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This inquiry was established on 28 May 2020 to inquire into and report on the future development of the New South Wales (NSW) tertiary education sector. The Department of Education considers that the term 'tertiary education' includes universities, non-university higher education providers, and vocational education and training (VET) providers. This inquiry has focused on the role of universities and non-university higher education providers, including the challenges facing the sector. However, the committee notes that TAFE NSW and private providers of higher education and VET are significant contributors to the tertiary education sector.

In particular, the inquiry has examined the impact on NSW of: (1) tertiary education's economic development role, especially university campuses and Country University Centres (CUCs) in regional NSW; (2) the mission of NSW universities with a particular focus on the role of universities to serve specific geographic communities; (3) the post-[COVID-19] pandemic return of foreign student numbers and the financial sustainability and risk management strategies of NSW tertiary education institutions; (4) the quality of university teaching and research, including the extent and impact of insecure employment in the sector; (5) levels of integration of the tertiary education sector with industry; (7) the quality of campus life and student freedom of expression; (7) foreign political interference within the NSW tertiary education sector; (8) the current levels of coordination and/or support provided to NSW universities by the NSW Government; (9) the recent experience with online learning and lessons for the further development of alternative models of tertiary education service delivery; (10) the appropriateness of current NSW legislation regulating, oversighting and enabling tertiary education; and (11) any other related matters. The report makes 39 recommendations based on the outcomes of the inquiry.

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This SCITECH Project (ACTRAC National Laboratory Science Technician Curriculum) represents a case study of descriptive curricula. Descriptive curricula are developed through wide consultation, where participants add value to the vision or model through their contributions. It is this 'value adding' that leads to ownership. The author describes the problems involved in the project, models that emerged, the production phase and the move to nationwide implementation. Show less

This article uses the findings from a qualitative study of Australian young people in their first year of full-time work to examine the nature and utility of off-the-job training in apprenticeships and traineeships. The findings confirm the conclusions of earlier studies about the importance of off-the-job training as a supplement for workplace learning. It was found that, while initially not attaching much value to off-the-job training, the young people gained more of an appreciation, during the course of the year, of what off-the-job training had to offer. Other findings about off-the-job training included: the superiority of face-to-face training as opposed to other forms of delivery; the importance of young people’s relationship with their off-the-job trainers; the ‘implicit contract’ of expectations of the parties to the training contract; the different viewpoints of the parties; and the dissatisfaction of those in traineeships with the lack of intellectual challenge in their competency-based curriculum.

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Using personal illustration, this paper outlines the enormous technological developments over the past thirty years, emphasising equipment relevant to people who are blind. However, developments for people with other disabilities are also noted. These technological changes have brought with them many opportunities for students who have disabilities but also some challenges. One major challenge for educators is that no individual can keep fully abreast of innovations. Another is the issue of financial constraints. Failure to confront in a positive manner the options (and dilemmas) resulting from the technological revolution will result in students with disabilities being disadvantaged in their education. Show less

The aim of the conference reported on in this document was to explore the future of Aboriginal people and TAFE working together. The report is in four main parts: (1) Conference development, which outlines key elements, conference attendance and stakeholder groups, publicity and evaluation; (2) Conference overview and process, outlining the welcome, kinship game and search conference introduction; (3) Conference proceedings and outcomes, which gives an overview of the four sessions: Focus on the past; Focus on the present; Prouds and sorries; and Focus on the future; and (4) Evaluation of the conference. Six appendices are included: A list of stakeholder groups represented at the conference; Program agenda; Application form for attendance at the conference; Participants list; Media releases; and the evaluation letter and form. Show less

This is the report of a study funded by the Education and Training Foundation of NSW, which addressed the training implications of prospective growth in certain industries in the New England and North-West regions of NSW. In addition to an analysis of published data on the workforce and its skills, the study included a survey of both training providers in the region and employers concentrating on three selected industries (hospitality, aged-care services and light engineering). Also included is a review of recent changes in the institutional environment. The study attempts to provide an integrated overview of the system of industry training in the region and offers suggestions concerning improvements to the system. Show less

In early 2020 the [New South Wales] NSW Teachers Federation commissioned an independent inquiry into the work of teachers and principals and how it has changed since 2004. The expert panel that conducted the independent inquiry was chaired by Dr Geoff Gallop, former WA Premier and Education Minister. The other panel members were Dr Tricia Kavanagh, former Justice of the NSW Industrial Court and Deputy President of the NSW IRC and Patrick Lee, former Chief Executive of the NSW Institute of Teachers. The Terms of Reference directed the Panel to inquire into the changes that have taken place in the practice of the teaching profession in the public schools of NSW. The starting point for the Inquiry was 2004, the last formal inquiry into the value of the teaching profession, which was undertaken by the Industrial Relations Commission of NSW.

The Panel was directed to examine the impact of policies and mandated changes in practice imposed by governments and their agencies. Seven parameters of significant effect on the practice of teaching, and the context within which teachers' work, were specified without limiting the matters that might be considered (e.g. the impact of technology, regulation, industrial arrangements, changes in roles and expectations, movements in attraction and retention, changes in curriculum, assessment and reporting, and the impact of research and reports).

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An innovative work-based training initiative in the racing industry has replaced traditional jockeys' apprenticeships with a competency-based training program. The article describes the background to the training project, the partnership between TAFE NSW and the Australian Jockey Club (AJC) and the new articulated career pathways.

The case study is part of a special feature on work-based learning in this issue of Training Agenda. Show less

Trades Norwest Senior Anglican College is designed to engage students who might have been disengaged with the learning process or expectations at previous schools. The College strives to provide students with a model that enables them to work and think differently about learning. At Trades Norwest students can start a School Based Apprenticeship or Traineeship (SBAT), begin their vocational training and concurrently complete their Higher School Certificate (HSC). The project intent was to identify and analyse the aspects of the Trades Norwest approach to senior education that is seen to be having significant success in re-engaging students previously disengaged or in the process of disengaging from senior education.

A non-traditional model of education emphasises building students' practical employment and business skills while also improving literacy and numeracy. Assessments have a practical focus and students would not be required to sit for formal exams. HSC study is integrated within a strong vocational environment with all students expected to complete their HSC and the first stage of their chosen vocation or trade. An SBAT as offered by Trades Norwest is quite different to a full-time apprenticeship or traineeship. Trades Norwest endeavours to provide its students with work integrated learning practices. This is beneficial to students and (indirectly) employers as it provides students/apprentices/trainees with knowledge about a vocation outside the academic institution which they attend. Employers benefit because they can assist in the training of new people in their industry.

The primary method of collecting both qualitative and quantitative data was by conducting a series of parent, student and staff surveys. This was to enable the investigation of how the four foundations of the Trades Norwest Integrated Learning Model (project based learning model) is making a difference to the way students engage in the education process and why the model is successful in creating and maintaining an active participation in the learning process. Case study research was designed to enable data collection regarding various aspects of the model. This included teaching practice, student wellbeing, trade focus, and the program model. Surveys were also issued that asked students about their perceptions of their immediate previous school and then a comparison of any noticeable perceptual changes.

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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