Search Results

As a result of Commonwealth and State governments’ emphasis on broad curriculum offerings in schools, various types of technical and further education (TAFE) and academic (school) link programs are emerging, especially at the postcompulsory level. Traditionally TAFE and academic education are offered by separate departments or agencies, both requiring special facilities, equipment, teaching and learning strategies, staffing, and curriculum materials and support. This leads to problems in linking the school and TAFE sectors in the offering of a broad general education program for students. Therefore, it is necessary to evaluate a school-TAFE link for its effectiveness and efficiency in terms of environmental scan, organisational structure, operations, curriculum offerings, costs and benefits, and expected outcomes. This paper is to describe an empirical model with its components that could be used in the evaluation of a school-TAFE link program. The model was developed from an evaluation of a school-TAFE link program in Queensland. It was field tested, revised and refined in consultation with a panel of experts. Show less

The purpose of this study was to identify the extent to which the needs of overseas students enrolled in the Queensland TAFE system are being met and to make suggestions to improve the student support services from the viewpoints of recruiting, enrolling, educating and servicing the full-fee paying overseas students in vocational and technical education in Australia. The study found that the overseas students program in Queensland TAFE was successful in terms of achieving its targeted enrolment and it is reaching its potential capability. However some TAFE colleges have yet to make a real commitment to contribute to the overseas student programs other than an involvement simply for financial gain. State and Territory administrative units and participating TAFE colleges need to develop joint strategic, long-term and annual plans of action outlining functional roles and responsibilities, and strategies for marketing and recruitment, market research, commitment for offering popular courses, revenue sharing, efficiency and effectiveness indicators, accountability, educational, social and economic impacts, administration and management, support services and the satisfaction of the overseas students. The study suggests that competency in English and motivation make a significant difference in overcoming problems. Show less