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This paper looks at ways of identifying the teaching and learning needs of special interest groups. The authors analyse educational processes in TAFE and discuss options for providing appropriate teaching and learning strategies for these groups. The research background, the nature and construction of curriculum, teaching and learning processes and NSW policies on teaching are reported on at length and the authors give detailed findings and conclusions.

The volume of collected proceedings is indexed at TD/TNC 57.76; individual papers are indexed from TD/TNC 57.77 to TD/TNC 57.122. Show less

This journal is a channel for description, explanation, interpretation, discussion and debate of issues and practices relevant to current developments in vocational education and training. It is published four times per year: February, May, August and November.

This issue of ‘Training agenda’ focuses on technology in flexible delivery. Following an overview of curriculum issues involved in flexible delivery, articles deal with developments in areas such as the Cooperative Multimedia Centres, established to foster innovation in multimedia; the practicalities of introducing advanced technologies in VET provision for students in remote regions; and TAFE NSW’s use of the Internet and similar resources, both in its delivery of training and in the provision of information about training.

Other articles cover: OTEN’s delivery of training and assessment for State Rail using satellite television broadcasts; flexible delivery issues; and equity issues. Show less

This document considers how vocational education and training (VET) practitioners can utilise the technologies of satellite and interactive television in a flexible delivery program. It discusses how to plan a professional development course using satellite and interactive television, considers the role of the teacher/trainer when using satellite technology, and identifies the potential of satellite and interactive television sessions in a flexible learning environment.

The document forms part of the kit 'Technology and techniques modules'. The other documents in the kit are 'Cable TV' (TD/NSW 50.22), 'Multimedia' (TD/NSW 50.23), 'Audiographics' (TD/NSW 50.24), 'Learning guides' (TD/NSW 50.26), 'Videoconferencing' (TD/NSW 50.27), 'Electronic communication' (TD/NSW 50.28), and 'Computer managed learning' (TD/NSW 50.28). The 'Technology and techniques' kit is one of three kits in the 'Emerging practices in a flexible learning organisation' program. Other kits are 'Change management modules' and 'Process modules'. Show less

This paper, presented at the 'Skilling for a Small Planet' annual IVETA conference, examines the move from a Fordist to a Post Fordist era and suggests the need for a new curriculum framework for vocational education. The competency based training (CBT) system which has evolved through the Fordist era and indeed is based on Taylorist ideas, is not appropriate. The concept of a curriculum framework is presented as a means to fully analyse the curriculum aspects of the CBT system and arrive at an alternative system.

The new curriculum framework that needs to be devised should be based on the significant body of literature on cognitive psychology and approaches occurring in other countries. The framework as presented contains all the major aspects of curriculum to help formulate the new approach. In particular, the goals and objectives of vocational education need to be reconsidered. Show less

The purpose of this case study was to pilot the creation of a virtual learning community for a selected group of middle managers within NSW Health. Middle managers in this context include individuals who occupy positions immediately below Senior Executive Service level and who typically would be accountable for an operational service function. The underlying rationale was to explore this mode of delivery, and, in the process, ascertain future requirements for effective online learning. The aim was to develop appropriate solutions for implementing a flexible management development strategy which would fulfil the leadership skills and ongoing career development needs of middle managers.

The Australian Flexible Learning (AFL) Framework products and services have enabled the registered training organisation (RTO) to achieve the following outcomes: to experience an online virtual learning community as a form of flexible learning for developing management/leadership capabilities; to commence the process of formulating an e-learning strategy to support an evolving management development program; to develop a clearer understanding of the issues involved in online learning, in particular facilitation skills, design issues, content and learner support infrastructure and collaborative networks; and to improve integration of organisational change processes with future directions in learning and development, and in particular management development strategy. Show less

NSW State Rail Authority policy requires safe working training and re-accreditation of handsignallers and worksite supervisors every two years. State Rail Training, in partnership with TAFE and OTEN, decided on a new approach to the training using flexible delivery, satellite television and self-paced learning. This article describes the benefits of the new approach, including:

reaching large numbers of staff;

minimising disruption to normal activities;

cost effectiveness;

reduction in training time from six months to eight days;

increases in overall pass rates;

assessments successfully completed within 24 hours;

high level of acceptance by employees;

opportunities for unsuccessful participants to attend another transmission;

opportunities for State Rail trainers to acquire new skills.

The article is one of many on technology in flexible delivery published in this issue of 'Training agenda'. Show less

This project provides an assessment of the feasibility of developing on-line course delivery for vocational education and training (VET) in the adult and community education (ACE) sector. The project examines the following issues: flexible delivery developments in related educational and training sectors; the capacity and willingness of ACE providers to supply on-line training; and the demand for on-line education from the prospective students/clients of ACE. Show less

The new Vocational Education Commission in Thailand sees TAFE Global drawing on the TAFE NSW infrastructure. TAFE Global, the international arm of TAFE NSW was successful in its bid to provide services to the Thai government in its vocational education reform process. The project could result in the development of strong relationships between Thai and NSW Institutes with staff exchanges, joint ventures and other shared activities anticipated over the next few years. Another international project TAFE Global has been involved with has been the provision of short term training services to three small islands located in the South Pacific - Kiribati, Tuvalu and Tonga. Because of a local trained personnel shortage, 60 TAFE NSW teachers have participated in conducting over 80 short courses in areas such as power generation, child care, accounting, safe food handling and many others. All courses are customised to meet local requirements in both content, delivery model and structure. Show less

TAFE has encouraged teachers to adopt flexible teaching and learning practices. This paper outlines the experiences of two flexible learning coordinators while working to foster the development of flexible learning practices in their Institutes. The Coordinators have grappled with the issues of how to encourage teachers and staff to adopt flexible teaching and learning practices and how to support cultural change. A workshop analysis tool has been developed which will encourage teachers to take ownership of any changes to their teaching and learning environments in order to meet their learners’ needs. The coordinators have used action learning and action research processes in their work. Show less

The Interactive Distance Learning Satellite Project (IDL) involves partnerships between Optus, New South Wales (NSW) Department of Education and Training, Northern Territory Department of Education, local communities and schools. This project enables flexible delivery programs to be supported by technology. With satellite technology, TAFE NSW Western and North Coast Institutes are able to provide interactive lessons and learning to students in remote NSW homesteads and to provide vocational education courses to rural and remote Aboriginal and non-Aboriginal communities.

Excerpt from published abstract reprinted by permission of the copyright owner.

The collected volume of conference papers may be found at TD/NSW 85.08 and the individual papers are indexed from TD/NSW 85.09 to TD/NSW 85.27. Show less