Search Results

'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 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

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

The ‘Annual national report of the Australian vocational education and training system 2002’ provides detailed information about the operation of the vocational education and training (VET) system in Australia. It is comprised of three volumes. The first volume, 'National overview', describes the national VET system’s performance and its achievement and challenges. Volume two, 'Commonwealth, state and territory achievements', contains reports from each jurisdiction on its performance against the system’s agreed annual national priorities. Volume three, 'Report on the key performance measures for the Australian vocational education and training system', contains detailed statistical and other information about the performance of the system. Show less

This document is the final version of the national strategy for vocational education and training (VET) in Australia for 2004 to 2010. It is the collective strategy of government and industry to ensure that: (1) industry will have a highly skilled workforce to support strong performance in the global economy; (2) employers and individuals will be at the centre of VET; (3) communities and regions will be strengthened economically and socially through learning and employment; and (4) Indigenous Australians will gain skills for viable jobs and their learning culture will be shared. Show less

The report 'Shared technology: a roadmap for traditional and emerging industries to 2008' (indexed at TD/ANTA 75.04), published by the Australian National Training Authority in June 2003, identified the new, common technology that will be used in a number of key industries over the next five years. This document begins with a scenario using a fictional character to show how technology that exists now will affect the way we live and work in the near future. It then outlines how these technological changes affect workers, skills and training, using information from the 'Shared technology' project. It concludes with two questions for consideration: What challenges do we face in developing skills across industries that are sharing technology but using different work models? How can industry and vocational education and training agencies better collaborate so that skills keep pace with new and shared technology?

Documents from the 2003 National Industry Skills Forum are indexed at TD/ANTA 75.02, TD/ANTA 76.15, TD/ANTA 76.23 and TD/ANTA 82.192. Show less

This report offers a desk analysis of the automotive industry training package, in particular the documentation, to identify the extent to which the package redevelopment takes account of equity considerations. It is noted that there is no mention of equity considerations in the package, and this needs to be addressed. Show less

New and changing technologies impact on Australia?s workplaces and the people who work within them. Skills and knowledge are needed by these people to apply these technologies and the vocational education and training (VET) system has to keep pace and make sure that training products and services are up-to-date with current technology. The Shared Technology project, commissioned by the Australian National Training Authority (ANTA), provides a summary of the technologies that are likely to have an impact on a range of industries in the next five years to 2008. These industries include the automotive, electronics, building and construction, information technology, engineering, telecommunications and electrical industries. Four themes to emerge from this project are: there is a move to systems that are open and based upon international standards; there is a need for managers and employees to learn about these new technologies in order to plan and anticipate their impact on the day-to-day processes in the workplace; training is available for these technologies, but the source of training is not necessarily seen as being associated with the incumbent industry; there is a tendency for managers to regard new entrants who have the necessary 'soft skills' as more valuable to the organisation even though it is the existing workers who have the expertise to be able to work across legacy systems and within the new technology. Show less

The Australian Flexible Learning Framework aims to make the vocational education and training (VET) system in Australia more flexible in terms of responding to and anticipating the needs of VET clients. The first stage of the Framework gave priority to building the organisational and individual capabilities of VET providers and systems so that they could meet the e-learning challenge. According to an independent evaluation of its first two years of operation (indexed at TD/TNC 73.199), the Framework has made a substantial contribution to this aim. The evaluation identified strengths and weaknesses. During 2002, the Flexible Learning Advisory Group (FLAG) continued to build on the strengths and to address the main weaknesses. A major project to enhance communications and adoption of e-learning was undertaken. The second stage of the Framework aims to give priority to supporting the take-up of e-learning across the range of VET clients and providers. The implementation plan for 2003 (IP2003) draws key lessons from the first stage and documents directions and priorities for the second stage. It provides details of managing the Framework through five programs in 2003-2004: new practices in flexible learning; professional development; resources for teaching, learning and assessment; policy and research; communication and leadership. This paper outlines the management and operational arrangements for the IP2003. It describes FLAG’s role as the national advisory group for flexible learning, its role in overseeing the management of the Framework, program roles and responsibilities, including processes for the allocation and management of IP2003 projects, contractual arrangements between the Australian National Training Authority (ANTA) and managing agents, and reporting arrangements for programs.

The Implementation Plan 2003 is indexed at TD/TNC 73.551. The companion document, Australian Flexible Learning Framework for the National Vocational Education and Training System 2000-2004, is indexed at TD/TNC 61.92. Show less

This paper offers an analysis of the automotive manufacturing training package to identify potential equity issues. The analysis included: an examination of the training package documentation against the Australian National Training Authority (ANTA) checklist, including qualification and assessment guidelines and a selection of unit descriptors; consultation with assessors/trainers who have used the package, specifically including delivery to equity groups; and inital reports from the ANTA training package review. Show less