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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

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

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

This annual national report, coordinated by the Australian National Training Authority (ANTA), outlines the workings of the national vocational education and training (VET) system and the system’s achievements for the 2000 calendar year. The report comprises three volumes. Volume one contains the national overview and describes the national VET system and its achievements against the agreed national priorities. Volume two comprises reports from the Commonwealth and each of the states and territories of their achievements against the system’s agreed national priorities. Volume three comprises statistical and other information about performance of the Australian vocational education and training system.

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The national strategy for vocational education and training 1998-2003 expresses the collective commitment by Australian governments, in partnership with Australian industry, to vocational education and training (VET). The strategy analyses economic, industrial and social forces for change and their implications for vocational education and training over the next five years. It sets out a vision for VET, aligned with five key objectives. These objectives are: (1) equipping Australians for the world of work; (2) enhancing mobility in the labour market; (3) achieving equitable outcomes in VET; (4) increasing investment in training; and (5) maximising the value of public vocational education and training expenditure. Show less

This is a practical guide for vocational education and training (VET) trainers who work with a diverse range of learners and contains user-friendly ways to contextualise learning in a range of 'classrooms' - from an educational institution or factory floor to online. It provides assistance to VET practitioners who work with training packages and are seeking to implement learner-centred, flexible and innovative approaches to teaching and learning. Also included in the guide is a range of professional development strategies and activities that will assist trainers to fully utilise this resource. It: (1) provides examples of good teaching practice in different settings; (2) endorses teaching practice that is learner centred, activity based, reflective and collaborative; (3) provides sample learning activities that have been successful in different learning settings; (4) supports teachers in the development of their own materials; and (5) provides professional development activities and program ideas. Show less

This review was designed as an initial phase to inform the parameters and direction of possible frameworks or models in staff capability towards flexible learning services using technologies. The study was conducted over two weeks, from 22 May to 1 June 2000, and was designed to find out what, if any, frameworks, models or approaches currently exist for reviewing staff capability towards flexible learning and the use of technologies to achieve business objectives.

The study includes the following findings: (1) a Staff Capability Review Framework involves an initial assessment phase that informs change management planning; (2) whilst many useful frameworks or models have been developed, evidence of a fully integrated, clearly articulated system that reviews both individual and organisational capability in flexible learning using technologies is difficult to find; (3) a wealth of characteristics derived from all sources was identified, which could be drawn upon to develop a conceptual framework; (4) some detailed, useful models with extensive inventories in relation to staff competency and capability in the use of technology for flexible learning were located in the project. The best examples were found in publicly funded education and training systems. TAFE SA is perhaps the most advanced in integrating all levels, macro and micro, of capability review in relation to online education. This model could provide the basis for a systemic and individual capability review framework for staff in vocational education and training (VET); (5) the application of a change management model (Concerns-Based Adoption Model, CBAM) to staff development in relation to flexible learning using technologies proved to be effective; and (6) the case study examples from the Staff Capability Review Network workshop/focus group and the telephone interviews show strong adoption of exemplar models of organisational change management. Staff competency and capability were incorporated into the review mechanisms and link the results to training and development.

Excerpt from published abstract reprinted with permission of the copyright owner. Show less

The purpose of this report is to provide current baseline participation and attainment information for four sectors of the educational community - Aboriginal and Torres Strait Islanders, Women, people from Non-English speaking backgrounds, and people with a disability. This report will inform debate and indicate priority areas for policy makers to conduct further analysis. In particular ANTA is developing an approach to access and equity and strategies for increasing participation and achieving equity of training outcomes as part of the re-development of the National Strategy for Vocational Education and Training.

'A bridge to the future: Australia's national strategy for vocational education and training 1998-2003' is indexed at TD/LMR 85.683. Show less