- Australian National Training Authority (ANTA) (6)
- Dawkins, J. S. (6)
- Australia. Parliament. Senate. Employment, Education and Training References Committee (4)
- Schofield, Kaye (4)
- Skills Australia (4)
- Australia. Department of Education, Employment and Workplace Relations (DEEWR) (3)
- Australia. Department of Employment, Education and Training (DEET) (3)
- Australia. Parliament. House of Representatives. Standing Committee on Employment, Education and Training (3)
- Ashenden, Dean (2)
- Australia. Department of Education, Science and Training (DEST) (2)
- Australia. Department of Industry, Innovation, Science, Research and Tertiary Education (DIISRTE) (2)
- Australia. Parliament. House of Representatives. Standing Committee on Education and Training (2)
- Australia. Parliament. Senate. Employment, Workplace Relations and Education References Committee (2)
- Australian Committee on Technical and Further Education (ACOTAFE) (2)
- Australian Science and Technology Council (ASTEC) (2)
- Technical and further education in Australia
In 2012, the Council of Australian Governments (COAG) agreed on a National Partnership Agreement for Skills Reform which will: contribute to the reform of the vocational education and training [VET] system to deliver a productive and highly skilled workforce which contributes to Australia’s economic future and … enables all working age Australians to develop skills and qualifications needed to participate effectively in the labour market. At the heart of these reforms is the adoption of the Commonwealth proposal for a national training entitlement and a more open and competitive training market.
In 2012, the Council of Australian Governments (COAG) agreed on a National Partnership Agreement for Skills Reform which ... Show Full Abstract
Corporate authors: Australia. Parliament. Senate. Education and Employment References Committee
Geographic subjects: Australia; Oceania
Resource type: Report
Subjects: Vocational education and training; Policy; Skills and knowledge;Workforce development; Research; Providers of education and training; Finance; Economics; Governance; Equity; Disadvantaged show more
- Core Skills for Work Developmental Framework
The Core Skills for Work Developmental Framework (the CSfW) describes a set of non-technical skills, knowledge and understandings that underpin successful participation in work. Participation in work could be as an employee, as someone who is self-employed, or as a volunteer. This set of non-technical skills, often referred to as generic or employability skills, contribute to work performance in combination with technical or discipline specific skills and core language, literacy and numeracy (LLN) skills. The CSfW is not a set of standards, nor an assessment tool. It is a framework for conceptualising and articulating skills, knowledge and understandings that underpin work performance over time, and for guiding further development. It is not intended to replace approaches to developing these skills that are already in place, but to provide a common underpinning that is relevant across sectors. The CSfW, as described in this document, is intended to be reviewed after a number of years of use to check whether it would benefit from adjustment or further development.
The Core Skills for Work Developmental Framework (the CSfW) describes a set of non-technical skills, knowledge and ... Show Full Abstract
Corporate authors: Australia. Department of Industry, Innovation, Climate Change, Science, Research and Tertiary Education (DIICCSRTE)
Australia. Department of Education, Employment and Workplace Relations (DEEWR)
Geographic subjects: Australia; Oceania
Resource type: Report
Subjects: Skills and knowledge; Employment; Performance
- Standards policy framework: improving vocational education and training: the Australian vocational qualifications system
The Standards Policy Framework paper presents the [National Skills Standards Council’s] NSSC’s position on the policy that underpins the reforms required to the current standards for the regulation of vocational education and training. The NSSC is a committee of the Standing Council on Tertiary Education, Skills and Employment (SCOTESE), one of a number of Standing Councils that report to the Council of Australian Governments (COAG). A primary function of the NSSC is the development of national standards for regulation of vocational education and training for approval by SCOTESE. SCOTESE asked that the NSSC, as a priority, undertake a broad ranging review of the standards for the regulation of vocational education and training, focusing on issues of quality. Standards are critical to the appropriate and effective regulation of vocational education and training, ensuring the integrity of qualifications awarded to learners and supporting the achievement of both improved productivity and social outcomes for all Australians. The NSSC’s review has confirmed the need to reform the existing standards for the regulation of vocational education and training. Based on an analysis of available evidence and extensive consultation, the NSSC found that there are many instances of excellent practice in registered training organisations (RTOs) across the country, leading to quality outcomes. However, the NSSC was also made aware of the growing concern that excellent practice is not systemic across vocational education and training, with current delivery highly variable in terms of quality of qualification outcomes. Effective regulation of vocational education and training is critical to the reputation of the sector; the confidence of industry and employers in the value of the qualifications issued by RTOs; and individual learners and employees having the skills to effectively perform in the workforce. This paper presents the NSSC’s Standards Policy Framework which it considers critical to ensuring consistent, high quality vocational education and training and the integrity and reputation of vocational qualifications awarded to learners. Subject to agreement by SCOTESE, the Standards Policy Framework will provide the basis upon which draft regulatory standards are developed for presentation to SCOTESE for endorsement later in 2013.
The Standards Policy Framework paper presents the [National Skills Standards Council’s] NSSC’s position on the policy that ... Show Full Abstract
- A plan for Australian jobs: the Australian Government’s industry and innovation statement
In a changing global economy, Australian firms face many challenges and new opportunities. This plan will help firms meet these challenges head on and take full advantage of opportunities to grow and create new jobs. This will ensure all Australians have the chance to work in more rewarding and high-skilled jobs now and in the future. The plan sets out: what can be done now to get more work for Australian firms; what must be done to ensure that Australian businesses have greater opportunities to win work abroad including in the Asia-Pacific region; and what should be done to ensure that the high skill jobs of the future can be created.
In a changing global economy, Australian firms face many challenges and new opportunities. This plan will help firms meet ... Show Full Abstract
- Future focus: 2013 National Workforce Development Strategy
This document is the second national workforce development strategy for Australia. It builds on the work undertaken for ‘Australian workforce futures’, the inaugural strategy published in March 2010. A discussion paper, ‘Australia’s skills and workforce development needs’, was published in July 2012 as part of the consultation process in developing the 2013 strategy. The strategy provides details of how Australia can position itself for growth in the Asian century, in a competitive global environment, where technology and patterns of work are rapidly changing. The Australian Workforce and Productivity Agency (AWPA) developed scenarios to create plausible future worlds for Australia to 2025 to underpin the 2013 strategy. These scenarios have in turn influenced economic modelling of the supply and demand for skills to 2025.
This document is the second national workforce development strategy for Australia. It builds on the work undertaken for ... Show Full Abstract
- Technological change and employment: a report to the Prime Minister by the Australian Science and Technology Council (ASTEC)
The [Australian Science and Technology Council] ASTEC Technological Change Committee is to maintain a continuing review of the processes and trends in technological change in Australia and elsewhere, and evaluate and report on the direct and indirect effects at the national level including social, economic and technological effects. Technological changes have had and will continue to have profound effects on both the levels and the nature of employment. The present report is an exploratory overview of recently observed effects. It presents for discussion issues, views and conclusions that have been identified or formulated by a variety of commentators from different sections of the community. The report identifies several areas where government action could assist in taking maximum advantage of technological change for the economy and the workforce. These include: support for innovation; education, training and re-training; consultation with employees and unions; and women’s employment. The recommendations made relate to problems that are already on the national agenda or which, with reasonable certainty, will be there in the near future.
The [Australian Science and Technology Council] ASTEC Technological Change Committee is to maintain a continuing review of ... Show Full Abstract
- The national co-ordination of technical and further education
A major development within educational systems in a number of western nations since the Second World War has been the establishment by governmnets of special bodies to coordinate tertiary education. In Australia, a complex system has been developed with coordinating agencies being established by governments at both state and federal levels and covering three sectors of tertiary education: universities, colleges of advanced education, and technical and further education (TAFE). While the Commonwealth government has assumed the financial responsibilities for universities and colleges of advanced education, the states still retain not only the constitutional, but also the major financial, responsibility for TAFE. This places the national coordination of TAFE in a unique position. This thesis analyses national coordinating agencies in TAFE in terms of their relationships with the Commonwealth government and groups at state and institutional levels during the period 1973-1981. The analysis led to two major conclusions: (1) that the Commonwealth government established over time a ‘structure of domination’ which ensured that the coordinating agencies’ powers and functions were undertaken in ways which were consonant with the government’s interests; and (2) that groups at state and institutional levels were, in large part, able to thwart the policy initiatives taken by coordinating agencies, and thus effectively limit their ‘exercise of authority’. These led to the following general conclusion that in the performance of their powers and functions, de jure and de facto, national coordinating agencies in TAFE required the support of two groups: those with the power of resource allocation (governments) and those with the power of implementation (groups at state and institutional levels), and that where support from either or both groups was not forthcoming, the coordinating agency was ineffective in performing these functions.
A major development within educational systems in a number of western nations since the Second World War has been the ... Show Full Abstract
- National Foundation Skills Strategy for Adults
In November 2011, the Council of Australian Governments (COAG) Standing Council on Tertiary Education, Skills and Employment (SCOTESE) agreed to a National Foundation Skills Strategy for Adults. Australian governments have worked in partnership to develop this 10 year strategy built around a shared vision for a productive and inclusive Australia in which adults develop and maintain the foundation skills they need to participate confidently in the modern economy and meet the complex demands of modern life. The strategy focuses on improving outcomes for working age Australians (aged 15-64 years) with a view to moving more people to higher levels, but with a particular focus on those with low levels of foundation skill proficiency. Australian governments have set an aspirational target that by 2022, two thirds of working age Australians will have literacy and numeracy skills at Level 3 or above. For the purpose of the strategy, foundation skills are defined as the combination of: English language, literacy and numeracy (LLN) - listening, speaking, reading, writing, digital literacy and use of mathematical ideas; and employability skills, such as collaboration, problem solving, self-management, learning and information and communication technology (ICT) skills required for participation in modern workplaces and contemporary life. Foundation skills development includes both skills acquisition and the critical application of these skills in multiple environments for multiple purposes. Foundation skills are fundamental to participation in the workplace, the community and in adult education and training.
In November 2011, the Council of Australian Governments (COAG) Standing Council on Tertiary Education, Skills and Employment ... Show Full Abstract
- Review of higher education access and outcomes for Aboriginal and Torres Strait Islander People: final report [Behrendt review]
A review panel was established to examine how higher education outcomes among Aboriginal and Torres Strait Islander people contribute to nation building and the reduction of Indigenous disadvantage. Closing the gap in Indigenous disadvantage is part of the reform agenda set out in the Australian Government’s response to the Bradley Review of higher education. An opportunity was given to respond to a context paper released by the panel on 19 September 2011. Submissions were received in response. A number of research reports were also commissioned by the Australian Government. The report of the review highlights the role that higher education plays in improving health, education and economic outcomes for Aboriginal and Torres Strait Islander people. The report found that the current participation of Aboriginal and Torres Strait Islander people in higher education is significantly below parity with the population as a whole. The report proposes for a future where it is unremarkable for an Aboriginal or Torres Strait Islander person to aspire to university. It also presents a vision where Aboriginal and Torres Strait Islander world views and perspectives are valued and contribute to Australia’s knowledge base. The report acknowledges that government can only effect change with the cooperation of universities, professional bodies and communities. It also: focuses on current approaches impacting participation and completion by Aboriginal and Torres Strait Islander students; focuses on the role of Aboriginal and Torres Strait Islander staff in universities, particularly in academic and research roles; and recommends a lead role for the Indigenous Higher Education Advisory Council to lead the development of an Aboriginal and Torres Strait Islander Higher Education and Research Strategy and to progress the findings of the review.
A review panel was established to examine how higher education outcomes among Aboriginal and Torres Strait Islander people ... Show Full Abstract
Corporate authors: Australia. Department of Industry, Innovation, Science, Research and Tertiary Education (DIISRTE)
Geographic subjects: Australia; Oceania
Resource type: Report
Series name: Review of higher education access and outcomes for Aboriginal and Torres Strait Islander People
Subjects: Indigenous people; Higher education; Equity;
- A history of technical education in Australia: with special reference to the period before 1914
In this thesis the attempts of colonial man to adapt to his environment and to train the young worker, the artisan and the technologist are discussed. Initially education in the form of practical training was merely an aspect of charitable beliefs or intellectual presumptions. The colonies relied in the main on obtaining their needed skills from overseas. But, especially after the gold rushes, indigenous technological challenges arose to which pragmatic educational response was made. Thus the transition from the mechanics’ institutes, largely agents of ‘improving’ purpose, to the schools of mines, ostensibly dedicated to the service and advancement of colonial industry. Technical education however was retained, throughout its history in Australia, a strong ideological component. Its most effective real contribution, in the period before 1914 at least, was in the field of opening opportunity to the socially and educationally underprivileged; but the general insistence was on its immediate industrial relevance. This latter was largely an illusion, but it served to nurture the technical schools while they performed multi-functional tasks and developed as poor men’s grammar schools.
In this thesis the attempts of colonial man to adapt to his environment and to train the young worker, the artisan and the ... Show Full Abstract