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This paper examines the nature of the non-English speaking background (NESB) client experience of migration, education, training and employment to better understand the position of this client group in vocational education and training (VET). It also provides a platform for discussing any actions necessary to improve the VET experience of clients from NESB. The chapters are: Context of migration experience; Employment experience; Vocational education and training experience; Barriers to equity: constraints on access, participation and outcomes. Problems of methodology and definition are included in the appendix. Show less

This resource, aimed at teachers, explains the features and benefits of vocational education and training (VET) within a school community. Section 1 of the Take Off! implementation guide outlines how to introduce VET within a school community and presents ideas for using the video. Section 2 provides real stories of VET experiences, as well as twenty worksheets. Section 3 provides links for students to people and places within VET and also gives information about the Take Off! website. Show less

This report contains findings from a national survey of early school leavers conducted by the Centre for Post-Compulsory Education and Training (CPET) as part of its work program for the Australian National Training Authority (ANTA). Labour market outcomes, job search experiences, training strategies and expectations of work of young people who leave school early are briefly discussed with particular emphasis on the differences in experience, outcomes and attitude of those who are currently undertaking vocational education and training (VET) study and those who are not. The research finds that early leaving does not predict a uniform pattern of employment or training outcomes and early leaving is not intrinsically negative. Early leaving may be a result of effective transition strategies of young people, for example in the case of young people leaving school to enter apprenticeships. But early leaving may also be a response to schooling that is seen as lacking meaning or success. Many factors affect young peoples' success in engaging with training and/or work. Some are structural such as the presence or absence of training facilities and programs in particular areas. Some factors are labour market based, for example the comparative lack of on the job training for girls. Social factors may play a part. The data also indicate that generally speaking, the younger the school leaver, the more difficulties will be encountered in engaging with training and the labour market. Training and employment outcomes also differ according to whether early leavers finish their year or drop out before completing the year. Show less

Today, Australia holds a position of strength in the global economy. This has been achieved through embracing change, robust growth and a focus on productivity improvements. Vocational education and training has made an important contribution by increasing the skills of Australian workers, which has delivered higher productivity and more innovative work practices. As in many countries a number of changes are also evident in Australia: the developing knowledge-based economy and the growing services sector. The impact of these changes is causing a sea change in skill requirements for Australian industry, as demand for traditional skills in some industries is now being overshadowed by demand for skills to create, organise and apply knowledge and to work with others to do so. The borders of occupations are blurring with the diffusion of technology across industries. Application of new technology impacts on the shelf-life of skills, necessitating accelerated skills development. The other long-standing trend - that of part-time exceeding full-time job gains - is also expected to continue. To ensure that Australia's workforce is at the cutting edge of these developments, the Government, through the ANTA [Australian National Training Authority] Board, needs strong and robust advice from industry about its future skill needs. In 2003 the ANTA Board took two initiatives to strengthen the advice from industry - the launching of a National Industry Skills Forum of industry leaders and the creation of 10 new Industry Skills Councils. The ANTA Board wants to work in partnership with businesses to meet the demand for skills in traditional and emerging industries. [Included as attachments: Australian National Training Authority Act 1992; National Industry Training Advisory Bodies: brief description and scope].

Published abstract. Show less

This first action plan is a companion document to the Australian national vocational education and training (VET) strategy for 2004-2010 (indexed at TD/LMR 85.685). It identifies actions that the Australian, state and territory governments and the Australian National Training Authority (ANTA) will take, in partnership with industry, providers and other stakeholders, to turn strategy into action. Six national priority actions for 2004 and 2005 across the four objectives and 12 strategies of Shaping our Future have been identified by the Ministers. They are: generate strategies to enable VET to respond to emerging skill needs for the future world of work; implement agreed ANTA Ministerial Council recommendations from the high level review of training packages to improve training packages for industry, individuals and providers and strengthen teaching and learning outcomes; build a strong empirical and evidence base on which to develop options for Ministers on the future resourcing of VET; develop and implement a strategic plan to respond to emerging skill needs of the mature age workforce and Australia’s ageing population; conduct targeted research to complement and strengthen regional and community development initiatives occurring across Australia; and increase training opportunities leading to sustainable employment for Indigenous Australians. This action plan will be updated during the life of the national strategy to take account of progress and to maintain its currency and relevance. Show less

The purpose of these guidelines is to assist industry training advisory bodies (ITABs) and where applicable, recognised bodies, in their contractual arrangements with the Australian National Training Authority (ANTA) by clarifying some aspects of the contract that have caused confusion in the past and so to reduce ambiguity and the potential for disputation. Further, an ITAB's ability to meet its contractual obligations depends in part on the effectiveness of its management practices and controls. These guidelines include a section explaining the financial and legal responsibilities of ITAB Board members. They provide a useful overview for new Board members and will confirm effective management practices and controls put in place by experienced members.

Edited excerpt from publication. 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

As National Competency Standards and Training Packages are introduced into TAFE Institutes, they will affect education programs and, therefore, the library staff and services that support the programs. It is crucial that library staff understand the competency standards so that they may support teaching staff and students in the delivery of Training Packages. This document provides: an explanation of National Competency Standards and National Training Package; a list of key competencies; activities to develop an understanding of Training Packages and competency standards; a glossary of related terms; an annotated bibliography; and a checklist for self-assessment in relation to understanding National Competency Standards and Training Packages. Show less

The Australian Recognition Framework (ARF) is a comprehensive approach to national recognition of vocational education and training (VET). It is based on a quality assured approach to the registration of training organisations seeking to deliver training, assess competency outcomes and issue qualifications. This guide is presented in three main sections: Principles; Standards; and Protocols. Show less

The Allen Consulting Group was commissioned by the Australian National Training Authority (ANTA) to undertake a review of the ANTA VET in Schools initiative to assess the program's effectiveness in expanding VET in Schools and to inform further policy advice on VET in Schools with regard to program development. This review was based on an Evaluation Framework that outlined the processes underlying the assessment of the program relevant to its objectives. Findings from the review indicated that the outcomes envisaged for the program had not been fully achieved and some basic measurement issues needed addressing before final assessments could be made. A range of quality issues appeared to exist which needed to be resolved before it could be said that the program had brought about a full transition and delivered its full potential value. The report is structured as follows: the first chapter provides an introduction and the background to the program; chapter two describes the current status of the program and examines key activity trends over its three year history; chapter three examines the value delivered by the program; chapter four assesses its future sustainability; and the final chapter outlines the key areas that could be the basis for building conditions into the redesign of the guidelines in order to complete the transition and to ensure longer term sustainability of the program. Show less