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In this article, the chair of the Senate Employment, Workplace Relations, Small Business and Education Reference Committee's inquiry into the quality of vocational education and training in Australia, outlines the progress of the inquiry. The inquiry will evaluate the New Apprenticeships scheme, the quality of training outcomes, the nature and content of training packages and aspects of the Australian Recognition Framework. It will look at the system of approval and auditing for Registered Training Organisations (RTOs), and the role of the Australian National Training Authority (ANTA). The concerns of the TAFE sector are outlined, including the impact of 'growth through efficiencies', 'user choice', and Commonwealth funding policies. Show less

This article describes the development of a program by TAFE NSW to train the Sydney 2000 Olympic and Paralympic workforce in disability awareness, to ensure that they are skilled in removing barriers for customers with a disability. Show less

TAFE NSW Access Division creates pathways into vocational training, employment and further education through the development of programs and resources which provide for the underpinning of knowledge and skills required for employability and further education and training. Understanding disadvantage and the impact that a lack of skills can have on a person's education, employment or social participation is a key part of the planning for the delivery of quality education and training. The division's courses cover a wide range from entry level to tertiary preparation and diploma courses. The division offers access to pathways through education for people with particular needs and of all ages. The division's work also covers the development of a range of resources to support strategies for course delivery in many different environments, often in online or blended learning mode. It works closely with many other players in education and training in Australia, such as the Aboriginal Programs Unit, Gender Equity Unit, Multicultural Programs Unit, and schools. The division also plays a crucial role in the production of innovative materials and resources to support their work. For example, to help learners develop their English language and literacy skills required to achieve training package qualifications in the aged care industry, the division developed and produced the CD ROM 'Boronia village; communicating in aged care'. The 'Deadly bay - open for work' CD ROM is a language, literacy and numeracy multimedia learning resource for young Aboriginal and Torres Strait Islander people. Show less

Many new courses develop from particular partnerships that are regionally specific or specific to a new or emerging industry. The Certificate III in Marine Studies has been designed to meet the requirements of an emerging international market and to satisfy national needs for it. It was developed without the framework of a training package and, in September 2003, 18 students from Japan will begin their marine studies at the Coffs Harbour campus of the TAFE NSW - North Coast Institute.

This article is one of a number of articles presented in the section entitled 'Training packages: teaching and learning'. These articles are indexed from TD/NSW 74.02 to TD/NSW 74.05 and from TD/NSW 74.07 to TD/NSW 74.09. Show less

Australia's ageing population will result in the need to train new personal care workers as well as provide ongoing training for the existing workforce. The Hammond Care Group delivers training to its workers in partnership with a number of training organisations. Malcolm Geeves, their Director of Education and Pastoral Care, outlines four requirements that are needed of training providers that work with aged care organisations. These are flexibility, consultation, effective delivery (and assessment) and quality. An inset to this article describes TAFE NSW South Western Sydney Institute's Community Services Faculty's initiative of providing flexible workplace training at Certificate III and Certificate IV levels, in partnership with several aged care organisations. Show less

This study examines the nature of young people's learning experiences in the initial months of work. A small sample of 16 to 18 year old apprentices, trainees and 'junior' employees were interviewed about their attitudes to learning at work in their first year, and the areas or 'domains' where learning took place. Lastly, seven 'facilitating factors' are outined - those factors present which make it easier for young workers to learn across the full range of domains. Show less

This article provides a brief summary of the views expressed by speakers at the ANTA sponsored 'Spotlight on the Provider' national conference. Show less

This interview with Bob Puffett looks back on his 35 years with TAFE NSW. It looks at the contributions he has made as a teacher, as Institute Director of the Sydney Institute of Technology, and as a senior administrator with TAFE NSW, including his position as Assistant Director-General (TAFE) for the NSW Department of Education and Training. Show less

Since the publication of the Karpin Report in 1995 a number of significant changes have taken place in management education with a greater emphasis on partnerships between TAFE, the university sector and industry. Different formats of education are now often combined and the New South Wales (NSW) Premier's Department recently initiated a Graduate Certificate in Management which was delivered completely in-house in partnership with two universities. The NSW Department of Corrective Services has a similar management education program. These alliances have produced many positive outcomes because the organisation's learning objectives are informed by a solid theoretical base and are academically rigorous. Employees receive an accredited and transferable award and the tertiary sector benefits become more relevant as the gap between theory and practice closes. Show less

The following six case studies from different TAFE NSW Institutes illustrate innovative teaching and learning practices in vocational education and training (VET) where teachers are able to balance industry and workplace needs with educational system requirements to ensure that the learner’s needs have the best possible chance of being met. Reflective learning and a focus on real or authentic workplace problems emerged as important themes, as well as self-directed learning, collaborative learning partnerships and practice opportunities through placement or simulated learning. The case studies are: (1) innovative community projects as part of the Film and Television Certificate III at TAFE NSW - Hunter Institute; (2) integrating European and Indigenous arts practice in the Arts and Media section at TAFE NSW - Western Institute; (3) 100% online delivery of business administration in Administrative Services at TAFE NSW - Riverina Institute; (4) learning pathways model in Community Services at Canberra Institute of Technology; (5) digital storytelling in Foundation Studies at TAFE NSW - Riverina Institute; and (6) Indigenous Land Management at TAFE NSW - Western Institute. Show less