Search Results

This project was funded by the Australian National Training Authority to benchmark good practice in assessment and training. The award winning Stara Model has been benchmarked with good practice assessment and training models in Regency TAFE, South Australia and Centrecare in Western Australia. The kit contains four booklets and a brochure. The brochure explains the project and the contents of the kit. The booklets describe different aspects of the project. 'The people', is a collection of profiles of some of the participants and the project co-ordinators. Its purpose is to provide individual perspectives of those directly involved in the development of the three benchmarked models. 'Feast: ingredients for good practice in assessment and training', reports on the project and how to ensure flexibility, empowerment, access, support and the commitment of the people involved. It includes quotes and information from all those involved in the projects. In 'Ingredients checklist for good practice in training', two models of training in Child Care and one in Hospitality are explored for principles of good practice. 'A recipe for success in bridging training: the Stara College Child Care Assessment and Bridging Project', explains the Stara Model in detail and was written by Karen and Jackie Ho. Show less

The transition to vocational education and training (VET) in schools programs based on training packages presents challenges to meet industry and accreditation requirements and to align with existing industry practices. For the specific context of a VET in schools course it may be necessary to satisfy both school sector and VET sector assessment requirements. This guide is designed to help teachers in schools and Registered Training Organisations (RTOs) to understand the requirements of the endorsed components of the Information technology training package and to make optimum use of other industry-developed teaching, learning and assessment resources available. It is intended to complement the available training package materials by offering interpretations and examples from a VET in schools perspective. Accompanying guides relevant to the information technology industry may be found at TD/TNC 61.32 and TD/TNC 61.33.

Training package resources for VET in schools for other industries are indexed from TD/TNC 61.30 to TD/TNC 61.45. Show less

This document aims to provide a record of the elements of training reform, in the context of the recent initiatives taken by Commonwealth and State Ministers for vocational education and training to improve Australia's training system in order to improve economic prospects and competitiveness. The National Training Reform Agenda (NTRA) is defined and components identified: competency based training; competency standards; recognition of training; curriculum, delivery and assessment; entry level training; training market; funding training; and access and equity. Attachments are: (1) acronyms and committees; (2) Commonwealth policy; (3) national policy; (4) mandated policy; (5) key events and documents in the National Training Reform process; (6) management structures; and (7) comparison between National Training Board first and second edition policies. It is suggested that the NTRA is developing into a workable system but that there are concerns that components are falling short of goals and are not fully meeting the needs of clients. 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

This report provides an overview of a visit undertaken to Germany by an Australian National Training Authority (ANTA) officer. The purpose of the visit was to review vocational education and training arrangements in the two countries and to identify any lessons for the Australian vocational education and training system. It provides a brief summary and analysis of the two systems and identifies linkages with the Australian vocational education and training system. Differences between the German and English vocational education and training systems are discussed briefly. The main part of the report focuses on emerging issues in the German and English systems, identifying five areas of particular interest to the Australian system: 1. The extent of industry involvement in and support for vocational education and training arrangements; 2. The value of a national vocational education and training/qualifications framework; 3. Balancing vocational training and general education; 4. Emerging issues in relation to training/learning and assessment arrangements; and 5. The rigour and effectiveness of quality assurance processes. The report concludes that all three systems are grappling with many similar issues and the lessons learned could be of particular importance in the continuing improvement of the Australian system. Show less

The transition to vocational education and training (VET) in schools programs based on training packages presents challenges to meet industry and accreditation requirements and to align with existing industry practices. For the specific context of a VET in schools course it may be necessary to satisfy both school sector and VET sector assessment requirements. This guide is designed to help teachers in schools and Registered Training Organisations (RTOs) to understand the requirements of the endorsed components of the Information technology training package and to make optimum use of other industry-developed teaching, learning and assessment resources available. It is intended to complement the available training package materials by offering interpretations and examples from a VET in schools perspective. Accompanying guides relevant to the information technology industry may be found at TD/TNC 61.32 and TD/TNC 61.34.

Training package resources for VET in schools for other industries are indexed from TD/TNC 61.30 to TD/TNC 61.45. Show less

This report is the outcome of a national Australian National Training Authority (ANTA) funded project, managed by the Western Australian Department of Training and Employment. It was commissioned to examine the extent to which the implementation of national Training Packages has encouraged alternative, more flexible pathways to Certificate III qualifications under the Australian Qualifications Framework (AQF) in trade occupations.

The report outlines the issues relating to each of the current and emerging pathways to trade qualifications in Australia. Investigation revealed that a range of alternative pathways exist that suit not only the changing nature of work but also the increasing number of mature age employees seeking career change. The valued role of the traditional apprenticeship system in providing training for trade qualifications is also acknowledged. It is shown that the continued use and development of skilling pathways other than the traditional system will depend largely on the capacity of these flexible arrangements to meet the needs of industry and employees through the provision of quality outcomes. Show less

The Australian Qualifications Training Framework (AQTF) includes a new standard for people assessing and delivering training on behalf of a registered training organisation (RTO). This publication details the mapping of requirements for trainers under sections 7.3 and 7.4 of the Standards for Registered Training Organisations (RTOs). The project to date has involved mapping three separate sets of competencies/qualifications: (1) the original Category 2 Competency Standards endorsed from 1994-1999; (2) Certificate IV in Workplace Training - a national course developed to meet these standards and accredited in South Australia (national course code 2081) in 1997; and (3) Victorian Certificate IV in Vocational Education and Training (course code 15559) accredited 1 July 1999. The process involved mapping and analysing the content of the designated courses/competencies against each of the units in the Certificate IV. In determining whether equivalence has been met, the content of multiple units/modules from the specified course, in combination, may comprise the content of a particular unit from the Training Package. Show less

This document presents an overview of information for vocational education and training (VET) in schools practitioners wishing to establish a valid and reliable assessment system for training in the racing industry. Approaches to developing assessment instruments are provided.

Training package resources for VET in schools for other industries are indexed from TD/TNC 61.30 to TD/TNC 61.41. Show less

The key objective of the Australian Quality Training Framework (AQTF), developed by the National Training Quality Council (NTQC) of the Australian National Training Authority (ANTA) board in conjunction with the states and territories in 2001, was to provide the basis for a nationally consistent, high quality vocational education and training (VET) system. There are two sets of standards under the AQTF: standards for registered training organisations (RTOs); and standards for state and territory registering/course accrediting bodies. These standards were reviewed in 2004 and this document contains the 28 revised standards that state and territory registering/course accrediting bodies must follow for: evaluating training organisations to ensure they meet, and continue to meet, the standards for RTOs; registration of training organisations; accreditation of courses; and national recognition.

Companion documents are indexed from TD/ANTA 81.03 to TD/ANTA 81.07. Show less