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Ieaa Transnational Education Forum 2021
INNOVATON POST-COVID: IEAA TRANSNATIONAL EDUCATION FORUM 2021 Thursday 29 - Friday 30 July 2021 DAY 1: THURSDAY 29 JULY 1pm FORUM WELCOME (AEST) The Hon. Phil Honeywood Chief Executive Officer International Education Association of Australia (IEAA) Caryn Nery Convener, IEAA Transnational Education Network Director, Transnational Education Partnerships, Victoria University 1:10pm AUSTRADE UPDATE: DEMAND AND OPPORTUNITY IN EMERGING MARKETS (AEST) Border closures can impact the ability to scan key mature and emerging markets for opportunity to grow and diversify TNE presence. This session taps into in-country expertise from select markets and will include an opportunity for attendees to share market insights. Peter Harris (Chair) Deputy Convener, IEAA Transnational Education Network Chief Officer, Partnerships and Growth, UTS College Rodney Commerford Trade and Investment Commissioner, Indonesia Austrade Haike Manning Founder and Managing Director LightPath Consulting Group ieaa.org.au #IEAATNE Kanishka Padidilian Director of Education, Sri Lanka Austrade 1:55pm AUSTRADE CAMPAIGN LAUNCH (AEST) Melissa Banks Head of International Education Centre of Excellence Australian Trade and Investment Commission (Austrade) BREAK 2:20pm TNE IN INDIA: CASE STUDIES (AEST) With the release of the National Education Policy, the Indian government has recently announced draft regulation on Indian and foreign education collaboration. This session provides an overview of the new regulation and takes a closer look at Australian institutions with deep engagement -
VET Providers, Associate and Bachelor Degrees, and Disadvantaged Learners Report to the National VET Equity Advisory Council (NVEAC), Australia
VET providers, associate and bachelor degrees, and disadvantaged learners Report to the National VET Equity Advisory Council (NVEAC), Australia September 2013 Trevor Gale,a Steven Hodge,b Stephen Parker,a Shaun Rawolle,a Emma Charlton,a Piper Rodd,a Andrew Skourdoumbis,a and Tebeje Mollaa Deakin University a and University of Ballarat b STRATEGIC CENTRE FOR RESEARCH IN EDUCATIONAL FUTURES AND INNOVATION (CREFI) DEAKIN UNIVERSITY, AUSTRALIA CITATION FOR THIS REPORT Gale, T., Hodge, S., Parker, S., Rawolle, S., Charlton, E., Rodd, P., Skourdoumbis, A. & Molla, T. (2013). VET Providers, Associate and Bachelor Degrees, and Disadvantaged Learners. Report to the National VET Equity Advisory Council (NVEAC), Australia. Centre for Research in Education Futures and Innovation (CREFI), Deakin University, Melbourne, Australia. www.deakin.edu.au/arts-ed/efi/pubs/VET-associate- bachelor-degrees-disadvantaged-learners.pdf ACKNOWLEDGEMENTS The authors are grateful to DIICCSRTE for developing new computer programming in order to generate data for this report and to the five case study institutions and staff for contributing their time, information and insights. We also acknowledge the support of Greg Stratton, Anne Savige and ‘The Warrnambool Collective’ in the preparation of this report. For more information about this report please contact Anne Savige: 221 Burwood Highway, Burwood VIC 3125 Australia T:+61 3 9244 6384 [email protected] www.deakin.edu.au/arts-ed/efi/ © Deakin University 2013 CREFI is a designated strategic research centre of Deakin University, Australia. Contents 1| Executive summary 7 2| Introduction 10 3| The policy context 19 4| Student participation 30 5| Introduction to case studies 51 6| Case 1: Associate Degree in Business (Sydney Inst. -
Annual Report Contents
2012 annual report Contents 01 National Board 2 02 Message from the Chair 3 03 Chief Executive Officer’s report 4 04 Operational highlights 5–16 05 Board and committees 17 06 External policy committees 18–19 07 Audit advice 20–21 08 TAFE locations 22 Map back cover TAFE Directors Australia Inc. ABN: 39 070 265 734 TAFE Directors Australia National Secretariat Sydney Institute of TAFE NSW Turner Hall (Building B) — Ultimo College Cnr Mary Ann and Harris Streets Ultimo NSW 2007 Postal Address PO Box 707 Broadway NSW 2007 Contact Telephone: +61 2 9217 3180 Facsimile: +61 2 9281 7335 Email: [email protected] Website: www.tda.edu.au About us TAFE Directors Australia (TDA) is the peak national body Our purpose is to: incorporated to represent Australia’s 61 government- • advance vocational education and training policy owned TAFE institutes and university TAFE divisions, in Australia and the Australia-Pacific Technical College (APTC). • support policy development for improved outcomes Australia’s TAFE institute network is the largest and for students – domestic and international most diverse tertiary education sector in Australia with • lead the advocacy on funding locations across Central Business Districts (CBD), • provide member services for Tuition Assurance suburban, regional and remote locations, with many to facilitate institutes’ Vocational Education and institutes offering further services through the Asia- Training (VET) FEE-HELP registration, and Higher Pacific and other offshore regions. Education FEE-HELP The core business of TDA is supporting our member • position TAFE institutes as the major training brand institutes and leading the advocacy for quality skills delivering skills in Australia in Australia. -
Attachment 1 Received 16 October 2020
LAEIC - TAFE access inquiry Submission no: 16 Attachment 1 Received 16 October 2020 MAKING VOCATIONAL EDUCATION AND TRAINING WORK FOR WORKING VICTORIANS VICTORIAN TRADES HALL COUNCIL JULY 2020 MAKING VOCATIONAL EDUCATION AND TRAINING WORK FOR WORKING VICTORIANS | VICTORIAN TRADES HALL COUNCIL 1 MAKING VOCATIONAL EDUCATION AND TRAINING WORK FOR WORKING VICTORIANS | VICTORIAN TRADES HALL COUNCIL 2 CONTENTS 1. Introduction 4 2. Working People Rely on Vocational Education 5 3. VTHC’s Principles and Approach to VET 7 3.1 Skills for Working Victorians as a Collective 7 3.2 Gender Equality 8 3.3 A Just Transition for Workers 9 3.4 Automation 9 3.5 Lifelong Learning 9 3.6 Addressing Inequality and Insecure Work 10 4. A Unified TAFE System 11 4.1 Funding 12 4.1.1 Registered Training Organisations (RTOs) 13 4.1.2 Learn Local Providers and Community RTOs 13 4.2 TAFEs and their Communities 14 4.3 TAFE Teachers 15 5. A Holistic Approach to TAFE 15 5.1 Professional Staff 16 6. A TAFE System that Supports Working People into the Future 17 6.1 Development of Curriculum 18 6.2 The Role of Employers 19 6.3 Student Wages 21 6.4 Training/Study Leave 21 6.5 Professional Development for Working People 22 7. Solving Unemployment in Victoria 23 8. Industry Policy 24 8.1 Planning for Automation 25 8.2 A Jobs and Training Guarantee 25 8.3 Licensing of Trades 26 9. The Role of Unions 27 9.1 Pilot Projects for Overcoming Disadvantage 27 10. Conclusion 28 11. -
2018-19-Annual-Report.Pdf
Published by the Department of Education and Training, Melbourne, October 2019 © State of Victoria (Department of Education and Training) 2019 The Department of Education and Training Annual Report 2018–19 is licensed under a Creative Commons Attribution 4.0 licence. You are free to reuse the work under that licence, on the condition that you credit the State of Victoria (Department of Education and Training), indicate if changes were made and comply with the other licence terms available at http://creativecommons.org/licenses/by/4.0/deed.en. The licence does not apply to: any trademarks or branding, including the Victorian Government logo and the Department of Education and Training logo images or photographs or other content supplied by third parties. Copyright queries may be directed to [email protected]. Authorised by the Department of Education and Training 2 Treasury Place, East Melbourne, Victoria, 3002 ISSN 2204‒0439 (Print) ISSN 2204‒0447 (Online) If you would like to receive this document in an accessible format such as large print or audio, please telephone 1800 809 834 or email [email protected]. This document is available in PDF and accessible Microsoft Word format at www.education.vic.gov.au. The Hon. James Merlino MP Deputy Premier of Victoria and Minister for Education The Hon. Gayle Tierney MP Minister for Higher Education and Minister for Training and Skills Dear Ministers In accordance with the Education and Training Reform Act 2006 and the Financial Management Act 1994, I am pleased to present the Department of Education and Training’s Annual Report for the year ending 30 June 2019. -
Razor Gang to Dawkins: a History of Victoria College, an Australian College of Advanced Education
Razor Gang to Dawkins: A History of Victoria College, an Australian College of Advanced Education Vivienne Carol Roche Submitted in total fulfilment of the requirements of the degree of Doctor of Philosophy September 2003 Faculty of Education The University of Melbourne Abstract For ten years from 1982, Victoria College was a large multi-campus college of advanced education providing a diverse range of higher education programs to Australian and overseas students. This thesis outlines the history of Victoria College. It considers the circumstances that led to its creation through the forced amalgamation of four previously independent colleges of advanced education: the State Colleges of Victoria at Burwood, Rusden, and Toorak and the Prahran College of Advanced Education and examines the events which led to its merger with Deakin University in 1992. Australia’s binary system of higher education was intended to enhance the diversity of tertiary education as well as to increase the number of students able to gain a tertiary qualification. This thesis describes the role of Victoria College within the binary system and argues that the College did increase student and programmatic diversity within Australia’s higher education system. It describes how the four colleges that formed Victoria College responded to the forced amalgamation that resulted from the Commonwealth Government’s “Razor Gang” Report and the merger process that followed it. It traces the College’s early years and the development of its academic vision. These events support the academic literature on amalgamations that identify staff anxiety and opposition as well as the emotional costs as important features of involuntary mergers between two or more institutions.