Paper Qualification
WHAT ARE THE PROS AND CONS OF GAINING QUALIFICATIONS THROUGH WORK? Erica Smith & Andy Smith, University of Ballarat, Australia Abstract
An important plank in lifelong learning policy in both the UK and Australia has been the opportunity for workers to gain qualifications through work. In Australia this opportunity has often been provided through the traineeship system which is a form of ‘modern apprenticeship’ that has now been in place for twenty years. Two national Australian research projects on the delivery of qualifications through work have been undertaken over a five-year period by the authors and colleagues. Both projects involved research with workers, managers, training providers, industry bodies, and relevant officials at State and national level. The 2003 project surveyed 400 companies that provided qualification-based training at work and also included twelve enterprise case studies. The 2008 project involved six indepth industry case studies, each of which involved interviews with relevant senior stakeholders and two enterprise case studies, as well as in-depth interviews with senior policy officials, employer peak bodies and trade unions. The studies showed that many advantages accrue to workers as well as to employers from the delivery of qualifications through work. However there are also some disadvantages and problematic areas for workers, some of which may become more apparent as the global financial crisis affects employment. In the discussion, some parallels are drawn between the Australian and the UK approach to delivering qualifications to lower-level workers through work.
Introduction
This paper uses data from two national research projects in Australia to discuss the pros and cons of gaining qualifications through work. The paper is confined to qualifications delivered by the vocational education and training (VET). As Australia enters its third decade of ‘training reform’ (Smith & Keating, 2003), gaining qualifications through work
An important plank in lifelong learning policy in both the UK and Australia has been the opportunity for workers to gain qualifications through work. In Australia this opportunity has often been provided through the traineeship system which is a form of ‘modern apprenticeship’ that has now been in place for twenty years. Two national Australian research projects on the delivery of qualifications through work have been undertaken over a five-year period by the authors and colleagues. Both projects involved research with workers, managers, training providers, industry bodies, and relevant officials at State and national level. The 2003 project surveyed 400 companies that provided qualification-based training at work and also included twelve enterprise case studies. The 2008 project involved six indepth industry case studies, each of which involved interviews with relevant senior stakeholders and two enterprise case studies, as well as in-depth interviews with senior policy officials, employer peak bodies and trade unions. The studies showed that many advantages accrue to workers as well as to employers from the delivery of qualifications through work. However there are also some disadvantages and problematic areas for workers, some of which may become more apparent as the global financial crisis affects employment. In the discussion, some parallels are drawn between the Australian and the UK approach to delivering qualifications to lower-level workers through work.
Introduction
This paper uses data from two national research projects in Australia to discuss the pros and cons of gaining qualifications through work. The paper is confined to qualifications delivered by the vocational education and training (VET). As Australia enters its third decade of ‘training reform’ (Smith & Keating, 2003), gaining qualifications through work
References: Boorman, A. (2001) How institutions respond to Training Packages. Research to reality: putting VET research to work, 4th Australian VET Research Association Conference, 28-30 March, Adelaide. Brennan, R. & Smith, E. (2002) ‘Australian Quality Training Framework: Impact of provisions relating to teaching and teacher qualifications’, Australian Vocational Education Review, Vol 9, No. 2, pp 8-23. Butler, E., & Ferrier, F. (2000) ‘Don’t be too polite, girls: Women, work and vocational education and training: A critical review of the literature, Adelaide, National Centre for Vocational Education Research (NCVER). Fletcher, S. (1991) NVQs: Standards and competence, London, Kogan Page. Hillage J & Mitchell H. (2003).Evaluation of Employer Training Pilots, London, Department for Education & Skills. Kirby, P. (1985) Report of the committee of enquiry into labour market programs, Canberra, AGPS. Matlay, H. (1999) ‘Employers’ perceptions and implementation of S/NVQs in Britain: a critical overview.’ International Journal of Training and Development, Vol 3, No. 2, pp 132-141. Misko, J, Patterson, J. & Markotic, R. (2001) ‘The value of on-the-job traineeships’, in N. Smart (ed.), Australian apprenticeships: Research readings, Adelaide: NCVER. pp 155-179 National Centre for Vocational Education Research (NCVER) (2007) Australian vocational education & training statistics: Apprentices & trainees, Annual, Adelaide, NCVER. National Quality Council (NQC) (2009) VET training products for the 21st century, Melbourne, NQC. http://www.nqc.tvetaustralia.com.au/work_plan/vet_training_products_for_the_21st_century. Rainbird, H. (2007) ‘Can training remove the glue from the “sticky floor” of low-paid work for women?’ Equal Opportunities International, Vol 26, No. 6, pp 555-572. Schofield, K. & McDonald, R. (2003). High level review of Training Packages, Phase 2 report, Brisbane, Australian National Training Authority. Schofield, K. (2000) Delivering quality: Report of the independent review of the quality of training in Victoria’s apprenticeship & traineeship system, Melbourne, Office of Post Compulsory Education & Training. Smith, E 2002, ‘Training Packages: Debates around a new curriculum system’, Issues in Educational Research, Vol.12, No.1, pp 64-84. Smith, E. & Keating, J. (2003) From training reform to Training Packages, Tuggerah Lakes, NSW, Social Science Press. Smith, E. (2006) ‘A woman’s work is never certificated? How the implementation of nationally recognised training in workplaces helps women get qualifications.’ Journal of Vocational Education & Training, Vol 58, No. 4, pp 531-549. Smith, E., Comyn, P., Brennan Kemmis, R. & Smith, A. (forthcoming). High quality traineeships: Identifying what works, Adelaide, NCVER. Smith, E., Pickersgill, R., Smith, A. & Rushbrook, P. (2005) Enterprises’ commitment to nationally recognised training for existing workers, Adelaide, NCVER. Snell, D. & Hart, A. (2008) ‘Reasons for non-completion and dissatisfaction among apprentices & trainees: A regional case study. ‘ International Journal of Training Research, Vol 6, No. 1, pp 44-73.