Search Results

Framing the Future is a major national staff development initiative, funded through the Australian National Training Authority (ANTA), with the primary objective of providing a structure for people in the vocational education and training sector to develop the skills and knowledge needed to implement the National Training Framework (NTF). This overview describes the initiative, explains the staff development model, and briefly introduces its key features. Show less

In order to equip Australians for the world of work and increase investment in training, the Australian National Training Authority (ANTA) hopes to engage industry more effectively in developing a highly skilled workforce. This paper clarifies the main messages that are relevant to companies, using the best mix of Australian and overseas research. Its focus is on the return on investment to enterprises, and does not cover the benefits of training to the nation or to individuals. The four key messages are: skills and training lead to improved performance and productivity; training improves staff retention and attracts skilled workers; skills and training produce the best results when part of an overall business strategy; any company can analyse the returns on training investment. Show less

'Shaping our future: Australia's national strategy for vocational education and training 2004-2010' (indexed at TD/LMR 85.685) is the Australian government and industry's collective strategy to ensure: 'industry will have a highly skilled workforce to support strong performance in the global economy; employers and individuals will be at the centre of VET; communities and regions will be strengthened economically and socially through learning and employment; and that Indigenous Australians will have skills for viable jobs and their learning culture will be shared'. As part of the process in developing this strategy, the Australian National Training Authority (ANTA) commissioned the National Centre for Vocational Education Research (NCVER) to undertake a series of meta-analyses of research on 12 different vocational education and training (VET) topics. This report is the comprehensive bibliography referencing the sources of information used in the creation of all 12 meta-analyses, with almost 300 pieces of national and international research listed.

The 12 meta-analyses from this strategy are indexed from TD/ANTA 80.06 to TD/ANTA 80.17 Show less

This document sets out the revised workplan for carrying out improvements to training packages following the high level review. The review looked at how training packages could be improved to better meet skill needs and support teaching and learning. The workplan outlines priorities for action up until 30 June 2005, when ANTA's [Australian National Training Authority's] responsibilities are transferred over to the Australian Government Department of Education, Science and Training (DEST). These priority areas include employability skills, development and review processes, guidelines for VET [vocational education and training] qualifications, and cross-industry qualifications. The workplan covers three years, so after 30 June 2005 the responsibility for implementing the workplan will rest with DEST.

Published abstract.

The final report from the high level review of training packages is indexed at TD/ANTA 78.01. Show less

In this brief article some winners and finalists of the Australian Training Awards for 1998 reveal how the experience has affected their working lives. Benefits include increased confidence and enhanced work opportunities. Further information on how to nominate for the 1999 awards also appears. Show less

This publication presents an analysis of data on training package activity undertaken by vocational education and training (VET) students in Australia, including apprentices and trainees, in the year to 31 December 2002. It also identifies major changes in activity over the past five years.

Training packages were introduced into the vocational education and training sector in the mid-1990s. Developed by industry, they consist of a set of nationally endorsed standards, guidelines and qualifications for training, recognising and assessing skills. Since their implementation, the number of individuals studying towards a training package qualification has increased significantly. The implementation in 1998 of the New Apprenticeships system, aimed at providing apprenticeship and traineeship training in a greater number of industry areas has contributed substantially to this rise.

The analysis found that females dominated the early uptake of training package qualifications as the first packages to roll-out were in business administration, hospitality and retail, traditionally female-dominated areas. As a wider variety of qualifications became available across other industry areas, the numbers of males and females began to even out and are now roughly equal.

It was also found that young people under 25 years of age, and in particular teenagers, are more likely to undertake a training package qualification than either an accredited course or a subject-only qualification. The reverse is true for those aged 25 years or over. By 2002, enrolments associated with training packages accounted for 42% of all VET enrolments.

When New Apprenticeships were introduced in 1998, only 32% of apprentices and trainees were undertaking a national training package qualification. By 2002, this figure had increased to 84%. Show less

This document is one of a suite of publications produced by an Australian National Training Authority (ANTA) funded research project conducted by the Office of Vocational Education and Training (OVET) in the Department of Education, Training and Employment, South Australia. The project, entitled ‘How institutions respond to training packages’, was conducted in 2000/2001. It reports on case studies which focus on the transition arrangements from superseded accredited courses and the implications of this for training and assessment arrangements.

This guide describes some of the issues that need to be considered in planning institutionally based learning for training package qualifications. Sections two and four introduce the training package concept and products and explain how these qualifications differ from qualifications based on accredited courses. Sections five and six explore a range of issues. Examples drawn from case studies of RTOs delivering institutionally based learning for training package qualifications illustrate how these issues can be managed or addressed.

The other documents in the suite are: ‘Implementing training packages through institutionally based learning: four case studies in the Administration and Information Technology Training Packages’; ‘Implementing training packages through institutionally based learning: four case studies in the Community Services and Agriculture Training Packages’; ‘Implementing training packages through institutionally based learning: three case studies in the Hospitality Training Package’; ‘Implementing training packages through institutionally based learning: three case studies in the Beauty and Retail Training Packages’; and ‘Implementing training packages through institutionally based learning: a report’. Show less

Summarised are performance outcomes from ‘Benchmarking VET: the performance of the vocational education and training sector in 1995’ (Australian National Training Authority (ANTA), 1996; TD/ANTA 47.10). This publication is the first compilation of national VET statistics that can provide a reliable measuring stick against which future performance in VET can be compared.

Areas of achievement include: undertaking a TAFE course significantly assists employment aims; a significant number of graduates are satisfied with their studies; TAFE provides a valuable service to rural and regional Australia; TAFE has developed extensive links with business; and a significant number of employers are satisfied with VET’s services.

Areas requiring attention include: improving outcomes for graduates from particular client groups; better aligning training to employers’ expressed needs; attending to the requirements of smaller employers; and increasing information to employers about key aspects of the VET system. Show less

The Australian Quality Training Framework (AQTF) was developed from the Australian Recognition Framework (ARF) by the National Training Quality Council (NTQC) of the Australian National Training Authority (ANTA) Board in conjunction with States and Territories, The Commonwealth and industry and was endorsed by Ministers for vocational education and training (VET) in June 2001. The key objective of the AQTF is to provide the basis for a nationally consistent high quality VET system.

A distinguishing feature of the Australian VET sector is its diversity. Each State and Territory conducts audits of Registered Training Organisations (RTOs) within its jurisdiction to ensure that all RTOs comply with the standards set out by the AQTF. This guide has been specifically designed for auditors and managers of audits under the AQTF.

Companion publications are: Australian Quality Training Framework: standards for Registered Training Organisations (TD/TNC 67.571); Australian Quality Training Framework: guide to good practice in AQTF auditing: a guide for auditors and managers of audits under the Australian Quality Training Framework (TD/TNC 67.573); Australian Quality Training Framework: transition guide for registered training organisations (TD/TNC 67.574); Australian quality training framework: guidelines for course developers: guide to developing VET courses for accreditation under the Australian Quality Training Framework (TD/ANTA 82.166); and Australian quality training framework: evidence guide for registered training organisations and auditors (TD/TNC 72.07). Show less

This research project provides evidence that over 70 per cent of Australian vocational education and training (VET) learners lack the dispositional and skill readiness for flexible delivery, including online delivery. The study found that individual VET clients preferred traditional methods of course delivery that are college-based and teacher-directed; possessed low skill levels in computer and Internet-related tasks; and possessed low dispositional readiness for flexible delivery, including online learning. Two assumptions re flexible delivery are challenged: firstly, that flexible delivery is primarily a tool for greater cost efficiency; and, secondly, that flexible delivery and technology are synonymous. This paper also focuses on levels of learner readiness in VET. To be a successful learner requires the learner to possess certain dispositions towards learning, together with a wide range of skills for self-directed learning to take place. Show less