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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

The seminar’s purposes were to reflect on and to anticipate developments in the national vocational education and training system. These papers have been collected: Opening comments / Stuart Hornery; Challenging outcomes / David Kemp; National training framework / Mark Paterson; Overview: MAATS / Stella Axarlis; Training packages / Andre Lewis; User choice / Terry Moran; Flexible delivery / Terry Moran; Equity 2001 / Bonita Matijevic; Training market / Kim Bannikoff; VET at the crossroads / Phil Honeywood. 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

This paper describes the 2002 strategy phase of the Australian Flexible Learning Framework (AFL Framework). The AFL Framework is a unique, world-class initiative designed to create and share knowledge about flexible learning and to support its take-up by training organisations across the public, private and community vocational education and training (VET) sectors. This paper harnesses the existing knowledge base and applies it to the work program for the third year of the AFL Framework, taking flexible learning in VET to its next level. Show less

The necessity for TAFE institutes to become more flexible in their practice comes firstly from the demands of the marketplace as business and individual clients want access to knowledge and skills in consumer-friendly forms that fit their business and lifestyle arrangements. This final report provides a context for the author's research into the change planning process, culminating in a flexible delivery change management plan for the Wodonga Institute of TAFE. The plan outlines the directions and options for change available to the Institute within a series of interlocking strategies covering the development of the necessary learning resource systems, flexible learning services, workforce capability and an information and communication technology (ICT) framework. Included in the appendices are various tools for benchmarking, determining institutional innovation and flexibility, and leadership and teamwork. Show less

This brochure provides a brief background on the role of vocational education and training (VET) in the new information economy, a snapshot of the Australian Flexible Learning (AFL) Framework Budget and Activities for 2001 and an overview of the five broad goal areas of the AFL Framework. Show less

In mid-1995, the ANTA Board established the National Flexible Delivery Taskforce to provide advice on how to proceed at the national level to make training more flexible. ANTA funded 28 flexible delivery pilot projects to assist providers in trialing more flexible modes of delivery. The States and Territories established and administered the projects. This summary report is intended to provide an overview of the pilots conducted, their aims, achievements and methodologies and provide contact information. Show less

The vocational education and training (VET) sector is currently working towards supporting and implementing a national training framework, which promotes an industry-driven approach to training, and increased responsiveness by training organisations. This framework emphasises training packages which incorporate industry competency standards. Flexible delivery of training initiatives underpins the development of these packages. This resource has been developed in the context of flexibly delivered staff development, and looks at many examples of professional/staff development to help change attitudes or practices. Eight profiles of successful staff development initiatives have been compiled and analysed in some detail in relation to positive outcomes and barriers to implementation, as well as eighteen snapshots of good practice. Show less

Volume 1 outlines the major features and achievements of the Australian vocational education and training (VET) system nationally and provides some illustrative examples of specific initiatives undertaken by states, territories and the Commonwealth in 1998. The second volume contains the achievements of the Commonwealth and each state and territory measured against national priorities, and the third volume contains detailed information on the performance of the vocational education and training system in 1998. 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