- 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 Employment, Education and Training (DEET) (3)
- Australia. National Board of Employment, Education and Training (NBEET) (3)
- Australia. Parliament. House of Representatives. Standing Committee on Employment, Education and Training (3)
- Ashenden, Dean (2)
- Australia. Department of Education, Employment and Workplace Relations (DEEWR) (2)
- Australia. Department of Education, Science and Training (DEST) (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)
- 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
- 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. The hey-day of technical education in Australia was between 1880 and 1900, when it became a cause which appealed to free-traders, protectionists, the labor movement, the manufacturers, the nation-builders and many other important social groups. In this period it became a means of liberating the potential of democratic man, and thus a prime plank in the liberal platform. But after 1900 the vision became narrower, and technical education became increasingly identified with the concepts of ‘national destiny’, man as a social unit, and educational specialisation. Instead of being a vehicle for the concept of undifferentiated man, it became an excuse for a narrow and rigorous view of individual function. By 1914 the anti-liberal educational revolution had been achieved, and education in general, and technical education in particular, was henceforward conceived as being subservient to the objects of a modern industrial society. But public response was fickle, and the will to plan an industrial economy, and the educational system such an economy demanded, fluctuated. We are still affected by the ambivalent nature of the origins of technical education, still not clear in our own minds as to what our own responsibilities to the development of our own country are.
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
- Future focus: Australia's skills and workforce development needs: a discussion paper for the 2012 National Workforce Development Strategy
The aim of the Australian Workforce and Productivity Agency (AWPA), building on the work of Skills Australia, is to improve long term workforce planning and development and to address skills and labour shortages and contribute to improvements in industry and workplace productivity. This discussion paper considers the skills and workforce development needs that would arise from a number of different scenarios for Australia's future. It presents research on current issues in relation to productivity and workforce participation, examines issues in relation to future demand from industry and starts to explore policy options. The paper invites stakeholder input on these matters prior to the AWPA providing advice to government in late 2012. It forms part of a wider consultation process and is only intended to outline broad issues and seek answers to questions. Stakeholder views will contribute to the development of the 2012 National Workforce Development Strategy.
The aim of the Australian Workforce and Productivity Agency (AWPA), building on the work of Skills Australia, is to improve ... Show Full Abstract
- National Partnership Agreement on Skills Reform
The overarching objective of the Council of Australian Governments (COAG) reform agenda is to improve the wellbeing of Australians now and into the future. The agenda is structured within National Agreements and National Partnerships, which support the objectives of the Agreements. The National Partnership Agreement on on Skills Reform aims to contribute to 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 to enable all working age Australians to develop the skills and qualifications needed to participate effectively in the labour market. It outlines the structural reforms and other actions designed to achieve the reform directions agreed under the National Agreement for Skills and Workforce Development.
The overarching objective of the Council of Australian Governments (COAG) reform agenda is to improve the wellbeing of ... Show Full Abstract
- Skills for all Australians: national reforms to skill more Australians and achieve a more competitive, dynamic economy
This document outlines the Commonwealth Government’s plan to reform skills training in Australia. The reforms will deliver greater access to affordable high quality training and address skill shortages across the economy. The Commonwealth has committed funding over five years to achieve the following key reforms to be negotiated with the states and territories through the Council of Australian Governments (COAG): (1) a national entitlement to training at a minimum of the first certificate III qualification so working age Australians have the opportunity to gain the skills needed to get a decent, sustainable job in Australia’s new economy; (2) wider access to student loans to reduce upfront cost barriers to study at the diploma and advanced diploma level; (3) increased availability of information about courses, costs and training provider quality through a new My Skills website so students and business can make well informed choices about their training options, linked to their own needs and the needs of the economy, and choose a high quality training provider to help them develop the skills they seek; (4) support for quality teaching and assessment, including trialling models for independent validation of training provider assessments so students and employers can have confidence in the quality and consistency of training they purchase; (5) support for a strong public training provider network through the implementation of the reforms to ensure a high quality training system is accessible to all Australians; and (6) incentives to achieve improved completion of full qualifications, particularly at higher levels and for disadvantaged students, to deliver the qualified workers that business needs and give all Australians the opportunity to develop skills and participate in the workforce.
This document outlines the Commonwealth Government’s plan to reform skills training in Australia. The reforms will deliver ... Show Full Abstract
- Skills for prosperity: a roadmap for vocational education and training
This report puts forward comprehensive reforms for the way the Australian vocational education and training (VET) sector is developed, organised and financed. The report draws on the experience and expertise of a broad range of stakeholders, who generously contributed their views through more than 140 submissions and through consultations attended by nearly 500 people. The recommendations are driven by two realities. First, Australia is poised for long-term prosperity through the resources boom but will be held back unless we can meet the requirement for the additional skills our economy demands and ensure those skills are well used. This will require investment. Second, stakeholders tell us that the VET sector has served the nation well and we should be rightly proud of its achievements. However VET needs to change in order to realise its greater potential and our national needs.
This report puts forward comprehensive reforms for the way the Australian vocational education and training (VET) sector is ... Show Full Abstract
- Tertiary Education Quality and Standards Agency Bill 2011 and Tertiary Education Quality and Standards Agency (Consequential Amendments and Transitional Provisions) Bill 2011
In 2008 the Review of Australian Higher Education (the Bradley Review), advocated a shift in current higher education funding and resourcing arrangements and proposed a significant re-design of Australia’s higher education regulatory environment. A specific recommendation of the Bradley Review was the establishment of an independent, national system of regulation for the sector by 2010. As a core component of its response to recommendations outlined in the review, in 2009 the government committed to investing over four years to establish this new body, the Tertiary Education Quality and Standards Agency (TEQSA). TEQSA would pursue a standards-based approach to regulation and require higher education providers to meet or exceed these standards so as to remain registered. This approach aimed to safeguard the quality of education provided, ensuring that it is not compromised as the sector expands. Responsibility for the national regulator would be shared between the Minister for Tertiary Education, Skills, Jobs and Workplace Relations (the Minister) and the Minister for Innovation, Industry, Science and Research (the Research Minister), in line with their respective portfolio responsibilities. Arrangements for establishing TEQSA began in 2009, with the agency due to be fully operational by 2012. Together, the Tertiary Education Quality and Standards Agency Bill 2011 and the Tertiary Education Quality and Standards Agency (Consequential Amendments and Transitional Provisions) Bill 2011 provide for the establishment of TEQSA. On 24 March 2011, the Senate referred the provisions of both Bills to the Senate Standing Legislation Committee on Education, Employment and Workplace Relations for inquiry and report by 10 May 2011. This is the report of the Committee’s inquiry.
In 2008 the Review of Australian Higher Education (the Bradley Review), advocated a shift in current higher education ... Show Full Abstract