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This Industry Training Federation (ITF) 20th anniversary publication documents the development of New Zealand's industry-led system of work-based learning and apprenticeships. The story, presented from the perspective of past and present stakeholders, relates three decades of history and the challenges and opportunities that lie ahead. The report draws attention to the call to 'bring back apprenticeships', not just in New Zealand but internationally; a response to the sense that apprenticeships were a good thing that somehow got lost. This realisation is manifested in deliberate policy efforts to revitalise and increase the number of apprenticeships and work-based learning in general.

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Since the early 1990s, reform actions by state and commonwealth governments have been focussed on increasing the efficiency, flexibility, quality and responsiveness of the vocational education and training (VET) sector, in particular the VET sectors responsiveness to the skills needs of industry. However, the needs of industry, and more specifically individual enterprises, are not necessarily aligned to the objectives of registered training providers (RTOs) whose performance is invariably measured by [Australian Quality Training Framework] AQTF compliance and achieving funding outcomes aligned to the attainment of an AQF qualification. This paper is intended to be the first of a series of papers on exploring industry or enterprise engagement models. This paper is based upon a hypothesis that the general focus of existing industry engagement models, while recognising the need to engage with industry or an enterprise, are primarily RTO centric and influenced by issues such as funding for qualifications and compliance to the AQTF. While acknowledging the validity of such influencers, particularly in meeting the broader-based requirements of individuals seeking entry into an industry sector, it is argued that they may overly distort an RTO’s philosophical, cultural, and subsequent business approach to the way it seeks to engage with industry and enterprises.

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The New Zealand Government intends to undertake consultation on preferred options to address concerns and objectives for reform of the vocational education and training (VET) system, which are: (1) the structure of the Institutes of Technology and Polytechnics (ITP) system; (2) the delivery of work-based learning; and (3) industry standards-setting and skills leadership. The Government has committed to disestablishing Te Pukenga and replacing it with a system that restores regional decision-making and connections between Institutes of Technology and Polytechnics (ITPs) and their communities.

The Government is seeking feedback on proposed reforms for three parts of the vocational education system through this consultation: (1) a redesigned Institute of Technology and Polytechnic (ITP) network that retains access to ITP provision in all regions through a combination of stand-alone and federated ITPs; (2) options for an industry-led system for standards-setting and industry training; and (3) changes to vocational education funding from 2026 (in addition to those agreed for 2025) to better support the reformed system.

The consultation document provides a number of feedback questions for each proposal and invites input on any or all of the proposals by 12 September 2024. The accompanying regulatory impact statement (RIS) provides background on the VET system, the previous government's reforms of VET, and details of the Government's objectives and priorities for future reform in each of the three areas identified above. After public consultation is completed, the Government intends to make final policy decisions on the proposals in this document in November 2024.

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The purpose of this report is to discuss a number of issues at Leederville College of TAFE. An inspection of the premises found that the area is not flexible enough and there is a problem in incorporating scaffolding and rigging classes simultaneously. Classrooms and equipment are also inadequate. Space to carry out training exercises and a model building to allow construction of high rise scaffolds are also needed. The report recommends the siting of a practical training area close to the heavy construction and manufacturing sector. A joint venture with other training partners should give consideration to finding a suitable location and provide funding for the development of a proper training section. There is also a need for further courses to be developed and for the addition of literacy and numeracy components to courses now conducted. The report includes a list of required facilities and equipment.

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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

This material is a guide for trade lecturers working on job-oriented migrant education courses for migrant skilled workers. It is a handbook of practical suggestions to help specialised lecturers teaching migrants and the material is designed to provide the kind of comprehensive guidelines, background information, and practical English as a second language (ESL) techniques that trade lecturers may require.

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The Business-School Connections Roundtable was established to oversee the development of a practical strategy to ensure all schools can benefit from a business connection, with the aims of improving educational outcomes, harnessing business as a partner in education, and increasing successful partnerships. This report outlines the clear benefits that students can gain when businesses partner with their schools, as well as the benefits for the schools and businesses themselves. It describes the factors which underpin sustainability and success, and barriers which still exist and may prevent the schools and businesses from working more closely together. The recommendations suggest solutions to many of these barriers - based on a partnership approach, and building on and complementing initiatives which are already driving reform in education.

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During 2002, the Research Centre for Vocational Education and Training (RCVET) at the University of Technology, Sydney (now OVAL Research: the Australian Centre for Organisational, Vocational and Adult Learning) conducted a major research program under the title of ‘An industry-led VET [vocational education and training] system: issues for policy, practice and practitioners’. Two strands of inquiry were followed, a policy strand and a practice/practitioner strand. The research focused on the four vocational areas of tourism/hospitality, manufacturing, information technology (IT), and prevocational training (or cross industry, providing generic and employability skills). This report presents the outcomes of a survey of private Registered Training Organisations (RTOs) on their views about working within an industry-led VET system. Six private RTOs of various sizes and industry sectors from three States (New South Wales, Victoria and South Australia) were interviewed in the course of the survey. A senior member and a number of teachers/trainers from each RTO took part in the survey, and teachers/trainers and students undertaking courses in one of the focus vocational areas also completed a questionnaire. Employers linked to the RTOS were also surveyed as to their satisfaction with the VET system. Students were surveyed on their views about industry involvement in their courses. The report outlines the responses of RTOs to issues associated with industry involvement in their work, relationships with industry, barriers to industry involvement and areas where more industry involvement would improve outcomes, and whether an industry-led system should continue to be the goal of VET in Australia. Overall, there was very strong support among all private RTOs interviewed for the view that the shift to a more industry-led VET system had been successful although there was divergence of opinion among the RTOs on exactly what was meant by an industry-led system. Employer and student views are also presented. The predominant view of employers was one of satisfaction with training packages reflecting their training needs and of the importance of both on- and off-the-job training. Students believed that industry should be actively involved in what is taught in their course and, in most areas, the majority of respondents thought that industry was involved.

The research program produced a scoping paper outlining contemporary changes impacting on an industry-led VET system (indexed at TD/TNC 71.200) and six reports (indexed from TD/TNC 72.542 to TD/TNC 72.547). Show less

The aim of this publication is to document important and interesting training developments in Western Australia. It includes information on training offered by the Department and examples of best practice taken from the private sector. This issue discusses women considering a non-traditional career in trades such as electrical mechanics. It introduces the new executive team entrusted with the task of leading TAFE Colleges and the Western Australian vocational education and training system. It then looks at the restructuring of the wine industry by the Food Industry Employment and Training Council. Show less

This report examines the proposal, put forward by the Curtain Manufacturer's Association of Western Australia, for the establishment of a training course in the soft furnishing industry. It looks at similar courses which are currently available and makes recommendations for a coordinated development of a three year apprenticeship course.

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