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As part of the New Apprenticeships Support Services, there are defined requirements in regard to the monitoring and performance perceived necessary to build on previous experience and achieve an effective balance between accountability and continuous improvement aimed at improving service quality and outcomes for clients. The purpose of this paper is to offer proposals for discussion for a performance reporting and quality assurance framework for New Apprenticeships Support Services for the third contract period from 1 July 2003 to 30 June 2006. Key performance indicators are suggested and discussed and administrative, business and service requirements are noted. Show less

This research report examines current practices and innovations within the area of initial teacher training for science, mathematics and technology teaching students in universities across Australia. It covers both primary and secondary teacher education. Data is drawn through literature reviews, case studies and surveys covering 36 participating Australian universities. A high standard of teacher education was found. Suggestions are made for future innovation and research regarding teacher education in the fields of science, mathematics and technology. It is anticipated that the study will allow educators to see successful practices and innovations within other universities, and as such encourage the dissemination of high quality teacher education. Show less

This issues paper addresses the Australian Government's policy framework for higher education research and research training. The paper identifies key issues for consideration as part of the evaluation of the reforms initiated with 'Knowledge and innovation: a policy statement on research and research training' in 1999 (indexed at TD/TNC 74.293). The evaluation was announced in May 2003 as part of the higher education reform package, 'Our universities: backing Australia's future', which aims to ensure that the policy and funding framework for Australia's block research funding schemes is effective and efficiently managed. Key areas of focus for the evaluation will be: the operation of the Research Training Scheme (RTS), the Institutional Grants Scheme (IGS), the Research Infrastructure Block Grants (RIBG) Scheme, and the Regional Support Package; the role of Research and Research Training Management Reports; and contestability of funding for the Institute of Advanced Studies of the Australian National University. A report on the outcomes of the evaluation will be provided to the Government later in 2003. Show less

The Review of Teaching and Teacher Education is an initiative under the Australian Government’s innovation statement 'Backing Australia’s ability'. The review aims to identify strategies that will increase the numbers of talented people who are attracted to teaching as a career, especially in the fields of science, technology and mathematics education, and build a culture of continuous innovation at all levels of schooling in Australia. An independent Committee was established in August 2002 to oversee the review. The Committee’s final report is presented in three volumes: an 'Agenda for action', a 'Main report', and 'Background data and analysis'. 'Agenda for action' presents the Committee's main findings and conclusions and a range of actions the Committee believes need to be taken. 'Main report' presents the reasoning and argument based on evidence from a wide variety of sources that underpin 'Agenda for action'. 'Background data and analysis' presents much of the data supporting the views formed during the course of the review. Show less

This project was initiated with the aim of providing guidance for developers who were creating online and multimedia language, literacy and numeracy (LLN) materials to support existing Australian National Training Authority (ANTA) toolboxes. The project was innovative and was responsive to alternative outcomes, strengthening LLN within the national flexible learning agenda. Show less

In November 2002, the Department of Education, Science and Training (DEST) called for a review of four independent Indigenous vocational education and training (IIVET) institutes which receive funding from the department under the Indigenous Education Strategic Initiatives Programme (IESIP). The following four providers were selected for the review: Tranby College, New South Wales; Tauondi College, South Australia; Institute of Aboriginal Development (IAD), Northern Territory; and Aboriginal Dance Theatre, New South Wales. The review examined the funding for the four IIVET providers, the services they provide, and how service provision might be improved, and compared the findings with the vocational education and training (VET) sector as a whole. Recommendations made, based on the findings of the review, included: that the selection of Boards should reflect the demands of governance in an educational institute, recruiting skills and experience in education, employment, culture and community and financial management; that IIVETs be encouraged to monitor post-course outcomes such as employment and further training; that IIVETs be encouraged to seek funding through employers for new traineeships and apprenticeships packages; that all IIVETS have documented criteria on their entry requirements; that IIVETs offer career path planning for individual students, which should include building relationships with potential employers; that IIVETs should be funded to conduct research activities on issues relating to Indigenous training in Australia; that IIVETs should build links with other institutes and training groups creating partnerships, where appropriate, to provide the best options for students; that future funding should be contingent on building relationships with potential employers in community, government or business sectors; and that IIVETs should build partnerships with community, government and business groups to train Indigenous people for roles particularly when employers can provide workplace mentoring. The contents of the report are: Introduction; Methodology; Focus; A short literature review on independent Indigenous education; Self determination; Indigenous controlled education; Enhanced educational outcomes; Funding arrangements; Impact of IIVETs; The IIVETs in summary; The history of independent Indigenous education; Issues arising from the review; Setting best practice standards for IIVETs; Literacy and numeracy; Costs; Selection, admission, course choice; Governance and leadership; Summary of conclusions; Recommendations; Bibliography. Show less

A review of Australia’s higher education system was undertaken by the Commonwealth Government in 2002. The Review began with the release of an overview paper entitled ‘Higher education at the crossroads’ in April 2002 (indexed at TD/TNC 71.381). The paper described some of the characteristics of the higher education sector and the challenges facing it. It raised a number of questions for debate and called for submissions on the issues raised. There were 355 submissions from a variety of stakeholders in response to the overview paper. This document, based on the outcomes of the review process, presents the Government’s blueprint for reform. It proposes increased Commonwealth investment of $1.5 billion over four years linked to progressively introduced reforms in areas such as teaching, workplace productivity, governance, student financing, research, cross sectoral collaboration and quality. Show less

In 1999, the Australian Government acknowledged skills shortages as a critical issue for the national economy with Australian Chamber of Commerce and Industry (ACCI) surveys showing skills shortage as a major concern for its member industries. In response, the Government approached skills shortages on an industry by industry basis through the National Industry Skills Initiative (NISI). This industry-led process, designed to identify how an industry-government partnership could address the issue of skills shortage in Australian industry, also involved the Australian Industry Group (AIG) and the Business Council of Australia (BCA). Skills shortages in specific industries were investigated by industry working groups that would inform an action plan to minimise skills shortages for each industry. This report is the result of the Retail Industry Working Group’s study of future skill gaps and needs in the retail industry. A range of skills were identified and grouped into two main areas: general skills, which are now referred to as employability skills, and specific skills, which include skills for small business, management skills, product knowledge, information technology (IT) and e-commerce, and food handling skills. Barriers and issues that affect the development of appropriate skills in the industry have been grouped in five areas: industry issues; vocational education and training (VET) system issues; New Apprenticeships issues; higher education issues; and skilling and re-skilling issues. An action plan to address the identified skills needs has been developed to be taken forward by a Retail Industry Task Force. Recommendations include: (1) ensuring better understanding of retail employee demographics to ensure better targeting of recruitment; (2) promoting careers in the retail industry to potential employees; (3) initiatives to improve links between retail industry skills and the higher education sector; (4) developing a full understanding and recording of retail employers’ commitment to training; (5) addressing the needs of small business, particularly in business systems and management; and (6) improving retail understanding and use of the VET system. Show less

This statement outlines the Australian Government’s international education policy framework for the coming decade and the principles on which it is based. The Government has refined the policy framework for international education and introduced a series of measures designed to ensure that Australia continues to play a major role in making education and training a key component of world development. This framework provides the basis for expanding the international education experience for students, developing education cooperation with other countries, and supporting sustainable growth in trade in education services. It represents the Government’s commitment to the quality of Australian education and the protection of educational standards. Show less

This annual report for 2002-03 contains information about the Department of Education, Science and Training's (DEST's) role, its corporate governance arrangements and management accountability framework, and its performance against the outcomes and outputs framework set out in the 2002-03 Portfolio Budget Statements. The first two chapters contain the Department Secretary's review of the year and an overview of DEST. Chapters three to five report on DEST's performance in achieving the following outcomes: students acquire high quality foundation skills and learning outcomes from schools; individuals achieve relevant skills and learning outcomes from post-school education and training for work and life; and Australia has a strong science, research and innovation capacity and is engaged internationally in science, education and training to advance its social development and economic growth. Chapter six looks at management and accountability arrangements. Included as appendices are: Occupational health and safety; Freedom of information; Payments to advertising and marker research organisations; Discretionary grants; Consultancies; Ecologically sustainable development and environmental performance reporting; Commonwealth disability strategy; Financial statements; Glossary and acronyms; Tables and figures. Show less