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Authentic learning experiences that replicate workplace settings are essential elements of the student experience for optimising graduate employability outcomes. Work Integrated Learning (WIL) supports the development of generic attributes which are highly regarded by employers through embedding authentic learning experiences in curricular and co-curricular programs. The regulatory and standards-based environment which monitors and controls higher education institutions' operations is increasingly focusing on WIL and the employability capabilities of graduates. In addition, external stakeholders such as employers and community agencies expect that graduates are prepared for a global and uncertain job market. The ultimate aim is to build a competitive and sustainable Australian economy through ensuring a highly-skilled population. Higher education is considered a key mechanism for achieving this ambition. Reconceptualising curriculum development and assessment strategies is required in order to address these societal demands.

Embedding the development of employability capabilities in curriculum to ensure work-ready graduates is a priority for Curtin University as it aspires to provide authentic learning experiences where students apply theoretical concepts in real-world settings. Scaffolding skill development across curriculum is fundamental to quality curriculum design. Flexible industry and community partnerships are integral to implementing a practice-based curriculum, enabling the development of professional practice to be an integral component of the degree program. This paper presents a three-year Strategic Project, which aimed to enrich the student experience through establishing an institutional framework for WIL, as a case study to inform further WIL initiatives. It outlines strategies implemented to achieve the strategic goals, to introduce innovative approaches for establishing an institutional framework, and to enhance the student experience through WIL.

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This Profile is designed to identify the short-term priorities and directions for publicly funded vocational education and training (VET) in Western Australia based on needs. It identifies and explains planned resource emphasis for VET as well as specific occupational and skill competency development. Show less

This is an examination bank consisting of 24 questions and answers, covering the areas of: (1) materials and testing; (2) clicking, closing and stuff cutting; (3) making, finishing and shoe room; and (4) pattern cutting and grading.

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This report contains general and financial information for the Department of Employment, Vocational Education and Training (DEVET) for the period 1 July 1992 to 30 June 1993. Appendices include a list of departmental offices, colleges, bureaus and other centres, with addresses, telephone and facsimile numbers; and a list of recent and current DEVET publications. Show less

A Service Agreement with the Western Australian (WA) Department of Training and Workforce Development (the Department) binds the Electrical Utilities and Public Administration Training Council (EUPA) to undertake specific activities in reference to VET in schools, namely to provide leadership and industry advice to the Department concerning the development of VET in schools in WA. This project will: result in a clear understanding of the VET in schools environment by EUPA staff, Industry Working Groups and Board members; provide structure to EUPAs further engagement with the sector in alignment with service delivery requirements; and increase the effectiveness of engagement between the VET in Schools stakeholders and EUPA's industry stakeholders.

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This report calls for a reframing of Indigenous progress in higher education so that due emphasis can be placed on the very remarkable achievements of the many Indigenous people who have eagerly grasped the opportunity to experience university studies. The report shows that many of these students have overcome historical education disadvantage, as well as cultural, and in many cases financial and geographic barriers to achieve academically. Others have discovered that university life is not for them, but have left with greater self-confidence and an increased ability to interact positively both in Indigenous and mainstream communities. The findings show that despite government advice about [Higher Education Contribution Scheme] HECS, freely available in institutions, many students fail to appreciate the income contingent nature of the HECS-related loans, that HECS fees are deferrable and what happens to the HECS debt in the event that a student dies. In fact, people on low incomes benefit from deferred HECS repayment arrangements because they either never repay or they may benefit from an interest free loan. In addition, there are specific exemptions from compulsory repayments for people on low family incomes as well as provisions for financial hardship. The findings also show confusion about matters relating to ABSTUDY. Erroneous understandings about ABSTUDY allowances appear to be common within the Indigenous higher education community and there does not appear to be an appreciation that overall ABSTUDY is more generous than either Youth Allowance or Austudy in recognition of the educational disadvantage of Indigenous students. To date, as the report acknowledges, there is no evidence of a decline in overall student numbers following changes to ABSTUDY. The Department continues to closely monitor outcomes in this regard.

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These guidelines provide the detailed operational steps and procedures required to implement the Participation and Equity Programme (PEP) in TAFE. Topics discussed include; the social and economic objectives of PEP relating to TAFE, planning and evaluation of PEP courses and recruitment and selection of students and PEP curriculum policy.

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Both the [vocational education and training] VET and schools sectors are currently investing significant resources to promote more flexible approaches to teaching and learning. [Australian National Training Authority] ANTA Flexible Learning Toolboxes and the emergence of the Learning Federation are evidence that national initiatives are now seeking to use electronic and online mediums to promote flexibility. Yet for all the resources being channelled into the development of e-learning resources and learning objects, the uptake has been slow. This may be because there is limited understanding of how to implement e-learning solutions in both the VET and schools sectors. This paper reports on two innovative e-learning and assessment projects undertaken in the Western Australia VET in Schools arena in 2002. Both projects focused on retail training. The first ran at Forrestfield Senior High School between April and June; the second at Sevenoaks Senior College in August and September 2002. These projects have been identified nationally as best practice exemplars in the Practitioner Guide to Online Assessment that was commissioned by TAFE frontiers in Victoria. This paper shares the results of these implementation projects in perhaps one of the most difficult but rewarding educational arenas: VET in Schools.

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Now in its fourth year, significant progress has been made against the five 'Skilling WA' strategic goals and their respective priority actions since the inception of 'Skilling WA: a workforce development plan for Western Australia' in 2010. During this period, all priority actions have either commenced, been integrated into Government operations or have been completed. This final report provides a status update for each priority action and was prepared using information reported by lead government agencies, industry training councils, industry peak bodies and other key stakeholders.

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This study was designed to build knowledge and understanding of the student worker phenomenon. Its overall aim was to identify the nature of student workers' learning and development taking place through part-time and casual employment. More specifically the study explored the extent to which part-time and casual employment is providing opportunities for personal development, employment related skills acquisition and broad generic skills development. The study explored these issues from the perspectives of student workers themselves, parents, teachers and employers. Findings suggest that extended schooling years coupled with the growth in part-time employment opportunities may have influenced the substantial rise in student worker employment. Also, it is suggested that these opportunities have led to the student workers' personal growth and transition to adulthood and the learning of a broad range of generic skills which are currently neither recognised by nor integrated into the school and the vocational education and training (VET) system. The study also found that employers select student worker employees in preference to their unemployed young peers. It also identified a communication issue, where schools need to have information about student worker employment. Show less