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This guide is designed to help teachers in schools and Registered Training Organisations (RTOs) to understand the requirements of the endorsed components of the Information technology training package and to make optimum use of other industry-developed teaching, learning and assessment resources available. It is intended to complement the available training package materials by offering interpretations and examples from a VET in schools perspective. Accompanying guides relevant to the information technology industry may be found at TD/TNC 61.33 and TD/TNC 61.34.

Training package resources for VET in schools for other industries are indexed from TD/TNC 61.30 to TD/TNC 61.45. Show less

In mid-1995, the ANTA Board established the National Flexible Delivery Taskforce to provide advice on how to proceed at the national level to make training more flexible. ANTA funded 28 flexible delivery pilot projects to assist providers in trialing more flexible modes of delivery. The States and Territories established and administered the projects. This summary report is intended to provide an overview of the pilots conducted, their aims, achievements and methodologies and provide contact information. Show less

New and changing technologies impact on Australia?s workplaces and the people who work within them. Skills and knowledge are needed by these people to apply these technologies and the vocational education and training (VET) system has to keep pace and make sure that training products and services are up-to-date with current technology. The Shared Technology project, commissioned by the Australian National Training Authority (ANTA), provides a summary of the technologies that are likely to have an impact on a range of industries in the next five years to 2008. These industries include the automotive, electronics, building and construction, information technology, engineering, telecommunications and electrical industries. Four themes to emerge from this project are: there is a move to systems that are open and based upon international standards; there is a need for managers and employees to learn about these new technologies in order to plan and anticipate their impact on the day-to-day processes in the workplace; training is available for these technologies, but the source of training is not necessarily seen as being associated with the incumbent industry; there is a tendency for managers to regard new entrants who have the necessary 'soft skills' as more valuable to the organisation even though it is the existing workers who have the expertise to be able to work across legacy systems and within the new technology. Show less

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

The brief for this project was to identify the factors inhibiting the growth of school-based New Apprenticeships and the conditions needed to facilitate the expansion of the initiative. The project was commissioned by the Australian National Training Authority (ANTA) to decide how to improve and expand school-based New Apprenticeship pathways and how the existing ‘Principles and framework for New Apprenticeships’ (indexed at TD/ANTA 82.108) might be refined to achieve this in the context of significant developments in this area. The authors were required to take into account: structural issues; funding arrangements; achieving national consistency; and student outcomes. Part two is indexed at TD/ANTA 74.07 and the executive summary is indexed at TD/ANTA 74.06. Show less

Some communities in rural and regional Australia have become known as ‘learning communities’ as they concentrate on learning to promote social cohesion, regeneration and economic development in the face of challenges, many of which are generated as the globalised knowledge economy emerges. In 2001, the Australian National Training Authority (ANTA) launched its learning communities pilot national project to encourage the development of learning communities and learn more about them. Ten rural and regional communities received funding to undertake a learning audit as the initial stage of becoming a learning community. As part of the project, each community completed an audit of their learning strategies and capacity to become a learning community. These audits consistently reveal a number of common themes that are seen as being essential for the sustainable development of learning communities. This is the story of Port Pirie, South Australia. Show less

The Australian Quality Training Framework (AQTF) was developed from the Australian Recognition Framework (ARF) by the National Training Quality Council (NTQC) of the Australian National Training Authority (ANTA) Board in conjunction with States and Territories, The Commonwealth and industry and was endorsed by Ministers for vocational education and training (VET) in June 2001. The key objective of the AQTF is to provide the basis for a nationally consistent high quality VET system.

This guide gives an overview of the requirements in Australian Quality Training Framework: standards for Registered Training Organisations and the transition arrangements in place for implementation.

Companion publications are: Australian Quality Training Framework: standards for Registered Training Organisations (TD/TNC 67.571); Australian Quality Training Framework: standards for State and Territory registering/course accrediting bodies (TD/TNC 67.572); Australian Quality Training Framework: guide to good practice in AQTF auditing: a guide for auditors and managers of audits under the Australian Quality Training Framework (TD/TNC 67.573); Australian quality training framework: guidelines for course developers: guide to developing VET courses for accreditation under the Australian Quality Training Framework (TD/ANTA 82.166); and Australian quality training framework: evidence guide for registered training organisations and auditors (TD/TNC 72.07). Show less

The Australian National Training Authority (ANTA) commissioned a review to evaluate the effectiveness of two national projects on research: the Research and Evaluation National Project, overseen by the National Research and Evaluation Committee (NREC) and managed by the National Centre for Vocational Education Research (NCVER); and the Key Vocational Education and Training Research Centres National Project, which funds three research centres to carry out a program of research activities. Both these projects were in the third year of a three year program scheduled to end in December 1999. The Review concluded that: NREC was operating successfully with significant increase in the quantity of relevant research and some improvement in quality; and that the Key VET Research Centres had fulfilled their contractual obligations. Following the Review, the ANTA Board agreed to: seek funds from National Projects to support the two national projects; support the negotiation of a renewed contract with NCVER for the management of the work program of NREC; and proceed with an open tender process to select Key VET Research Centres for the period 2000-2003. Show less

This guide is intended for use by anyone involved in delivering building and construction programs to senior secondary students. The information is based on needs identified by school, TAFE and industry representatives in Victoria and the Australian Capital Territory (ACT) and confirmed by a consultation process involving all of the states and territories. It contains information on training packages, the building and construction industry, planning and delivery of training programs, assessment guidelines, and links with industry.

Training package resources for VET in schools for other industries are indexed from TD/TNC 61.30 to TD/TNC 61.45. Show less

This report analyses the interaction of a state industrial relations system and vocational training practice in selected workplaces focusing on women’s training issues in enterprise bargaining. It is based on an analysis of the training arrangements in five organisations in New South Wales (NSW) complemented by an aggregate analysis of training provisions in NSW agreements registered until October 1995. This research highlights the difficult task facing women seeking to improve their vocational education and training (VET) prospects and indicates that women have historically been denied adequate recognition of their skills and have relatively less access than men to the available training resources. Case studies were conducted in five sectors (health and community services, retail, manufacturing, hospitality, and education) and recommendations offered. Show less