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This report provides an overview of the entire Australian workforce based on the methodology used in the American study titled 'Education for what? the new office economy' by Anthony P. Carnevale and Stephen J Rose (an executive summary of this study may be found at TD/INT 54.13). Data from five Australian censuses (1976, 1981, 1986, 1991, and 1996) have been analysed to provide a time series profile of the Australian workforce, focusing on types of functions instead of just where people work or what occupation they have. The project report reveals relationships between what people do, how much they earn, and how educated they are.

Section 1 details the rationale behind the functional approach taken to analyse economic activities and the workforce. An overview is provided of the trends on the total workforce for the past twenty years, and presents findings on employment share, and the education and earnings of workers in the various function groups.

Section 2 explains the job level analysis (elite, good, and less-skilled) in greater detail and presents findings on employment share, education and earnings in terms of these categories.

A booklet containing highlights of this report may be found indexed at TD/ANTA 59.01. Show less

The Australian National Training Authority (ANTA) has been funding research that examines design and innovation since 1997. As the research evolved, the findings demonstrated that identifiable skills for innovation are accessible to most of us under the right conditions and can be utilised by all workers in an organisation. This publication provides a comprehensive practical example of how an organisation can use the innovation skills and embed them into processes, products and services. Kangan Batman TAFE Automotive Division volunteered to act as the case study for this publication. The skills identified from the research have been tested with several organisations and are described within the text.

The 'Innovation: ideas that work' series is indexed from TD/ANTA 72.22 to TD/ANTA 72.32. Show less

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

This double sided A4 flyer explains what national risk management is, what it means and how it affects Registered Training Organisations (RTOs). 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

The Australian National Training Authority (ANTA) has been funding research that examines design and innovation since 1997. As the research evolved, the findings demonstrated that identifiable skills for innovation are accessible to most of us under the right conditions and can be utilised by all workers in an organisation. This guide considers: What is innovation?; Do you need innovation?; Why is innovation important now?; What are the obstacles to innovation?; What are innovation @ work skills?; What team management is needed?; Case study: Manufacturing; Does innovation mean revolution?; and Case study: Communications. Show less

In July 1992, the Commonwealth, State and Territory heads of governments agreed to establish a national system for vocational education and training (VET). This system came into full effect in January 1994, with the establishment of the Australian National Training Authority (ANTA). This is the first annual national report. It comprises two volumes: volume one provides an overview of the system and highlights the national achievements during 1994; and volume two contains chapters from each State and Territory and the Commonwealth that outline their achievements against the national priorities. Show less