Search Results

Volume one, 'National overview', outlines the major features and achievements of the Australian vocational education and training system nationally and provides some illustrative examples of specific initiatives undertaken by states, territories and the Commonwealth. Volume two, 'Commonwealth, State and Territory achievements', contains a chapter on each state, territory and the Commonwealth on their full range of achievements in 1997 measured against the national strategy themes. Volume three, 'Vocational education and training performance', considers the performance of Australia's vocational education and training sector in 1997. It is the third national performance measurement report on the vocational education and training sector. Time series trends in performance are considered where information is available. Show less

Papers at this first national conference were: 'Challenges and opportunities in the national vocational education and training system' (B. Mansfield, P. Noonan, & B. Shaw); 'Intersection of training reform and industrial relations' (J. Diplock); 'Enterprise and union perspectives on training reform' (J. Fraser & J. Roe); 'Overview of recent developments in training reform' (M. Foley); 'Access and equity' (C. Parkinson); 'Responsiveness' (S. Beere & C. Bishop); 'Quality' (B. Kelly & B. Mackenzie); 'User choice and the training market' (P. Harmsworth, B. Jones, & R. Shreeve); 'Efficiency' (C. Bloch & P. Burroughs); 'Conference dinner speech' (R. Free); delivering a national system of vocational education and training - 'Importance of TAFE' (G. Ramsey) & 'Role of private providers' (L. Martin); 'Skills for the future' (S. Holland & G. Mitchell); 'Karpin report on management skills' (J. Vines); 'Small business' (S. Firebrace & K. Grenot); 'Future workforce skills' (J. Borthwick & B. Parmenter); 'Targeting resources to industry needs' (T. Dumbrell & T. Jackson); 'Stanell skills development program' (P. Cheers & B. Mendis); 'Southcorp Wines' (G. vom Berg); 'Dalwallinu District Hospital multi-purpose service' (K. Puzey); 'Cape Flattery Silican Mine' (A. Temperley); 'Best practice - what it means' (D. Casey & S. Hornery); 'Development of the national vocational education and training system: commonwealth and state perspectives' (N. Shehadie, M. Foley, & H. Storey); 'Keynote speaker' (P. Keating), (TD/TNC 41.35); 'ANTA Research Advisory Council' (G. Ramsey); 'VET research needs' (F. Thorn); 'Improving the relevance of competency standards' (P. Hannigan); 'Linking standards, curriculum, assessment and qualifications' (B. Kennedy & A. Mibus); 'Assessment' (P. Alexander & P. Byrne); 'Implementation of the national framework for the recognition of training' (T. Fiddes & P. Neden); 'ITABs - their role, relevance and accountability' (C. Parkinson); 'Opportunities for group training' (M. Butcher & T. Quinn); international - 'Exporting vocational education and training' (B. Mackenzie & H. Symes) & 'Strategic VET export links' (R. Peacock); professional development - 'CBT in action' (J. Kelleher); 'Conference close' ( B. Finn). Show less

These guidelines outline the preferred contents of the Industry Vocational and Training (VET) Plans for 1996-1997. The Industry VET plans are developed by the Industry Training Advisory Bodies (ITABs). The Plans form the basis of a national strategic plan for training within their industry. The ITABs develop the Plans in consultation with the industry, State and Territory ITABS, community groups and so on. Show less

The Australian Flexible Learning (AFL) Framework is a five year strategic plan to accelerate the adoption of e-learning (electronic learning) in vocational education and training (VET). The AFL Framework is supported by an annual implementation plan. It was originally adopted in 1999 under the name 'Flexible learning for the information economy: a framework for national collaboration in vocational education and training (VET) 2000-2004'. The framework was endorsed by the Australian National Training Authority (ANTA) to support the adoption of flexible learning modes and to position Australian VET as a world leader in using new technologies in vocational education products and services. The AFL framework has since been rebadged as the 'Australian flexible learning framework for the national vocational education and training system 2000-2004' (AFL framework).

The 'Australian flexible learning framework for the national vocational education and training system 2000-2004' is indexed at TD/TNC 61.92. The 2000 and 2001 strategies are indexed at TD/TNC 62.911 and TD/ANTA 69.19. Related documents are indexed from TD/TNC 69.668 to TD/TNC 69.670 and from TD/TNC 69.697 to TD/TNC 69.699. Show less

This document is the Australian National Training Authority (ANTA) Board's response to the policy discussion paper 'Learning for life: review of higher education financing and policy: final report' (TD/TNC 53.20) released by the Review of Higher Education Financing and Policy Committee, a paper often referred to as the West Report or the West Review. While the ANTA Board supports a number of aspects of the discussion paper, its overriding concern is that the emphasis of the discussion paper is overwhelmingly on the higher education sector, and that the vocational education and training perspective has not been adequately incorporated into the discussion paper. Show less

In August 1999, 'Flexible learning for the information economy: framework for national collaboration in vocational education and training 2000-2004' was endorsed. The framework has been developed by the Education Network Australia Vocational Education and Training Advisory Group (EdNA VET Advisory Group or EVAG) and represents a strategic plan for the five-year National Project allocation for Flexible Learning. It is designed to support both accelerated take-up of flexible learning modes, and to position Australian Vocational Education and Training (VET) as a world leader in applying new technologies to vocational education products and services. This publication provides an overview of the changes to the Australian VET system and the guiding principles and goals of the framework for national collaboration in VET 2000-2004.

The Framework has been rebadged as the Australian Flexible Learning Framework for the National Vocational Education and Training System 2000-2004. The 2000, 2001 and 2002 strategies are indexed at TD/TNC 62.911, TD/ANTA 69.19 and TD/TNC 69.667 respectively. Show less

This publication outlines the National Training Quality Council (NTQC) policy on delegations under the Australian Quality Training Framework (AQTF). The processes and requirements are designed to ensure the quality and mutual recognition of decisions made under a delegation. It outlines the processes and requirements to be applied by all jurisdictions to all delegations under the AQTF. Show less

This broad national strategy identifies key areas for improving vocational education and training (VET) outcomes for indigenous people in Australia. It provides a new vision for the participation of indigenous people in VET and was developed through consultation with various indigenous organisations and community groups, State, Territory and Commonwealth Governments, employer bodies, and training providers. The strategy requires a partnership between indigenous Australian communities, governments, industry and training/education providers. This document begins with an overview of the vision for VET for indigenous Australians, the evolution of this strategy and its relationship to other existing VET policies, and aspects of the disadvantaged status of indigenous Australians. It then describes the actions within the four objectives of the strategy and the key performance measures for each objective. The four objectives are: to increase the involvement of indigenous people in decision making about policy, planning, resources and delivery in VET; to achieve participation in VET for indigenous people to equal that of other Australians; to achieve increased culturally appropriate, and flexibly delivered training, including the use of information technology, for indigenous Australians; and, to develop closer links between VET outcomes for indigenous people, industry and employment.

The companion document, 'Partners in a learning culture: blueprint for implementation from 2000 until 2005', is indexed at TD/TNC 62.913. Show less

Volume one, 'National overview', of the Australian National Training Authority's (ANTA's) Annual National Report for 1996 outlines the major features and achievements of the Australian vocational education and training system nationally. It provides some illustrative examples of specific initiatives undertaken by states, territories and the Commonwealth. The second volume of ANTA's Annual National Report contains the achievements of the Commonwealth and each state and territory measured against national priorities. The third volume of ANTA's 1996 Annual national report looks at a range of specific key performance measures (KPMs) for the VET sector. The key performance measures cover participation in VET, TAFE graduate destinations, employer satisfaction with VET, successful outputs in VET, unit costs and actual and planned activity. Show less

The 1995 report is presented in three volumes. Volume one outlines the major features and achievements of the Australian vocational education and training (VET) system nationally and includes details of training reforms, the review of the Australian National Training Authority (ANTA) agreement, national programs and projects, inter-state cooperative projects, and financial information. Volume two contains the achievements of the Commonwealth and each State and Territory against the national priorities. Volume three, 'Benchmarking VET: the performance of the vocational education and training sector in 1995', presents information on the performance and characteristics of the VET system. Show less