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This comparative study between the old Metal Fabrication and Welding (MF&W) trade course 7792 and the newly introduced MF&W trade course 3449, focuses on the data, discussions and recommendations which are likely to help establish what benefits or deficiencies this major change has had on the knowledge base of the current apprentices from the trade course. This is being accomplished by comparing the results from an exit test undertaken by stage III MF&W (Heavy) 7792 apprentices at the Hunter Institute of TAFE in 2001 and the results from exit tests for stage III MF&W (Heavy) 3449 apprentices in New South Wales (NSW) in 2004. These data are supplemented and complemented by an analysis of phone interviews with teachers of MF&W (Heavy) TAFE NSW conducted in 2005.

A comparison of the data collected from the stage III Metal Fabrication and Welding (Heavy) apprentices who completed the exit tests in 2001 with those who completed the exit tests in 2004 at TAFE NSW, showed that there was a decline in exit knowledge in the mean scores of the apprentices. When the results of institute one's relating to 2001 was compared with the results of 2004, the same pattern occurred, whereby it was shown that there was a decline in exit knowledge. This was due to the employers not understanding and embracing the change, or even favouring the changes. In 2004, there were no significant differences between the results of different NSW institutes. This indicates that the level of material taught on-the-job and off-the-job did not differ across the state. A majority of the MF&W (Heavy) teachers in NSW who were interviewed indicated that the course did not meet industry needs. The teachers expressed the opinion that the welding component was reasonable in its outcomes but felt that the fabrication part of the course lacked substance in the drawing interpretation, trade calculations and the computer aided drawing components of the course. They preferred the old method of teaching lock-step delivery over the competency based training (CBT) method and overwhelmingly indicated that the CBT method had not improved the learning outcomes of the apprentices since the changes that occurred in 1991.

The findings indicate that the on-the-job assessment of the apprentice's training was largely ineffective due to the reluctance of the employers to participate in the system. The teachers felt that this was due mainly to the fact that the employers 'tick and flick' approach (whereby the apprentices are given a pass for the competency without completing it) towards doing the assessments. A large majority of those interviewed indicated that the changes to the trade course that occurred from 2001 to 2004 did not result in any improvements in the knowledge base of the apprentices.

Author's abstract. Show less

The Hiser Group was commissioned to use its user-centred design skills and tools to help develop a redesign of the TAFE NSW website which best meets the needs the TAFE NSW stakeholders and users. An analysis was performed to learn what are the needs relevant to the redesign as perceived by TAFE NSW Institute Directors, web-project owners, teaching staff, students and their parents (where appropriate). This information was gathered by interviewing Institute Directors or their representatives, staff members representing the web activities of each Institute and covering many styles of web-project, various business partners (such as Registered Training Organisations), direct users of the services (i.e. students), indirect external users (i.e. the parents of students) and direct internal users (represented by TAFE NSW teachers).

A number of business goals were identified and it was found that they place competing demands on the design. The tensions that arose from this are explored briefly. It became apparent that one of the main desirable outcomes from this project was the satisfactory balancing of these various requirements. Show less

This conference report includes the full text of the speeches of the six keynote speakers and abstracts of other presentations. The keynote speakers identified and defined national, state, corporate and practitioner challenges. Other presenters raised subjects including rural students, child care, student associations, disability, library service to 'remote' students, the education entry skills interview (EESI), international students, OTEN's student support team, Aboriginal and Torres Strait Islander education and issues of access and equity.

The report concludes with a summary of the issues and challenges raised and the best practices/approaches that arose from the sessions. Show less

State Rail Training has introduced computer-assisted learning (CAL) in a successful new work-based program for its freight rail drivers. This article, written by the manager of State Rail Training, discusses the reasons for using CAL and explains why the program is proving successful.

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

Coopers and Lybrand were commissioned to provide the Australian vocational education and training sector (VET) with information to assist in developing a small business-focused VET system. The project was funded by the Commonwealth Government and administered by TAFE New South Wales. This document is the final result of the project. It includes: An introduction; Market overview; Prospects and challenges; Current training, practices and preferences; Market size and expenditure; Barriers to training; Market segmentation; Strategies for vocational education and training providers; The survey questionnaire. Show less

The aim of this guide is to make available, to students and their advisors, information about the entry and advanced standing opportunities available in the University of New England for holders of TAFE major awards. TAFE NSW and the University of New England have co-operated in the preparation of this publication. Show less

To build evidence about the specialist homelessness service (SHS) workforce and inform workforce development initiatives, this report details the workforce characteristics of organisations delivering SHS in New South Wales (NSW), and their leaders' perceptions of workforce strengths, issues and ways to respond to emerging challenges. Information is based on survey responses of CEOs or human resource managers in 72 organisations which were providing SHS in NSW in February 2017.

Edited excerpt from publication. Show less

The project involved compilation of an employer skills training capacity database for three automotive trades (automotive electrical, motor mechanical and panel beating) in the western Sydney region and an investigation of administrative procedures required to support a competency based trade training system in NSW. Findings and recommendations are included in the report. Show less

This plan sets out the strategic directions and priorities of the Property Services Industry in New South Wales for vocational education and training (VET) over the three years 1999-2001.

The contents of the plan include: industry vision for 1999-2001; review of 1998-2000 industry VET plan; methodology; executive summary; industry sector analysis; VET strategies - industry impacts; industry recommendations for VET; research priorities; and board membership of the NSW Property Services Industry Training Advisory Body (ITAB).

The Property Services Industry includes the following areas: parking services; services to air transport; residential property operators; commercial property operators and developers; real estate agents; non financial asset investors; motor vehicle hiring; other transport equipment leasing; plant hiring or leasing; architectural services; surveying services; consultant engineering services; security and investigative (except police); pest control services; contract cleaning services; business services necessary for auction room operation, auctioning service and validation service; gardening services; waste disposal services/waste management; and private households employing staff. Show less

This booklet highlights the position of women students in New South Wales technical and further education (TAFE) in 1982. The contents are: Introduction; Definition; Enrolments by sex 1978/82; Total female enrolments 1982; Migrant women in TAFE 1982; Women in trades; Women in Transition Education 1982; Educational programmes specifically for women in TAFE. Show less