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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

In order to equip Australians for the world of work and increase investment in training, the Australian National Training Authority (ANTA) hopes to engage industry more effectively in developing a highly skilled workforce. This paper clarifies the main messages that are relevant to companies, using the best mix of Australian and overseas research. Its focus is on the return on investment to enterprises, and does not cover the benefits of training to the nation or to individuals. The four key messages are: skills and training lead to improved performance and productivity; training improves staff retention and attracts skilled workers; skills and training produce the best results when part of an overall business strategy; any company can analyse the returns on training investment. Show less

The paper describes a recent research project which analysed 10 national apprenticeship systems to draw out a model framework which was used to suggest options for the development of the Indian apprenticeship system. The paper discusses the successes and challenges of this model of analysing apprenticeship systems, including the advantages and disadvantages of bringing findings from other countries to inform national developments. It also discusses the challenges posed when working with a team of researchers across many national cultures to compare and contrast apprenticeship systems.

Published abstract. Show less

In Australia as elsewhere, the national government is keen to improve pathways between vocational education and training (VET) and higher education. The limited availability of such pathways is often attributed to a lack of will on the part of universities. VET teacher-education in Australia has been grappling since 1998 with the challenges imposed by a VET-sector qualification at Certificate IV level that has become, through government regulation, a ‘licence to practise’ in VET teaching. This paper uses the discussions within the national community of VET teacher-educators and a case study in one university to illustrate the difficulties that exist in laying pathways and guiding students along them. It draws on the debates that have taken place in AVTEC, the Australian VET Teacher Educators’ Colloquium, the author’s research into assessment issues in embedding the Certificate IV within university courses, and preliminary data from an evaluation of students’ reactions to authentic and deep embedding. These data are used to argue that difficulties in cross-sectoral integration are real and are derived from different approaches to pedagogy and evidence requirements, rather than being manufactured by education providers anxious to maintain their boundaries. The VET teacher education community holds unique expertise in this area and therefore the work done in its own courses is of substantial significance.

Published abstract reprinted by permission of AARE.

Selected papers from the 2006 AARE National Conference are indexed from TD/TNC 89.545 to TD/TNC 89.550 and from TD/TNC 89.701 to TD/TNC 89.710. Show less

This publication reports on an investigation, commissioned by the National Centre for Vocational Education Research (NCVER) through the Australian National Training Authority (ANTA) and carried out by Charles Sturt University’s Group for Research in Employment and Training (GREAT), which examined the impact that competency based training (CBT) has had on the role and responsibilities of instructors across the vocational education and training (VET) sector. The following five questions were investigated in the study. What is the quality and nature of CBT instruction in a range of providers across Australian Qualifications Framework (AQF) levels, industry areas and geographical locations? To what extent are levels of understanding of CBT by instructors in the VET sector common across a range of locations? How have instructors adapted their practice to accommodate CBT, and how have new practices evolved? What are some of the staff development issues present in CBT? What type of staff development model can be applied to instructors in the VET sector when introducing an innovation like CBT? The range of techniques used in the investigation process included a literature review, a nation-wide survey of instructors, detailed case studies of six VET providers who use CBT, and two focus groups with staff development personnel and new instructors. 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 comprehensive bibliography referencing the sources of information used in the creation of all 12 meta-analyses, with almost 300 pieces of national and international research listed.

The 12 meta-analyses from this strategy are indexed from TD/ANTA 80.06 to TD/ANTA 80.17 Show less

This document sets out the revised workplan for carrying out improvements to training packages following the high level review. The review looked at how training packages could be improved to better meet skill needs and support teaching and learning. The workplan outlines priorities for action up until 30 June 2005, when ANTA's [Australian National Training Authority's] responsibilities are transferred over to the Australian Government Department of Education, Science and Training (DEST). These priority areas include employability skills, development and review processes, guidelines for VET [vocational education and training] qualifications, and cross-industry qualifications. The workplan covers three years, so after 30 June 2005 the responsibility for implementing the workplan will rest with DEST.

Published abstract.

The final report from the high level review of training packages is indexed at TD/ANTA 78.01. Show less

Training packages have been fiercely resisted by many in the vocational education and training (VET) sector. Now they are here to stay, with 70 packages already endorsed, the challenge is for players at all levels in the VET system to work with them. This paper sets out the views of those working with training packages, from the academics who view them as ticky-tacky boxes constraining workers within narrowly defined fields of activity, through the bureaucrats and teachers who must, through gritted teeth or alternatively with pleasurable anticipation, implement them, to the 'enthusiastic campaigners' who have tried to win hearts and minds to the concept of a workers' paradise where anyone can gain a qualification through learning in his or her daily work. The paper identifies some of the basic underlying difficulties with training packages which, it is argued, stem from their being written for the workplace while their primary field of application is in educational institutions

Excerpts from printed abstract used with the permission of the copyright holder.

Volume one of these proceedings is indexed at TD/TNC 68.31, volume two is indexed at TD/TNC 68.32 and individual papers may be found from TD/TNC 68.17 to TD/TNC 68.29 and TD/TNC 68.33 to TD/TNC 68.100. Show less

The paper draws evidence from a recent research project that analysed 10 national apprenticeship systems to suggest options for the development of the Indian apprenticeship system. Apprenticeship systems are often viewed as pivotal to the development of a skilled workforce. The combination of on and off the job learning, together with a period of extended practice overseen by expert workers, provided by apprenticeships, is believed to be ideal for the development of skilled workers. The impact of the global financial crisis raised the profile of apprenticeships as a way of combating youth unemployment (e.g. ILO, 2013). Apprenticeships vary considerably between countries and many aspects are culturally, socially, politically and economically specific. Thus one cannot transplant a system from one country to another and expect it to operate as it did in the relevant homeland. However, key features of countries' systems can be identified, sensitively adapted, and developed in other countries. This paper describes [the authors'] project's findings, with particular reference to countries where the 'school-to-work transition' is a primary concern. The paper also provides insights from the English apprenticeship system which treats young and older workers differently, and from a detailed study examining challenges faced by young people commencing apprenticeships.

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In this brief article some winners and finalists of the Australian Training Awards for 1998 reveal how the experience has affected their working lives. Benefits include increased confidence and enhanced work opportunities. Further information on how to nominate for the 1999 awards also appears. Show less