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The key objective of the Australian Quality Training Framework (AQTF), developed by the National Training Quality Council (NTQC) of the Australian National Training Authority (ANTA) board in conjunction with the states and territories in 2001, was to provide the basis for a nationally consistent, high quality vocational education and training (VET) system. There are two sets of standards under the AQTF: standards for registered training organisations (RTOs); and standards for state and territory registering/course accrediting bodies. These standards were reviewed in 2004. This guide is intended to help both RTOs and auditors to assess compliance with the standards for RTOs. It is presented in two sections: the first section addresses the standards for RTOs; section two contains examples of self-assessment resources to help RTOs to record evidence of compliance with each of the standards.

Companion documents are indexed from TD/ANTA 81.03 to TD/ANTA 81.07. Show less

This document is the amended Australian National Training Authority (ANTA) Agreement between the Commonwealth, State and Territory Ministers responsible for vocational education and training (VET) for the period 1 January 2001 to 30 June 2005. The document outlines: the purpose of the key agreement; its key objectives; the roles and responsibilities of the ANTA Ministerial Council (MINCO), ANTA, State/Territory agencies and the Commonwealth agency responsible for VET; the planning and accountability arrangements; and the funding arrangements.

The ANTA agreement for 2001-2004 is indexed at TD/ANTA 77.02. Show less

The purpose of industry skills reports is to engage industry around current issues and how these issues may or may not affect the future skills base for the industry. The reports include suggestions for addressing future skill needs. While they cover a broad range of issues, their focus is on training and they are designed to assist industry, training providers and training policy makers. It is expected that the reports will be updated annually to reflect contemporary developments.

This report covers skills issues associated with community services and health industries focussing on the following sectors: hospitals; medical and dental services; other health services; children's services; and community care. The following four drivers have an impact on the demand for skills of the community services and health workforce: consumer and customer service demands; market expansion; technological advancement; and competitiveness and productivity demands. Other drivers are: demography of the workforce; employment arrangements; worker attraction and retention; health and safety; regulatory compliance; and insurance. The contribution of vocational education and training (VET) to solving the skill needs of the community services and health industries include improvements in recognising competence of the large number of unqualified workers, upskilling unqualified workers and providing practical competencies to professionals through national competency benchmarks. The contents include: Executive summary; Purpose of report; Industry profile; Drivers of industry skill needs; Vocational education and training trends. Included in the appendix are: Community services training package qualifications framework; Health training package qualifications framework. Show less

This is a practical guide for vocational education and training (VET) trainers who work with a diverse range of learners and contains user-friendly ways to contextualise learning in a range of 'classrooms' - from an educational institution or factory floor to online. It provides assistance to VET practitioners who work with training packages and are seeking to implement learner-centred, flexible and innovative approaches to teaching and learning. Also included in the guide is a range of professional development strategies and activities that will assist trainers to fully utilise this resource. It: (1) provides examples of good teaching practice in different settings; (2) endorses teaching practice that is learner centred, activity based, reflective and collaborative; (3) provides sample learning activities that have been successful in different learning settings; (4) supports teachers in the development of their own materials; and (5) provides professional development activities and program ideas. Show less

The key objective of the Australian Quality Training Framework (AQTF), developed by the National Training Quality Council (NTTC) of the Australian National Training Authority (ANTA) board in conjunction with the states and territories in 2001, was to provide the basis for a nationally consistent, high quality vocational education and training (VET) system. There are two sets of standards under the AQTF: standards for registered training organisations (RTOs); and standards for state and territory registering/course accrediting bodies. These standards were reviewed in 2004 and this booklet outlines the key changes to the standards for RTOs and the impact of these changes.

Companion documents are indexed from TD/ANTA 81.03 to TD/ANTA 81.07. Show less

This brief policy document addresses a range of questions about the language used for delivering and assessing vocational education and training (VET), both in Australia and overseas. It contains the National Training Quality Council's (NTQC's) decision on this and advice on customising training. The policy, which became effective on 4th May 2004, applies to registered training organisations (RTOs) issuing nationally recognised qualifications under the Australian Qualifications Framework (AQF). Show less

The purpose of this report is to identify the current drivers for skill needs in the services industry and the implications of these drivers for future skill demands and delivery. The services industry includes the following sectors: wholesale, retail and personal services; tourism and hospitality; and sport and recreation. The report highlights the essential high level strategies required to meet the industry's emerging skill needs: support of skill acquisition in the changing workplace; consolidation and refinement of industry training packages; development of sustainable partnerships between industry, government, business and education and training; and results-based research into understanding industry skill requirements. Show less

This project grew out of discussions about the poor uptake of recognition of prior learning (RPL). The purpose of the project was to establish and report on models of enterprise RPL that work, and to identify the opportunities for and the inhibitors of enterprises working in partnership with registered training organisations (RTOs) to recognise the current competency of their workers against endorsed training packages and accredited courses within the National Training Framework (NTF). This report summarises the experience and outcomes of the RPL process conducted within the seven enterprises that were selected for the project. Several significant issues were identified from this project and, although they are not necessarily enterprise-specific, they project what this experience indicates might be found if more enterprises sought to use an RPL process to have the current competencies of their workforces recognised. These issues centre around: resources for RPL assessments; the preparedness of RTOs to undertake RPL assessments; costings; non-recognition of enterprise expertise; and non-recognition of enterprise RPL economies. There are four recommendations arising from the project: (1) that enterprises are encouraged to work with vocational education and training (VET) providers to recognise the existing (and developing) skills and knowledge of their workforces through the design and application of a RPL process specific to their own organisation; (2) that RTOs are encouraged to prepare appropriate processes for the delivery of enterprise RPL which can be customised for specific enterprises; (3) that future research into enterprise RPL employs an applied research methodology similar to that used in this project; and (4) that ANTA and the Department of Education, Science and Training (DEST) continue to work together with the states and territories to find a funding formula for RPL assessments that will promote the uptake of RPL by enterprises. Show less

The key objective of the Australian Quality Training Framework (AQTF), developed by the National Training Quality Council (NTQC) of the Australian National Training Authority (ANTA) board in conjunction with the states and territories in 2001, was to provide the basis for a nationally consistent, high quality vocational education and training (VET) system. There are two sets of standards under the AQTF: standards for registered training organisations (RTOs); and standards for state and territory registering/course accrediting bodies. These standards were reviewed in 2004. This booklet explains what the AQTF is, the principle of national recognition, why training organisations should become registered and how they can become registered, the scope of registration, audits, partnership option, use of the nationally recognised training logo, additional requirements for delivery to overseas students, and what the standards for state and territory registering/course accrediting bodies cover.

Companion documents are indexed from TD/ANTA 81.03 to TD/ANTA 81.07. Show less

This document reviews the progress of the national strategy for vocational education and training (VET) for Indigenous Australians, 'Partners in a learning culture' (indexed at TD/TNC 63.292) and its blueprint for implementation (indexed at TD/TNC 62.913). It provides future direction in light of changes to the national VET context and the findings of the mid-term review of 'Partners in a learning culture' (phase one and two reports indexed at TD/ANTA 80.03 and TD/TNC 80.04). It briefly outlines the four objectives of the strategy and the recommendations of the mid-term review. The rest of the report presents the six new priorities, based on the key findings of the review, that will be added to the original objectives for the remainder of the blueprint: building the capacity of the VET sector; creating more pathways; improving funding frameworks; culturally appropriate product development, design and delivery; links to employment; and growing VET sector partnerships. The report also features brief case studies of successful initiatives and their connections to the new priorities. It concludes by highlighting: work undertaken within the 'National research strategy for Indigenous Australians in VET 2003-2006' (indexed at TD/TNC 78.10), which conducts national research projects linked to the blueprint objectives; the inclusion of a national objective in 'Shaping the future: Australia's national strategy for vocational education and training 2004-1010' (indexed at TD/ANTA 73.11) to provide Indigenous Australians with skills for viable jobs and to share their learning culture; and the role of the Australian Indigenous Training Advisory Council (AITAC) in overseeing the implementation of 'Partners in a learning culture'. Show less