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This annual report outlines the key achievements of the Department of Education of the past year. It begins by providing an overview of the Department of Education's mission, vision, organisational structure and budget. The report contains several sections. 'Focus on people' outlines the Government's aim to improve student learning through the development of a highly motivated, competent and professional workforce. The next section, 'School education' focuses on delivering quality teaching and learning programs to equip young Victorians for success in the twenty-first century. In the next section, 'Tertiary education and training' the report outlines the aim to produce a skilled community to support the international competitiveness of Victorian industry, as well as enhancing economic and social opportunities for Victorians. 'Strategic policy advice: portfolio-wide and Ministerial services' discusses building a dynamic future for coming generations with education as the basis of a vital economic and social strategy. The next section, 'Statutory authorities' provides information about working directly with the education community to provide advice to the education Ministers. The final section provides information about financial statements. There are also several appendices within this report. Show less

This publication deals with the topic of dual recognition, which links general and vocational education. These programs provide accredited, vocational education and training as an integrated part of the VCE and not as an add-on. Successful completion of this program continues to give the student a higher education option and provides additional pathways to vocational education, training, and work. Show less

The Tertiary Education Commission submitted Volume 1 of its report for 1982 − 84 to the Minister of Education in February 1981. The advice submitted by the TAFE Council to the TEC takes cognizance of matters likely to be important to the development of TAFE during this triennium, given the Commonwealth Government’s commitment to the development of vocational education. The implications of the TEC’s recommendations for TAFE curriculum development are discussed in this paper in view of the TAFE Council’s major priorities and in relation to the other matters of importance referred to above. It can be expected that over the next decade there will be an increased demand for skilled manpower which can adapt to technological and industrial change. Within the education system, TAFE is the principal trainer of skilled manpower for industry. Thus its output in trade, technical and other training will be critical to the development plans of the next decade. Show less

The object of the study was to investigate why so few girls apply to enter or take up apprenticeships in areas other than hairdressing. The study looked at the influences on the career choices of girls which would tend to discourage them from entering apprenticeships. Show less

As part of the Victorian Government's Integrated Management Cycle, the Department of Education has prepared this Business Plan covering the period 1994-1996. The Business Plan demonstrates how the Department's corporate plan, Strategic Directions 1994-1996, will be implemented across education and training. In particular, it provides a focus for the integrated management of the Department. This plan will be reviewed annually as part of the planning and budget process within the IMC. Show less

'More than a game' is a resource for all those who are engaged in, interacting with and thinking about educational multimedia. It has been produced especially for educators and multimedia developers to show that educational multimedia is more than a game. 'More than a game' links current attitudes to learning with the requirements of multimedia products. For multimedia developers it provides a focus for design. For educators it identifies desirable characteristics to help in the selection of multimedia products. Show less

The Australian Commonwealth Government is seeking to encourage young people to remain in education or training until they have sufficient skills or qualifications to secure long term employment. From the beginning of 1999, payments to young people aged 15 to 24 have been consolidated as the Youth Allowance (YA). YA is an income support scheme for students aged 16 to 24 years and jobseekers aged 16 to 21 years. Policy requires young people under the age of 18 who leave school without completing Year 12, to participate in full time education or training, or to undertake a combination of activities such as part time study and voluntary work. YA was introduced to address concerns that previous income support arrangements for young people were inadequate and not supportive of young people to be in full time education or training. To prepare for the introduction of the YA, the Victorian government undertook a series of Successful Learning Projects to look at ways of increasing the participation of young people in education. This report is one of the reports from the projects. It focuses on the assessment of the educational progress of young people who are required to return to, or remain in, education or training under the provisions of YA. While the main focus is on ways of evaluating student growth, and therefore on measuring the ‘added value’ provided by the programs that they undertake, the nature of those learning programs is also addressed.

Other reports from the series are indexed at TD/TNC 73.447 and TD/TNC 75.364. Show less

As part of the Victorian State Government's Integrated Management Cycle, the Department of Education has prepared this three year corporate plan which, in an integrated framework, outlines Government policies and key priorities for the triennium for the conduct and delivery of education and training in Victoria. This framework encompasses the following five key priority objectives arising from Government policies and the environmental context: i) Autonomy; ii) Quality; iii) Opportunity; iv) Partnership; v) Accountability. Show less

The idea for this paper emerged when members of TAFE Services attempted to identify the role which TAFE in Victoria saw itself playing in the provision of training for skills. In order to identify this information, an analysis of relevant policy documents was undertaken. The policy documents examined were: the Victoria TAFE Strategy (State Council for Technical Education, January 1980); and the Triennial Planning Submission, Victoria TAFE Colleges, 1982-84 (Education Department of Victoria, May, 1980). The evidence of the policy documents examined suggests that TAFE in Victoria shows a lack of congruence between the claims it makes as to its underlying philosophy, and the concept, policies and strategies which actually characterise it. Show less

This report outlines the findings of a project commissioned by the Communications and Multimedia Unit, Office of Training and Further Education (OTFE). The main focus of the project was to identify the skill areas that TAFE teachers and trainers would need to learn in order to work in an online environment. These skill areas range from basic Internet usage and research skills to online delivery of an entire course. The project also identified professional development models, current provision and options for future development. Show less