50th Anniversary Commemorative Issue by Rick Holden

By Rick Holden

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2) Does English correlate as closely as science or mathematics with success in a technology at lower levels? Why should it be assumed that science correlates? (3) What is a measure of a good standard of general education and how does it correlate with success on a course for technicians and craftsmen (rather than with success in individual subjects)? (4) What aptitudes are required, how highly developed should they be, and how do they correlate with technical success not only in single subjects and courses but also in industrial training?

This is the result of the introduction of traineeships. Traineeships are shorter contracts, often in non-apprenticed industry areas but sometimes sitting (sometimes uncomfortably) alongside apprenticeships, for example in the construction industry. They have added considerably to the numbers of people whose workplace learning is augmented by government-funded off-the-job training (Robinson, 2001). They were introduced in the mid-1980s as a result of the “Kirby report” (Kirby, 1985) with the explicit purpose of broadening the availability of employment-based contracts of training to women and other disadvantaged groups, as well as to help alleviate the high unemployment at that time.

Note 1. “Australian apprenticeships” is the umbrella term covering apprenticeships and traineeships. , Richardson, E. and Woodburne, G. (1976), Trade and Technician Education: Principles & Issues, Cassell, Sydney. Kirby, P. (Chair) (1985), Report of the Committee of Inquiry into Labour Market Programs, Australian Government Printing Service, Canberra. National Centre for Vocational Education Research (2004), Australian Vocational Education & Training Statistics: Trends in Traditional Apprenticeships, National Centre for Vocational Education Research, Adelaide.

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