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The paper surveys the global k-economy, the global landscape in higher education and the drivers of global competition in research and in the cross-border market for students. It traces the position of the national system and its institutions in the global landscape and identifies their strengths and weaknesses. It closes with a summary of the capacity of Australian higher education in the face of the global challenge and considerations for policy. The passages in italics at the end of each sub-section of the paper consider the likely developments in the period to 2020.

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The purpose of this document is to provide a detailed understanding of how the Core Skills for Work Developmental Framework (CSfW) [available in VOCEDplus at TD/TNC 113.1073] aligns with the 2002 Employability Skills Framework [available in VOCEDplus at TD/TNC 70.178]. This document does not intend to replace either framework or contain the full description of the skills included in these frameworks.

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The nine WELL training case studies are available in both colour and black and white PDF format: Brightwater Care Group: training across the board for outcomes across the board; Cablex: new confidence and motivation in the workforce; CFMEU: gains for the employee, gains for the employer; Darley Refractories: small business: big success; Dartbrook Coal: language, literacy and communication, a shared responsibility across the enterprise; Dulmison: increased productivity and quality conformance; Hunter Corporate Catering: much more than regulatory compliance; QR: improving business performance; TCFUA: grouping together to learn. Show less

This resource, consisting of work books and a CD-ROM, describes the skills and knowledge required by Indigenous participants to prepare for employment. It focuses on developing knowledge of Australian workplaces, their work practices and requirements and potential employment opportunities to assist participants in making decisions about possible career paths. Each workbook covers an element from the competency which is broken down into sections for each performance criteria. The workbooks are: Identify workplace expectations; Research a selected industry; Describe workplace functions and layout of a range of workplaces; Research an employment opportunity; and Prepare a current portfolio to showcase skills. The CD-ROM contains supporting audio sessions. The resource is funded under the Workplace English Language and Literacy (WELL) program by the Department of Education, Employment and Workplace Relations (DEEWR). Show less

The Department of Education, Employment and Workplace Relations (DEEWR), on behalf of the Minister for Tertiary Education, Skills, Jobs and Workplace Relations, produces the annual national report for the national vocational education and training (VET) system. This report covers the 2009 calendar year and provides an assessment of the performance of the national training system as well as detailed information on the operation of the national system and its achievements and challenges. The report is presented in three sections: Section 1: Overview provides an outline of the report, describing the national vocational education and training system, the relevant Intergovernmental Agreements that relate to VET and the economic and social context for the national VET system during 2009. Section 2: Performance of the national VET system in 2009 contains an analysis of the system’s performance in 2009 against performance indicators agreed by the Council of Australian Governments (COAG). This section includes information about the participation, achievements and outcomes of all VET students and those that are identified as having a disadvantage in VET. VET system efficiency and employer engagement and satisfaction with VET are also covered. Section 3: Commonwealth, State and Territory achievements gives examples of achievements of the State, Territory and Australian Governments.

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The learning in this workbook is intended for people working in or wanting to work in the community services industry. In chapter one, the learner looks at how to work effectively and how to follow workplace policies, procedures and guidelines. Chapter two looks at working in an ethical way, working in line with an organisation’s beliefs and values, behaving in an acceptable manner, keeping information private and dealing with work-related problems. There is a final assessment at the end of the workbook.

In this collection there are 11 workbooks and one ‘Trainer’s guide’ on CD ROM; they are indexed from TD/WELL 94.05 to TD/WELL 94.16. Show less

This report results from a two year collaboration between the Australian College of Educators (ACE), TAFE Directors Australia (TDA), the Department of Education, Employment and Workplace Relations ( DEEWR), and later also with a research team from the Work-based Education Research Centre (WERC) at Victoria University. Retention to Year 12 and successful transition to work or further study have become a priority for all Australian Governments as is evidenced by the significant commitment being made by the Commonwealth and States and Territories through the National Partnership on Youth Attainment and Transitions. It is recognised that completion of Year 12 or an equivalent vocational qualification provides the sound foundation required to undertake further study or transition into employment. The broad aim of the project was to examine the factors that contribute to the retention, completion and transition of 15 to 19 year olds, especially through vocational education and training programs, and within different educational contexts. In particular the research team was asked to provide a research report which developed case studies of a variety of innovative vocational programs designed to retain young people in study and provide them with pathways to further study or employment. These case studies were to be drawn from different states and territories and would be designed to examine features of those organisations/programs that are successful and can be replicated; analyse the key success factors for each case study; and benchmark them against the Key Success Factors for Upper Secondary Skilling identified by TAFE Directors Australia and the Australian College of Educators in the publication of the outcomes of a national forum held in Hobart in 2008.

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The Job Network is no longer suited to a labour market characterised by lower unemployment, widespread skill shortages and a growing proportion of job seekers who are highly disadvantaged and long-term unemployed. Currently, the problem is not simply finding a job it is finding employers appropriately skilled labour. Consequently, the role of Australia’s employment services system is to connect those who can work with the vacancies employers need to fill. The purpose of this discussion paper is to seek public views on the future framework for employment services, and about how best to implement it.

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This article reports on a research study that investigated the way vocational education and training (VET) is viewed in the Australian community. The research aimed to identify any differences in attitudes to the traditional trades as career occupations and to the VET sector in general, across segments within the community, particularly students, parents, secondary school career advisors, and employers. The study also sought to determine the level of knowledge that different segments of the Australian community have of VET. Generally, the overall image of VET was mixed. The study suggested that VET has an image problem as the ‘pathway of choice’ for career education and training compared with university. Most Australians strongly associated a traditional trade job as the only job outcome that could be expected from undertaking VET. At the national level, this research is being considered along with three other projects commissioned in 2007. This research will then contribute to a wider report that will synthesis the issues and propose a way forward.

This article is part of a thematic edition of Vocal entitled ‘What works for vocational education and training in schools in terms of developing connections, building capacity and enhancing collaboration’. Articles are indexed from TD/TNC 94.144 to TD/TNC 94.150 and from TD/TNC 94.264 to TD/TNC 95.276. Show less

This report was prepared for the Review of Australian Higher Education [see report indexed at TD/LMR 85.696]. The report begins with an analysis of demand for university graduates. It then explores the graduate supply situation and concludes that the gulf between employer demand and the number of domestic graduates is widening. The report analyses some of the concerns which have inhibited an increase in domestic higher education training over recent years. It concludes that: (1) there is no shortage of young people in the post-school education ages potentially available should enrolment levels be increased. If current university enrolment rates by age (as of 2006) were maintained and Australia’s population grows as projected recently by the Australian Bureau of Statistics (ABS) in its medium projection, the number of enrolments would grow by 11 per cent between 2006 to 2016 and 15 per cent between 2006 to 2021; (2) as of 2006, around half of Australian residents aged 18-20 were not engaged in any form of post-school education; and (3) if university participation rates were increased (amongst young people aged 17-24) it would have little impact on the numbers commencing diploma courses. This is because the majority of diploma commencers are in the 25 or over age group.

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