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The NSW TAFE Commission has agreed that in developing courses for accreditation, it will meet the requirements of the National Framework for the Recognition of Training (NFROT). One of the requirements of NFROT is that Recognition of Prior Learning (RPL) is available. RPL is one element in the provision of recognition for students. Other elements of recognition include standard and non-standard exemptions.

In order to provide a coordinated recognition service to clients of TAFE NSW this evaluation was initiated to investigate the procedures being used in relation to non-standard exemptions and to discern what factors are essential for a successful and efficient service.

The evaluation focused on existing procedures for non-standard exemptions. At the conclusion of the evaluation ten recommendations for improvement were given. These included:

Simplifying the existing system

Consistency across the state

Devolvement of responsibility to teaching sections where appropriate

Subject-specific guidelines be written

After implementation of the report, a follow up review was undertaken to evaluate its success (see Non-standard exemptions: review of the implementation in TAFE NSW TD/NSW 43.14) Show less

This Professional Development Kit is the key outcome of the Demonstrating Best Practice Project - Using Self-Assessment. This project was undertaken by The Chisholm Institute, Frankston Campus and aimed to enable teachers and trainers to align their work practice with the organisation's strategic directions. The Kit describes a Self-Assessment Model for use by teachers and trainers to ensure that their planning and career development requirements are aligned to the organisation's strategic directions. Show less

This paper was delivered at a National Conference on Post-Compulsory Education and Training, sponsored by the Australian College of Education, held in Canberra on November 14, 1991. The author asks whether the increase in Year 12 completion and major expansion in TAFE participation envisaged by the Finn report (indexed at TD/TNC 85.641) are likely to occur. A key uncertainty is whether the upper secondary years will be attractive enough to students. More detailed thought needs to be given to the relationship between schools and industry than is found in Finn. It also needs to be made clear what TAFE is to offer after Year 12, and how it relates to industry. The author also raises the issue of key competencies, and warns that in placing more emphasis on how competence is to be assessed than upon how it is to be developed, the risk is run that the most important workplace competencies will be ignored as too hard to measure and report. Show less

During 2002, the Research Centre for Vocational Education and Training (RCVET) at the University of Technology, Sydney (now OVAL Research: the Australian Centre for Organisational, Vocational and Adult Learning) conducted a major research program under the title of ‘An industry-led VET [vocational education and training] system: issues for policy, practice and practitioners’. Two strands of inquiry were followed; a policy strand and a practice/practitioner strand. The research focused on the four vocational areas of tourism/hospitality, manufacturing, information technology (IT), and prevocational training (or cross industry, providing generic and employability skills). This report documents the findings of an investigation of VET practitioners working in four participating TAFE institutes across Australia. The research sought to examine how an industry-led VET system is realised within local contexts such as TAFE institutes and what issues are raised for practitioners working in this system. The report outlines some initial findings of surveys and interviews conducted at the TAFE sites and discusses issues raised for practitioners. Detailed profiles of the four institutes are contained in the report indexed at TD/TNC 72.546 and report of the study of non-TAFE VET providers is indexed at TD/TNC 72.545. The research focused on TAFE as the dominant provider with the VET system and data was collected through interviews with TAFE practitioners and learners in the four vocational areas that were the main focus of the research. The report presents research results relating to: (1) TAFE teachers and their work; (2) current input from industry in areas such as curriculum, teaching approach, assessment, finding employment for students, and implementing training packages; (3) sources of industry input; (4) TAFE learners and their courses of study; and (5) TAFE learners and their views on the role of industry in their courses. The report concludes with a synthesis of findings and possible questions and issues arising for TAFE teachers and industry and for TAFE learners and industry.

The research program produced a scoping paper outlining contemporary changes impacting on an industry-led VET system (indexed at TD/TNC 71.200) and six reports (indexed from TD/TNC 72.542 to TD/TNC 72.547). Show less

This periodical, published quarterly, provides current information for vocational education and training (VET) practitioners on educational, policy and industrial developments affecting the VET sector in Australia. Articles in this issue include: ‘Cutting ‘red tape’ in the VET market: the triumph of ideology over common sense’ by Pat Forward (pages 6-7); ‘TAFE and marketisation: level playing field or devil’s playing field?’ by Virginia Simmons (pages 8-9); ‘Hey sistas!: the untapped opportunity of women in trades’ by Fiona Lawrie (pages 10-11); ‘VET funding in Australia and the role of TAFE’ by Peter Noonan (pages 16-18); ‘Conversations with educators from TAFE and higher education’ by Theresa Millman (pages 20-21); ‘Questions about jobs and art’ by J. N. Blank (pages 24-25) [this article is in response to the 'news from NCVER' article 'Qualification utilisation: will that qualification result in a job?' published in the 2014 Winter edition of 'The Australian TAFE teacher']; ‘Quality assessments: practice and perspectives [news from NCVER]’ by Josie Misko (page 30). Show less

This document illustrates and promotes principles of good practice for work-based learning programs, using case studies from TAFE NSW and their industry partners. The case studies were selected to illustrate the range of work-based learning activities that are possible. It aims to provide curriculum designers and deliverers with ideas and contacts to help them engage effectively in work-based learning activities. Section 1 reflects successful strategies used by course designers and deliverers in TAFE NSW to facilitate the effective implementation of work-based learning arrangements. Section 2 profiles a selection of TAFE NSW and industry programs with aspects of development and implementation highlighted for each case study. There is also an appendix which provides a brief summary of the case studies.

This publication is part of the 'Managing Teaching and Learning in the Workplace - Practical Strategies' resource kit. Related publications are indexed from TD/TNC 61.67 to TD/TNC 61.69. Show less

The 'Transnational quality assurance of the VET sector' project examined the need for establishing stronger quality assurance processes to ensure that the standard of delivery and outcomes of the courses/programs delivered in a transnational environment are equivalent to those determined under nationally recognised quality assurance arrangements, and delivered within Australia. These quality assurance processes and functions must also ensure: that the Australian education and training delivered overseas/transnationally meet the accreditation standards of the students' home countries; that providers and consumers clearly understand the accountabilities in the delivery and quality assurance of transnational education and training; and maintenance of the integrity of Australian education and training delivered overseas. The research also examined the need for appropriate tools and training that will prepare staff of both TAFE South Australia (TAFE SA) and the private registered training organisations (RTOs) in South Australia for the delivery of quality education and training overseas. Information was gathered through a questionnaire sent to the quality managers of TAFE SA, and the three RTOs involved in the project, and through a workshop for all TAFE SA staff involved in transnational education and training, and the three participating RTOs. A key recommendation from the research is that staff delivering overseas must be appropriately qualified, and be monitored and assessed regularly. This is to ensure: the validity, currency, and practicality of their teaching and delivery; that the integrity of Australian education and training is maintained while within a transnational environment and is learner focused; and that there are appropriate delivery and assessment strategies to facilitate acquisition of knowledge and an Australian qualification by the overseas learner.

Published abstract.

Available papers from the 10th Australian Vocational Education and Training Research Association (AVETRA) Conference are indexed from TD/TNC 89.401 to TD/TNC 89.447. Show less

This project surveyed purchasers of the 'Competency standards for assessment', which was endorsed by the Standards and Curriculum Council (9/95). Those standards document the competencies required of persons responsible for establishing, implementing, and/or managing assessment systems.

The survey determined that, overall, there is limited take-up of the standards. Those organisations which have or which intend to use the standards are those with a strategic approach to human resource management (HRM). Qualitative evidence suggests, however, a potential demand from organisations which have not yet implemented formal assessment practices. It is likely that the process of implementation may be accelerated by the development of an increased capacity to provide practical assistance and to ensure that current information is available to the training and HRM networks. Show less

This periodical, published quarterly, provides current information for vocational education and training (VET) practitioners on educational, policy and industrial developments affecting the VET sector in Australia. Articles in this issue include: ‘2006 and onwards’ by Linda Simon (p. 4-5) which highlights changes to the Australian VET system resulting from the Skilling Australia’s Workforce Act 2005 (indexed at TD/TNC 83.246); Fighting the battle, weathering the storm: learning from New Zealand’ (p. 6) which is a summary of the address given by Lloyd Woods, National President of Association of Staff in Tertiary Education (ASTE) at the 2006 Australian Education Union (AEU) TAFE Council Meeting; ‘Queensland skills plan’ by John McCollow (p. 8-9) which summarises the key points of the VET white paper ‘Queensland skills plan’ (indexed at TD/TNC 85.453); ‘Casual employment in TAFE: a case of unrequited love?’ by Tom Karmel (p. 10-11) which highlights the findings of work carried out by the National Centre for Vocational Education Research (NCVER) that explored the growth of casual employment in TAFE; ‘Corporate social responsibility, Lend Lease and NSW TAFE Outreach’ by Sue Angel and Camilla Couch (p. 12-13) which looks at an innovative community-social partnership program; ‘Creating Australia’s future wealth: a challenge for TAFE teachers’ by Dennis Macnamara (p. 14-15) which looks at the challenge of supplying flexible learning packages and learning environments; Markets and funding in TAFE: blowing the whistle’ by Damon Anderson (p. 16-17) which is a keynote address given at the 2006 TAFE AGM and which looks at the issue of training markets; ‘Exploring dilemmas in competency-based assessment’ by Sue Mandley (p. 18-19) which looks at how education and learning are measured. Show less

The author rebuts Peter Thomson’s article ‘Training colleges fail the workplace test’ (TD/TNC 47.41), which raised concerns about differences in standards between on- and off-the-job training providers. Southey contends that training establishments have both the capability and the obligation of providing effective, competency-based assessment. An example of sound practice is The Hospitality Training Company Australia’s (THTCA) network of experiential restaurants known as Ghekkos. Favourable comparisons are made between:

the training and competency standard assessment procedures of these restaurants and industry situations;

outcomes of Ghekko-trained students and students trained in other venues.

Southey states that the continuing challenge is to develop industry-appropriate assessment methods in training establishments. Show less