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Two major limitations of labour market forecasting are discussed. The first is a methodological bias which over-emphasises the Government’s role in meeting industry’s training needs. The second is the lack of recognition of possible changes to the type and mix of skills needed in the future. The paper argues that it is only through detailed information collected on skills, technology and work organisation at the level of the enterprise/industry that indications of future skill and training requirements can be made. Show less

The paper describes a project, ‘The world of work - education science - industry and commerce’, which began in 1983 in Germany and will extend to the mid 90’s. The research project aims to prepare student teachers for modern life and its environment through a new course of study which includes periods of in-service training in industry. Show less

With the current national training effort, there is a need to define TAFE’s role in upgrading the competence of personnel with training and development (T&D) or human resource development (HRD) responsibilities in Australian commerce and industry.

This paper discusses research relating to trainer training undertaken in other countries which have faced similar circumstances in recent years. Trends relevant to the identification of a market niche for TAFE systems are examined, and the results of analysis of seven studies involving the identification of T&D/HRD practitioner competencies are presented. Show less

This article focuses on co-operation between industry and two TAFE colleges in New South Wales, which were used as case studies. It found that while there were links with industry, there were many unrealised possibilities for expanding the range and extent of industry/TAFE liaison. Show less

This is a report of a workshop, ‘New face of TAFE’, convened by the Employment and Skills Formation Council (EFSC) of the National Board of Employment, Education and Training (NBEET) and held in Melbourne on 9-10 October, 1989. The workshop aimed to highlight examples of TAFE-industry collaboration and foster increased and more active collaboration by: developing TAFE teachers’ skills in research; encouraging action oriented research in association with industry, and; developing TAFE teacher skills and strategies. Show less

As a consequence of growing concern about the training of those responsible for the care of older people and the provision of residential care in New Zealand, an allocation of funds was made available by the government to promote curricula development and coordinated training programs on residential care for older people. This paper describes and comments upon the subsequent development and implementation of a series of nationally prescribed, competency-based courses for training rest home staff. The research team, working from a training needs analysis established a philosophy, aims, competencies and skills with the resultant eight competencies based on a broad set of inter-related attitudinal, intellectual and psychomotor skills. A competencies and skills chart, together with a skills development profile, were developed using the desired outcomes as a starting point. Show less

This paper makes some suggestions concerning problem areas associated with the industry/education interface. It identifies specific problem areas which relate to the working relationships between occupational practitioners and educationalists involved in curriculum development. It is argued that participative planning methodology may improve these relationships and result in more relevant curricula. Show less

This paper describes a TAFE National Centre for Research and Development curriculum project in which a series of problem-solving exercises called ‘skills units for use by teachers, supervisors, students and trainees in the hospitality industry’ were developed. The project aimed to define a set of skills applicable across a range of occupations and to find an effective method for teaching those skills. It was anticipated that this would lead to the teaching of a common core of skills.

The paper outlines the theoretical framework within which the skills units were developed, describes the structure of the skills units, and the future of the skills units approach. It also discusses the difficulty experienced demonstrating that skill transfer occurs as a result of the units; hence the change from ‘transferable skill’ to ‘problem-solving skill’. Show less

The four main issues that have influenced research and development in vocational education in the last two years are: (1) the interfaces between technical and further education and other sectors of education and employment (2) technological change and industry restructuring (3) equity issues (e.g. women’s issues, training of Aboriginals, the needs of migrants) and (4) accountability. Show less

This paper describes the New Zealand experience in the training of technicians. Against a background of years of neglect, lack of awareness and an absence of policy coordination by employers, government and the technical institute system, the Vocational Training Council carried out a project to establish a foundation for future developments in technician training. The issues which emerged from the project relate to (1) the question of supply and demand (2) the variations in sector growth (3) the changing skills required of the technician workforce and the implications for pre-entry training and (4) the most appropriate delivery systems for ongoing training and retraining. Show less