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'Return to industry' is defined as a managed learning activity in which staff in the vocational education and training system gain first-hand experience of work practices and operations relevant to their own vocational education. This involves experience outside their normal place of employment and work duties and may take many different forms. The return to industry model is based on extensive research conducted in 1993 in all State and Territory TAFE systems. It provides a methodology for managing this aspect of staff development. Show less

This brief article gives an overview of the role the newly-endorsed 'Seafood industry training package' is expected to play in the future of the Australian seafood industry. It is expected to make a contribution to occupational health and safety and access for nationally-recognised qualifications for people working in and around the industry. The 'Seafood industry training package SFI 00' may be found indexed at TD/TNC 61.197. Show less

Framing the Future is a major national staff development initiative, funded through the Australian National Training Authority (ANTA), with the primary objective of providing a structure for people in the vocational education and training sector to develop the skills and knowledge needed to implement the National Training Framework (NTF). This overview describes the initiative, explains the staff development model, and briefly introduces its key features. 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 the resources and infrastructure industry and suggests strategies to address future skill needs in this industry. The following drivers of skill needs have particular impact on the resources and infrastructure industry: market expansion; occupational health and safety issues (OH&S); demographic change; regulatory compliance; and worker attraction and retention. Other drivers are: consumer and customer service demands; competitiveness and productivity demands; technological advancement; globalisation; insurance; e-business; and employment arrangements. Suggestions made in the report for the training system include: stronger communication and articulation between the various forms of training and education in order to achieve greater integration and utilisation of skills; greater implementation of flexible delivery modes, expanded use of employee training plans and more industry association involvement and guidance; continued integration of OH&S competencies into the units of competency; continued professional development for registered training organisations (RTOs); and clear information about career paths to enable informed employment and education choices. The contents include: Executive summary; Purpose; Industry profile; Training package coverage; Employment trends; Drivers of industry skill needs and skill issues; Vocational education and training trends; Glossary; References. Show less

In 1996 the Australian National Training Authority (ANTA) Access and Equity Project Steering Committee conducted national consultations with community, industry, and government stakeholders on strategies to improve equity in vocational education and training to the year 2000 as part of the re-development of the National Strategy for Vocational Education and Training. This paper is a product of the consultations and outlines 10 priorities to the year 2000 and possible strategies. The priorities are: (1) Making training more relevant; (2) Reducing discrimination; (3) Increasing levels of language, literacy and numeracy skills; (4) Improving basic work and life skills; (5) Increasing student and employee support; (6) Improving child care provision for students; (7) Improving flexible delivery; (8) Increasing recognition of prior learning assessments; (9) Eliminating bias in competency standards, curriculum and course requirements; and (10) Improving funding arrangements. Input on the approach identified in this paper is welcomed by ANTA before its presentation at the ANTA National Conference, 3-5 July 1996, in Adelaide. Show less

This 'how to kit' takes registered training organisations (RTOs) through the process of developing, documenting and reviewing learning and assessment strategies, a requirement of the Australian Quality Training Framework (AQTF) Standards for registered training organisations [available in VOCEDplus at TD/TNC 67.571]. It is an optional resource that provides practitioners in the vocational education and training (VET) sector with resources to support aspects of standard nine of the AQTF Standards for Registered Training Organisations. It does not carry the authority of the Standard and is not definitive or prescriptive. Its intention is to be useful and to encourage consistent practice in response to the Standard. Each step includes links to ‘Part 2: resource guide’ [available in VOCEDplus at TD/ANTA 73.05] and other relevant sources of information. Show less

Purpose: This paper aims to determine whether high school students can become agents of change in their local communities by participating in a formal internship program implemented through a partnership between academia (high schools and universities), nonprofit organizations and key community stakeholders. Design/methodology/approach: Pre- and post-assessments, activity journals and on-line interviews are used to measure the impact of internships on high school students' sustainability leadership, using a train-the-trainer intervention led by university interns. A conceptual problem-solving framework is proposed and empirically tested to explore the linkages between complex problem constellations, sustainability transition strategies and sustainability visions.

Findings: The five core leadership competencies (systems thinking, strategic, anticipatory, normative and interpersonal) may not be as uniquely discrete as suggested in the literature. An effective learning experience depends on students' developing competence in their ability to implement a strategic intervention, which is better acquired through hands-on experience rather than a classroom setting. Practical implications: Students need experiential learning outside of the classroom to make sustainability come alive as a viable option for their communities.

Social implications: The principles of social responsivity, engagement, experiential learning, capacity-building and entrepreneurialism can be executed by transforming the campus into a learning lab, which includes the local community. Originality/value: This study empirically demonstrates that students need involvement in strategic interventions to imagine and conceptualize sustainability visions. It also shows how academia can help fulfill the United Nations sustainable development goals.

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

This assessment guide is designed to help workers in correctional services who wish to be assessed for the Certificate III in Correctional Practice. For the purpose of assessment, units which cover similar functions and tasks have been clustered to help make the assessment closely relate to real work requirements. These are called key roles. There are four key roles for the Certificate III in Correctional Practice: (1) Contributing to an effective organisation; (2) Communication; (3) Safety and security; and (4) Offender management. This booklet covers the key role of Communication and contains the following core and optional units: CSC040: Communicate effectively; CSC050: Manage direct contact (interview) to gather and provide information; CSC060: Prepare and present reports; PS0127/20: Implement effective communication techniques; CSC210: Report to a formal inquiry.

Excerpt from publication. 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. It 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.

This evidence guide is intended for use by both registered training organisations (RTOs) and auditors in assessing compliance with the AQTF standards for registered training organisations. These standards may be found in ‘Australian Quality Training Framework: standards for registered training organisations’ at TD/TNC 67.571 and ‘Australian Quality Training Framework: standards for state and territory registering/course accrediting bodies’ at TD/TNC 67.572. A key feature of the guide is that it is a nationally developed resource in support of a shared understanding of the business of RTOs and the requirements of compliance under the Standards. Section 1 of the guide addresses each of the Standards for RTOs. Section 2 provides examples of self-assessment resources to assist RTOs to record evidence of compliance with the Standards.

Companion publications are: Australian Quality Training Framework: standards for registered training organisations (TD/TNC 67.571); Australian Quality Training Framework: standards for State and Territory registering/course accrediting bodies (TD/TNC 67.572); 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); and 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). Show less