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The purpose of the report is to document the functions and information required to support the management and delivery of the programs offered by Victorian TAFE Coleges. The deliverables contained in this draft report are the next set of detailed outcomes for the program management and delivery business activity that have resulted from the third phase of the TAFE Colleges' MIS specifications project. The sections in this report follow the outlined structure for the other DMR Group Australia reports: architecture modelling, conceptual data model, conceptual process model and program management and delivery applications. Show less

The purposes of this paper are to:

propose the devolution of additional powers to TAFE colleges in return for their acceptance of increased accountability and responsibility;

advise that additional powers devolved would enable colleges to apply corporatisation principles to their management and operations;

advise that VICAD does not propose that colleges should become legal corporations.

The background to this paper as well as the anticipated outcomes of its proposals are explained. Show less

This research explores the experience eight students from Victoria University had during a vocational education and training outbound mobility project. The intent of an outbound mobility project is for students to undertake study, research and professional development to increase their skills and gain international experience while working at a high level. The students, four hairdressers and four make-up artists, undertook advanced training in Australia and then spent nine days working with or observing experienced professionals working behind the scenes at New York Fashion Week. Opportunities to work behind the scenes at one of the world's largest fashion events are rare. Students who graduate with recognised training qualifications and experience applying their skills in an internationally-recognised fashion forum are highly sought after by employers. The qualitative research approach sought to triangulate information sources to explore learner, teacher and industry perceptions of the experience. This paper explores two questions: What did Australian students involved in international [work integrated learning] WIL gain from their learning experience? And, how can their experiences inform future programs? The study found that the students had a marvelous experience, but this can be marred if the program is not organised and administered well.

Published abstract. Show less

On Track is a Victorian Government initiative which surveys school leavers who have left school in the last six months to find out if they are on track to a bright future. On Track ensures school leavers are contacted within six months of leaving school to see if they are on a path to further education, training or employment. This report presents results from the 2010 interviews with 4299 young Victorians, as part of the longitudinal component of the On Track program. These young people either completed a Year 12 or equivalent certificate in 2007 or left school before receiving a Year 12 certificate during 2007. All of those interviewed in 2010 had been interviewed in 2008 as part of the regular On Track program and in 2009 as part of the longitudinal program. This cohort of young people will be interviewed again in 2011, and a final report on their post-school pathways will be released in late 2011.

Excerpts from publication. Show less

This snapshot is the first of its kind undertaken by the Victorian Skills Commission (VSC) and is based on elements of the VSC's successful Regional Skills Taskforces conducted in the Mallee [available in VOCEDplus at TD/TNC 133.933] and the Great South Coast regions [available in VOCEDplus at TD/TNC 137.227]. The South East Melbourne Region of metropolitan Melbourne, encompassing the City of Dandenong, City of Frankston, City of Monash, Cardinia Shire, Mornington Peninsula Shire, City of Kingston and City of Casey is growing rapidly. A supply of highly skilled local workers is critical to underpin this growth and the vocational education and training (VET) system has a key role to play. However, the VET system and training delivery is not always aligned with the current and future skills needs of local employers. An employer-informed response can improve this alignment and help address current and emerging skills shortages, thereby ensuring that workers in the South East Melbourne Region are skilled, productive and employable.

The South East Melbourne Region has approximately 83,500 businesses and approximately 500,000 full-time and part-time jobs, which accounts for 18 per cent of all jobs in Victoria. The economic profile of the region reflects strengths in four key sectors: Manufacturing, Construction, Retail Trade, and Community Services and Health (CS&H). The logistics and tourism sectors are also expected to support future growth, particularly due to the geography of the region (proximity to well-connected transport routes, port access and cheap land) and its rich natural environment. The region is also seeing growing demand for locally produced high-value agricultural goods (including high-quality wines and other foods), giving local Food and Fibre businesses the opportunity to expand operations. While the outlook of local industries across the South East Melbourne Region is positive, its economic potential is dependent on the region's capacity to address existing workforce challenges and shortages.

Edited excerpts from publication. Show less

This study estimates impacts of the Victorian Training Guarantee (VTG) reforms that were implemented in the Victorian [vocational education and training] VET sector between 2009 and 2011. Nationally, market-based reform to make the VET sector more responsive to changing skill demands is seen as key to maintaining Australia’s competitiveness and enhancing labour market participation. Replacing the existing supply-driven training system, where the number and type of publicly-funded VET places is set by government, with a more demand-driven system where the number and type of VET places provided more closely reflects student demand, is seen as an important step along this path. Victoria is the first Australian state to embrace such market-driven reforms.

Excerpts from publication. Show less

In June 2016, the Department launched Marrung: Aboriginal Education Plan 2016-2026 (Marrung) [available in VOCEDplus at TD/TNC 139.356]. Marrung is a 10-year integrated plan, developed in partnership with the Victorian Aboriginal community including the Department's principal partner in Koorie education, the Victorian Aboriginal Education Association Incorporated (VAEAI). In 2018, the Department commenced the implementation of Marrung action 8a: 'Develop options for a revised approach to supporting Koorie learners engage and participate successfully in VET [including] through the redesign of the existing Koorie VET workforce'. This discussion paper is an overview to support meaningful conversation and consultation. The paper explores the evidence that shows a revised approach is needed to support Koorie learners to engage and participate successfully in vocational education and training (VET). It focuses on: changes in the characteristics of Koorie communities in Victoria; enrolment trends for Koorie learners across the spectrum of VET providers; current supports designed to increase Koorie engagement and participation in VET; and success enablers, and barriers for improving Koorie learner outcomes.

Edited excerpts from publication. Show less

This issues includes the following papers: Work study: curriculum and accreditation / Helen Smith; Alternate delivery strategies in the work-study program / Jill Sanguinetti; The youth guarantee/work-study scheme from the trainees' perspectives / Peter McCudden; Experimental learning with one work-study group / Jack McArdle; The Australian traineeship system / Kay Leroy; Taking part or taking apart? / Kevin Blachford; Towards broader definitions of curriculum and education / Ross Gillespie; Broad based transferable skills / Paul Stafer; Open learning in the Open Tech program in the UK: lessons for TAFE in Victoria / Jeff Ashurst; The sunraysia project / John Van Heumen; FLEXIMODE: a planned combination of on- and off-campus study / Lesley Greagg; Resources effects of self paced learning / Pam Wallace; Let's start at the very beginning... some considerations of policy development / Dorothy Jenkins; A focus for research in TAFE / Jim Garton; The Graduate Diploma in Applied Educational Studies: a new course for TAFE teachers and others / Norm Fary; Francis Ormond and the Melbourne Working Men's College / Edward Hardman; Origins of Geelong and the Gordon / Erik Van't Hag. Show less

This publication contains text of the speeches presented at the 'Leadership: issues and opportunities for women' forum as well as a summary of the material presented at each of the eight workshops. The main purpose of the forum was to enable participants from the State Training System to learn about best practice in professional development and leadership. The forum also enabled participants to gain insights from speakers who are leaders in the vocational education and training sector and the broader community. Issues explored at the forum included: (a) the nature of leadership in an increasingly complex management environment; (b) recent theories on organisational culture and its impact on the development of leaders, particularly women leaders; (c) approaches to improving career paths and maximising an individual's ability to contribute, including mentoring, role modeling and strategies for pushing beyond the 'glass ceiling'. Show less

Disparity in educational and career outcomes between rural, regional and remote (RRR) students and their metropolitan counterparts persists despite successive federal and state government initiatives. In this paper, we will present a study that highlights one important, yet overlooked, avenue to improve outcomes for RRR students: early-stage careers education. Informed by interviews conducted with RRR principals and deputy principals from Victoria and Queensland (n = 10), we present a new approach to the delivery and content of careers education in RRR contexts. The approach advocates for a purposeful programme from Year 7, which includes the engagement of key influencers such as parents/carers, peers and local industry, as well as tailoring activities to also reflect regional job trends and pathways. The broader implications of our findings to curriculum design are also presented and challenge the prevailing approach of Year 9/10 as the optimal period to immerse careers education.

Published abstract reprinted by permission of the copyright owner. Show less