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This eight page booklet offers a brief summary of the Australian National Training Authority (ANTA) research report ‘Qualitative impact of training packages on vocational education and training clients’ (indexed at TD/ANTA 82.163). Show less

These principles and guidelines, endorsed by the Australian National Training Authority (ANTA) Ministerial Council in mid 2004, relate to ANTA funding for VET in schools for the 2005-2006 period. They build on the arrangements in place for 2002-2004 (indexed at TD/ANTA 69.13), take account of the funding areas agreed on by Ministers in November 2003, aim to directly support the achievement of the national goals relating to VET in schools and the national vocational education and training (VET) strategy for 2004-2010 (indexed at TD/ANTA 73.11), and address a range of factors that are critical to the success of the next stage of this key national initiative. The contents are: Introduction; Principles; Guidelines for funding; Agreements between school authorities and State/Training authorities; Planning, reporting and accountability; Evaluation, information exchange and improvements. Show less

In this article, ANTA writes that this is a vital period for the development of a high quality, client focussed vocational education and training system that will provide Australia with a highly skilled and flexible labour force for the future. We need to be clear that our efforts toward creating an improved training market are about introducing competition on the supply side of vocational education and training. The result of this market will be three outcomes: (1) a framework for qualifications, standards and assessment; (2) an opportunity for the broader range of quality formal vocational education and training to be recognised; (3) the introduction of competition and the associated cost and service benefits.

The article discusses changes that will be needed to the vocational education and training system for these three outcomes to occur. Show less

The ANTA Ministerial Council has made available funding for the development and delivery of programs which contribute to the expansion of vocational education and training (VET) in schools measured against set benchmarks. This paper reports on principles and guidelines which have been developed to reflect both school sector and VET sector requirements. Show less

The Shared Technology website supports a research project into how new technology will affect the provision of training in the vocational education and training (VET) sector. The project has been funded by the Australian National Training Authority (ANTA) through the ElectroComms and EnergyUtilities Qualifications Standards Body Australia. The project aims to inform industry and VET administrators about the range of emerging technologies that are likely to be shared across the automotive, building and construction, engineering, electrical, electronics, information technology and telecommunications industries. The purpose is to make sure that enough information is received in order to plan for training in these areas to meet future skill requirements. This project uses data collected from individual interviews with industry representatives, written submissions and reports from the industries themselves.The website is designed to provide students, trainers and others with some of the data that the research is uncovering. It will be regularly updated to provide interested individuals with information on the progress of the project.

A number of documents emerging from the project are available on the website: (1) the research report from the project, 'Shared technology: a roadmap for traditional and emerging industries to 2008' (available in VOCEDplus at TD/ANTA 75.04); (2) a conference paper, 'Shifting industry borders: the demand for future skills in industries using new and shared technology', which was presented at the National Industry Skills Forum by the Chief Executive of the Australian Electrical and Electronics Manufacturers' Association, which presents an overview and elaboration of the findings of the research report (available in VOCEDplus at TD/ANTA 76.15); and (3) 'Issues paper for research into institutional pathways outcomes against technology based National Training Packages, which sets out the background for the project and is available in VOCEDplus at TD/ANTA 76.16. Show less

This project investigated the role of VET in Schools (VETiS) for Indigenous students in Australia. Several data sources were consulted, including previous literature on VETiS and Indigenous education, a national survey of students' experiences of postsecondary education and vocational education and training (VET) conducted in 2002, and case study material from interviews with over 280 individuals in 21 schools from diverse settings in all States and Territories. The main aims of the study were to: identify 'good practice' in the provision of VETiS to Indigenous students; identify the factors that constrain the accessibility of VET to Indigenous students; and to make recommendations for increasing access for Indigenous students in VETiS. The case study material generated five key principles that contribute to the successful implementation of VET for Indigenous students. The distinguishing feature of good practice was the ability of schools to combine all five aspects. The key principles are: (1) focus on individual needs; (2) supportive school environment; (3) relevant and engaging curriculum; (4) links with other education and training providers; and (5) community links and partnerships. Several factors constraining the effective delivery of VET to Indigenous students were also revealed by the case study material. These included: systemic constraints; school-based barriers; experience as an Indigenous student; and community and locational barriers. In conclusion, the study provided a national perspective on the role of VETiS for Indigenous students. It demonstrated that VET had four key roles for these students: engaging them with meaningful, 'hands-on' learning; enhancing school retention; providing needed workplace experience; and facilitating the transition to post-school employment and training. The report makes a number of recommendations for improving VETiS provision and accessibility for Indigenous students. Show less

The national strategy for people with a disability in vocational education and training (VET) aims to create a VET system that employs leading best practice in achieving equitable outcomes for people with a disability in Australia. This achievement will be built on partnerships involving those with disabilities, training providers, industry, and policy makers and planners. The strategy’s four key aims are to increase access to VET for people with a disability, to improve successful participation and attainment, to achieve outcomes in employment and lifelong learning to enable people with a disability to make a greater contribution to the economic and social life of the community, and to create an accountable system that ensures equitable outcomes for those with a disability. This document outlines the current context for people with a disability in Australia and highlights the challenges for VET. It then describes the four goals of the strategy, the current situation and the action required to achieve the objectives within each goal. The appendices contain a glossary of terms and acronyms, calculations of the current situation and estimates of opportunity costs.

A companion volume, ‘Bridging pathways: blueprint for implementation from 2000 until 2005’ is indexed at TD/TNC 63.291. Show less

Key performance measures (KPMs) are a specific set of measures that focus on the aspects of performance that are critical to the current and future success of a system. Although each KPM for the vocational education and training (VET) system notionally looks at only one aspect of performance, when considered together, they should provide a comprehensive picture of the outputs, efficiency and effectiveness of the VET system. At the national level, the measures are the highest order indicators that apply to VET in Australia. The measures also demonstrate public accountability and drive continuous improvement by focussing on areas of achievement and areas of poor performance. This report reviews the implementation and effectiveness of the current KPMs as a precursor to, and to inform, the development of a revised suite of KPMs to underpin the new national strategy.

Edited excerpts from publication. 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 (VET) sector to develop the skills and knowledge needed to implement the National Training Framework (NTF). The focus of this project report is: 'How the introduction of the National Training Framework will impact on VET courses currently being delivered to Aboriginal students and to students at risk of leaving school early.' It looks at the characteristics of students at risk, case studies, access and success, what can be done, relationship of case studies to the National Training Framework, and concludes with four recommendations. Show less

This report provides detailed information on the operation of the Australian vocational education and training (VET) system, its achievements and challenges, and the outcomes achieved for the system’s clients. Performance is measured using the following key performance measures: recognised VET skill outputs; stocks of skills versus desired levels; employer satisfaction with VET; student outcomes from VET; participation, outputs and outcomes for client groups; efficiency performance; and total expenditure on VET. The annual national priorities for 2003 were to: strengthen and promote the image and role of VET in Australia; improve pathways between the VET sector and the schools and higher education sectors; enhance the capability of VET professionals to provide quality learning experiences for clients and to facilitate innovative partnerships between training organisations, enterprises and communities; achieve agreed outcomes for 2003; achieve improved training outcomes for older workers; improve the client focus of VET; and refine training packages and their implementation.

A companion report, ‘2003-2004 annual report on operations’, is indexed at TD/TNC 84.523. Show less