Search Results

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 national strategy for people with a disability in vocational education and training (VET) aims to create a VET system that employs leading best practice in achieving equitable outcomes for people with a disability in Australia. This achievement will be built on partnerships involving those with disabilities, training providers, industry, and policy makers and planners. The strategy’s four key aims are to increase access to VET for people with a disability, to improve successful participation and attainment, to achieve outcomes in employment and lifelong learning to enable people with a disability to make a greater contribution to the economic and social life of the community, and to create an accountable system that ensures equitable outcomes for those with a disability. This document outlines the current context for people with a disability in Australia and highlights the challenges for VET. It then describes the four goals of the strategy, the current situation and the action required to achieve the objectives within each goal. The appendices contain a glossary of terms and acronyms, calculations of the current situation and estimates of opportunity costs.

A companion volume, ‘Bridging pathways: blueprint for implementation from 2000 until 2005’ is indexed at TD/TNC 63.291. Show less

This document is one of a suite of publications produced by an Australian National Training Authority (ANTA) funded research project conducted by the Office of Vocational Education and Training (OVET) in the Department of Education, Training and Employment, South Australia. The project, entitled ‘How institutions respond to training packages’, was conducted in 2000/2001. It reports on case studies which focus on the transition arrangements from superseded accredited courses and the implications of this for training and assessment arrangements.

This guide describes some of the issues that need to be considered in planning institutionally based learning for training package qualifications. Sections two and four introduce the training package concept and products and explain how these qualifications differ from qualifications based on accredited courses. Sections five and six explore a range of issues. Examples drawn from case studies of RTOs delivering institutionally based learning for training package qualifications illustrate how these issues can be managed or addressed.

The other documents in the suite are: ‘Implementing training packages through institutionally based learning: four case studies in the Administration and Information Technology Training Packages’; ‘Implementing training packages through institutionally based learning: four case studies in the Community Services and Agriculture Training Packages’; ‘Implementing training packages through institutionally based learning: three case studies in the Hospitality Training Package’; ‘Implementing training packages through institutionally based learning: three case studies in the Beauty and Retail Training Packages’; and ‘Implementing training packages through institutionally based learning: a report’. 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.

A distinguishing feature of the Australian VET sector is its diversity. Each State and Territory conducts audits of Registered Training Organisations (RTOs) within its jurisdiction to ensure that all RTOs comply with the standards set out by the AQTF. This guide has been specifically designed for auditors and managers of audits under the AQTF.

Companion publications are: Australian Quality Training Framework: standards for Registered Training Organisations (TD/TNC 67.571); 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: transition guide for registered training organisations (TD/TNC 67.574); 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 social marketing approach used in the Australian National Training Authority (ANTA) national marketing strategy aims to identify the needs and wants of vocational education and training (VET) clients and to understand their attitudes and behaviours towards investment in training. In response to the strategy objective to increase investment in training, three employer segments and eight general community segments have been identified on the basis of extensive market research into their attitudes towards investment in training. This report is part of a larger project of marketing skills and lifelong learning designed to establish them as national priorities and presents strategies designed to address the immediate priority to improve industry attitudes and commitment to training. The strategies are designed to engage the three employer segments ('high valuer', 'here and now' and 'not interested') and the 'might give it away' segment of the general community in learning activities. The first part of the report outlines the approach for the three employer segments, the second part addresses the 'might give it away' group of young people who are involved in learning but are considering dropping out, and the third section details an implementation plan for five national initiatives to address overarching issues impacting across various segments of the population. Show less

It has been almost four years since group training arrangements were last reviewed nationally. It is timely to evaluate the achievements of group training and set directions for a strong basis for the future development of group training. This publication reports on the review of group training. Included are an outline of the new arrangements for funding for group training, national quality standards and a new definition, goals and key features of group training are given. Show less

The purpose of this report is to provide a broad guide to industry views and priorities with regard to the further development of the vocational education and training (VET) system in Australia. It summarises information compiled by national Industry Training Advisory Bodies (ITABs) about key issues, major trends, strategic directions and initiatives, training packages, skills shortages, and emerging VET issues for their industries. The report begins with an overview of national industry VET plans, highlighting major industry trends, including the appearance of an ageing workforce in a number of industries, the impact of technological change on the roles and functions of industries, and changing work practices and industrial issues. It also looks at strategic initiatives, including New Apprenticeships, User Choice, participation by disadvantaged groups, small business, links with training providers, flexible delivery, assessment, language, literacy and numeracy, training packages, skills shortages and the 2000 Olympic Games, that industries will consider in reviewing their training priorities in order to stay competitive in a rapidly changing environment. The report emphasises that major initiatives such as training packages and User Choice will 'offer increased participation in entry level programs and offer flexibility at the enterprise and organisational level, particularly through New Apprenticeship arrangements'. A similar overview is then provided for each industry sector: automotive; building and construction; community services and health; culture and recreation; finance and administration; food; forest and forest products; light manufacturing; manufacturing, engineering and related services; mining; process manufacturing; property services; public administration; rural; telecommunications, postal services, information technology and printing; tourism and hospitality; transport and distribution; utilities; and wholesale retail and personal services.

The 'Report on national industry vocational education and training plans May 1996' is indexed at TD/ANTA 82.38. Show less

The Mutual Recognition Agreement (MRA) and the Trans-Tasman Mutual Recognition Arrangement (TTMRA) are government initiatives that facilitate greater integration and competitiveness of the Australian and New Zealand economies. An evaluation of the agreement was undertaken in 2003 by the Productivity Commission as part of the TTMRA. The Review of the MRA and TTMRA included an assessment of the efficiency and effectiveness of the MRA and TTMRA in fostering and enhancing trade and workforce mobility between Australian States and Territories and New Zealand. This submission to the Review from the Australian National Training Authority (ANTA) emphasises the importance of the operation of the MRA to the mobility of labour between Australian jurisdictions and proposes a number of enhancements to the MRA from the perspective of the vocational education and training (VET) sector. The link between the MRA and the VET sector is in the area of regulated entry into occupations where differing requirements exist across jurisdictions and where a licence is needed to work in certain occupations. The submission calls for greater harmony between the VET system and the regulatory requirements associated with competency. Show less

The seminar’s purposes were to reflect on and to anticipate developments in the national vocational education and training system. These papers have been collected: Opening comments / Stuart Hornery; Challenging outcomes / David Kemp; National training framework / Mark Paterson; Overview: MAATS / Stella Axarlis; Training packages / Andre Lewis; User choice / Terry Moran; Flexible delivery / Terry Moran; Equity 2001 / Bonita Matijevic; Training market / Kim Bannikoff; VET at the crossroads / Phil Honeywood. Show less

The ‘Annual national report of the Australian vocational education and training system 2002’ provides detailed information about the operation of the vocational education and training (VET) system in Australia. It is comprised of three volumes. The first volume, 'National overview', describes the national VET system’s performance and its achievement and challenges. Volume two, 'Commonwealth, state and territory achievements', contains reports from each jurisdiction on its performance against the system’s agreed annual national priorities. Volume three, 'Report on the key performance measures for the Australian vocational education and training system', contains detailed statistical and other information about the performance of the system. Show less