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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

This final report for 1997 looks at the activities of the Research Centre for Vocational Education and Training (RCVET) including research projects and related activities. It reports on the Centre against performance standards and provides a financial summary. Show less

This is a package comprising a 20 minute video cassette of the Australian National Training Authority (ANTA) training update seminar on 10 July 1997, a copy of the seminar proceedings, and various leaflets. Show less

Currently, operators of high-hazard equipment are licensed through a competency-based assessment system based on guidelines declared by the National Occupational Health and Safety Commission (NOHSC). In 2002, NOHSC and the Australian National Training Authority (ANTA) established a Statement of Relationship and, as a result, occupational health and safety (OHS) and training authorities have worked closely to improve the ways in which OHS issues are addressed within the development, review and implementation of national training packages. The Transition Working Group was established jointly by ANTA and NOHSC with key stakeholders to examine options for an agreed OHS/vocational education and training (VET) system ‘one-stop shop’ approach to the training and assessment of plant operators within the VET system. The findings of the Transition Working Group are presented in a two volume draft report indexed at TD/ANTA 75.27 and TD/ANTA 75.28. The purpose of this consultation paper is to obtain stakeholder feedback on the findings of the Transition Working Group. The feedback received will be considered by the Transition Working Group before finalising its recommendations for the consideration of the NOHSC and ANTA. The final report is indexed at TD/ANTA 79.04. Show less

Key performance measures (KPMs) are a specific set of measures that focus on the aspects of performance that are critical to the current and future success of a system. Although each KPM for the vocational education and training (VET) system notionally looks at only one aspect of performance, when considered together, they should provide a comprehensive picture of the outputs, efficiency and effectiveness of the VET system. At the national level, the measures are the highest order indicators that apply to VET in Australia. The measures also demonstrate public accountability and drive continuous improvement by focussing on areas of achievement and areas of poor performance. This report reviews the implementation and effectiveness of the current KPMs as a precursor to, and to inform, the development of a revised suite of KPMs to underpin the new national strategy.

Edited excerpts from publication. Show less

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). The contents of this report include: learning styles; a guide to facilitating work based learning; the practice of action learning; a guide to mentoring; and a guide to coaching. Show less

'Partners in a learning culture' (indexed at TD/TNC 63.292) is a five-year (2000-2005) national strategy which aims to link improvements in vocational education and training (VET) provision for Indigenous peoples to improved employment and community development outcomes. The strategy is supported by a blueprint for implementation (indexed at TD/TNC 62.913) which also specifies 25 performance measures for monitoring and measuring the effectiveness of the overall strategy. As part of the implementation of the blueprint initiative, Ministers agreed to a mid-term review seeking qualitative and quantitative evidence of activity and outcomes, both from those implementing actions as well as Indigenous learners either already in the VET system or wishing to access the system. The review was undertaken in two phases. This report is the result of the research undertaken for the second phase. It reviews and validates the findings of the research from the first phase and incorporates it with the views gathered from a range of other stakeholders in VET for Indigenous peoples. This group included Indigenous clients and graduates of VET, Indigenous organisations and communities, employers, managers and teachers in registered training organisations (RTOs), industry training advisory bodies (ITABs), group training organisations (GTOs) and others. The review found that while progress has been made towards the goal of developing a VET system that 'renews and shares an Indigenous learning culture with all Australians in a spirit of reconciliation, equity, justice, and community economic development and sustainability', this progress is somewhat patchy and uneven in the VET system as a whole.

The first phase of the review resulted in two documents: 'Partners in a learning culture: blueprint for implementation: mid term review: phase one report' (indexed at TD/ANTA 80.03) and 'Indigenous students in VET: a statistical review of progress' (indexed at TD/TNC 74.12). The executive summary of this final report is indexed at TD/ANTA 80.05. Show less

'Partners in a learning culture' (indexed at TD/TNC 63.292) is a five-year (2000-2005) national strategy which aims to link improvements in vocational education and training (VET) provision for Indigenous peoples to improved employment and community development outcomes. The strategy is supported by a blueprint for implementation (indexed at TD/TNC 62.913) which also specifies 25 performance measures for monitoring and measuring the effectiveness of the overall strategy. As part of the implementation of the blueprint initiative, Ministers agreed to a mid-term review seeking qualitative and quantitative evidence of activity and outcomes, both from those implementing actions as well as Indigenous learners either already in the VET system or wishing to access the system. This review was undertaken in two phases. Phase one involved a survey of the agencies that are signatories to the blueprint, interviews and focus groups with stakeholders, and an analysis of statistical information about the participation of Indigenous people in VET. The research from this first phase is reported in two 'stand-alone' documents: a stakeholder consultation report; and a statistical analysis report. This document is the stakeholder consultation report from the first phase. It reflects the views of those agencies that have been assigned specific responsibilities for implementing the blueprint. The findings indicate that the overall vision and the four objectives of the strategy remain relevant and overall progress is satisfactory, with some significant achievements. These include: 62% of the individual actions which the partner agencies committed to take are in progress or completed; ANTA, the Department of Education, Science and Training (DEST) and most State Training Authorities have established, or are in the process of establishing, system-level mechanisms for ongoing Indigenous advice and direction to guide the VET system’s response to the needs and aspirations of Indigenous peoples; and the Australian Indigenous Training Advisory Council (AITAC) is developing increasing capacity to advise the ANTA Board on Indigenous VET issues within the system and beyond.

The statistical analysis report from this first phase of the review entitled 'Indigenous students in VET: a statistical review of progress' is indexed at TD/TNC 74.12; the phase two report is indexed at TD/TNC 80.04. Show less

The National Plan of Action for Women in TAFE (NPAWT) was the first national approach to improving access, participation and outcomes for women in technical and further education. The aim of the National Plan was to draw together Commonwealth, state and territory policies into a consistent statement of nationally agreed goals 'to provide a long term, comprehensive approach to improving women's participation in TAFE'. The aims of this evaluation, specifically, were to: assess the effectiveness of NPAWT over its three-year implementation, induding progress towards meeting national objectives and performance indicators; identify policies and strategies which facilitate successful access, participation and outcomes by women in TAFE; assess outcomes of national projects towards meeting the National Plan targets; advise on the relevance of the national projects and national targets to the broader vocational education and training (VET) sector and indicate priority areas for action; and recommend on a strategic approach to improve outcomes for women in TAFE and the broader VET sector and indicate priority areas for action. Show less

This research project was designed in two stages: stage one aimed to develop a set of performance measures in quality teaching and learning in vocational education and training (VET); stage two aimed to trial the performance measures. Participants in the project were from Canberra Institute of Technology Child Care Department, four BHP Steel sites, Metropolitan Business College (NSW), and Western Sydney Institute of TAFE. Stage one research resulted in the development of fifteen performance measures under these headings: 'Planning and preparation', 'Content and relevance', 'Delivery', 'Assessment and evaluation', and 'Student-teacher/trainer relationship'. Stage two reported on: the effectiveness of the performance measures; a model for a self-evaluation process; examples of good teaching and training practices; performance improvement strategies; confirmation of the complexity of the teaching and learning process; areas for further research. The collection of effective teacher and trainer practices gathered from the research has been published in 'Mirror, mirror on the wall: voices of VET teachers and trainers' (TD/ANTA 82.56). For the executive summary of 'Mirrors and measures', see TD/ANTA 82.55. Show less