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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

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

This publication presents an analysis of data on training package activity undertaken by vocational education and training (VET) students in Australia, including apprentices and trainees, in the year to 31 December 2002. It also identifies major changes in activity over the past five years.

Training packages were introduced into the vocational education and training sector in the mid-1990s. Developed by industry, they consist of a set of nationally endorsed standards, guidelines and qualifications for training, recognising and assessing skills. Since their implementation, the number of individuals studying towards a training package qualification has increased significantly. The implementation in 1998 of the New Apprenticeships system, aimed at providing apprenticeship and traineeship training in a greater number of industry areas has contributed substantially to this rise.

The analysis found that females dominated the early uptake of training package qualifications as the first packages to roll-out were in business administration, hospitality and retail, traditionally female-dominated areas. As a wider variety of qualifications became available across other industry areas, the numbers of males and females began to even out and are now roughly equal.

It was also found that young people under 25 years of age, and in particular teenagers, are more likely to undertake a training package qualification than either an accredited course or a subject-only qualification. The reverse is true for those aged 25 years or over. By 2002, enrolments associated with training packages accounted for 42% of all VET enrolments.

When New Apprenticeships were introduced in 1998, only 32% of apprentices and trainees were undertaking a national training package qualification. By 2002, this figure had increased to 84%. Show less

This document is one of a suite of publications produced by an Australian National Training Authority (ANTA) funded research project conducted by the Office of Vocational Education and Training (OVET) in the Department of Education, Training and Employment, South Australia. The project, entitled ‘How institutions respond to training packages’, was conducted in 2000/2001. It reports on case studies which focus on the transition arrangements from superseded accredited courses and the implications of this for training and assessment arrangements.

This guide describes some of the issues that need to be considered in planning institutionally based learning for training package qualifications. Sections two and four introduce the training package concept and products and explain how these qualifications differ from qualifications based on accredited courses. Sections five and six explore a range of issues. Examples drawn from case studies of RTOs delivering institutionally based learning for training package qualifications illustrate how these issues can be managed or addressed.

The other documents in the suite are: ‘Implementing training packages through institutionally based learning: four case studies in the Administration and Information Technology Training Packages’; ‘Implementing training packages through institutionally based learning: four case studies in the Community Services and Agriculture Training Packages’; ‘Implementing training packages through institutionally based learning: three case studies in the Hospitality Training Package’; ‘Implementing training packages through institutionally based learning: three case studies in the Beauty and Retail Training Packages’; and ‘Implementing training packages through institutionally based learning: a report’. Show less

This research project provides evidence that over 70 per cent of Australian vocational education and training (VET) learners lack the dispositional and skill readiness for flexible delivery, including online delivery. The study found that individual VET clients preferred traditional methods of course delivery that are college-based and teacher-directed; possessed low skill levels in computer and Internet-related tasks; and possessed low dispositional readiness for flexible delivery, including online learning. Two assumptions re flexible delivery are challenged: firstly, that flexible delivery is primarily a tool for greater cost efficiency; and, secondly, that flexible delivery and technology are synonymous. This paper also focuses on levels of learner readiness in VET. To be a successful learner requires the learner to possess certain dispositions towards learning, together with a wide range of skills for self-directed learning to take place. Show less

This document is one of a suite of publications produced by an Australian National Training Authority (ANTA) funded research project conducted by the Office of Vocational Education and Training (OVET) in the Department of Education, Training and Employment, South Australia. The project, entitled 'How institutions respond to training packages' (indexed at TD/TNC 69.375), was conducted in 2000/2001. It reports on case studies which focus on the transition arrangements from superseded accredited courses and the implications of this for training and assessment arrangements.

The report details the 14 case studies of institutionally based learning in public and private Registered Training Organisations (RTOs) and eight workshops conducted in a number of States and Territories. The research found that two pictures emerged: (1) for many RTOs the transition to training packages has been a positive one; but (2) although employers contacted through the study are supportive of institutionally based learning, some questions remain about whether competence can be attained without employment. One factor that is creating ambiguity is interpreting how competence applies in practical terms to learning and assessment for institutionally based learners.

The other documents in the suite are: 'Implementing training packages through institutionally based learning: four case studies in the Administration and Information Technology Training Packages' (indexed at TD/ANTA 72.16); 'Implementing training packages through institutionally based learning: a guide for registered training organisations' (indexed at TD/ANTA 72.17); 'Implementing training packages through institutionally based learning: four case studies in the Community Services and Horticulture Training Packages' (indexed at TD/ANTA 72.18); 'Implementing training packages through institutionally based learning: three case studies in the Hospitality Training Packages' (indexed at TD/ANTA 72.19); and 'Implementing training packages through institutionally based learning: three case studies in the Beauty and Retail Training Packages' (indexed at TD/ANTA 72.20). Show less

The social marketing approach used in the Australian National Training Authority (ANTA) national marketing strategy aims to identify the needs and wants of vocational education and training (VET) clients and to understand their attitudes and behaviours towards investment in training. In response to the strategy objective to increase investment in training, three employer segments and eight general community segments have been identified on the basis of extensive market research into their attitudes towards investment in training. This report is part of a larger project of marketing skills and lifelong learning designed to establish them as national priorities and presents strategies designed to address the immediate priority to improve industry attitudes and commitment to training. The strategies are designed to engage the three employer segments ('high valuer', 'here and now' and 'not interested') and the 'might give it away' segment of the general community in learning activities. The first part of the report outlines the approach for the three employer segments, the second part addresses the 'might give it away' group of young people who are involved in learning but are considering dropping out, and the third section details an implementation plan for five national initiatives to address overarching issues impacting across various segments of the population. Show less

The Australian National Training Authority (ANTA) has been funding research that examines design and innovation since 1997. As the research evolved, the findings demonstrated that identifiable skills for innovation are accessible to most of us under the right conditions and can be utilised by all workers in an organisation. This guide provides two ways of including innovation in your training package: (1) innovation competency standards which include: innovation and work skills - six core skills; entry level skills for innovation; and management skills for innovation; and (2) using the six skills as a framework for developing competency standards in which design or coming up with a new idea is required. Example competency standards are provided.

The 'Innovation: ideas that work' series is indexed from TD/ANTA 72.22 to TD/ANTA 72.32. Show less

The Mutual Recognition Agreement (MRA) and the Trans-Tasman Mutual Recognition Arrangement (TTMRA) are government initiatives that facilitate greater integration and competitiveness of the Australian and New Zealand economies. An evaluation of the agreement was undertaken in 2003 by the Productivity Commission as part of the TTMRA. The Review of the MRA and TTMRA included an assessment of the efficiency and effectiveness of the MRA and TTMRA in fostering and enhancing trade and workforce mobility between Australian States and Territories and New Zealand. This submission to the Review from the Australian National Training Authority (ANTA) emphasises the importance of the operation of the MRA to the mobility of labour between Australian jurisdictions and proposes a number of enhancements to the MRA from the perspective of the vocational education and training (VET) sector. The link between the MRA and the VET sector is in the area of regulated entry into occupations where differing requirements exist across jurisdictions and where a licence is needed to work in certain occupations. The submission calls for greater harmony between the VET system and the regulatory requirements associated with competency. Show less

This publication has been written for those responsible for planning the skill development of their workforce. It aims to give the reader a clear idea of what to do in order to adopt a strategic approach to skill development in their organisation. It has an introduction and seven sections: 1. Making the decision to train the workforce; 2. Management commitment; 3. Consulting with the people you work with; 4. The role workplace trainers can play; 5. Competency-based training and assessment; and 6. Accredited training. These are followed by a summary and three appendices: 1. The role of the training manager; 2. Case studies; and 3. Further reading. Show less