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This report contains the key points from a research paper (indexed at TD/TNC 89.190) of the same title commissioned by the Minerals Industry National Skills Shortages Strategy (NSSS) and funded by the Department of Education Science and Training (DEST). The research resulted from the recommendations of an earlier paper titled ‘Prospecting for skills: the current and future skill needs in the minerals sector’ (indexed at TD/TNC 83.200), which aimed to provide research evidence on the current and future skill needs of the minerals industry. This current research aimed to determine what, if any, barriers to employment and training exist in the Australian minerals industry by examining issues that affect the training of apprentices and trainees. The study revealed that there are a number of fast-track models already available under the competency-based approach to training and skills progression. It is recommended that employers make full use of these models for early completions. Also highlighted is the need for training contracts to be flexible to provide for learners who have the capacity or experience for fast-tracking and for those who need additional time and support. Some of the time durations in some trades need reviewing to ensure that they still meet industry requirements. The study found that there are very few structural barriers to addressing the challenges to employment and training of traditional apprentices and trainees in the minerals industry. Significant progress has been made by the industry in providing innovative solutions to attract, train and retain apprentices and trainees. Based on the findings, strategies to reduce barriers and increase the uptake and completion of traineeships and apprenticeships are recommended, including: industry to further embrace fast-track options and to continue to support such options for the completion of apprenticeships; continued promotion of apprenticeships and traineeships to existing workers to actively engage in recognition of prior learning (RPL); promotion of the industry and career options available through apprenticeships and traineeships; continue to work with Indigenous communities, to ensure access and participation is enhanced; liaise with Federal and State Governments in exploring strategies for making the delivery of training more ‘flexible’; work with Federal and State Governments to support and enhance systems relating to RPL assessments; work with Federal and State Governments in reviewing nominal term durations for apprenticeships; and increase industry participation in school-based apprenticeships and traineeships. Show less

This is the fourth in a series of annual reports to the Australian Parliament that tracks progress in Indigenous education and training and discusses issues under the major goals of the National Aboriginal and Torres Strait Islander Education Policy (AEP). It enables the Commonwealth Minister for Education, Science and Training to report to the Parliament at the end of each funding year on outcomes associated with Indigenous education and training. This report gives an account of educational outcomes achieved not only in 2004 but also over the period of the 2001-2004 funding quadrennium. Four priority areas relate to improving outcomes for Indigenous students in literacy and numeracy, enrolments, attendance and retention, and in education outcomes across the pre-school, school, vocational and technical education (VTE) and higher education sectors. Most of the 2004 national benchmark testing results for Indigenous students are better than previous years, yet there are still areas, especially numeracy, where there has been little improvement. There has been an increase in the numbers of Indigenous enrolments in preschools from 2001 to 2004. However, results in the schooling sector were mixed. Whilst there was an overall 17% increase in Indigenous enrolments since 2000 indicating more Indigenous students participating in schooling, there has been little improvement in overall attendance rates during the quadrennium. Indigenous apparent retention rates were variable and only one of the four grade progression ratios improved in 2004. Overall Year 12 enrolments increased by 22% during the 2001-2004 quadrennium. VTE continues to provide an important pathway for Indigenous people by delivering a broad range of personal, family and community benefits as well as employment and economic benefits. During 2001 to 2004 there have been some significant shifts in participation that saw the overall proportion of Indigenous students enrolled in government VTE institutions fall sharply. A key area of success in the VTE area continues to be New Apprenticeships. In 2004, Indigenous students were more likely to complete courses than in previous years of the quadrennium. Access and participation rates were at much the same levels in 2004 as they were over the quadrennium in the higher education sectors and the gaps in terms of access and participation have widened between 2001 and 2004. At the same time, the success and retention rates have moved fractionally upwards since 2001. The trend towards increased numbers of Indigenous students completing bachelor and higher level courses and the consequent closure of the gap between Indigenous and non-Indigenous students at these levels is positive, although Indigenous award course completions need to increase significantly to reach parity with non-Indigenous students. It is encouraging that the number of Indigenous students gaining admission to higher education having completed the final year of secondary education has increased, particularly in the context of declining commencing student numbers. Show less

This paper discusses the elements of the Indigenous-specific supplementary funding package for 2005-2008. It focuses on the policy background and progress of Indigenous students in literacy, numeracy and the retention rate of Year 12 students. The Australian Government acknowledges the progress that has been made within the education of Indigenous students but is aware that resources still need to be redirected to Indigenous students in the remote areas of Australia. The contents of the paper are: Policy background and setting; Overview of 2005-2008 funding package for Indigenous supplementary assistance; Overview of the strengthened accountability provisions for IESIP and IEDA; Indigenous Education Direct Assistance (IEDA); Indigenous Education Strategic Initiatives Program (IESIP); Abstudy; and Consultative process. Show less

This is the fifth in a series of annual reports to the Australian Parliament that tracks progress in Indigenous education and training and discusses issues under the major goals of the National Aboriginal and Torres Strait Islander Education Policy (AEP). It enables the Commonwealth Minister for Education, Science and Training to report to the Parliament at the end of each funding year on outcomes associated with Indigenous education and training. This report gives an account of educational outcomes achieved in 2005. Four priority areas relate to improving outcomes for Indigenous students in literacy and numeracy, enrolments, attendance and retention, and in education outcomes across the pre-school, school, vocational and technical education (VTE) and higher education sectors. The Indigenous scores in the 2005 national benchmark testing program are lower than the 2004 scores on eight of the nine benchmarks, and in eight of the nine cases the gaps between Indigenous and all students’ outcomes widened between the two years. Since benchmark testing began in 1999, there are few signs of sustained overall improvement with the gaps between Indigenous and non-Indigenous outcomes tending to widen. While there are more Indigenous students participating in schooling there has been little improvement in overall attendance rates. There remain significant gaps in the rates of Indigenous and non-Indigenous students at the primary school level and greater gaps at the secondary level.

In 2005, the vocational education and training (VET) sector continued to provide an important service to Indigenous people. More Indigenous Australians than ever were enrolled in a VET course in 2005. Apart from potential employment and economic benefits, VET also delivers a broad range of personal, family and community benefits that are attractive to Indigenous people. VET provides an important and valid alternative pathway to other forms of education and training for two of the most marginalised groups, young Indigenous people and Indigenous men. In 2005, about one Indigenous VET student in seven was aged 16 or less, twice the rate of non-Indigenous students. For every one Indigenous male university student there are eleven Indigenous male VET students. Many Indigenous students are using VET as a first step to making up the gaps in their previous education and training. Almost half of Indigenous students are enrolled in courses at the AQF Certificate I and II levels, twice the non-Indigenous rate. At the higher levels of study, the gap between Indigenous and non-Indigenous student outcomes is growing. A key area of success continues to be New Apprenticeships. There were overall record numbers of Indigenous New Apprentices in 2005 and record numbers undertaking AQF Certificate III and higher level courses. The number of New Apprenticeships course completions continues to grow and in 2005 a record 3,490 Indigenous students successfully completed their course, with 60% of completions at the AQF Certificate III and higher levels. Overall, Indigenous students achieved 2.5% of all New Apprenticeships completions in 2005 which matches their overall participation rate. The outcomes for Indigenous people who finish their VET course are encouraging. The 2005 Student Outcomes Survey shows that 68% of Indigenous graduates were employed following graduation, up by eight percentage points from 2004.

In the higher education sector the number of Indigenous students has continued to decline and in 2005, enrolments were at their lowest point for the last five years. In recent years, Indigenous students undertaking higher education courses have continued to show greater improvement against the progress rate indicator than non-Indigenous students. As a result the gap between Indigenous and non-Indigenous students in this performance area has narrowed. The rate of growth in Indigenous staff numbers in higher education institutions has increased substantially each year since 2001. While Indigenous people remain under-represented in relation to total staff numbers and the proportion of Indigenous students, the gap is closing. 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

In 2004, the Australian Government acknowledged that a ‘cohesive and coordinated approach to accelerate the uptake of e-research by the research community was needed if Australia’s research strengths were to remain internationally relevant and competitive’. In April 2005, the Minister for Education, Science and Training and the Minister for Communications, Information Technology and the Arts jointly established the e-Research Coordinating Committee to provide expert advice to the Government about developing Australia’s e-research capacity. In December 2005, an interim report of the e-Research Coordinating Committee was accepted by the Government as the basis for further work to develop an e-research implementation strategy. This current report is the result of the e-Research Coordinating Committee’s work and it proposes the implementation of a strategic framework and activities to accelerate the development of Australia’s e-research capabilities. Key issues addressed are: the need for leadership to drive cultural change; fostering engagement, participation and cooperation; research, development and deployment of ICT solutions for e-research; skills acquisition; support for researchers through a national e-research centre; access, authentication and authorisation; support for the physical resources, software and services that enable e-research activities (otherwise known as the e-research ‘fabric’); data management and accessible databases; and coordination. Show less

This report aims to provide strategic insights and technical tips about reaching online markets using the most effective web strategies. It will help improve online marketing initiatives to attract a wider audience for educational products and training services, both from within Australia and from around the world. The report summarises a research study commissioned by the Australian Flexible Learning Framework to deliver: a global review of 50 e-learning websites; an online marketing plan for Australian e-learning websites; and a strategy to customise the e-learning websites as best practice entry points for e-learning. The report provides examples of best practice online content, functionality and interactivity that educational and vocational websites use to engage their online audience. Show less

This handbook offers guidelines for training package developers. It includes a style guide, employability skills concepts, occupational health and safety (OH&S) advice and licensing issues, language, literacy and numeracy (LLN) guidelines and evidence and assessment guidelines. It is in five parts, each with chapters covering a range of topics relevant to the development of training packages that are endorsed by the National Training Quality Council. The five parts are: (1) Style and requirements; (2) Endorsed components; (3) Support materials; (4) Meeting client needs; (5) Regulation, legislation and licensing. Part one provides advice about the sequence, layout and format of endorsed training package components including mandatory text, and requirements for development, endorsement, publication and review. Part two assists developers to choose a research methodology, develop sound units of competency and qualification frameworks and incorporate employability skills and LLN. Part three supports developers in creating learning strategies, assessment resources and professional development strategies for training packages. Part four provides information to ensure training packages meet LLN requirements and are equitable for the full diversity of learners. Part five provides information about various legislative and regulatory requirements and occupational licensing.

This publication was updated in 2007. Show less

The Department of Education, Science and Training (DEST) Annual Report for 2005-06 contains information about the role of the department, our corporate governance arrangements and management accountability framework. It also reports on our performance against the outcomes and outputs framework set out in the 2005-06 Portfolio Budget Statements. The Annual Report is the department’s primary accountability document to Parliament and to the Australian people. The department has an ‘Open for Business’ philosophy and is committed to developing and maintaining strong relationships with those who have interests in education, science and training issues.

Published summary. Show less