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This project investigated the role of VET in Schools (VETiS) for Indigenous students in Australia. Several data sources were consulted, including previous literature on VETiS and Indigenous education, a national survey of students' experiences of postsecondary education and vocational education and training (VET) conducted in 2002, and case study material from interviews with over 280 individuals in 21 schools from diverse settings in all States and Territories. The main aims of the study were to: identify 'good practice' in the provision of VETiS to Indigenous students; identify the factors that constrain the accessibility of VET to Indigenous students; and to make recommendations for increasing access for Indigenous students in VETiS. The case study material generated five key principles that contribute to the successful implementation of VET for Indigenous students. The distinguishing feature of good practice was the ability of schools to combine all five aspects. The key principles are: (1) focus on individual needs; (2) supportive school environment; (3) relevant and engaging curriculum; (4) links with other education and training providers; and (5) community links and partnerships. Several factors constraining the effective delivery of VET to Indigenous students were also revealed by the case study material. These included: systemic constraints; school-based barriers; experience as an Indigenous student; and community and locational barriers. In conclusion, the study provided a national perspective on the role of VETiS for Indigenous students. It demonstrated that VET had four key roles for these students: engaging them with meaningful, 'hands-on' learning; enhancing school retention; providing needed workplace experience; and facilitating the transition to post-school employment and training. The report makes a number of recommendations for improving VETiS provision and accessibility for Indigenous students. Show less

Currently, operators of high-hazard equipment are licensed through a competency-based assessment system based on guidelines declared by the National Occupational Health and Safety Commission (NOHSC). In 2002, NOHSC and the Australian National Training Authority (ANTA) established a Statement of Relationship and, as a result, occupational health and safety (OHS) and training authorities have worked closely to improve the ways in which OHS issues are addressed within the development, review and implementation of national training packages. The Transition Working Group was established jointly by ANTA and NOHSC with key stakeholders to examine options for an agreed OHS/vocational education and training (VET) system ‘one-stop shop’ approach to the training and assessment of plant operators within the VET system. The findings of the Transition Working Group are presented in a two volume draft report indexed at TD/ANTA 75.27 and TD/ANTA 75.28. The purpose of this consultation paper is to obtain stakeholder feedback on the findings of the Transition Working Group. The feedback received will be considered by the Transition Working Group before finalising its recommendations for the consideration of the NOHSC and ANTA. The final report is indexed at TD/ANTA 79.04. Show less

This report focuses on the internal operations of the Australian National Training Authority (ANTA), which are structured around the annual ANTA work plan and priorities. It identifies areas of achievement and aspects which may be in need of improvement. It includes information on ANTA stakeholders, corporate governance, organisational structure and major activities, as well as financial statements.

The 'Annual national report of the Australian vocational education and training system 1999' is available in VOCEDplus at TD/TNC 84.512. Show less

The 2004-2010 National Strategy for VET was agreed to by State, Territory and Australian Government Ministers in November 2003. The Australian National Training Authority (ANTA) is working with its partners to develop an action plan for implementing the strategy. A roundtable discussion involving a cross-section of stakeholders was held on 25 November 2003 to identify national actions needed to achieve equality of participation and achievement in vocational education and training (VET). The focus of the roundtable was on identifying national actions that would encourage and support an integrated diversity management approach in the VET sector. This paper builds on those discussions. It details a number of possible actions to achieve equality of participation and achievement by an integrated diversity management approach to meeting the learning needs of people facing barriers. The paper invites comments which will be used to refine one or more national actions to form a part of the first of a series of rolling Action Plans for the National Strategy for VET: 2004-2010. Show less

'Shaping our future: Australia's national strategy for vocational education and training 2004-2010' (indexed at TD/LMR 85.685) is the Australian government and industry's collective strategy to ensure: 'industry will have a highly skilled workforce to support strong performance in the global economy; employers and individuals will be at the centre of VET; communities and regions will be strengthened economically and socially through learning and employment; and that Indigenous Australians will have skills for viable jobs and their learning culture will be shared'. As part of the process in developing this strategy, the Australian National Training Authority (ANTA) commissioned the National Centre for Vocational Education Research (NCVER) to undertake a series of meta-analyses of research on 12 different vocational education and training (VET) topics. This report is the meta-analysis concerned with establishing a coherent policy approach to the relative contribution of individuals, industry and government to the costs of VET. The report looks at the key issues associated with the funding and financing of VET, and at the role played by government, employers and individuals.

The 12 meta-analyses from this strategy are indexed from TD/ANTA 80.06 to TD/ANTA 80.17 Show less

This review suggests that Bridging Pathways, the national strategy for people with a disability in vocational education and training (VET), is in the earliest stages of implementation so it is too early to see measurable significant change in outcomes as a direct result of the strategy. However, in terms of the foundations needed for change, the strategy has begun to make a discernible impact.

Accompanying reports ‘A’, 'Report of progress against the blueprint goals', and ‘C’, ‘Report of effectiveness of the blueprint actions’, are also available. Show less

In response to research and comment about the need for generic skill development through the vocational education and training provision, the Australian National Training Authority (ANTA) commissioned a study of training packages to determine how generic skills are addressed. The consultants worked with staff from ANTA and researched sixteen training packages from a range of industries. They sought to identify the skills that are present, how they are described and represented and to make recommendations for meeting the emerging requirements of industry and the community. The framework for the research was provided by an ANTA analysis of a range of Australian and international research that demonstrates a high degree of congruence on a universal set of skills. An analysis of these skills suggests that they can be categorised in three ways: 1. Established employability skills, for example, those defined through the Mayer Key Competencies, for example, communications, problem solving; 2. New dimensions to those established skills, for example, creative problem solving and communicating with empathy; and 3. New skill areas altogether, for example, learning and self-management. Overall the analysis of the training packages suggests that more work in defining and incorporating the generic employability skills is required. This would involve answering these questions: What is the skill?; How is it used at work?; How can it be learned in vocational education and training?; How can this be described in a way that ensures it is appropriately taught and assessed within a training package?; and What information do training package developers, trainers, assessors and supervisors require to help develop these skills? Show less

In September 2002, the Australian National Training Authority (ANTA) commissioned Quay Connection and their associates, the Research Forum and Albany Consulting, to conduct focus group research with enterprises, individuals and training providers to inform the new National Strategy for Vocational Education and Training (VET) 2004-2010. The research raised a number of issues indicating the need for further research to better understand the response to VET of some key client groups and the potential role of VET in some key community issues. Two key areas requiring further investigation were: urban fringe, 'aspirational' families and young people; and the role of VET in regional community capacity building and problem solving. This report presents the findings of ANTA-commissioned research with employed adults, parents, young people, and owners or operators of small and medium sized enterprises from 'aspirational' suburbs on the urban fringe.

Other focus group research reports are indexed at TD/ANTA 73.08 and TD/ANTA 73.09. Show less

This project had a dual brief: (1) to provide advice about how women acquire management skills in the vocational education and training (VET) sector; and (2) to examine the existing management development strategies. The project findings are summarised under three themes: gendered difference; management development process; and organisational culture including diversity. Recommendations are offered. Show less

The National Women's Vocational Education Strategy sits under the umbrella of the Australian National Strategy for Vocational Education and Training which establishes a framework for a quality vocational and education system that is responsive, accessible and efficient. The Strategy sets a direction for governments, industry and training providers to ensure that the needs of women are consistently addressed as a priority in policy making, planning, resourcing, implementing and monitoring vocational education and training.

'Equity performance measures for women in VET' (available in VOCEDplus at TD/TNC 50.49) is a key project supporting the Strategy. Show less