Australia
ANTA VOLUME OF 6 REPORTS
Preface
Late in 1996, the Australian National Training Authority contracted the National
Centre for Vocational Education Research and the Centre for Research in Education,
Equity and Work at the University of South Australia to undertake research into
professional development issues in the vocational education and training (VET) sector.
The outcomes of this research have been a series of five succinct reports aimed at
providing guidance to future professional development initiatives and programs in
support of the National Training Framework. These reports were completed between
January and July 1997, and involved extensive review and analysis of many evaluations,
reports and papers, and many telephone and face-to-face interviews with key
informants in system-wide department, training providers and case study sites in all
States and Territories, across all the sectors of VET.
The five reports are:
Lessons learnt: an analysis of findings of recent evaluation reports on professional
development in vocational education and training
Perceptions of vocational education and training staff towards recent national
training reforms
Trends in employment, skill and qualification requirements of training staff
The strategic use of professional development to implement vocational education
and training objectives
Summary of professional development issues emerging from recent interviews and
reports
The research team included: Roger Mathers (project leader), Michele Simons, Roger
Harris, Hugh Guthrie and Kate Perkins. Other interviewers interstate are
acknowledged in the respective reports.
A project reference committee provided overall direction and focus for the project. Its
members included: Simon Wallace (ANTA), Joan Armitage (DEETYA), John Blakely
(TAFE Queensland), Juris Varpins (WA Department of Training), John Mitchell
(DETAFE SA), Chris Matthews (VET Division, DETAFE SA) and Richard Kenyon
(as project manager, NCVER). Ian Gribble (OTFE) provided valuable advice to the
project leader on each of the projects.
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Australian National Training Authority
© 1997 Commonwealth of Australia
ANTA VOLUME OF 6 REPORTS
Lessons learnt: An analysis of findings of
recent evaluation reports on
professional
development in vocational education and
training
KATE PERKINS
Introduction
Although the shape of things to come is not entirely clear, it appears that the National
Training Framework (NTF) is based on the essential concepts that have driven the
training reform agenda. The NTF is perceived as a 'blizzard of initiatives' (Terry
Moran, quoted in Varpins) intended to focus the system on client needs, flexibility in
achieving outcomes and a significant reduction in reliance on prefabricated course
materials. It could offer an 'enormous professional challenge' for all in the VET sector,
of the past 5 years
even those who are now relatively comfortable with the changes
(Varpins 1996).
Despite the effort put into professional development (PD) over the last 5 years, there
and
are still major concerns regarding the current levels of skill, knowledge
understanding of those who must turn the NTF vision into reality. Thus, PD must be
seen as an essential element in the overall strategy of change, but should not be a repeat
of the past. However, the experience of the last 5 years offers guidance for future
directions.
This report is based on the assumption that in planning for the future, there are lessons
to be learnt from past PD programs, particularly those that were part of the training
reform agenda. It is intended as a working paper to inform discussion regarding future
planning and provision of PD related to national vocational education and training
(VET) priorities.
Aim
The aim of this report is to evaluate past experience in order to identify issues that
should be taken into account in future PD initiatives, including effective and
ineffective approaches to planning, selection, staffing, methodology and evaluation.
Australian National Training Authority
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© 1997 Commonwealth of Australia