People who get an education while serving time are less likely to return to prison and more likely to enter the job market, an analysis finds.
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Artículos sobre Vocational training
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Inmates who are mothers tend to be accused of being bad parents.
Our research in the port city of Makassar, Indonesia has found vocational schools can be the key to training young workers’ digital skills.
Mental wealth – the social and economic value of mental health – is the one big item missing from the agenda at the jobs summit.
To overcome serious shortages of workers, both highly skilled and low-skilled, the government will need to look to migration. But fostering home-grown skills is a better and more enduring solution.
While skilled migration can help fill short-term gaps, Australia needs a more sustainable, long-term approach to skills matching and development to make the most of the people who are already here.
Women enrolled in STEM courses are often more confident than men, but it hasn’t translated into career success and they are still very much a minority. More needs to be done in workplaces and schools.
Training restaurants housed inside prison walls and staffed by inmates are reducing recidivism rates and winning praise from diners overseas. Should we try them in New Zealand?
Australia loses female talent at every stage of the STEM pipeline. A program in which educators and industry work together to help women gain in-demand skills is one piece in the puzzle.
The tertiary qualifications target requires higher education providers, schools and communities to work together. But higher education can also help close the gap in the other target areas.
The pandemic has hit young people very hard. The long-term costs of having them neither studying nor working more than justify investment in a national program to help them enter the workforce.
There is a growing mismatch between what education and training provide and the skills needed in workplaces being reshaped by the digital economy. Advanced apprenticeships can help close the gap.
Many African parents push their children to go to university regardless of their preparedness or interest. But more find happiness and success in VET.
Special steps need to be taken to blunt the impact of school closures, particuarly on girls.
An expert predicts a rethink on technology access, reconnecting with the working class, and more.
Adult education should never be seen as a luxury.
VET’s role in employable skill development is critical. But we also need to strongly support the role VET plays in getting disadvantaged groups into education and work.
Teacher preparation has been identified as a key factor in the quality of education. To improve the quality of the VET sector, we need to ensure teachers and trainers are qualified to teach.
Many young Australians and their parents don’t consider VET as a potential post-school pathway, even if it might be more suitable for them than university.
We already have all the research reports, reviews and inquiries we need to make reform to the VET sector happen. What we need is proactive leadership and action.
Principales colaboradores
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Professor of Entrepreneurship and Innovation, Edith Cowan University
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Associate Professor, College of Business, Government and Law, Flinders University
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Education Lecturer and Researcher, Monash University
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Senior research officer, University of Newcastle
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Chief Albert Luthuli Research Chair, University of South Africa
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Senior lecturer, University of Johannesburg
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Researcher and Project Manager, University of Newcastle
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Vice Chancellor, Victoria University
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Deputy Vice-Chancellor Student and University Experience, Australian National University
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School of Social Sciences, Monash University
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Adjunct Professor, Department of Leadership, Higher and Adult Education, OISE, University of Toronto
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Professor, Discipline of Business Information Systems, University of Sydney Business School, University of Sydney
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Director, LH Martin Institute, The University of Melbourne
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Co-Director, Health and Policy, University of Sydney
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Senior Research Fellow, Teachers and Teaching Research Centre, University of Newcastle
