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The second World Congress of Colleges and Polytechnics was held in Melbourne, Australia in March 2002. The Congress explored outcomes aligned to themes of accessibility, technology and globalisation, strengthening partnerships and youth as a vocational education and training (VET) customer. Representatives from colleges and polytechnics from many countries shared experience and insight over a wide range of VET issues including VET as a positive force in economic and social development, best practice in the governance and management of institutions, the latest developments in curriculum and delivery approaches to VET and lifelong learning, and the development of global linkages intended to support colleges and polytechnics in all countries. This paper was presented under the theme of strengthening partnerships and as part of the workshop on successful community partnerships. The paper examines the key elements of the Cape York Training and Employment Strategy and its progress to date. The Cape York Peninsula region is a remote area situated at the far northern tip of Australia. The region faces significant economic and social challenges for Indigenous communities. In 2001, the Fitzgerald report acknowledged that progress in education relied on progress in addressing social dysfunction in the region. Cape York Partnerships, among them the Cape York Training and Employment Strategy, were initiated by the Queensland Government in 1999. They were intended to initiate and build relationships between government and the Indigenous peoples of the region and to develop practical strategies for change. The Indigenous Employment Policy was introduced by the Queensland Government in December 2000 to break the unemployment cycle for Indigenous people. The Cape York Training and Employment Strategy supports this policy and acknowledges the link between social and economic objectives.

The second World Congress of Colleges and Polytechnics was held in Melbourne, Australia in March 2002. The Congress explored outcomes aligned to themes of accessibility, technology and globalisation, strengthening partnerships and youth as a vocational education and training (VET) customer. This paper discusses institutional collaboration across nations. It begins by describing two types of collaboration: limiting the scope within two institutions; and extending the scope outside the institutions. A case study of such collaboration between two institutions (Dr Dharmambal Government Polytechnic Chennai, India and Georgian College Barrie, Ontario, Canada) is provided.

The second World Congress of Colleges and Polytechnics was held in Melbourne, Australia in March 2002. The Congress explored outcomes aligned to themes of accessibility, technology and globalisation, strengthening partnerships and youth as a vocational education and training (VET) customer. This paper, focusing on new models for educational service delivery now and in the future, presents a combination of the separate research and experiences of the two authors. The research of both authors took into account the changing environment for educational organisations, including higher levels of customer service, the emergence of e-business, the arrival of online learning and increasing global competitiveness. A brief description of the research findings of both authors is given. The paper concludes that a holistic approach to integrating online learning into educational service is required, management development is needed for VET managers to enable them to perceive flexible learning and e-business as fundamental to their activities and a new business model for educational organisations should be developed.

The second World Congress of Colleges and Polytechnics was held in Melbourne, Australia in March 2002. The Congress explored outcomes aligned to themes of accessibility, technology and globalisation, strengthening partnerships and youth as a vocational education and training (VET) customer. Representatives from colleges and polytechnics from many countries shared experience and insight over a wide range of VET issues including VET as a positive force in economic and social development, best practice in the governance and management of institutions, the latest developments in curriculum and delivery approaches to VET and lifelong learning, and the development of global linkages intended to support colleges and polytechnics in all countries. This paper was presented under the theme of funding VET and as part of the workshop on the entrepreneurial institution. In the paper, the author describes how Torrens Valley TAFE provides responsive, innovative and flexible VET products and services in support of its vision to 'create choices for life through learning'. Three student case studies are presented to illustrate the underpinning elements of the 'entrepreneurial institute'. The underpinning elements of the 'entrepreneurial institute' are lifelong learning, access and equity, developing skills for life or key competencies, flexible learning and using information and communication technologies.

The second World Congress of Colleges and Polytechnics was held in Melbourne, Australia in March 2002. The Congress explored outcomes aligned to themes of accessibility, technology and globalisation, strengthening partnerships and youth as a vocational education and training (VET) customer. This paper reports on a workshop that showcased innovation in the national vocational education and training (VET) system, the establishment of a specialist laboratory nicknamed the 'Skunk Works' for the development of systems programming experimental work which offered extensive hands-on experience and experimentation and which led to the extensive involvement of teachers and students in this area. This development resulted in success in motivating VET students in information technology (IT) awards in systems programming.