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This Government of Trinidad and Tobago policy outlines a comprehensive set of initiatives for the advancement of tertiary education, [technical vocational education and training] TVET and lifelong learning through the development of a coherent, effective and integrated sector that provides multiple pathways for all citizens to navigate successfully through a seamless education and training system. This policy seeks to establish integrity, relevance, quality, access, accountability and performance as hallmarks of the educational system to ensure that social and economic needs are met, and fulfil the expectations of a nation that is in transition to a competitive, knowledge-driven and sustainable society.

It is envisioned that effective governance of the national education system will be enhanced by the establishment of a National Commission for Higher Education with membership comprising representatives of every level of the education system. Policy formulation must address curricular reform at all levels of the education system with an emphasis on science, technology and most importantly innovation, problem-solving skills and entrepreneurship. The tertiary education and TVET policy should be aligned to a national policy on science, technology and innovation (STI). To ensure the progressive and full implementation of this policy, it is recommended that the government establish a Multi-sectoral Task Force to develop a National Strategy for Education for Sustainable Development (ESD).

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This document presents the Learning and Skills Council's (LSC's) strategy for sustainable development. It describes sustainable development [SD] and explains why it is important. It looks at how the LSC and the learning and skills sector can work together to contribute to SD. Sustainable development is the simple idea of ensuring a better quality of life for everyone, both now and for generations to come. A widely used international definition is: development which meets the needs of the present without compromising the ability of future generations to meet their own needs. [The task involves] meeting the following four objectives at the same time, both in the UK and in the world as a whole: social progress that recognises the needs of everyone; effective protection of the environment; prudent use of natural resources; and the maintenance of high and stable levels of economic growth and employment. There are recommendations for a series of key actions relating to: buildings and estates; the curriculum; community engagement, and positioning the sector. [It is hoped] that this will help to ensure the learning and skills sector, and the LSC itself, promote and embed SD skills, and manage their resources in ways that encourage sustainability.

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The Board of Vocational Education and Training (BVET) was established under the Board of Vocational Education and Training Act 1994 to provide the State Government and the Minister for Education with strategic advice on the New South Wales (NSW) vocational education and training (VET) system.

The Board oversaw policy and planning initiatives, fostered partnerships between key stakeholders and drove innovation in the NSW training system; was a key source of advice to the Minister on State and national VET policy, priorities and funding; consulted widely with business, industry, training providers and the community in order to inform its views on VET matters; and demonstrated a strong drive to engage all NSW regions in its policy development through consultation visits to 70 regional and metropolitan centres in NSW between 1997 and 2013.

BVET's achievements are highlighted on the themes: contribution to skills reform; expanded opportunities for VET, national policy leadership through cutting-edge research and innovation projects; world class VET in schools; regional development and engagement; strengthened quality in VET; and improved outcomes for all within VET.

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The Council of Australian Governments (COAG) endorsed a new Green Skills Agreement that will deliver skills for sustainability in the Australian training system. The Agreement is a high-level statement of principles and desired outcomes which will lead to: national standards of sustainability practice and teaching in vocational training; the revision of training packages to include sustainability principles and competencies; the up-skilling of vocational education and training (VET) instructors and teachers in delivering sustainability skills; and implementation of a transition strategy to re-skill vulnerable workers. Show less

Providing effective and appropriate mental health services continues to be a challenge for government at all levels. This strategy provides key areas for consideration and further development to inform and support initiatives that will ensure that Australia's mental health workforce continues to grow, and is equipped to provide effective and appropriate services across the clinical and community support sectors. A sustainable, skilled and appropriate workforce is fundamental to the success of the strategy. The plan envisages that greater consistency in roles and responsibilities of service providers across the spectrum of care will be supported by other key actions, such as the development of a national service planning framework and improved reporting and accountability measures.

Five outcomes areas have been developed as the focus of this strategy based on the literature, data and advice from consultations: (1) developing, supporting and securing the current workforce; (2) building capacity for workforce innovation and reform; (3) building the supply of the mental health workforce; (4) building the capacity of the general health and wellbeing workforce; (5) data and monitoring and evaluation.

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The Djarlma plan for the Western Australian forestry industry is inspired by the Noongar concept of Djarlma, which reflects the interconnected relationship of people with forests and woodlands. It takes a bold and new approach, focusing on working collaboratively across the industry, moving well beyond 'business as usual'. The plan provides a strategic framework for long-term regional economic well-being to foster ecologically sustainable development and provide social and environmental benefits. The plan seeks to transform the timber industry, enabling it to pursue new opportunities. The Western Australian forestry industry is committed to the ecological sustainability and accessibility of our forests. It will develop an innovative industry that generates income and creates jobs for the State in a responsible manner.

The Djarlma plan is underpinned by four, interdependent strategic priorities that aim to integrate traditional with scientific knowledge. These priorities are: (1) Healthy forests and woodlands - to underpin the future of the Western Australian forestry industry; (2) Wood product and ecosystem values - to provide the full range of forest and woodland values in support of a sustainable low carbon future; (3) Community benefits - the community supports, values and benefits from forests and woodlands; (4) Industry for the future - a technologically-led, competitive, collaborative industry. The Djarlma Plan will be supported by an implementation plan to be developed through a consultative process.

The 'Wood encouragement policy for Western Australia' is a key action item from the Djarlma plan and aims to support the forestry industry by encouraging the use of responsibly sourced wood in the construction and fit-out of buildings in Western Australia.

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This document sets out an investment strategy for the further education system in the UK that will deliver a truly lifelong approach to learning, nurturing sustainable economic growth and social renewal. The document outlines how the government plans to: reduce bureaucracy; remove unnecessary interference from intermediary agencies whether local, regional or national; streamline the organisational skills landscape; remove unnecessary regulation; and, introduce new freedoms and flexibilities. The strategy is based on three principles: (1) fairness, where those most in need are those least able to help themselves, so special attention will be paid to young people and those without basic literacy and numeracy skills; (2) shared responsibility for skill development, including government, employers and citizens; and (3) greater freedom in terms of abolishing bureaucratic impediments and trusting people to do their job.

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The National VET Sector Sustainability Policy and Action Plan (2009-2012) was endorsed by the Ministerial Council for Vocational and Technical Education (MCVTE) on 12 June 2009. Its purpose is to provide a national framework for the vocational education and training (VET) sector to support the development of a productive workforce as industry, government, individuals and the wider community move to a sustainable economy.

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The care and support economy - the provision of paid care and support - is one of the fastest growing parts of the Australian economy. There is enormous projected demand for care and support services across aged care, disability support, veterans' care and early childhood education and care (ECEC) sectors. Australian Government spending in these sectors is projected to rise from around $60 billion in 2021-22 to more than $110 billion by 2026-27. But there's a challenge. Each of these sectors faces workforce shortages and other challenges that jeopardise access to these essential services.

This draft strategy outlines a vision for a sustainable and productive care and support economy that delivers quality care and support with decent jobs. This means: (1) person-centred services that recognise those accessing care and support as individuals and deliver quality outcomes; (2) secure, safe jobs with decent wages, conditions and opportunities for career development; and (3) a care and support economy that has functioning markets, sustainable funding and generates productivity gains. Sitting beside the strategy will be a road map and a series of action plans. The action plans will be developed iteratively and will outline practical steps towards the strategy's objectives.

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In the technical and further education (TAFE) sector, there are 12 state-owned TAFE institutes, which control a further 16 entities that operate in the vocational education and training (VET) sector. This report outlines the results of, and observations from, financial audits for the year ended 31 December 2016. The authors also discuss the performance reports that TAFEs prepare and they audit, and analyse the financial results and outcomes for the 12 TAFEs. The audit finds that financial and performance reporting are generally sound. Following a period of financial challenge, the assessment indicates that financial outcomes, such as net operating results, are improving.

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