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This report provides an overview of the entire Australian workforce based on the methodology used in the American study titled 'Education for what? the new office economy' by Anthony P. Carnevale and Stephen J Rose (an executive summary of this study may be found at TD/INT 54.13). Data from five Australian censuses (1976, 1981, 1986, 1991, and 1996) have been analysed to provide a time series profile of the Australian workforce, focusing on types of functions instead of just where people work or what occupation they have. The project report reveals relationships between what people do, how much they earn, and how educated they are.

Section 1 details the rationale behind the functional approach taken to analyse economic activities and the workforce. An overview is provided of the trends on the total workforce for the past twenty years, and presents findings on employment share, and the education and earnings of workers in the various function groups.

Section 2 explains the job level analysis (elite, good, and less-skilled) in greater detail and presents findings on employment share, education and earnings in terms of these categories.

A booklet containing highlights of this report may be found indexed at TD/ANTA 59.01. Show less

The Australian National Training Authority (ANTA) has been funding research that examines design and innovation since 1997. As the research evolved, the findings demonstrated that identifiable skills for innovation are accessible to most of us under the right conditions and can be utilised by all workers in an organisation. This publication provides a comprehensive practical example of how an organisation can use the innovation skills and embed them into processes, products and services. Kangan Batman TAFE Automotive Division volunteered to act as the case study for this publication. The skills identified from the research have been tested with several organisations and are described within the text.

The 'Innovation: ideas that work' series is indexed from TD/ANTA 72.22 to TD/ANTA 72.32. Show less

This document is the amended Australian National Training Authority (ANTA) agreement for 2001 to 2004 between the Commonwealth, State and Territory Ministers responsible for vocational education and training (VET). At the heart of the agreement is a commitment by the States, Territories and the Commonwealth, in partnership with industry, to work together to increase the participation of Australians in an integrated national VET system that allows for local diversity. Show less

In 1996 the Australian National Training Authority (ANTA) funded eleven projects in Queensland. TAFE Queensland, Industry Training Advisory Bodies and private providers received funds to document and disseminate best practice models. A range of models was documented, including strategic training alliances between TAFE and industry, flexible delivery across various industries, and innovation in the delivery of training within Indigenous communities. These eleven models are summarised in this book. Show less

The Australian National Training Authority (ANTA) has been funding research that examines design and innovation since 1997. As the research evolved, the findings demonstrated that identifiable skills for innovation are accessible to most of us under the right conditions and can be utilised by all workers in an organisation. This guide considers: What is innovation?; Do you need innovation?; Why is innovation important now?; What are the obstacles to innovation?; What are innovation @ work skills?; What team management is needed?; Case study: Manufacturing; Does innovation mean revolution?; and Case study: Communications. Show less

This report is the first edition of an annual report to be produced as part of the Australian National Training Authority's (ANTA's) drive to keep training in touch with the economy's skill needs. The aim is to provide a report to Ministers which: gives a general overview of the state of play of industry skill needs; outlines the drivers of industry demand for skills so as to anticipate future skill needs; and identifies the priority areas that need to be addressed at a national or policy level to ensure future industry skill needs are met. The focus of this first report is on the drivers of industry demand for skills and it is based on an analysis of the strategic industry VET [vocational education and training] plans submitted earlier this year by the Industry Training Advisory Bodies (ITABs). One of the key messages in this report is that skill needs vary from time to time, and by understanding what drives industry skill needs, attempts can be made to anticipate trends, change policy, or intervene ahead of time to minimise skill shortages in the future.

Documents from the 2003 National Industry Skills Forum are indexed at TD/ANTA 75.02, TD/ANTA 76.15, TD/ANTA 76.23 and TD/ANTA 82.192. 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 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

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