Search Results

The Australian and New South Wales (NSW) vocational education and training (VET) systems are large and complex. As an indication, in 2001, more than 1.75 million students across Australia undertook a VET course. In the same year, TAFE NSW provided more than 504,000 people with access to more than 1,000 courses to develop their skills for work.

The TAFE Industry Partnership Centre (IPC) was asked to provide the industry partners at Australian Technology Park with a plain English guide to the Australian and NSW VET systems, particularly those parts of the systems that are of interest and relevance to small to medium enterprises. IPC developed this guide in consultation with major stakeholders and some industry partners to meet that need.

The guide includes an acronyms list and web links. Show less

Fast pace, rapid technological development and intense personal vision are challenges for the TAFE NSW Information Technology, Arts and Media (ITAM) division. A 14.1% growth in enrolments and the highest growth of annual student contact hours portrays a healthy future for the division. It covers a diverse range of program areas including design, fine arts, library services, clothing and footwear as well as information technology and telecommunications. Some of the trends at the ITAM division are the blurring of boundaries between the areas and a merging of skills as well as greater specialisation. Technology training is taken up by a diverse range of individuals who carry their skills across different occupations. The ITAM division collaborates with the Business and Public Administration Division in the collection of information on cross-industry areas such as accounting and information technology (IT) and marketing, design and advertising. The ITAM division is also involved in such programs as the state-wide socio-economic development initiatives of the Board of Vocational Education and Training's (BVET) international computer driving licence (ICDL).

Digital Design, Animation and Effects studies are part of the ITAM division and are offered at the Silicon Graphics Centre campus of TAFE NSW - Sydney Institute. It is the largest educational silicon graphics centre in South East Asia and the first internationally accredited Discreet Training Centre (DTC). It is also the only training centre in Australia with two level three character animation instructors.

The ITAM division has built strong industry links with the world of theatre costumes through their Diploma of Costume. A recent Theatre Costume Showcase displayed the many talents and skills of this year's students' costumes, accessories and research. The department regularly gets called on for assistance when there is a rush on a film or theatre project. Show less

This document is an update to 'Vocational education and training (VET) in schools: information about implementation for 2002' (indexed at TD/WA 73.09). It provides advice about the VET in schools component of the New Framework for Vocational Education (MCEETYA 2001). In addition to the VET in schools component, the New Framework addresses the broader vocational education needs, particularly enterprise education and student support for career education. Planning details for enterprise education and student support for career education are contained in 'Integration & enterprise and vocational education (EVE) across the curriculum 2001-2004' (Department of Education 2001) (indexed at TD/WA 73.12). The new information in this edition is advice about the new arrangements for provision of outsourced training.

A revised edition of this document is indexed at TD/WA 73.11. Show less

This annual report outlines the functions and mission of the State Training Board, its operations and strategic plan. The past twelve months has been a period of significant change for the State Training Board both in terms of its role and membership. The McRae Review of the Training Sector [available in VOCEDplus at TD/LMR 86.56] set the foundation for a major shift in the role of the State Training Board. The Board's new role will enable it to place a greater focus on promoting the strategic priorities for the vocational education and training (VET) sector. Consistent with its new role, the Board will embark on a major consultation phase as part of the development for the first time of a State VET Strategy [available in VOCEDplus at TD/WA 77.02]. The report lists highlights and achievements for the year, including the development of the annual State Training Profile, the Training Sector Review, the adoption of the Review recommendation that the Department of Training be responsible for the development of the State Training Profile and management of the industry training advisory bodies (ITAB) network, and its key role in the development of a Science and Technology Innovation Strategy for vocational education and training.

Edited excerpts from publication. Show less

This document provides advice about the VET in schools component of the New Framework for Vocational Education (MCEETYA 2001). In addition to the VET in schools component, the New Framework addresses the broader vocational education needs, particularly enterprise education and student support for career education. Planning details for enterprise education and student support for career education are contained in 'Integration & enterprise and vocational education (EVE) across the curriculum 2001-2004' (Department of Education 2001) (indexed at TD/WA 73.12). The report describes the concepts, funding parameters, cluster arrangements, timelines and costs associated with implementation. It also outlines the planning and reporting processes. Plan outlines are provided.

Revised editions of this document are indexed at TD/WA 73.10 and TD/WA 73.11. Show less

This report reviews the findings of research into the use of workplace based learning in the senior secondary school curriculum in Australia. Workplace based learning links the use of vocationally-based curriculum delivered in schools (or TAFE) with assessed learning in the workplace. The 1997 report 'Reforming schools through workplace learning' (indexed at TD/TNC 50.38) explored the use of workplace based learning and its impact on school organisation and reform and schools' relationships with their communities. Six secondary schools participated in the study. In the six years since the original report, there have been significant developments in the Australian education and training arena with 'VET in schools' programs becoming widespread in all States and Territories. This current report revisits the original six case study schools to review the long term impact of the adoption of workplace learning on the schools and their communities. The first section summarises the key findings from the current research and relates these to the original findings and issues identified in the 1997 report. The second section provides a case study for each of the six schools, incorporating a brief overview of the situation in 1996 and a comparison of that with the current use of workplace based learning. Show less

In the announcement of its 2002/2003 budget, the Commonwealth Government notified its intention to withdraw funding for state and territory industry advice from 1 July 2002. Until now, the majority of the total funding allocation for industry advice has been directed to funding agreements between the South Australian Minister for Employment, Training and Further Education and the 15 South Australian industry training advisory bodies (ITABS), for the provision of advice and services on industry training requirements, quality of training and advocacy for a training culture in industry. The Minister has instigated this review to assist with the establishment of means by which the government can access high quality advice on training from industry.

The intent of this paper is to prompt consultation on future industry advisory arrangements, with responses invited from all interested employer, employee, industry, government and statutory bodies. The review is to focus upon: (1) How the State Government can best receive high quality industry advice; (2) The most appropriate arrangements for the provision of such advice, which: ensure tripartite arrangements; sit within budget parameters; and are implemented in a respectful and timely fashion; and (3) The interim processes which should be put in place to best manage the achievement of the above.

This paper is released for broad consultation during July 2002, with recommendations forwarded for consideration by the Minister during August 2002. It is presently intended that implementation of new arrangements will occur from 1 September 2002, with full operation by 1 January 2003. During 2003, new arrangements will be settled, monitored and possibly adapted if necessary.

Edited excerpts from publication. Show less

The second World Congress of Colleges and Polytechnics was held in Melbourne, Australia in March 2002. The Congress explored outcomes aligned to themes of accessibility, technology and globalisation, strengthening partnerships and youth as a vocational education and training (VET) customer. Representatives from colleges and polytechnics from many countries shared experience and insight over a wide range of VET issues including VET as a positive force in economic and social development, best practice in the governance and management of institutions, the latest developments in curriculum and delivery approaches to VET and lifelong learning, and the development of global linkages intended to support colleges and polytechnics in all countries. This paper was presented under the theme of strengthening partnerships and as part of the workshop on successful industry partnerships. The paper outlines how Northland Polytechnic in New Zealand has developed strategies and processes that have enabled it to play a major role in the economic and industrial development of the region. The region is one of low socio-economic status, high unemployment, and a low workforce skill base and has the highest proportion of indigenous population in New Zealand. Northland Polytechnic developed a strategy in partnership with the marine and forestry industries to foster the growth of these two under-utilised resources.

The volume of papers is indexed at TD/TNC 71.726. Selected papers are indexed from TD/TNC 71.727 to TD/TNC 71.766. Show less

A narrow concept of modern management has been suggested to exist in China. Based on a nationally derived dataset of 465 organisations, this paper argues that this narrow conception extends to perceptions of skill and skills development and results in two further characteristics. Firstly, these conceptions lead to an emphasis on quantitative measures of staff skills (and a consequent emphasis on qualification rather than skill). Secondly, these conceptions lead employers to hold limited expectations of the education system from which they seek compliant, obedient and honest workers who will follow instructions without question. Conceptions of modern management and of skill in China have developed out of quantitative, production oriented traditions that have tended to downplay the human side of management, organisational development, career development and skills development for all but the educational elite. It is argued in this paper that a segmented labour market is emerging as some organisations are moving further away from such narrow definitions. These tend to be resource rich larger enterprises, often in modern growth sectors (such as telecommunications and high technology) and organisations exposed to foreign practice (either by virtue of foreign ownership or investment, or as a result of exposure to the pressures of global competition through operation in international markets).

Published abstract reprinted by permission of the copyright owner. Show less

When TAFE NSW - Southern Sydney Institute sent an informal email to the Mortgage Industry Association of Australasia (MIAA) to have the name of its Bankstown College included on their website, this resulted in an online partnership between the two institutes. The TAFE NSW Bankstown college was developing the TAFE NSW Certificate III in Mortgage Lending course as an online course and wanted the Association to be aware of this. The partnership with MIAA resulted in the course now being available online and teachers being involved in ‘Introduction to Training Online’ (ItTO) courses. The location of teachers and students are no longer a barrier to participation in the course and the accredited qualification is transferable between employers and states.

This article is one of a number of articles in this issue presented in the section entitled ‘Special report: teaching in partnership with industry’. These articles are indexed from TD/NSW 72.01 to TD/NSW 72.06 and at TD/NSW 72.08 and TD/NSW 72.09. Show less