Search Results

This guide has been written specifically for Registered Training Organisations (RTOs) to help make decisions on how to: (1) meet obligations under the Australian Quality Training Framework (AQTF) standards; (2) provide a quality service to a diverse range of clients; (3) become a training provider of choice for a broad cross-section of clients; and (4) meet legislative and national and state policy access and equity obligations. Section one of the guide outlines the 'Building diversity' philosophy and its relationship to access and equity. Section two consists of a series of frequently asked questions (FAQs) - the answers to the questions often provide examples of good practice. Section three provides some examples of ways in which RTOs can meet the AQTF standards, covering all the standards in consecutive order. Section four provides a list of useful resources and a list of acronyms used. Show less

An important feature of both apprenticeships and traineeships is the integration of the employment role and the structured training program in developing the required competencies. Employers are required to provide training in the workplace for the practice of these competencies to complement the formal training that is the responsibility of the registered training organisation (RTO). This document outlines guidelines for the establishment, registration and delivery of apprenticeships and traineeships in Western Australia (WA). Its purpose is to assist New Apprenticeship Centres (NACs), RTOs and group training schemes (GTSs) in understanding apprenticeships and traineeships, and in advising employers, apprentices and trainees. Show less

Following the introduction of the Australian Quality Training Framework (AQTF) in July 2002, there has been a national focus on increasing the quality of the vocational and education training (VET) system. The AQTF is a quality assurance framework that provides for continuous improvement of the delivery and assessment services of a Registered Training Organisation (RTO). This document contains good practice examples of RTO performance linked to AQTF Standards. The contents are: Introduction; What is good practice?; Selection of good practice examples; Good practice case studies; Written policies and procedures for training and assessment services; Written agreements; Sound business planning; Maintaining client records; Providing a supportive learning environment to equity target groups; Information to prospective clients; Vocationally competent trainers; Conducting valid assessment; Recognising skills in the workplace; Developing learning and assessment strategies; Consulting with industry; Validation of assessment tools; Process for the design of learning and assessment materials; Resources for delivery and assessment. Show less

This paper seeks to understand the potential impact of pre-enrolment decision making upon module completion rates within the Western Australian (WA) vocational education and training (VET) sector. This involves: (1) assessing the relationship between module completion and pre-enrolment decision making, and determining the strength of the relationship; (2) testing whether some students are more likely than others to be influenced by pre-enrolment decisions in respect to module completion; and (3) if so, determining which students are more likely to be influenced. The two main data sources used for this research are: the 2003 AVETMISS (Australian Vocational Education and Training Management Information Statistical Standard) collection, which is a database containing student demographic and enrolment details, and information on the portion of modules completed by each student; and the 2002 State Student Survey which contains five survey items relating to pre-enrolment decision making.

This paper is the first in a series of papers which examines the status of student perceptions of pre-enrolment decision making within the WA VET system. A second paper is indexed at TD/WA 74.06. Show less

'Training WA' identifies strategies to increase the skills and participation of all Western Australians in the workforce and in the community, driven by a flexible and innovative training system. They include recognising the contribution that all providers of training will make to achieve the outcomes of the plan. This plan will increase both productivity and participation in training through: a skilled workforce; a contemporary apprenticeship and traineeship system; individual participation in training; support for regional communities; a vibrant and diverse training market; and training system capability and capacity. This will be achieved through immediate, medium and long term initiatives to benefit all Western Australians. The two major goals of this plan are: (1) an increase of 17,500 working aged Western Australians undertaking accredited training by 2012 - this will mean an increase in the training participation rate from 8.6 per cent in 2008 to 9.1 per cent in 2012; and (2) an increase in the proportion of workplace and/or flexible training delivery from 27 per cent to 40 per cent by 2012 - this refers to the change in proportion of vocational education and training (VET) module enrolments delivered outside of face to face delivery from 2008. The State Training Board, through the Department of Education and Training, will develop a State Training Plan to implement the strategies outlined here. The Department will report regularly to the Board on progress.

Excerpt from publication reprinted by permission of the copyright owner. Show less

This framework provides the Western Australian vocational education and training (VET) sector with guidance on how to maintain and enhance the vocational skills of VET practitioners. The framework has been prepared by the Western Australian Department of Training and Workforce Development against a backdrop of sector wide consultation and a review of relevant literature and practices elsewhere in Australia. It is designed to act as an accessible resource for those VET sector participants seeking inspiration and support for keeping the vocational skills of practitioners up to date. The framework provides a definition of vocational skills as they relate to VET practitioners and also: communicates key principles underpinning vocational skills professional development activities; describes learning strategies for vocational skills professional development; and outlines the ideal management framework within which Registered Training Organisations (RTOs) should conduct vocational skills maintenance and enhancement.

Published summary from Department of Education and Training website. Show less

The Western Australian Department of Education and Training engaged KPMG in February 2006 to undertake a review into vocational education and training (VET) delivery and infrastructure. The project involved the analysis of current demographic, economic and industry drivers for the training system and reviewed current VET delivery and infrastructure arrangements. It also undertook extensive consultations with relevant stakeholders in order to develop recommendations for consideration by the Minister for Education and Training. The Review's terms of reference were concerned with the optimal configuration of publicly funded VET delivery services and associated infrastructure in Western Australia over the short to long term. The VET Delivery and Infrastructure Review forms the blueprint for a once in a generation upgrade of VET delivery infrastructure and as such represents a compelling business case to support short term strategies to refurbish and expand current trade training facilities currently experiencing capacity constraints in both the metropolitan and regional areas. Over the medium to long term, metropolitan training infrastructure needs realigning to outer metropolitan areas that have experienced major population growth. The Review further recommends that new training infrastructure be more easily accessed through alignment with major transport links and hubs, in particular the metropolitan rail network. The Review found that training equipment needs to be replaced and upgraded in areas of trades training and other skills shortages to meet current and future industry standards. The majority of the equipment, particularly in trade training areas, no longer meets industry standards and is on average 25 years old. In particular, the automotive, metals and joinery workshops are equipped with analogue training equipment which requires upgrading to digital standards in order to remain relevant to industry. In addition to plant and equipment, the Review identified the need to underpin TAFEWA training delivery with appropriate ICT infrastructure in order to support new ways of teaching and learning and provide flexibility and alternate study options for students particularly in regional and remote areas.

Excerpts reprinted from published Executive Summary. Show less

The purpose of this document is to identify and prioritise whole of sector needs to enable implementation of a strategic approach to workforce development and learning in Western Australia. The document provides a scan of the change drivers within the vocational education and training (VET) sector and information relating to effective professional development strategies. This information can be used to inform approaches to workforce development in the VET sector.

Published abstract reprinted by permission of the copyright owner. Show less

‘Training matters’ is a Western Australian (WA) Department of Education and Training magazine that examines the WA training scene, including new developments and initiatives in training. This issue includes the following articles: ‘Campaign shows the way forward’ (p. 3); ‘ApprentiCentre - making apprenticeships work’ (p. 4); ‘Switched on to sparkies’ (p. 4); ‘New department to lift training profile’ (p. 5); ‘Name changes for a new era’ (p. 6); ‘The rise of e-learning’ (p. 7); ‘Training council banks on making a difference’ (p. 8); ‘Training to meet resources surge’ (p. 9-13); ‘Get a head start with a pre-apprenticeship’ (p. 15); ‘Northbridge ‘mine’ in operation’ (p. 17); ‘Career centres gear up for opening’ (p. 17); ‘Recognition leaders step up’ (p. 18); ‘National licensing agreement to cut red tape’ (p. 19); ‘South West leaders work to bridge employment gap’ (p. 19); ‘Training from the inside out’ (p. 20); ‘Women in resources awards’ (p. 21); ‘Employer boost’ (p. 22); ‘Work readiness training leads to a goldmine of opportunity’ (p. 23); and ‘Boost for Aboriginal businesses in the Pilbarra’ (p. 23) Show less

This guide outlines for employers how the system of apprenticeships and traineeships works and how their business might benefit from taking on an apprentice or trainee. Show less