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Monitoring and reporting is a vital feature of good practice to support the advancement of access and equity in the Australian national training system, explains Justin Brown.
Both at a national and jurisdiction level, the systematic reporting of information on disadvantaged learners can assist users to identify issues, trends and patterns across a range of indicators and measures of progress.
Evidence of patterns and change over time are not only important for systematising the monitoring and reporting process, and providing some nuance to this process but also to give strength to the often anecdotal and micro-scale examples of success which are championed by practitioners in the vocational education and training (VET), adult and community education, community services and related sectors.
There is a range of data sources available at the national and jurisdiction level to enrich understanding of the participation, progress and achievement of disadvantaged learners. However there has not been, until now, significant effort to bring these sources of information together to produce a national report on disadvantaged learners in the Australian VET sector.
The National VET Equity Advisory Council (NVEAC) has recently developed a VET Equity Outcomes Framework to monitor the performance of the VET system in achieving positive outcomes for the wide range of disadvantaged learners identified in their national Equity Blueprint. To progress the development of the framework, NVEAC has engaged ACER, in collaboration with the Centre for the Economics of Education and Training at Monash University, to develop the first Annual Report on Disadvantaged Learners in VET to provide a comprehensive baseline dataset to monitor progress in the Equity Outcomes Framework.
The Annual Report will include a synthesis of data analysis and research literature on the following groups:
The first Annual Report is due for publication in early 2013.
In Victoria, ACER in collaboration with the Faculty of Education at Monash University, is currently undertaking an evaluation of the 2011 Access and Equity Grants Scheme for the Victorian Department of Education and Early Childhood Development (DEECD). The project is using an action-based learning approach to investigate the features of good practice in service delivery across six Victorian-based programs.
The project is in the process of:
The outputs of the project will include:
The Good Practice Resource Kit and case studies are due for publication in early 2013.
ACER has an extensive record, both in Australia and internationally, on research issues of access and equity in VET in relation to SES and disadvantage. Recent ACER publications and reports have included:
Often the principles guiding these types of research project stem from a need to better understand the types of strategies at the system, regional and local level that most effectively support learners in achieving their aspirations for education, training and employment. In turn, it is vitally important that systems regularly monitor, evaluate and report the impact of these strategies in terms of the participation, progress and achievement of disadvantaged learners.
Justin Brown is a Senior Research Fellow in the Teaching, Learning and Transitions research program at ACER.
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