Search Results

This report presents the findings of the Victorian TAFE Association's (VTA) feasibility study into a dual pathway vocational education and training (VET) diploma qualification. The aim of this qualification is to provide students with a range of competencies and generic subjects that meets recognised industry standards, but also offers employment opportunities and enough generic or academic development to meet the requirements for entry into higher education. Data was collected using face to face interviews and electronic submissions from key stakeholders. The original proposal which is included in this report suggests that such a qualification could be a pathway for Victorian Certificate of Applied Learning (VCAL) students into further education. However, the study found that it is unlikely VCAL students would undertake the suggested diploma as it stands because they are more motivated towards employment. There may, however, be a growing demand for such a generalist course. The report recommends that the Victorian Qualifications Authority (VQA) convene a working party which would consult the key stakeholders with a view to developing an effective course and qualification. Secondly, it recommends piloting at least one dual pathway diploma level course. Show less

The Victorian Government's Back to Work (BTW) combines social and economic objectives. The Fund has invested in innovative approaches to vocational skills development so that work-ready job seekers are well matched to job opportunities. With particular attention to equity outcomes for disadvantaged job seekers, BTW recognises that the personal benefits of vocational training are best realised by developing skills that make direct contributions to improved productivity in contemporary workplaces.

These case studies demonstrate how Victoria's TAFE institutes and dual sector universities deploy their expertise to respond to students' aspirations, industry skill needs, community expectations and government policy goals. The case studies are: Industry needs driving training program design - Back to Work at Box Hill Institute; Energising networks and valuing the evidence - Back to Work at Holmesglen and Chisholm Institute; Paddock to Plate - Paddock to Plate Back to Work at Federation Training; Familiarising participants with IT work and workplaces - Back to Work at Victoria Polytechnic; There is no single pathway to work - Back to Work at Wodonga TAFE.

Edited excerpts from publication. Show less

The Australian Quality Training Framework (AQTF) was established to provide the basis for a nationally consistent, high quality vocational education and training (VET) system. This guide, a working tool for Victorian TAFE institutes, was developed to help Victorian TAFE institutes to identify, plan and compile a body of evidence capable of demonstrating compliance with the standards for registered training organisations (RTOs) under the AQTF. It covers: Systems for quality training and assessment; Compliance with Commonwealth, State/Territory legislation and regulatory requirements; Effective financial management procedure; Effective administration and records management procedures; Recognition of qualifications issues by other RTOs; Access and equity and client service; The competence of RTO staff; RTO assessments; Learning and assessment strategies; Issuing AQF qualifications and statements of attainment; Use of national and State/Territory logos; Ethical marketing and advertising. Show less

The 2001 Victorian TAFE Association (VTA) Search Forum on the future of the Victorian TAFE workforce was initiated following the publication of ‘Trends in the Victorian TAFE institute workforce: a research report’ (indexed at TD/VIC 62.01). This discussion paper, which presents the views of the participants at the forum, offers a snapshot of some key TAFE workforce issues. The contents are: Introduction; Looking for alignment; Why renew the TAFE workforce?; Who is responsible for leading workforce renewal?; What might TAFE workforce look like after renewal?; Who needs to be involved?; What systems and structures are required?; How will success be measured?; How to start and sustain workforce renewal?; Conclusion; Recommendations of the Search Forum; Beyond a 3 year time frame. Show less

TAFE is defined by its symbiotic relationship with industry and community. From a beginning in apprenticeships with the traditional trades, TAFE Institutes have responded to the changing definition of industry by building relationships with industry and employers across the wide range of employer requirements for learners across a similarly wide range of job outcomes and qualification levels.

Five TAFE providers showcased examples of their recent and successful engagement with industry at the VTA Conference 2018. The detail of each is provided in the following case studies: Holmesglen Institute and the Electrical Trades Union - Futuretech industry collaboration; RMIT University and Apple - digital skills for the 21st century; Wodonga TAFE and the Australian Defence Force - Defence Medics Partnership; SuniTAFE and Agromillora - Harvesting Productive Relationships; Swinburne University, AiG and Siemens - Industry 4.0 Higher Apprenticeship Partnership Project.

Each case study addresses a different dimension of the ways in which TAFEs engage with government policy and initiatives and with industry partners to deliver real employment outcomes for their community. The five case studies describe relevant, localised responses to the aims of the Victorian Government's TAFE Back to Work Fund (BTW).

Summary from publisher's website. Show less

Since the mid 1990s Key Performance Measures (KPMs) have become an integral part of both the Victorian and national vocational education and training (VET) systems. This paper is designed to stimulate debate about measurement of the performance of the Victorian TAFE sector, dividing such debates into neo-liberal and social-democratic models of performance management, and exploring the supporting and opposing arguments for each. Then, a close analysis of the Office of Training and Further Education (OTFE) KPMs is conducted, utilising the latest available Victorian TAFE KPM document, the 1998 'Selected TAFE Institute measures: report on state training network'. The last section of this publication briefly compares the Australian National Training Authority's (ANTA's) KPMs with those of the Office of Post Compulsory Education, Training and Employment (PETE). This publication consists of four parts: Part 1: The neo-liberal model of performance management; Part 2: The social-democratic model of performance management; Part 3: The Office of Training and Further Education KPMs; and Part 4 Australian National Training Authority KPMs. Show less

TAFE providers have extensive expertise, developed over many decades, in developing and delivering training programs that match the skill and knowledge needs of business, health and community services agencies and a myriad of other organisations. Applied research opens a new dimension in which TAFE providers can extend the impact of their industry contacts, energy, discipline knowledge and training know-how.

Applied research harnesses the skills and knowledge of TAFE teachers to devise solutions in collaboration with an industry client. The benefit for TAFE students is becoming active participants in resolving a live problem in their industry of study. This scenario means they can apply what they already know and can do, develop new skills, make a difference. It's a scenario that fosters engagement, boosts learning outcomes and lifts career opportunities.

The case studies are: Innovation and research connections - Winemaking at Melbourne Polytechnic; TAFE as an innovation diffuser in a sector dominated by SMEs - GOTAFE Boatbuilding; Deepening expertise in e-learning practice - BlendED, the Gordon TAFE experience; From idea to proof concept - Holmeglen Institute's integrated applied research capability; A pivotal role in industry support, research and innovation - Kangan Institutes's Textile and Fashion Hub; and Could applied research improve the life chances of young disengaged learners? - Chisholm Institute's Berwick Technical Education Centre.

Edited excerpts from publication. Show less

The Victorian TAFE Association has promoted that succession planning is a vital practice for its members to adopt in the continuous development of their workforces. This booklet outlines practical lessons and advice from both public and private sector leaders in the field of succession planning. It also contains the PowerPoint slides of a presentation provided as a useful reference point for those committed to developing and implementing a succession planning framework within their organisation. Show less

This submission has been prepared in response to an issues paper prepared by the Commonwealth Department of Education, Science and Training (DEST) entitled ‘Varieties of learning: the interface between higher education and training’ (indexed at TD/TNC 71.378). It has been written following consultation with a range of stakeholders in the vocational education and training sector in Victoria. Even though there was found to be a divergence of opinion amongst Victorian TAFE Association (VTA) members, one clear and unwavering precept amongst the VET community is that it is the educational well-being of the learner and the need for coherent pathways to lifelong learning that must be paramount. This paper was written to better inform the debate and to advance the level of understanding by the proponents of educational policy of the value of maintaining a quality, viable and publicly owned vocational education and training sector in Australia. While the paper argues that there are differences in the mission and purpose of TAFE institutes and universities across Australia, it does not purport to suggest that one is better than the other. The VTA also remains a staunch advocate for the public provision of quality education through equitable, accessible and affordable pathways. Show less

This submission, which was made by the Victorian TAFE Association to the Review of the Quality of Training in Victoria’s Apprenticeship and Traineeship System, considers whether the current Victorian vocational education and training (VET) system ensures quality educational outcomes for apprentices and trainees. The submission is structured as follows: the first part discusses the issue of defining quality; the second part examines the impact of the rapid growth and diversification of the New Apprenticeship system on the quality of training; the third part looks at the shift in recent years toward a more competitive based model in the VET sector; part four covers the concept of work-based learning; and the final part discusses the issue of auditing. The contents are: Preamble; Executive summary; What is quality VET; Growth and diversification of the new apprenticeship system; Cumulative impact of market-like mechanisms; Work-based learning; Audit evidence of poor/non-existent training; Conclusion.

The Review of the Quality of Training in Victoria’s Apprenticeship and Traineeship System entitled ‘Delivering quality: report of the independent review of the quality of training in Victoria’s apprenticeship and traineeship system’ is indexed at TD/LMR 85.686. Show less