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Delivering skills for the people of [New South Wales] NSW continued to be of the highest priority for the Board of Vocational Education and Training during 2007-2008. NSW continues to experience changes in economic conditions and shifts in the broader policy environment. For the Board of Vocational Education and Training, this has reinforced the need for a broad strategic approach to skills, training and economic growth. Highlights of the past year include:

The Board and the NSW Department of Education and Training collaborated during the year on the very important task of developing the NSW Strategic Plan for Vocational Education and Training for the next three years, 2008 to 2010. It is a singular achievement, bringing together State and Commonwealth funding accountabilities that link directly with the State’s regional and economic development priorities.

The NSW State Plan has provided the impetus for significant gains in our level of training effort, with continued increases in the number of apprentices and trainees in training. During 2007, 549,000 students were studying in publicly funded vocational education and training courses in NSW. The Board advises the NSW Minister for Education and Training on strategic policy and resource allocation to maximise the effectiveness of the State’s training effort, and coordinates performance reporting data.

During the year the Board undertook a strategic analysis of User Choice arrangements for funding apprenticeship and traineeship training in NSW. The analysis found that User Choice had contributed to growth in apprenticeships and traineeships and recommended changes that will increase the number of apprenticeships available under User Choice and prioritise traineeship funding.

Young people have continued to be an important focus for the work of the Board during the year. NSW is a leader in encouraging early entry into training for school students and school leavers and providing meaningful integrated pathways from school into training and work. A significant initiative has been the expansion of the take-up of apprenticeships and traineeships including the commencement of school-based apprenticeships in 2007.

By June 2008, there were 397 school-based apprentices in training in NSW. There are now opportunities for school students to commence vocational training at an earlier point in their schooling, in Years 9 and 10. In 2008, over 80 schools are offering vocational education and training courses to students in Years 9 and 10.

The second round of trade schools opened in 2008 at Campbelltown TAFE, St George TAFE, Queanbeyan High School, Tamworth TAFE, Wyong TAFE and Nambucca Heads High School. They bring together NSW government schools and TAFE NSW with employers to provide cutting edge training in industry areas where there is demand for skilled workers.

The Training our Workforce initiative announced by the NSW Government in 2007 for mature workers has continued to deliver skills recognition and further training in targeted skills shortage areas.

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This report reviews the Board’s activities and achievements in the 2005-2006 financial year in terms of the Board’s roles of: responding to vocational education and training needs and advising on resource allocation; encouraging innovation, partnerships and high-quality training delivery; understanding the vocational education and training marketplace and environment; and consulting the community and promoting the value of vocational education and training.

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The NSW Board of Vocational Education and Training (BVET) was established by the NSW Board of Vocational Education and Training Act 1994 to provide the New South Wales (NSW) State Government and the Minister for Education with strategic advice about the NSW vocational education and training (VET) system. The Board, which is appointed by the Minister, oversees policy and planning initiatives and fosters partnerships between key stakeholders in the NSW training system. The Board is a key source of advice to the Minister on state and national VET priorities. The Board's charter is to: (1) research and understand the marketplace and environment in which VET operates; (2) plan appropriate strategic responses; (3) advise on the suitable allocation of resources; (4) liaise with governments, industry and community groups; and (5) inform people about and promote the value of the NSW VET system. Following a review of the Board in late 2012, a decision was made to establish the NSW Skills Board to replace the Board and to oversee the implementation of Smart and Skilled reforms [policy document available in VOCEDplus at 114.1168] to the NSW VET system.

The Board's operations in the 2010-2011 financial year are presented in terms of its broad roles of: (a) advising on strategic policy and resource allocation; (b) responding to training needs; (c) encouraging innovation, partnerships and high-quality training delivery; (d) consulting industry and communities; and (e) promoting the value of VET. Show less

The Board of Vocational Education and Training (BVET) was established in 1994 to provide the State Government and the Minister for Education and Training with strategic advice about the NSW vocational education and training (VET) system. The Board's 2004-2005 annual report reviews activities and achievements in terms of the Board's role of: responding to vocational education and training needs and advising on resource allocation; encouraging innovation; partnerships and high-quality training delivery; understanding the vocational education and training marketplace and environment; and consulting the community and promoting the value of VET. Show less

The NSW Board of Vocational Education and Training (BVET) was established by the NSW Board of Vocational Education and Training Act 1994 to provide the New South Wales (NSW) State Government and the Minister for Education with strategic advice about the NSW vocational education and training (VET) system. The Board, which is appointed by the Minister, oversees policy and planning initiatives and fosters partnerships between key stakeholders in the NSW training system. The Board is a key source of advice to the Minister on state and national VET priorities. The Board's charter is to: (1) research and understand the marketplace and environment in which VET operates; (2) plan appropriate strategic responses; (3) advise on the suitable allocation of resources; (4) liaise with governments, industry and community groups; and (5) inform people about and promote the value of the NSW VET system. Following a review of the Board in late 2012, a decision was made to establish the NSW Skills Board to replace the Board and to oversee the implementation of Smart and Skilled reforms [policy document available in VOCEDplus at 114.1168] to the NSW VET system.

The Board's operations in the 2011-2012 financial year are presented in terms of its broad roles of: (a) advising on strategic policy and resource allocation; (b) responding to training needs; (c) encouraging innovation, partnerships and high-quality training delivery; (d) consulting industry and communities; and (e) promoting the value of VET. Show less

This is the annual report for the Western Australian Department of training. It contains reports on: operations; corporate governance; corporate services; key performance indicators and financial statements. Show less

The New South Wales (NSW) Board of Vocational Education and Training (BVET) aims to develop a training system in New South Wales which delivers outcomes of the highest quality, implements creative and innovative partnerships with the industries they serve, and ensures that it has an inclusiveness which develops work skills across the community. The Board also aims to increase public recognition of the value of vocational education and training (VET). The Board's charter is to provide strategic advice to the Minister, oversee policy and planning initiatives, and foster collaborative partnerships between key stakeholders in the training system.

A commitment to training quality has underpinned the Board’s work during the year in review. At both a state and national level, the Board continues to emphasise the importance of quality in training. The Board has also, during 2002-2003, demonstrated a strong commitment ensuring that all Australians have access to training opportunities. A range of projects and strategies has been implemented intended to address the training needs of disadvantaged groups. Projects focusing on the specific needs of Indigenous communities, people with a disability and people in rural and regional communities are detailed in this report. While this year has been one of change, the Board’s fundamental goal of ensuring that vocational education and training (VET) meets the needs of both individuals and industry remains constant. Show less

This is the third annual report for Skills Australia covering our second full year of operation. The report was tabled in Parliament on 28 October 2010. As defined in the Skills Australia Act 2008, Skills Australia's primary function is to provide expert and independent advice to the Minister in relation to Australia's workforce skills needs and workforce development needs. Skills Australia also provides advice on the skilled occupation list for independent migration and reviews and updates this advice on an annual basis. The report begins with the Chair's review, and details of Skills Australia's mission and function, Board, and Secretariat. It then reports on major activities within the six strategic priorities: (1) to analyse and provide advice on current and emerging skill needs in the Australian economy; (2) to assess evidence from commissioned research and stakeholders to inform Australia's workforce development needs; (3) to widely distribute information from research and consultations; (4) to provide and drive ongoing reforms to the education and training sector, including priorities for the investment of funds; and (5) to establish and maintain relationships with relevant state bodies and authorities to inform Skills Australia's advice and facilitate alignment of responses. Information is provided on other key projects (creating a future direction for the Australian vocational education and training sectors; enhancing skills for the development of Australia's infrastructure; green skills; Skills Australia's contribution to strategic discussion), stakeholder engagement, future directions, key dates, and management and accountability. Show less

This is the second annual report for Skills Australia covering its first full year of operation. The report was tabled in Parliament on 19 November 2009. As defined in the Skills Australia Act 2008, Skills Australia's primary function is to provide expert and independent advice to the Minister in relation to Australia's workforce skills needs and workforce development needs. Skills Australia also provides advice on the skilled occupation list for independent migration and reviews and updates this advice on an annual basis. The report begins with the Chair's review, and details of Skills Australia's mission and function, Board, Secretariat, and key dates. It then reports on achievements under strategic priorities (identifying priority skills needs across industry; planning for an uncertain future; maintaining skills development during the downturn; an education and training system that meets future skills needs; and reviews of the Australian and New Zealand Standard Classification of Occupations (ANZSCO) and skills needs in the construction industry), stakeholder engagement, management and accountability, and future directions. Show less

The function of the Commonwealth Department of Education is to administer programs of financial assistance to students and educational institutions, undertake research and advise the government on educational planning and policies from a national perspective. This annual report for the Department covers a period of 18 months, from January 1984 to the end of June 1985, a period that saw significant changes in the Department's operations. The report outlines the functions and objectives of the Department and the senior management structure as at 30 June 1985, and reviews its activities for the period under the following headings: Assistance for students; Aboriginal education; Language education; International relations; Overseas students; Office of Youth Affairs; Recent major initiatives; Research and statistics; Territorial education; State and Territorial Offices; Management. Included as appendices are: Department expenditure and revenue; Staffing statistics; New further education courses; Non-statutory bodies; Commissioned research projects; Enactments administered by Minister for Education; Addresses of Commonwealth Department of Education. Show less