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This report provides an overview of a visit undertaken to Germany by an Australian National Training Authority (ANTA) officer. The purpose of the visit was to review vocational education and training arrangements in the two countries and to identify any lessons for the Australian vocational education and training system. It provides a brief summary and analysis of the two systems and identifies linkages with the Australian vocational education and training system. Differences between the German and English vocational education and training systems are discussed briefly. The main part of the report focuses on emerging issues in the German and English systems, identifying five areas of particular interest to the Australian system: 1. The extent of industry involvement in and support for vocational education and training arrangements; 2. The value of a national vocational education and training/qualifications framework; 3. Balancing vocational training and general education; 4. Emerging issues in relation to training/learning and assessment arrangements; and 5. The rigour and effectiveness of quality assurance processes. The report concludes that all three systems are grappling with many similar issues and the lessons learned could be of particular importance in the continuing improvement of the Australian system. Show less

Over the last decade, some UK Geography Departments have diversified their range of courses to offer Foundation degrees (Fds), providing students with alternative routes through higher education (HE). These courses are delivered either offsite at further education colleges (FECs), embedded within an undergraduate program at higher education institutions (HEIs), or by work-based learning. These pathways present students, staff and institutions with new opportunities, issues and challenges. This study examines contrasting pathways of offsite and onsite Fds in Tourism Management and Development Geography offered by two HEIs and two FECs in southwest England. The needs and experiences of Fd students are varied, related to the individual's personal and academic background, the course pathway taken, institution-specific issues and the degree of support and preparedness for HE. The contrasting academic cultures, teaching methods and assessments encountered in FECs and HEIs, and the availability of resources, raise generic and specific issues, such as confidence building and learning to become independent and autonomous learners, which challenge geography and tourism students during their academic careers. This study concludes that closer collaboration between the HEI and the partner FEC is necessary for geography and tourism courses, and highlights the need for better alignment and reinforcement of HE systems in FECs, for instance through fieldwork, and the offering effective induction and support in study skills. Finally, it is important to facilitate the smooth transitions of students 'topping-up' to Year three of an Honours degree at the parent HEI. Managers of undergraduate courses in geography and associated subjects can also learn from the vocational and contextualized learning promoted by Fd courses and direct entry students to undergraduate courses.

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This report reviews recent Australian and European research and outlines a number of issues that can inform decisions regarding the future of Training Packages in the context of changes to work and work organisation, together with new ideas concerning knowledge, skill and learning. The research suggests that these changes and new ideas present significant challenges and have important implications for public policy and education and training practices, and are directly relevant to the development, maintenance and use of Training Packages intended to develop a workforce to meet the demands of the contemporary society.

The reports from phases two and three are indexed at TD/ANTA 75.19 and TD/LMR 85.653. Show less

This report provides an overview of a recent visit to Germany and to England. The purpose of the visit was to review vocational education and training arrangements in the two countries and to identify any lessons for the Australian vocational education and training system. The report provides a brief summary and analysis of the two systems and identifies linkages with the Australian vocational education and training system. These include similar pressures facing all three economies, parallels between key elements of the three vocational education and training systems and the reliance in all systems on a high degree of co-operation between industry, government and providers for successful implementation of policy. The report highlights that the vocational education and training systems within Europe are undergoing significant change, reflecting both domestic pressures and a broader European focus. It emphasises that continuing review of emerging policy and changing directions and implications for the Australian vocational education and training system will be essential. Show less