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The TAFE National Centre for Research and Development conducted a comparative analysis of post-trade courses relevant to the oil industry in September 1985. This second project extends the work done in 1985 to include welders and it reviews some of the earlier rankings. It also proposes ways of dealing with the equivalence of other (overseas) qualifications at post-trade level. The objectives of the review were to: assess all welding courses and incorporate the results of the assessment into the Oil Companies' Schedule of Post-Trade Courses; to review several courses to re-determine their rankings within the Schedule; and recommend an approach to determining the equivalence of other qualifications, including those from overseas. Recommendations are set out under the following headings: fabrication and welding; industrial electronics; fluid power; mechanical; course options and combined evaluations; vertical ranking scale; future considerations and overseas qualifications. Show less

The VOCEDplus landmark documents are key documents considered by history and authoritative commentary to have influenced the development of the Australian vocational education and training (VET) system, providing vision and/or leading to significant change. This paper is part of a series of overviews that analyse and describe how these landmark documents impacted on the development of various aspects of Australia's VET sector. Its focus is on the impact the landmark documents have had on training and assessment in Australia's VET system. This overview demonstrates how training and assessment, as fundamental activities of vocational education, were viewed in different ways across the landmark documents. Up to the mid-1980s, a more traditional, educational perspective was evident with training seen as a practice comparable to that of schooling. The Dawkins policy papers of the late 1980s signalled a significant shift in the conceptualisation of training and assessment as playing a key role in national skills formation. Assessment not only confirmed and measured individual learning progress but served as a guarantee of system quality.

The landmark documents covered in this analysis are: TAFE in Australia: report on needs in technical and further education, April 1974 [Kangan report] (TD/LMR 85.637); Education, training and employment: report of the Committee of Inquiry into Education and Training [Williams report] (TD/LMR 85.677); COSTAC overseas mission to study developments in vocational education and training (TD/TNC 87.1259 and TD/TNC 90.776); Successful reform: competitive skills for Australians and Australian enterprises [FitzGerald report] (TD/LMR 85.636); Young people's participation in post-compulsory education and training: report of the Australian Education Council Review Committee [Finn review] (TD/LMR 85.641); Key competencies: report of the Committee to advise the Australian Education Council and Ministers of Vocational Education, Employment and Training on employment-related key competencies for postcompulsory education and training [Mayer report] (TD/LMR 85.658); [Dawkins trilogy]: A changing workforce (TD/LMR 85.675); Improving Australia's training system (TD/LMR 85.676); Skills for Australia (TD/LMR 85.648); Training costs of award restructuring: report of the Training Costs Review Committee [Deveson report] (TD/LMR 85.635); The Australian Vocational Certificate Training System [Carmichael report] (TD/LMR 85.646); Moving on: report of the high level review of training packages (TD/LMR 85.653); Formal preparation of TAFE teachers in Australia: a report to the Council by the Staff Development Advisory Committee [Fleming report] (TD/LMR 85.662); Enterprising nation: renewing Australia's managers to meet the challenges of the Asia-Pacific century [Karpin report] (TD/LMR 85.651). Show less

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

Fifteen articles are presented on topics ranging from reflections on independent learning to prespectives on TAFE teacher education. The papers and authors are: Further education teacher training in England and Wales / Richard Brown; Agricultural education in Western Australia: historical perspectives / Michael White; Recruitment and induction of beginning TAFE teachers / Norm Pyle; TAFE teachers and performance appraisal pitfalls and problems: an overview / Peter Lambert; Futures methodologies / Geoff Burkhardt; Helping Western Sydney's young unemployed / Peter West; Radical education for adult learners / Mike Reid; Literacy and numeracy problems in TAFE students / Peter Plunkett-Cole; The changing emphasis in education: learning for life / Sue Hall; An evaluation of aspects of an Outreach program / Anton Vogt; How adults learn / Jenny Osborne; Food as a nonverbal communicator / Keith Pollock; Problems and successes in group communication / Garry Maher; A learning experience / Onno De Smeth; Test construction / Andrew Finlay.

This volume concludes with a cumulative index of articles which have appeared in tha ACT papers in technical and further education from 1982 to 1986. Show less

This report examines the implications and challenges of writing competency based assessment, the practicalities of ensuring that the assessments suit a variety of delivery modes and the challenges of writing assessments to suit a diverse range of subjects and delivery situations. Particular challenges faced by teachers include how to test and mark, and how to determine what constitutes competency. Show less

This paper argues for a radical re-think of the way to approach 14-19 curriculum and assessment. The comparability framework has obscured and undermined the essential purposes of assessment, and constrained exam boards' ability to develop meaningful assessments for young people that meet both their own and the nuanced requirements of further/higher education and employers. The UK government's programme aims to challenge low expectations and make assessment more demanding, but its increasingly top-down, one-size-fits-all approach looks likely to discourage participation, and reduce the scope for young people to explore and demonstrate their aptitude for subjects beyond the core. To develop the skills Britain needs to succeed, there must be greater scope for innovation and diversity than the present proposals allow. A competitive market for qualifications is crucial.

Edited excerpt from publication. Show less

This report looks at social, economic and cultural mechanisms that discriminate against disadvantaged children, youth and adults, keeping them out of education or marginalized in it. Released at the start of the decade of action to 2030, and in the middle of the Coronavirus Disease 2019 (COVID-19) crisis, which has exacerbated underlying inequalities, the report argues that resistance to addressing every learner's needs is a real threat to achieving global education targets. It identified the practices in governance and finance; curricula, textbooks and assessments; teacher education; school infrastructure; and relations with students, parents and communities that can unlock the process to inclusion. The report also provides policy recommendations to make learner diversity a strength to be celebrated, a force for social cohesion.

Edited excerpts from publication. Show less

The 'Flexibility, transferability and mobility as targets of vocational education and training' (COST Action A11) program was initiated in 1971 by the European Commission (reports associated with this program are indexed at TD/TNC 73.596 and TD/TNC 67.267). Within this framework are five working groups. This paper is one of a selection of papers from Working Group 5: Evaluation and Assessment that focus on the evaluation of vocational education and training (VET). It describes the German dual system of VET and looks at a new mode of authentic assessment within this system. It considers the function of final examinations, which are mandatory in the German system, as gateways into vocational practice. Two examples where authentic approaches in examinations are applied are provided: apprenticeship programs for information technology (IT) vocations; and the insurance sales agents program. The paper concludes that new approaches for authentic modes of examinations can be successfully developed and implemented.

The monograph from which this paper is taken is indexed at TD/TNC 74.339; individual papers are indexed from TD/TNC 80.233 to TD/TNC 80.239. Show less

Assessments are tools that sample a person's knowledge in order to develop a pathway for the planning of learning. Many factors affect the outcomes of assessment, some pertaining to the tool itself and others to the context in which the tool is used. This report focuses on the second set of components, those that go beyond the actual tool itself. In particular, it focuses on common or centralised assessments in the literacy field, defined as assessments administered by a trained assessor who has a neutral interest in a client's potential pathways. Using the Educational Essential Skills Assessment (EESA) as a case study, it examines the strengths and weaknesses of common assessment in Ontario. EESA is an assessment tool developed by the Adult Basic Education Association of Hamilton-Wentworth (ABEA). The assessment is individualised, indicates both the literacy and basic skills (LBS) and the essential skills (ES) levels the client requires to achieve their goal, and provides an Educational Action Plan to move a client from a current level of skill to a required level of skill for their training and employment goal. In 2009, the EESA was piloted in several regions of Ontario to explore the concept of centralised assessment, and to expand an already identified process and practice to a broader region. The target audience was clients accessing Second Career (SC) and Ontario Skills Development (OSD).

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The purpose of recruit training is to equip recruits with the vocational skills and qualifications required to perform their role and provide an additional level of training to assist recruits to contextualise the business, operating environment and expected behaviours, including what constitutes unacceptable behaviour and abuse. While training alone cannot eliminate all instances of abuse, appropriate training and education is one of the primary preventative tools available to Defence, to reduce the likelihood that serious forms of abuse will continue to occur, while also building a culture where incidents are reported and dealt with appropriately. Our inquiry assessed the recruit training curriculum and content, delivery and evaluation approach for measuring the effectiveness of training related to required behaviours that is delivered to Australian Defence Force (ADF) recruits. Overall, our inquiry did not identify significant concerns with the ADF's approach to recruit training. We are largely satisfied the training curriculum appropriately reflects Defence's policies and procedures on required behaviours and for the training we reviewed, we are satisfied it is delivered consistent with the curriculum.

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