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 Australia. Brisbane 4001, Queensland, Information Analyses (070) PUB TYPE MF01/PC08 Plus Postage. EDRS PRICE *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). ******************************************************************************** be made EDRS are the best that can Reproductions supplied by from the original document. ******************************************************************************** S PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS U S DEPARTMENT OF EDUCATION BEEN GRANTED BY Office of Educational Research and Improvement EDU TIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as N received from the person or organization '1=Elimp originating it C. Minor changes have been made to improve reproduction quality TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) I \\SCN 1 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: (07) 3246 2300 Facsimile: (07) 3246 2490 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 Australian National Training Authority ii 6 © 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 Australian National Training Authority iii uy © 1997 Commonwealth of Australia 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 iv Australian National Training Authority 8 © 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. 9 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 1 n © 1997 Commonwealth of Australia