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This publication provides a sample of eleven of the thirty Reframing the Future strategic and change management projects undertaken in 2007. The eleven projects were chosen on a basis that each of them focused on building capability strategically. The projects chosen as exemplars for further exploration in this publication were selected for their combination of looking inwards and looking outwards to identify changes required to support contemporary [vocational education and training] VET, as well as the VET we may see in the future. At the conclusion of the publication we draw a set of conclusions from these projects on the ways in which they have contributed to the aims, and how they can act as beacons to other [registered training organisations] RTOs and individuals intending to travel the same pathways.

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The Language, Literacy and Numeracy Programme (LLNP) was an initiative of the former Department of Education, Employment and Workforce Relations (DEEWR) to provide language, literacy and numeracy training to people experiencing difficulty entering the job market due to low levels of language, literacy and/or numeracy. The Programme assisted people from non-English-speaking-backgrounds and people with literacy and/or numeracy training needs. Prior to entering the Programme, a pre-training assessment (PTA) was conducted to determine the client's language, literacy and numeracy competencies and confirm the appropriateness of the Programme for the client. The PTA was reported using the Australian Core Skills Framework (ACSF) indicators of Learning, Reading, Writing, Oral Communication and Numeracy. This case study focuses on a regional LLNP provider which offered ESL, literacy, numeracy and learning skills programs to members of the local community and surrounding areas.

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Business and occupations are becoming more reliant on cognitive-capacity of workers who are well grounded in critical thinking skills. This study is, therefore, focused on the enhancement of critical thinking skills of vocational and adult education students for entrepreneurship development in Nigeria. Two research questions and two hypotheses guided the study. Four hundred and eighteen lecturers in vocational and adult education programmes in universities in South-Eastern Nigeria made up the population for the study. Descriptive survey research design was adopted for the study while 32-item structured questionnaire and focus group discussion were used for data collection. The questionnaire was face-validated by experts. Cronbach Alpha reliability technique was used to ascertain the internal consistency of the questionnaire which yielded a coefficient of 0.78. The data collected with the 418 copies of questionnaire administered and returned were analysed using mean and standard deviation to answer the research questions, while t-test statistic was used to test the null hypothesis at 0.05 level of significance. It was found that the ability to analyse, evaluate and challenge assumptions, information and opposing point of view are essential critical thinking skills required by students. The study also identified many strategies for enhancing critical thinking skills of students to include: debate and group discussion; solving numerical problems and puzzles, among others. Based on the findings of the study, the researchers recommended that capacity-building programmes should be organized regularly for lecturers for them to teach students critical thinking skills effectively.

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The paper surveys the global k-economy, the global landscape in higher education and the drivers of global competition in research and in the cross-border market for students. It traces the position of the national system and its institutions in the global landscape and identifies their strengths and weaknesses. It closes with a summary of the capacity of Australian higher education in the face of the global challenge and considerations for policy. The passages in italics at the end of each sub-section of the paper consider the likely developments in the period to 2020.

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The purpose of this document is to provide a detailed understanding of how the Core Skills for Work Developmental Framework (CSfW) [available in VOCEDplus at TD/TNC 113.1073] aligns with the 2002 Employability Skills Framework [available in VOCEDplus at TD/TNC 70.178]. This document does not intend to replace either framework or contain the full description of the skills included in these frameworks.

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The project was commissioned in response to feedback from a Department of Education, Science and Training (DEST) discussion paper, The Bologna Process and Australia: next steps. The Bologna Process is part of a European initiative aiming to establish a single European Higher Education Area by 2010, focusing on curriculum and quality assurance. A key outcome is the Diploma Supplement that is currently being issued to graduates by higher education institutions in large numbers of European countries. The aim of this project was to develop an agreed template for an Australian version of the European Diploma Supplement and to make recommendations on detailed implementation and management strategies. This publication offers for consideration proposed models for an Australian Higher Education Graduation Statement.

Related documents are indexed at TD/TNC 99.402 and TD/TNC 99.403. Show less

The nine WELL training case studies are available in both colour and black and white PDF format: Brightwater Care Group: training across the board for outcomes across the board; Cablex: new confidence and motivation in the workforce; CFMEU: gains for the employee, gains for the employer; Darley Refractories: small business: big success; Dartbrook Coal: language, literacy and communication, a shared responsibility across the enterprise; Dulmison: increased productivity and quality conformance; Hunter Corporate Catering: much more than regulatory compliance; QR: improving business performance; TCFUA: grouping together to learn. Show less

In response to the deteriorating economic conditions brought about by the global recession, the Australian government announced the Jobs and Training Compact. The Jobs and Training Compact offers a range of training, support and local initiatives aimed at reducing the impact of the economic downturn. This document details the evaluation strategy for the Jobs and Training Compact. The aim of the evaluation is to assess whether the Jobs and Training Compact achieves its objectives by assessing its overall performance and the performance of its major elements. Reflecting the range of initiatives involved, performance is measured in terms of access to services, take-up, maintaining labour force attachment, boosting employment opportunities, participation in education, skills acquisition and community value. The evaluation will be structured around the Jobs and Training Compact's three broad target groups of retrenched workers, youth and local communities. The scope of the evaluation covers those initiatives within the three compacts which are managed by the Department of Education, Employment and Workplace Relations.

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This annual report draws on the investigations undertaken for the Strategic ICT Advisory Service (SICTAS) that Education.au is providing to the Australian Government Department of Education, Employment and Workplace Relations (DEEWR). The SICTAS reports into collaborative learning, workforce capability, and national software infrastructure to provide evidence to support a role for Australian Government to ensure the best return on investments in [information and communications technology] ICT for education and training. The role recommended is one of cross-jurisdictional and cross-sectoral coordination, collaboration and cooperation between and amongst education and training stakeholders led by the Australian Government. Technology innovations will continue to occur. This report focuses on providing advice on creating an education and training sector that is a ‘change maker’, i.e. it has the people, policies and processes in place to normalise change and to take advantage of emerging ICT. This will enable the timely introduction of new and emerging ICT and enable the education and training sector to respond to the need for new skills, knowledge and abilities, to adjustments to assessment, pedagogy and curricula as research and practice, and our teachers, leaders and learners, show the way. This report provides recommendations where the Australian Government can provide a national focus and strategic direction for ICT in education while acknowledging and encouraging the contributions of jurisdictions and sectors.

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This resource, consisting of work books and a CD-ROM, describes the skills and knowledge required by Indigenous participants to prepare for employment. It focuses on developing knowledge of Australian workplaces, their work practices and requirements and potential employment opportunities to assist participants in making decisions about possible career paths. Each workbook covers an element from the competency which is broken down into sections for each performance criteria. The workbooks are: Identify workplace expectations; Research a selected industry; Describe workplace functions and layout of a range of workplaces; Research an employment opportunity; and Prepare a current portfolio to showcase skills. The CD-ROM contains supporting audio sessions. The resource is funded under the Workplace English Language and Literacy (WELL) program by the Department of Education, Employment and Workplace Relations (DEEWR). Show less