Search Results

When members of AUSTAFE, the Australian professional association for managers in vocational education and training (VET), visited the United Kingdom, they were interested in the development of National Centres of Vocational Excellence (CoVEs) and to learn about best practice and understand similarities and differences. CoVEs are tasked to provide for the development of the skills and careers of those already in work as well as to enhance the employability of those entering the labour market. The aim is to secure enhanced vocational learning opportunities in post-16 learning with an emphasis on post-19 provision, to upskill the workforce and develop work-based learning and to increase proactive employer/college engagement for the development of innovation. Show less

This report is about career guidance in English secondary schools, and how it could be made better. Career guidance has been much criticised, but what would it look like were it good? To find out, visits were undertaken to six countries [Canada (Ontario), Finland, Germany, Hong Kong, the Netherlands and Ireland] where earlier studies suggested that both career guidance and educational results are good, and discussions held with teachers, pupils and ministry officials. Five independent schools in England were also visited as a result of good anecdotal reports. In addition, a study was made of the available literature on career guidance in state schools. From all this input, a judgement was made on what 'good' career guidance looks like. These judgements are presented in the form of eight benchmarks, identifying different dimensions of good career guidance.

English secondary schools were then surveyed to see how they measure up against the benchmarks, and PricewaterhouseCoopers was asked to do an independent exercise to identify the costs of implementing the benchmarks across the system, resulting in the report 'Assessing benchmarks of good practice in school career guidance'. Drawing on all this work, a set of recommendations about how the English system could improve has been developed. The report focuses on the English system but the benchmarks would be equally applicable to the other nations of the UK. 'Career guidance' has been broadly interpreted to include all those activities intended to assist young people in making decisions about future education, training and jobs.

Edited excerpts from publication.

The appendices are included in a separate document. The appendices are as follows: Appendix one: Reports from the overseas visits; Appendix two: Reports from the independent school visits; Appendix three: Key literature resources; Appendix four: Contributors and consultees; Appendix five: The school survey. Show less

This paper presents reflections on an international field trip for Indigenous students enrolled in an Education degree at a university in Australia. The field trip was co-developed with staff, students, and community partners of a Canadian university, as a pilot project to prepare Indigenous students for work in various cultural contexts. This paper outlines considerations for planning and coordinating an international career development opportunity, from inception to completion. Successes and failures of the program are discussed, recognizing the pitfalls that plague many well-intentioned program developments. The paper then argues for an intentional and generative approach in co-developing and co-delivering international learning experiences. Finally, it offers reflections on the need for more explicit alignment between academic outcomes and career aspirations, supporting students to articulate knowledge and skills acquired to translate them into the world of work.

Published abstract. Show less

With the need to focus on design-driven innovation it has become evident that there is a need to implement fashion knitwear into education nationally. Knits are a huge part of the apparel market of today that sees comfort as a priority as opposed to a previous world of non-stretch apparel. Hence, Australia must strive for a skilled fashion knitwear workforce that understands the technical skills, but more importantly has a design-driven focus; that is, can work backwards from the design and price point of the finished product whilst also designing within the technicalities and limitations of the machinery. Previously knitwear has been taught within the textile design and development sector of education, focusing on technology as opposed to designing fashion product. With industry supporting the need to train fashion knit specialist designers it is evident that knitwear must be included within the current fashion design programs nationally.

The Fellow visited universities that are leaders in the delivery of knit specialisation education to investigate current teaching strategies in fashion knitwear. Universities visited included Nottingham Trent, De Montfort and Central Saint Martins College of Art and Design in the United Kingdom and Hong Kong Polytechnic and Hong Kong Design Institute in Hong Kong. Information gathered will be incorporated into teaching and learning strategies in textiles, clothing and footwear (TCF) education nationally that will inevitably lead to increased innovation in the Australian TCF industries knitwear sectors, thus ensuring Australia a more competitive edge internationally.

Published executive summary. Show less

The International Specialised Skills Institute (ISSI) is an independent, national organisation that works with Australian governments, industry and education institutions to enable individuals to gain enhanced skills and experience in traditional trades, professions and leading-edge technologies. Fellows travel overseas and, upon their return, are required to pass on what they have learned through a detailed report, recommendations for improvements and delivering training activities.

Specific learning difficulties (SpLD) encompasses a range of language based processing difficulties that affects the process of reading, spelling and mathematics. Education for students with SpLD in Australia is currently lagging behind world best practice, especially for young adults. Teachers lack the knowledge and skills to provide appropriate support because of inadequate training in this area. In this report, the Fellow, working in the Community and Transitional Education (CATE) department at Holmesglen Institute of TAFE, details visits to schools in England and the US to learn about best practice education models.

The specific aims of the Fellowship were: (1) to investigate how SpLD specific schools/colleges in England and America are set up to provide and cater for students with SpLD; in particular the similarities and differences between the structures of the three different schools to give three varied examples of best practice that education providers and educators can utilise and model in Australia; (2) to explore and investigate current teaching methodologies, practice and classroom strategies used in the three education models at the Shapwick and Blossom schools in England and at Landmark College in America, with the aim to replicate some of this in an Australian teaching setting; and (3) to understand how student outcomes are monitored and assessed with regard to wellbeing and academic success in all three educational models, to enable Australian educators to understand and adopt worldwide current assessment tools to show student success. Show less

Purpose: The proliferation of undergraduate paramedicine programs has led to a surge in demand for work integrated learning (WIL), placing pressure on domestic ambulance service placement capacity. The objective of this study was to establish a baseline understanding of international WIL in paramedicine university programs. Design/methodology/approach: A cross-sectional study design was utilized to gather data from Australasian universities offering undergraduate paramedicine. A telephone survey was used to gather quantitative and qualitative data using a tailored questionnaire. Findings: Of 15 eligible paramedicine programs, seven program leads participated. All offered international WIL, predominantly short-duration format in locations including United Kingdom, USA, Israel, Nepal, Indonesia, Timor-Leste, New Zealand, South Africa, Finland, Canada and Vanuatu. Two distinct models were identified: academic-accompanied, group 'study tours' and unaccompanied individual placements. International WIL is common in paramedicine but placement models, rationale and expected learning experiences are diverse. Originality/value: International WIL is an increasing component of paramedicine and other health discipline degrees, yet the pedagogical rationale for their inclusion and typology is not always clear. This paper provides an insight into the variance in international WIL typology in a single health discipline highlighting the heterogeneity and need for future research linking into the structure, support and assessment of international WIL.

Published abstract. Show less

The 2019 TAFE Study Tour to North America was organised by TAFE Directors Australia (TDA), and supported by its global industry partners Cisco and Optus, to better understand the Canadian and US contexts. The need to look outwardly is even more important given TAFEs now operate in a globalised economy and in the world's largest growth market of Asia. By understanding what's happening in other jurisdictions, Australian TAFEs can better anticipate the massive labour market shifts that are occurring, and gain insights into how they can respond. The tour focused on the Niagara, Toronto and Washington DC markets and included visits to institutions, quality assurance bodies, government and industry. The latter was spearheaded by Cisco and Optus, who provided backing for the study tour and access to its global network and expertise. This report provides a tangible record of what was an extremely successful event, and provides a platform for future advocacy efforts with government. The summary of themes from the tour were: equipped for a dynamic digitised world; funded to undertake applied research; and meeting demand for 'Blue Tech' jobs.

Excerpts from publication. Show less

The purpose of this Fellowship was to enhance and develop the maritime training delivered to indigenous Australian students, not only in the Torres Strait but elsewhere in remote and regional Australia. It involved a comparison between remote maritime regions in Canada and the Torres Strait region within Australia, given the similarities between the two communities. The specific aims were: (1) to investigate different methodologies in training and assessment for Indigenous communities situated in remote maritime regions in the Coastal Inuit population of Canada; and (2) to gain valuable information on best practice delivery models undertaken by providers of Indigenous training, to be trialled and implemented in the University of Tasmania Australian Maritime College's maritime training delivery in the Torres Strait.

Edited excerpts from publication. Show less

Guy Grossi's dedication to all aspects of the hospitality industry has seen him become one of the most highly respected and proactive contributors to the growth of the Victorian hospitality industry. He is a co-owner of Grossi Restaurants including Grossi Florentino, Merchant Osteria Veneta, Ombra Salumi Bar and Arlechin. In addition, Grossi is also a generous philanthropist working with young people to encourage them in the industry and explore it as a possible career path, and is particularly interested in assisting young people in need and mentoring others. Grossi has, through significant experience and preliminary research, identified that Australia is well positioned to be a leader in hospitality excellence yet believes we are falling behind other countries due to a lack in formal multi-disciplinary education that prepares members of the industry with the knowledge to work across the various sectors that comprise today and tomorrow's modern hospitality industry. The overarching goal of his Fellowship was to gather knowledge and insights from overseas International Hospitality Training Schools, combine this with his own personal knowledge as a leading and passionate member of the Australian industry and assist him to advocate for the establishment of a Hospitality Centre of Excellence in Australia.

Excerpt from publication. Show less

During June 1979 approval was granted for [the author] to undertake a study tour in order to investigate various aspects of further education in the United Kingdom and in particular to look more closely at the research activities in that area. With the assistance of the British Council, [the author] was able to see a wide cross-section of both teaching and research activities in further education. The report is arranged both to place the research activities in the context of the organisation of further education in the United Kingdom and to relate these activities to those of the Research Branch of the Department of Further Education. The early part of the report therefore explains the organisation of further education in the United Kingdom as [the author] understands it and makes some South Australian comparisons. The report then takes each of the principal types of research activities current in South Australia and examines related activities which [the author] observed in England. It then takes up some other aspects of the education of adults.

Excerpt from publication. Show less