orientation of VET training. They seek flexibility in training arrangements, such as on-the-job delivery and customised training, to link off-the-job training directly to specific on-the-job work practices. Close collaboration with industry partners will enable VET providers to ensure the appropriate balance of practical and theoretical skills. Kearney examines the evolving workplace. He suggests that innovative and successful companies align their organisational culture, systems, processes and resources so that they are focused on meeting corporate goals. Openness, trust and diversity in the workforce are essential for a culture of innovation, he says. If the VETsector is to play a role in the innovation process, then it must provide a learning environment which also reinforces and develops these qualities.
The Flexible Learning Toolbox Project has carried three main development stages to date, from Series One in 1999 to the recently completed Series Three. Developers bid for funding to build Toolboxes from funding managed by the Flexible Learning Advisory Group (FLAG), a committee with strong interest and expertise in flexible delivery in the VETsector. Teams and consortia work together to develop bids to build online learning resources for qualifications within the national Training Packages. Teams are required to demonstrate strong links with the industry groups and to propose online materials that demonstrate evidence of sound contemporary learning designs and development processes that create materials with high levels of product utility. The following descriptions from the developers’ guidelines highlight these aspects of Toolbox design:
In 2012, the Commonwealth and all states and territories agreed upon a new market-driven funding model for vocational education, intended to promote opportunities for for-profit registered training organisations (RTOs) at the expense of public TAFE institutes. The centrepiece of this reform was a national training entitlement, or a minimum guarantee that all working age individuals could access subsidised training up to Certificate III level at a vocational education provider of their choice, provided they satisfied various eligibility criteria that vary among the states and territories. This demand-driven funding model has been the primary means of opening up contestable funding to for- profit training providers, and forcing TAFEs to compete in a competitive market. It followed the earlier implementation of the model in Victoria (2009), with the rollout across other states currently in motion. This report shows that the reforms have led to a sharp reduction in government spending per hour of VET delivery (see Figure E1) and a massive transfer of wealth from taxpayers to the owners of for- profit training providers. For example, government funding of the for-profit VETsector in Victoria grew at an annual pace of 42 percent between 2008 and 2013, rising from $137.6 million to $799.2 million (see Figure E2).
The existence of these dual sector awards is highly valued by a number of participants in education and training, who see them as providing an important bridge between the sectors, assisting with processes of program articulation and student mobility, and contributing to parity of esteem. The view that dual sector awards are not only desirable but are widely recognised and well regarded is supported by the existence of the common statement of characteristics of learning outcomes. Under current arrangements these statements should be used as a guide for both sectors in the development of programs with these titles.
SFIVET‘s Master of Science in Vocational Education and Training (VET) is unique in Switzerland‘s education landscape. Students undergo intensive training to prepare for growing challenges associated with VET-related developments at both national and international levels. Graduates of the M Sc in VET programme are able to take on important managerial tasks and make valuable Research and Development contributions to the Swiss VETsector.
KAL Training takes pride in its record of achievement and is committed to maintaining the highest professional standards of its trainers, and the quality of the training facilities and up to date equipment used in presenting its courses. KAL Training has pride in their high level of compliancy within the Private and Public VETsector.
Educators in the VETsector provide delivery and assessment in vocational competencies. The current profile of a VET student is predominately a student who has come straight from the secondary school. Their ages range from late teens to early 20s. The VET educators’ role is to equip these students with the skills and knowledge to prepare them for a career in their chosen vocation. These students are now considered to be studying in a tertiary “adult learning” environment (Knowles, 1984). There are still a number of issues concerning these students that need to be addressed by a VET educator and their employer. These issues include understanding different approaches to teaching, overall classroom management including handling challenging behaviour, counselling skills and current legislative and compliance requirements. The educator is required to manage the learning environment and possess the appropriate skills and knowledge to perform their teaching obligations to a satisfactory standard to maximise effective learning for all student participants (Armitage, Bryant, Dunnill, Hayes, Hudson, Kent, Lawes and Renwick, 2003). PD activities undertaken by a VET educator need to include training about how to deal with these issues.
Within Australia, and in line with international trends in supporting lifelong learning (see, for example, the learning brokers research project in the UK, reported in Thomas et al. 2004), the time is ripe for further exploration of a broker- age model. The recent Australian policy document Shaping our Future: Australia’s national strategy for vocational education and training 2004–2010 (Australian National Training Authority 2003) identifies a range of strategies that support training brokerage. These include assisting clients as they navigate the vocational education and training (VET) sector, enabling training providers and brokers to partner with industry, and strengthening the role of industry in identifying skill needs and devel- oping products and services to meet those needs. In addition, Australia has a strong client-driven training culture, as well as a strong market of training providers which provide greater client choice than ever before.
Schools are advised that the Units 3 and 4 sequence is not designed as a stand-alone study. The intention of VCE VET programs is to provide students with a qualification that meets industry expectations. The foundation knowledge and skills for the ability to function effectively in the workplace are often acquired in the early stages of the training program and are necessary for the achievement of competency in other areas of the program. A student may have great difficulty in achieving competency in the specified areas without first having undertaken training in the foundation or core units of competency. The strong advice and assumption of industry bodies is that the value of the training will be compromised unless based on the foundation skills specified by industry for the qualification.
All students undertaking an IMVC VET program will receive an official written report indicating their progress in the program. These reports are issued by the training providers to the student’s school and will include information on completed competencies, student learning, attendance, behaviour and general comments. Parents will receive a copy of these reports in Terms 1, 2 and 4. Completed Certificates will be sent directly to schools at completion of the course.
• Advanced Diplomas in engineering and related technologies appear to be under-utilised in the national training system and some engineering-related training packages do not offer qualifications at the Advanced Diploma level. • More than half of total VET provision of Advanced Diplomas in engineering
Certificate of application for a TFN (the certificate) attached. Your provider is authorised under the Higher Education Support Act 2003 (the Act) to collect your TFN. You will not be able to obtain VET FEE-HELP assistance for the amount of your VET tuition fees that remain unpaid on the census date unless you give your provider, on or before the census date, either your TFN or the certificate from the Australian Taxation Office (ATO), stating that you have applied for a TFN.
VCE VET units may only make the maximum available contribution towards satisfactory completion of the VCE where no signifi cant duplication exists between the VCE VET program and VCE studies or another VCE VET certifi cate in a student’s program. Where signifi cant duplication does exist, students may enrol in the VCE VET program and the VCE studies or other VET certifi cate identifi ed, but a reduced VCE VET unit entitlement will then apply.