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These guidelines are intended to assist TAFE institutes in developing strategies for the internationlisation of their work. They provide a national framework of goals and guiding principles to assist in the process of developing strategies and standards for internationalisation. Topics covered include: curriculum, staff development, staff and student exchanges, commercial activities, linking schemes, communications technologies, alumni networks, international best practice, internationalised culture, key roles in the internationalisation of TAFE, and checklist for TAFE institutions (recommended action). Show less

Framing the Future is a major national staff development initiative, funded through the Australian National Training Authority (ANTA), with the primary objective of providing a structure for people in the vocational education and training sector to develop the skills and knowledge needed to implement the National Training Framework (NTF). This overview describes the initiative, explains the staff development model, and briefly introduces its key features. Show less

This document is one of a suite of publications produced by an Australian National Training Authority (ANTA) funded research project conducted by the Office of Vocational Education and Training (OVET) in the Department of Education, Training and Employment, South Australia. The project, entitled ‘How institutions respond to training packages’, was conducted in 2000/2001. It reports on case studies which focus on the transition arrangements from superseded accredited courses and the implications of this for training and assessment arrangements.

This guide describes some of the issues that need to be considered in planning institutionally based learning for training package qualifications. Sections two and four introduce the training package concept and products and explain how these qualifications differ from qualifications based on accredited courses. Sections five and six explore a range of issues. Examples drawn from case studies of RTOs delivering institutionally based learning for training package qualifications illustrate how these issues can be managed or addressed.

The other documents in the suite are: ‘Implementing training packages through institutionally based learning: four case studies in the Administration and Information Technology Training Packages’; ‘Implementing training packages through institutionally based learning: four case studies in the Community Services and Agriculture Training Packages’; ‘Implementing training packages through institutionally based learning: three case studies in the Hospitality Training Package’; ‘Implementing training packages through institutionally based learning: three case studies in the Beauty and Retail Training Packages’; and ‘Implementing training packages through institutionally based learning: a report’. Show less

The project reported here undertook independent qualitative research to evaluate the outcomes of funding directed to the WorkSkill Australia Foundation. The Foundation's main activities are to organise biennial regional and national skills competitions for apprentices and trainees. The evaluation intended to determine: how the competitions promote vocational education and training (VET); how the competitions promote New Apprenticeships; whether the competitions promote key competencies and generic skills; how the competitions contribute to the ongoing operation of the National Training Framework (NTF); how the competitions might assess competitors against national industry competency standards; and how greater support for and participation in the competitions can be encouraged among young people. Show less

Framing the Future is a major national staff development initiative, funded through the Australian National Training Authority (ANTA), with the primary objective of providing a structure for people in the vocational education and training sector to develop the skills and knowledge needed to implement the National Training Framework (NTF). This report looks at the lessons learnt through the initiative in the areas of context, the adviser network, workbased learning projects, network communications, publications, and promotions and marketing. Show less

This document is one of a suite of publications produced by an Australian National Training Authority (ANTA) funded research project conducted by the Office of Vocational Education and Training (OVET) in the Department of Education, Training and Employment, South Australia. The project, entitled 'How institutions respond to training packages' (indexed at TD/TNC 69.375), was conducted in 2000/2001. It reports on case studies which focus on the transition arrangements from superseded accredited courses and the implications of this for training and assessment arrangements.

The report details the 14 case studies of institutionally based learning in public and private Registered Training Organisations (RTOs) and eight workshops conducted in a number of States and Territories. The research found that two pictures emerged: (1) for many RTOs the transition to training packages has been a positive one; but (2) although employers contacted through the study are supportive of institutionally based learning, some questions remain about whether competence can be attained without employment. One factor that is creating ambiguity is interpreting how competence applies in practical terms to learning and assessment for institutionally based learners.

The other documents in the suite are: 'Implementing training packages through institutionally based learning: four case studies in the Administration and Information Technology Training Packages' (indexed at TD/ANTA 72.16); 'Implementing training packages through institutionally based learning: a guide for registered training organisations' (indexed at TD/ANTA 72.17); 'Implementing training packages through institutionally based learning: four case studies in the Community Services and Horticulture Training Packages' (indexed at TD/ANTA 72.18); 'Implementing training packages through institutionally based learning: three case studies in the Hospitality Training Packages' (indexed at TD/ANTA 72.19); and 'Implementing training packages through institutionally based learning: three case studies in the Beauty and Retail Training Packages' (indexed at TD/ANTA 72.20). Show less

This publication has been written for those responsible for planning the skill development of their workforce. It aims to give the reader a clear idea of what to do in order to adopt a strategic approach to skill development in their organisation. It has an introduction and seven sections: 1. Making the decision to train the workforce; 2. Management commitment; 3. Consulting with the people you work with; 4. The role workplace trainers can play; 5. Competency-based training and assessment; and 6. Accredited training. These are followed by a summary and three appendices: 1. The role of the training manager; 2. Case studies; and 3. Further reading. Show less

This report brings together the findings of a survey to identify professional development needs associated with implementing training packages. Registered Training Organisations (RTOs), Industry Training Advisory Boards (ITABs) and State and Territory Vocational education and training (VET) regulatory bodies were consulted in September/October 1999. The report is a product of the Australian National Training Authority (ANTA) project Workplace learning: a strategy for the implementation of training packages. The goal of the project is to facilitate effective delivery of training packages in RTOs. The project aims to identify gaps in available professional development offerings, to develop further support strategies where appropriate, and to make recommendations about on-going action to support training package implementation. The project is managed by the Access Educational Services Division (ESD), TAFE NSW. A national advisory group has been established with representation from national ITABs, as well as public and private training organisations to provide the project with external consultation and guidance. The project is focusing on a sample of four training packages: general construction; information technology; metal and engineering; and tourism. These training packages provide a sample that encompasses industries with different histories in using competency standards and national curriculum as well as different training traditions, including apprenticeships. This summary report identifies key professional development needs and preferred strategies for addressing those needs. It also discusses recurrent themes and variations evident across the four training packages. Four training package specific reports were produced. These are included in this report together with contact details. These reports are being distributed for comment and to provide feedback to project participants and other stakeholders. The reports provide: an implementation snapshot, as of October 1999; a brief overview of implementation projects, initiatives and processes used at national, state, and where available and relevant, at provider level; identification of participant general views on professional development needs and preferences; and an overview of other issues raised during consultations due to their impact on the implementation of training packages and the effectiveness of professional development initiatives.

Excerpt from section 1, summary report. Show less

This report assesses the long-term impacts of Framing the Future including impacts on vocational education and training staff development models and impacts on the National Training Framework (NTF). Research methodologies used in this study include interviews, surveys, literature reviews and case studies. Show less

Barton Institute of TAFE, the Southern Westernport Regional Council for Adult Community and Further Education (ACFE), the seven literacy and numeracy providers of the Southern Westernport (SWP) region were funded by the Department of Employment, Education, Training and Youth Affairs (DEETYA) during 1997 to develop a Southern Westernport Literacy Website as a resource for the region's literacy and numeracy tutors, co-ordinators and teachers. There were four components to the project: a website; five workshops; an Internet manual; and teacher notes. The workshops were held to train literacy and numeracy providers on how to use the website (and the Internet) as a resource. The Internet manual was designed to be used as a resource by tutors, co-ordinators and teachers after an introductory workshop session. The teacher notes were developed for each workshop and reviewed each time by the three workshop presenters then redrafted. The teacher notes included are a result of trialling, review then redrafting.

Edited excerpts from publication. Show less