work until it is reactivated.
This Concept Map, created with IHMC CmapTools, has information related to: demand driven training, WHY DO WE NEED TO CHANGE CURRENT PRACTICE ? Governments researchers think tanks have provided evidence based arguments for change Victorian Government listed seven key problems in the training system Lack of alignment between those whose training is subsidised by government and those who individually need training Lack of alignment between how much a person benefits from training and how much they pay towards their training Lack of incentive to move up in level of training Focus on managing the supply of training rather than meeting the demand for training Training system growing more complex Good providers are not rewarded – places are not allocated on performance Too slow developing and approving new training “products”, WHAT RESULTS ARE INTENDED ? balance public good & personal gain WIIFM ????, WHAT RESULTS ARE INTENDED ? balance public good & personal gain WIIFM “Recent research provides estimates of rates of return to students enrolling in vocational courses, that is, the impact on future income from attainment of these qualifications. Researchers found that rates of return are progressively higher for higher level vocational qualifications. For example, a Certificate III or IV qualification provides a healthy 20 per cent return. This is even higher for Diploma or Advanced Diploma qualifications which provide up to 37 per cent return.” (Long, M and Shah C 2008, “Private returns to Vocational Education and Training qualifications”, National Centre for Vocational Education Research) “Training … improves their chances of getting a job … they can earn higher incomes … up-front investment in study continues to pay off year after year. Estimates suggest that this payoff is high, at around 7 per cent or more of the total they pay in fees and the income they give up while they study.”, 2009 PM Gillard identified market design as a central element of her micro-economic reform agenda "As far as I am concerned, there is no inherent superiority in a public sector or a private sector provider, certainly not on ideological grounds. The challenge is not whether to combine public and private resources in these essential sectors, but how best to do it," NATIONAL PRESS CLUB JULY 2010, 2009 PM Gillard identified market design as a central element of her micro-economic reform agenda Effective policy design recognizes that firms usually know more about their business than policy makers. This is the basis of the FTC’s divestiture policy. Markets reveal information. Auctions are useful in policy because, instead of bureaucrats picking winners, the bidding picks them Market Design: The Policy Uses of Theory John McMillan* January, 2003, WHY DO WE NEED TO CHANGE CURRENT PRACTICE ? Governments researchers think tanks have provided evidence based arguments for change While a shortage of investment in training is thus part of the problem, this shortage is itself a product of structural faults in the way training is funded. As a consequence, structural change is required, not simply increased spending through existing structures. A better design of the market for vocational education and training in Australia?/ Per Capita Research Paper /y Michael Cooney, Policy Director, Per Capita, 2009 PM Gillard identified market design as a central element of her micro-economic reform agenda HOW COULD THE GAP BETWEEN CURRENT PRACTICE AND INTENDED RESULTS BE ADDRESSED?, WHY DO WE NEED TO CHANGE CURRENT PRACTICE ? Governments researchers think tanks have provided evidence based arguments for change In advanced contemporary societies, education is simply no longer fit for purpose. Young people’s lives have moved in ways which call into question some of the central principles on which post-war education was founded. SUPPLY DRIVEN/INWARD FOCUS OF SCHOOLS/POLICY/industrial model (instrumental and vocationalist) Policies such as standardised testing programs and ranking of school performance have encouraged schools to adopt an inward-looking focus, rather than focusing on the relationship between schools and other educational institutions, to their communities, and to the diverse needs of those who participate in these institutions Touching the Future : Building skills for life and work Johanna Wyn University of Melbourne 2009