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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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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 documents the first comprehensive study of university construction education in Australia. The project was funded by the Australian Learning and Teaching Council (ALTC), as a discipline based initiative project, and provides a detailed overview and analysis of the issues facing the providers of construction degrees (construction management, quantity and building surveying) in Australia. This report achieves the following: (1) showcases the disciplines to all stakeholders including universities, industry and community and makes clear that the disciplines of construction management, quantity surveying and building surveying (collectively referred to hereafter as construction disciplines) deserve greater recognition for their contributions to stakeholders’ interests; (2) raises self-awareness of the disciplines’ characteristics, issues, opportunities and boundaries; (3) identifies teaching and learning challenges and opportunities for construction providers and highlights directions for future changes and developments; (4) provides a foundation for future research into construction education across the region; and (5) identifies areas for future research and changes required for the disciplines.

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This snapshot is the first of its kind undertaken by the Victorian Skills Commission (VSC) and is based on elements of the VSC's successful Regional Skills Taskforces conducted in the Mallee [available in VOCEDplus at TD/TNC 133.933] and the Great South Coast regions [available in VOCEDplus at TD/TNC 137.227]. The South East Melbourne Region of metropolitan Melbourne, encompassing the City of Dandenong, City of Frankston, City of Monash, Cardinia Shire, Mornington Peninsula Shire, City of Kingston and City of Casey is growing rapidly. A supply of highly skilled local workers is critical to underpin this growth and the vocational education and training (VET) system has a key role to play. However, the VET system and training delivery is not always aligned with the current and future skills needs of local employers. An employer-informed response can improve this alignment and help address current and emerging skills shortages, thereby ensuring that workers in the South East Melbourne Region are skilled, productive and employable.

The South East Melbourne Region has approximately 83,500 businesses and approximately 500,000 full-time and part-time jobs, which accounts for 18 per cent of all jobs in Victoria. The economic profile of the region reflects strengths in four key sectors: Manufacturing, Construction, Retail Trade, and Community Services and Health (CS&H). The logistics and tourism sectors are also expected to support future growth, particularly due to the geography of the region (proximity to well-connected transport routes, port access and cheap land) and its rich natural environment. The region is also seeing growing demand for locally produced high-value agricultural goods (including high-quality wines and other foods), giving local Food and Fibre businesses the opportunity to expand operations. While the outlook of local industries across the South East Melbourne Region is positive, its economic potential is dependent on the region's capacity to address existing workforce challenges and shortages.

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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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Work-integrated learning (WIL) is a signature feature of study in many higher education institutions. In business degrees, industry feedback is recognized as an integral part of the assessment of WIL, yet the role played by industry in appraising student performance in the workplace has not been clearly defined. Based on interviews with industry supervisors and academic mentors, this paper addresses the integration of academic and industry supervisor assessment practices designed to maximize student learning outcomes and capture the depth of the learning experiences during a work placement. A model of industry feedback was developed to incorporate planned assessment practices that achieve the learning outcomes agreed to at the start of the placement by all stakeholders: the student, the academic mentor and the industry supervisor.

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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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Across the globe, [technical and vocational education and training] TVET is being positioned as strategic assets in innovation and economic competitiveness, and as problem-solvers for socio-economic issues affecting their countries and therefore there emerge the need for strategic partnerships between TVET Institutions/TVET Institution with industries that go beyond the traditional funding of discrete research projects. Therefore, it is implied to have sufficient ground to undertake the study on this important and vital issue in sixteen [Colombo Plan Staff College] CPSC member countries. The purpose of this research is to examine and discuss the status of Industry Institute Linkages in the TVET system of the CPSC member countries. The goal of Institution-industry collaborations is to fully capitalize on the potential of both parties while simultaneously satisfying the mission and objectives of each partner. Here, the quantitative and qualitative approaches were deployed to conduct the research by collecting the data from the primary, secondary and tertiary sources through closed ended questionnaires. In order to analyze the qualitative data, the content analyses method is used to analyze the responses.

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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