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This document aims to provide a record of the elements of training reform, in the context of the recent initiatives taken by Commonwealth and State Ministers for vocational education and training to improve Australia's training system in order to improve economic prospects and competitiveness. The National Training Reform Agenda (NTRA) is defined and components identified: competency based training; competency standards; recognition of training; curriculum, delivery and assessment; entry level training; training market; funding training; and access and equity. Attachments are: (1) acronyms and committees; (2) Commonwealth policy; (3) national policy; (4) mandated policy; (5) key events and documents in the National Training Reform process; (6) management structures; and (7) comparison between National Training Board first and second edition policies. It is suggested that the NTRA is developing into a workable system but that there are concerns that components are falling short of goals and are not fully meeting the needs of clients. Show less

The enactment of the Framework Act on Qualifications in 1997, increased the diversity of the qualification system in Korea by allowing more private sector participation in the administration of qualifications. This stimulated competition between and among national and private qualifications and led to the overall improvement of the system. This booklet describes the current qualifications system in Korea and outlines how national and private qualifications operate in practice. It concludes with recommendations for the further improvement of the system. The contents are: Institutional framework; National qualifications; Private qualifications; Future prospects. Show less

This is the annual update of the Training and Skills Commission's Skills for Jobs five-year plan for skills and workforce development in South Australia. The Commission's advice in the 2012 plan focuses on the twin challenges of participation and productivity which will drive growth for tertiary level qualifications over the next five years. During 2013, the Commission will focus on strategies to reach a 69 per cent workforce participation rate by 2025. To achieve higher levels of participation it is important that training gives individuals the skills they need for sustainable employment. The State Government's Skills for All policy, announced in February 2011, is making fundamental changes to the [vocational education and training] VET system in South Australia. Skills for All is largely in line with the Commission's reform recommendations to government, including the fundamental shift from a supply focused system to one driven by student and industry demand. The Commission is working with the State Government to ensure that graduates of the new system have the skills and knowledge that industry needs.

Edited summary from the TASC website. Show less

In the fall of 2015, federal, provincial, and territorial governments committed to welcoming and settling 25,000 Syrian refugees in communities across Canada. At the time, the Canadian Information Centre for International Credentials (CICIC), along with other organizations in Canada, began discussing the ramifications that could arise once these newcomers settled and sought recognition of previously completed studies in order to work or undertake further studies in Canada. How would the broad and diverse organizations responsible for assessing and recognizing academic credentials and professional qualifications support refugees? This is especially crucial, as refugees and those in refugee-like situations may not have access to the documentation normally required for these procedures.

This report provides an overview of academic credential and qualification assessment in Canada. It identifies not only which organizations are responsible for assessing and recognizing these documents, but also the growing number of tools and resources developed to support these procedures. It outlines the legal framework for assessing the qualifications of refugees in Canada and identifies some of the barriers they face. It also provides context for the different levels of risk for organizations.

A summary of the two-day workshop titled 'Assessing the Qualifications of Refugees', organized by CICIC and held on November 24 and 25, 2016, in Mississauga, Ontario, is provided. The workshop was attended by 93 participants working in key sectors: members of the Alliance of Credential Evaluation Services of Canada (ACESC); professional regulatory bodies and apprenticeship authorities; postsecondary educational institutions; government departments and agencies; and additional guest speakers from Canada and Europe. The workshop was designed to assist refugees in entering the labour market and gaining admission to further studies by building knowledge within the pan-Canadian academic credential assessment community of alternative approaches to assessment and recognition for refugees and persons in refugee-like situations.

Discussions at the workshop and additional consultations with key sectors led to the identification and development of best practices and guidelines that can be used by organizations to put in place an alternative qualification-assessment procedure without access to verifiable documentation. These consist of: (1) five different approaches that may be used, depending on the situation and type of organization: country profile plus comparability statement; background paper; some documentation; some verifiable documentation; testing of skills and competencies; (2) 13 recommended best practices and guidelines that are consistent with the Lisbon Recognition Convention (LRC) in the context of international best practices. These are related to: governance; building awareness; eligibility; minimum documentation requirements; translation requirements; use of background paper and sworn affidavits; use of competency-based assessments; use of prior learning assessment and recognition (PLAR); sharing documentation; contacting institutions; transparency and public communications; transparency in the assessment report; and fees; and (3) a practical worksheet developed to support organizations that are thinking of developing new policies or refining existing ones. It is a companion to the 13 recommended best practices and guidelines.

Executive summary from publication. Show less

The key objective of the Australian Quality Training Framework (AQTF), developed by the National Training Quality Council (NTQC) of the Australian National Training Authority (ANTA) board in conjunction with the states and territories in 2001, was to provide the basis for a nationally consistent, high quality vocational education and training (VET) system. There are two sets of standards under the AQTF: standards for registered training organisations (RTOs); and standards for state and territory registering/course accrediting bodies. These standards were reviewed in 2004 and this document contains the 12 revised standards for RTOs. The standards are: Systems for quality training and assessment; Compliance with Commonwealth, state/territory legislation and regulatory requirements; Effective financial management procedures; Effective administrative and records management procedures; Recognition of qualifications issued 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.

Companion documents are indexed from TD/ANTA 81.03 to TD/ANTA 81.07. Show less

Skills recognition is the term used to describe a number of assessment processes resulting in the formal recognition of competencies that a person has acquired through formal or informal training, work experience and/or life experience. The principles, operational guidelines and minimum quality requirements contained in this framework will help to ensure that good quality skills recognition is being provided by Registered Training Organisations in Western Australia. The development of this Skills Recognition Framework for vocational education and training in Western Australia is a joint initiative between the Training Accreditation Council, the State Training Board and the Department of Training and Employment.

The framework is a State policy that supports the implementation of Training Packages and the Australian Recognition Framework, and all training organisations registered with the Training Accreditation Council make a commitment to implement this framework. Show less

The National Quality Council Policy on Internationalising VET Qualifications outlines the Council’s policy on the development of Australian vocational education and training (VET) qualifications to respond to the demand for global skills mobility, including for Australian industries and workers that are increasingly operating in an international context.

Excerpt from policy. Show less

These standards are broad based functions that integrate a series of skills which will apply in a variety of contexts. They are centred around the notion of competency, expressed as a work outcome. Each standard has the following components: units of competence; elements of competence; performance criteria; and range statements. These competencies are based on current functions and technology in the fire services. They are intended to be revised and updated as work practices and technology change. Show less

There are many adult learners who begin their learning journey below Australian Core Skills Framework (ACSF) Level 1, in one or more core skills. In the past, recognising and detailing their skills was guided by the ACSF Pre Level 1 supplement, included as an appendix in the 2012 version of the ACSF [available in VOCEDplus at TD/TNC 108.1528]. For each core skill, the supplement included a summary set of information to describe each skill. This new version of Pre Level 1 builds on the previous supplement to bring it in line with the way that other levels are described in the ACSF. This more detailed version of Pre Level 1 will assist users to more accurately describe, assess and report skill performance, and skill progression over time. It is divided into two stages, Pre Level 1A and Pre Level 1B, in recognition of the incremental steps that adult learners work through at this level.

Excerpts from publication. Show less

'Hot topics' is a series of broadcasts on the latest developments in training reform. This video gives a brief overview of the national training system and then goes on to discuss the latest on skills recognition. It outlines what is required to become a registered skills recognition agency and how organisations can become registered for skills recognition, assessment only. It also discusses in detail the 'Kit for skills recognition organisations', which is a comprehensive resource kit to assist organisations wanting to become registered to deliver skills recognition services. Other resources to help with the process include the Western Australian Department of Training's 'Recognition of training' information kit, consisting of a series of booklets with forms and templates. The program also discusses the various steps taken in the validation process of becoming a registered skills recognition agency. Show less