Search Results

The ‘ABC of VET 2002’ series contains 10 leaflets, each providing an overview of one aspect of vocational education and training (VET) in Australia. The titles are: Australian National Training Authority [ANTA]; Australian Quality Training Framework [AQTF]; A fair go for everyone: making training equitable; Flexible learning; National marketing strategy for VET: meeting client needs; Skilling up Australia: VET’s role; Training: it pays to stay; Training packages; Training package support material; VET research. Show less

The purpose of this equity evaluation is to assess how well the Caravan Industry Training Package meets the needs of equity groups, particularly Indigenous people and people with a disability. It aims to make recommendations that will improve the accessibility of the training package. Show less

Currently, operators of high-hazard equipment are licensed through a competency-based assessment system based on guidelines declared by the National Occupational Health and Safety Commission (NOHSC). In 2002, NOHSC and the Australian National Training Authority (ANTA) established a Statement of Relationship and, as a result, occupational health and safety (OHS) and training authorities have worked closely to improve the ways in which OHS issues are addressed within the development, review and implementation of national training packages. The Transition Working Group was established jointly by ANTA and NOHSC with key stakeholders to examine options for an agreed OHS/vocational education and training (VET) system ‘one-stop shop’ approach to the training and assessment of plant operators within the VET system. The findings of the Transition Working Group are presented in a two volume draft report indexed at TD/ANTA 75.27 and TD/ANTA 75.28. The purpose of this consultation paper is to obtain stakeholder feedback on the findings of the Transition Working Group. The feedback received will be considered by the Transition Working Group before finalising its recommendations for the consideration of the NOHSC and ANTA. The final report is indexed at TD/ANTA 79.04. Show less

These charts show how a person can have a vocational, career or learning pathway through the qualifications set out in the training package for each major industry. The industries include: aviation, agriculture, automotive, mining, electricity, entertainment, finance, food processing, health, hospitality, information technology, local government, manufacturing, maritime, retail, telecommunications, textile and footwear, and transport and distribution. Show less

This report presents the findings of the stage one review of the chemical, hydrocarbons and oil refining training package (PMA98). The aim of the review was to identify weaknesses, errors or other problems related to the package and to either remedy those problems within the scope of the review or to make recommendations regarding the issues found in the review. The review found that the training package is being used by over 60 per cent of those surveyed, with most of those not using the training package indicating an intent to do so in the future. While the results show that there are no major problems with the training package, the report offers recommendations for improvement in some areas. Show less

In response to research and comment about the need for generic skill development through the vocational education and training provision, the Australian National Training Authority (ANTA) commissioned a study of training packages to determine how generic skills are addressed. The consultants worked with staff from ANTA and researched sixteen training packages from a range of industries. They sought to identify the skills that are present, how they are described and represented and to make recommendations for meeting the emerging requirements of industry and the community. The framework for the research was provided by an ANTA analysis of a range of Australian and international research that demonstrates a high degree of congruence on a universal set of skills. An analysis of these skills suggests that they can be categorised in three ways: 1. Established employability skills, for example, those defined through the Mayer Key Competencies, for example, communications, problem solving; 2. New dimensions to those established skills, for example, creative problem solving and communicating with empathy; and 3. New skill areas altogether, for example, learning and self-management. Overall the analysis of the training packages suggests that more work in defining and incorporating the generic employability skills is required. This would involve answering these questions: What is the skill?; How is it used at work?; How can it be learned in vocational education and training?; How can this be described in a way that ensures it is appropriately taught and assessed within a training package?; and What information do training package developers, trainers, assessors and supervisors require to help develop these skills? Show less

This report is the outcome of a national Australian National Training Authority (ANTA) funded project, managed by the Western Australian Department of Training and Employment. It was commissioned to examine the extent to which the implementation of national Training Packages has encouraged alternative, more flexible pathways to Certificate III qualifications under the Australian Qualifications Framework (AQF) in trade occupations.

The report outlines the issues relating to each of the current and emerging pathways to trade qualifications in Australia. Investigation revealed that a range of alternative pathways exist that suit not only the changing nature of work but also the increasing number of mature age employees seeking career change. The valued role of the traditional apprenticeship system in providing training for trade qualifications is also acknowledged. It is shown that the continued use and development of skilling pathways other than the traditional system will depend largely on the capacity of these flexible arrangements to meet the needs of industry and employees through the provision of quality outcomes. Show less

This report presents the outcomes of a major project examining credit transfer and articulation arrangements between the higher education (HE) and vocational education and training (VET) sectors in Australia. The project was commissioned at the end of 1998 by the Australian Vice-Chancellors’ Committee (AVCC) and the Australian National Training Authority (ANTA) in response to the need for research on the impact of VET sector reforms (Training Packages; the Australian Recognition Framework) on cross-sector arrangements. The project was conducted throughout 1999 and involved four case studies (Agriculture, Hospitality and Tourism Training, Community Services, and Telecommunications Training Packages), a national survey of key stakeholders and broad consultations. The aim was to develop a combined ANTA/AVCC draft national policy reflective of the new VET environment and the developing nature of cross-sector collaboration. The report provides a comprehensive summary of the current range of cross-sector qualification linkages, including credit transfer, articulation, combined dual sector qualifications undertaken concurrently, and other forms of qualifications linkages. In addition, the report identifies the range of organisational models, drivers and barriers to cross-sector collaboration, and the issues and potential benefits of linkages involving Training Package qualifications.

The AVCC response to the VETASSESS report ‘Pathways to partnerships’ is indexed at TD/TNC 67.265. Show less

In July 2003, the National Training Quality Council (NTQC) agreed to implement a collaborative strategic audit by states and territories, focussing on a number of the key risk areas identified in the risk assessment conducted as part of the implementation of the 'National risk management approach for VET'. The focus of the audit was on selected standards from the Australian Quality Training Framework (AQTF) 'Standards for registered training organisations'. Training in the transport industry was selected for the first audit. The audit identified areas of best practice, as well as weaknesses in the implementation of the 'Transport and distribution training package' and key issues impacting on the quality of training and assessment. The positive trends identified in the audit suggest that while the surge in traineeships has peaked and numbers are now levelling off, the industry will continue to grow and require a skilled workforce; registered training organisations (RTOs) have improved their quality assurance processes and procedures across their scopes of registration; the information provided to students and employers is comprehensive and student records are managed reasonably well; trainers and assessors have the required competencies; and employers and trainees are generally satisfied with the quality and management of training outcomes. Challenges identified in the audit include: ensuring that the traineeship pathway provides quality training and skill development and is not just an assessment only model for existing workers; ensuring that the traineeship program is attractive enough to both employers and existing workers to provide a skilled workforce to replace the current ageing workforce; providing guidance for RTOs in obtaining student/employer feedback and acting on it to make improvements; providing access for RTOs to the legislation affecting their particular industry area and methods of keeping up to date with its changes; and developing the capability of trainers and assessors to develop and implement learning and assessment strategies that guide the delivery of quality training and assessment outcomes. Show less

This document was developed to support delivery of competency based training in tourism programs in schools and to enable teachers to customise resources to the needs of their situation. It focuses on three units of competency (Work with colleagues and customers THHCOR01A; Work in a socially diverse environment THHCOR02A; Follow health, safety and security procedures THHCOR03A) and offers a summary of the competency information for each unit, a review of delivery strategies, suggested assessment strategies, and a resource section. Parts 2 and 3 of the tourism training package resources set may be found at TD/TNC 61.36 and TD/TNC 61.37.

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