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The purpose of this report is to provide current baseline participation and attainment information for four sectors of the educational community - Aboriginal and Torres Strait Islanders, Women, people from Non-English speaking backgrounds, and people with a disability. This report will inform debate and indicate priority areas for policy makers to conduct further analysis. In particular ANTA is developing an approach to access and equity and strategies for increasing participation and achieving equity of training outcomes as part of the re-development of the National Strategy for Vocational Education and Training.

'A bridge to the future: Australia's national strategy for vocational education and training 1998-2003' is indexed at TD/LMR 85.683. 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

This annual national report, in three volumes, is coordinated by the Australian National Training Authority (ANTA) and outlines the workings of the national vocational education and training (VET) system and the system’s achievements for the 1999 calendar year. Volume 1 contains the national overview and describes the national VET system and its achievements against the agreed national priorities. Volume 2 comprises reports from the Commonwealth and each of the states and territories of their achievements against the same priorities. Volume 3 describes the collaborative efforts of all the system’s stakeholders in identifying areas of progress and achievement during 1999, as well as those aspects in need of further improvement. Show less

The OECD's 1998 interim report, 'Transition from initial education to working life' (final report indexed at TD/TNC 64.124), defined the following eight features as appearing to contribute to successful transitions from initial education to working life: Learning pathways and qualifications frameworks; Learning in real work settings; Provision of a broad range of general and vocational skills; 'Youth friendly' labour markets; Safety nets and reintegration; Information and guidance; Effective institutional frameworks; and Monitoring tools. This report takes each of these eight features and reports on their status in Australia in late 1999. It examines Australia's status against the eight features defined by the OECD, identifies opportunities for improvement, and suggests further strategic policy and structural developments. The report concludes that while Australia can be proud of its achievements towards creating an environment that supports the successful transition from initial education to working life, a number of issues have yet to be addressed. They are: developing an effective process for identifying young people who are at risk of leaving the education system prematurely; developing integrated approaches to career guidance that combine educational, labour market and social counselling; ensuring that underpinning knowledge, generic competencies and work readiness skills form the basis of young people's training; improving the opportunities for young people to learn in real work settings while they are students; and taking further steps to ensure that the structures and frameworks now in place serve the interests of both learners and employers. Show less

Volume 1 of the conference papers of the 7th Annual International Conference on Post-compulsory Education and Training contains the following papers: A conversational framework for the evaluation of web-based flexible learning in VET / Charlie McKavanagh, Clive Kanes, Fred Beven, Alan Cunningham and Sarojni Choy; Evaluation of web-based flexible learning in the Australian VET sector: case studies / Charlie McKavanagh, Clive Kanes, Fred Beven, Alan Cunningham and Sarojni Choy; Student support in distance education: the effect of telephone contact / Kylie Twyford and Robert T. Pithers; Cultural shifts in teaching about values / Helen Cameron; Conversation analysis as a method for explicating work practices by researchers, trainers and assessors / Ann Kelly; On the disappearance of mathematics from societal perception / Rudolf Straesser; Discovering the learning strategies learners develop using hypermedia systems / Fred Beven; Using flexible delivery to educate professional communicators: an analysis of findings from the literature and practitioners’ experiences / Shirley Saunders and Ray Archee; The link between organisational context and learning in the workplace: some implications for processes of structural reform / Christine Owen; Why study history? Research into practice / Jean Searle; An experimental comparison of teaching methodologies: skills based versus problem solving / Kenneth C. Scougall; Using video-stimulated recall and concept mapping to identify influences on teacher thinking and decision-making / John Stevenson; The reflective practitioner and the professional doctorate / Kay Hartwig, Deborah Peach and Philip Taylor; Using a problem-based methodology to enhance reflection on practice in professional education / Shirley Saunders and Bob Gowing; Program evaluation: the role of business and industry mentors / Brian Hansford, Catherine Warwick, Steve Brimstone and Lisa Ehrich; The continuing development of vocational educators: an evaluation of strategies / Lesley Holland and Tony Holland; and They had a lovely time, but does it count? Surfacing the contradictions in the practice of action learning in VET / Anne Herbert.

The title of the conference was ‘Changing practice through research: changing research through practice’. Selected papers are indexed from TD/TNC 60.122 to TD/TNC 60.135. Show less

In May 1996, the Australian National Training Authority (ANTA) Ministerial Council agreed to a set of objectives and principles to underpin the development of the Modern Australian Apprenticeship and Traineeship System (MAATS). Following that meeting, the Industry Reference Group was established, chaired by Stella Axarlis, to provide Ministers with information on the further development of these objectives and principles. This report contains reforms crucial to the development and implementation of MAATS. Show less

The annual performance report of the Australian National Training Authority (ANTA) for the financial year 1997-1998 details the performance of the Authority itself for that time period. The report has been prepared against the Authority's work priorities for 1997-1998. It reflects the tasks, their objectives and outcomes within the organisational framework. Show less

This publication presents an analysis of data on training package activity undertaken by vocational education and training (VET) students in Australia, including apprentices and trainees, in the year to 31 December 2002. It also identifies major changes in activity over the past five years.

Training packages were introduced into the vocational education and training sector in the mid-1990s. Developed by industry, they consist of a set of nationally endorsed standards, guidelines and qualifications for training, recognising and assessing skills. Since their implementation, the number of individuals studying towards a training package qualification has increased significantly. The implementation in 1998 of the New Apprenticeships system, aimed at providing apprenticeship and traineeship training in a greater number of industry areas has contributed substantially to this rise.

The analysis found that females dominated the early uptake of training package qualifications as the first packages to roll-out were in business administration, hospitality and retail, traditionally female-dominated areas. As a wider variety of qualifications became available across other industry areas, the numbers of males and females began to even out and are now roughly equal.

It was also found that young people under 25 years of age, and in particular teenagers, are more likely to undertake a training package qualification than either an accredited course or a subject-only qualification. The reverse is true for those aged 25 years or over. By 2002, enrolments associated with training packages accounted for 42% of all VET enrolments.

When New Apprenticeships were introduced in 1998, only 32% of apprentices and trainees were undertaking a national training package qualification. By 2002, this figure had increased to 84%. 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 paper discusses the training needs of operative level workers in Australia. It is critical that a workforce retraining strategy which meets the specific needs of the existing operative level workforce be developed which is integrated into the existing delivery of VET. Evidence suggests that increased skills for operative level workers can play an important role in improving firms' competitiveness. It also provides a more flexible, responsive workforce which is more capable of responding effectively to competitive opportunities. Show less