DOCSLIB.ORG

The Following PDF Provides an Overview of the Prerequisites for Courses in 2023

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Following PDF Provides an Overview of the Prerequisites for Courses in 2023 Prerequisites for 2023The following PDF provides an overview of the prerequisites for courses in 2023. While VTAC endeavours to keep this publication updated, for the latest list of courses and prerequisites please go to the VTAC Prerequisite and Course Explorer, available from the website. ISSN 2209-5306 Contents Academia Australia 3 Academy of Information Technology 3 Academy of Interactive Entertainment 3 Acknowledge Education 4 Australian Catholic University 4 Australian College of Applied Psychology 5 Australian Institute of Music (AIM) 6 Box Hill Institute 6 Charles Sturt University 7 Chisholm 8 Collarts (Australian College of the Arts) 8 CQUniversity 8 Deakin College 10 Deakin University 10 Elly Lukas Beauty Therapy College 13 Endeavour College of Natural Health 13 Federation University Australia 13 Gordon (The) 16 Holmesglen 16 JMC Academy 17 Kangan Institute 17 La Trobe College Australia 18 La Trobe University 19 LCI Melbourne 21 Longerenong College 22 Macleay College 22 Marcus Oldham College 22 Melbourne Institute of Technology 22 Melbourne Polytechnic 22 Monash College 23 Monash University 24 Northern College of the Arts and Technology 33 Photography Studies College 33 RMIT University 33 SAE Creative Media Institute 39 Southern Cross University 39 Swinburne University of Technology 39 The Masters Institute of Creative Education 44 Torrens University Australia 44 University of Melbourne (The) 45 Victoria University 47 Victorian Institute of Technology 51 Whitehouse Institute of Design 51 William Angliss Institute 52 Prerequisites for 2023: Version 1 | July 2020 | 2 Academia Australia www.academia21.com ▼ Courses with no prerequisites Aged Care Hairdressing Ageing Support Hairdressing (Certificate IV) Beauty Therapy Hospitality Management (Commercial Cookery Stream) Beauty Therapy (Certificate IV) Hospitality Management (Patisserie stream) Business Marketing and Communication Commercial Cookery Patisserie Commercial Cookery (Certificate IV) Patisserie (Certificate IV) Early Childhood Education and Care Salon Management Early Childhood Education and Care (Diploma) Academy of Information Technology www.ait.edu.au ▼ Courses with no prerequisites Digital Design (Degree) Interactive Media (Diploma) Digital Design (Diploma) Interactive Media - with a focus on 2D Animation (Degree) Information Technology (Diploma) Interactive Media - with a focus on 3D Design (Degree) Information Technology (Game Programming) (Degree) Interactive Media - with a focus on Film & Video (Degree) Information Technology (Mobile Applications Development) Interactive Media - with a focus on Games Design (Degree) (Degree) Academy of Interactive Entertainment www.aie.edu.au Entry into full-time study with AIE requires that all applicants attend an interview and provide a portfolio of relevant works for consideration. See our website for more information or get in touch with us at https://aie.edu.au/question/ to learn more. ▼ Courses with no prerequisites 3D Animation & VFX for Film (Advanced Diploma) Game Programming (Advanced Diploma) 3D Animation and VFX for Film (Dual Diploma) Game Programming (Dual Diploma) Game Art & Animation (Advanced Diploma) Game Art and Animation (Dual Diploma) Game Design and Production (Advanced Diploma) Game Design and Production (Dual Diploma) Prerequisites for 2023: Version 1 | July 2020 | 3 Acknowledge Education www.acknowledgeeducation.edu.au ▼ Courses with no prerequisites Business (Advanced Diploma) Community Services (Diploma) Business (Degree) Creative Enterprise (Diploma) Business (Diploma) Hospitality Management Business – Accounting (Degree) Hospitality Management (Commercial Cookery Stream) Commercial Cookery (Certificate III) Hospitality Management (Patisserie Stream) Commercial Cookery (Certificate IV) Patisserie (Certificate III) Community Services (Degree) Patisserie (Certificate IV) Australian Catholic University www.acu.edu.au Bachelor of Nursing - Later Year Entry Please note: This course is open to Non-School-Leavers with a completed Diploma in Nursing (Enrolled Nursing) qualification and current registration as an enrolled nurse with AHPRA; or Non-School-Leavers who have successfully completed a minimum of 1.5 years of full-time equivalent Tertiary study which must lead to eligibility for registration as a registered nurse with AHPRA. Recent school leavers and any applicants who do not meet the above requirements should apply for ACU’s ‘Bachelor of Nursing - First Year Entry Only’ course instead. ▼ Courses with prerequisites available in 2023 Accounting and Finance Business Administration/Global Studies Prerequisites: Units 3 and 4: any English. Prerequisites: Units 3 and 4: any English. Applied Public Health Business Administration/Laws Prerequisites: Units 3 and 4: any English. Prerequisites: Units 3 and 4: any English. Applied Public Health/Business Administration Commerce Prerequisites: Units 3 and 4: any English. Prerequisites: Units 3 and 4: any English. Applied Public Health/Global Studies Commerce/Business Administration Prerequisites: Units 3 and 4: any English. Prerequisites: Units 3 and 4: any English. Arts Commerce/Global Studies Prerequisites: Units 3 and 4: any English. Prerequisites: Units 3 and 4: any English. Arts/Commerce Commerce/Laws Prerequisites: Units 3 and 4: any English. Prerequisites: Units 3 and 4: any English. Arts/Global Studies Creative Arts Prerequisites: Units 3 and 4: any English. Prerequisites: Units 3 and 4: any English. Arts/Laws Early Childhood Education (Birth to Five Years) Prerequisites: Units 3 and 4: any English. Prerequisites: Units 3 and 4: any English. Biomedical Science Education (Primary and Secondary) Prerequisites: Units 3 and 4: any English; Units 3 and 4: any Prerequisites: Units 1 and 2: two units (any study combination) of Mathematics. Maths: General Mathematics, Maths: Mathematical Methods or Maths: Specialist Mathematics or Units 3 and 4: any Mathematics; Units 3 and Biomedical Science/Applied Public Health 4: any English. Prerequisites: Units 3 and 4: any English; Units 3 and 4: any Mathematics. Education (Primary and Special Education) Prerequisites: Units 1 and 2: two units (any study combination) of Biomedical Science/Business Administration Maths: General Mathematics, Maths: Mathematical Methods or Maths: Prerequisites: Units 3 and 4: any English; Units 3 and 4: any Specialist Mathematics or Units 3 and 4: any Mathematics; Units 3 and Mathematics. 4: any English. Biomedical Science/Laws Education (Secondary and Special Education) Prerequisites: Units 3 and 4: any English; Units 3 and 4: any Prerequisites: Units 1 and 2: two units (any study combination) of Mathematics. Maths: General Mathematics, Maths: Mathematical Methods or Maths: Specialist Mathematics or Units 3 and 4: any Mathematics; Units 3 and Business Administration 4: any English. Prerequisites: Units 3 and 4: any English. Prerequisites for 2023: Version 1 | July 2020 | 4 Education (Secondary) Nutrition Science/Business Administration Prerequisites: Units 1 and 2: two units (any study combination) of Prerequisites: Units 3 and 4: any English. Maths: General Mathematics, Maths: Mathematical Methods or Maths: Specialist Mathematics or Units 3 and 4: any Mathematics; Units 3 and Occupational Therapy (Pass and Honours) 4: any English. Prerequisites: Units 3 and 4: any English; Units 3 and 4: one of Biology, Chemistry or Physics. Education (Secondary)/Arts (Humanities) Prerequisites: Units 1 and 2: two units (any study combination) of Paramedicine Maths: General Mathematics, Maths: Mathematical Methods or Maths: Prerequisites: Units 3 and 4: any English. Specialist Mathematics or Units 3 and 4: any Mathematics; Units 3 and 4: any English. Philosophy/Laws Prerequisites: Units 3 and 4: any English. Education (Secondary)/Arts (Mathematics) Prerequisites: Units 1 and 2: two units (any study combination) of Physiotherapy Maths: General Mathematics, Maths: Mathematical Methods or Maths: Prerequisites: Units 3 and 4: any English; Units 3 and 4: one of Biology, Specialist Mathematics or Units 3 and 4: any Mathematics; Units 3 and Chemistry or Physics. 4: any English. Psychological Science Education (Secondary)/Arts (Visual Arts) Prerequisites: Units 3 and 4: any English. Prerequisites: Units 1 and 2: two units (any study combination) of Maths: General Mathematics, Maths: Mathematical Methods or Maths: Psychological Science/Arts Specialist Mathematics or Units 3 and 4: any Mathematics; Units 3 and Prerequisites: Units 3 and 4: any English. 4: any English. Psychological Science/Commerce Education (Secondary)/Exercise Science Prerequisites: Units 3 and 4: any English. Prerequisites: Units 1 and 2: two units (any study combination) of Maths: General Mathematics, Maths: Mathematical Methods or Maths: Psychological Science/Exercise and Sports Science Specialist Mathematics or Units 3 and 4: any Mathematics; Units 3 and Prerequisites: Units 3 and 4: any English. 4: any English. Psychological Science/Laws Prerequisites: Units 3 and 4: any English. Exercise Science/Applied Public Health Prerequisites: Units 3 and 4: any English. Psychology (Honours) Prerequisites: Units 3 and 4: any English. Exercise Science/Business Administration Prerequisites: Units 3 and 4: any English. Speech Pathology Prerequisites: Units 3 and 4: any English; Units 3 and 4: one of Biology, Exercise and Sports Science Prerequisites: Units 3 and 4: any English. Chemistry, Health And Human Development or Physics. Exercise and Sports
Load more

Recommended publications
  • Chisholm Institute of Tafe
    2011 ANNUAL REPORT Annual Report 2011 1 OUR VISION Leading the way in education and training to inspire success and transform lives. OUR PURPOSE Chisholm Institute excels in education and training and is respected and valued for enhancing the social and economic futures of individuals, industry and communities. OUR VALUES • Making a difference through learning • Integrity and respect • Excellence • Service and relevance • Diversity • Sustainable practices. Welcome About this Report 4 About Chisholm 5 Board President Welcome 6 CEO Report 8 2011 Highlights 10 Our Organisation Statistical Overview 21 Board 23 Chisholm Directors Group 29 Governance Report 34 Social Responsibility 41 Financial and Compliance Information Financial Overview 44 Chisholm Institute Financial Reports and Performance 50 Statements Caroline Chisholm Education Foundation Report 100 Caroline Chisholm Education Foundation Financial 107 Reports Compulsory Non-Academic Student Fees 118 Activity Table 119 Financial Performance against Budget 121 Chisholm 2011 – 2014 Targets 122 Disclosures Index and Additional Compliance Reports 123 Acronyms 142 Annual Report 2011 3 About this Report In the preparation of this report Chisholm has followed the reporting guidelines issued by Skills Victoria, Department of Education and Early Childhood Development. This report is based on the model annual report issued with these guidelines, in accordance with the Financial Management Act 1994, Australian Accounting Standards, Statement of Accounting concepts, authoritative pronouncements of the Australian Accounting Standards Board and other legislative requirements. This report also includes details of the operations of the Caroline Chisholm Education Foundation and an audited financial report for the foundation. The Caroline Chisholm Education Foundation is a controlled entity of the Chisholm Board.
    [Show full text]
  • Disrupting Disadvantage: Setting the Scene
    2019 Disrupting disadvantage setting the scene 2 3 Contents Foreword 4 Disadvantage in Australia 6 Report snapshot 8 About this publication Disrupting disadvantage: setting the scene © CEDA 2019 Introduction 10 ISBN: 0 85801 341 X CEDA’s objective in publishing this report is to encourage constructive debate and discussion on matters of national economic importance. Persons who rely upon the material published do so at their own risk. Chapter 1 Design Robyn Zwar Design What’s wrong with the current approach? 24 Images iStock About CEDA Chapter 2 CEDA – the Committee for Economic Development of Australia – is an independent, not-for-profit membership organisation. A new course of action 38 We identify policy issues that matter for Australia’s future and pursue solutions that deliver better economic, social and environmental outcomes for Australia. We deliver on our purpose by: Appendix • Leveraging insights from our members to identify and understand the most Statistics and concepts 60 important issues Australia faces. • Facilitating collaboration and idea sharing to invoke imaginative, innovative and progressive policy solutions. • Providing a platform to stimulate thinking, raise new ideas and debate critical and Acknowledgements 72 challenging issues. • Influencingdecision makers in government, business and the community by delivering objective information and expert analysis and advocating in support of our positions. CEDA’s cross-sector membership of 770 spans every state and territory and includes Australia’s leading businesses, community organisations, government departments and academic institutions. CEDA was founded in 1960 by leading economist Sir Douglas Copland. His legacy of applying economic analysis to practical problems to aid the development of Australia continues to drive our work today.
    [Show full text]
  • Foundation Skills Approved Provider List
    Foundation Skills Approved Provider List Version published 22 February 2018 The following registered training organisations have been approved to deliver government subsidised training in courses/qualifications on the Foundation Skills List. Each organisation may be approved to deliver in up to three ‘Domains’ as identified below. You can view the Foundation Skills List, which is divided by Domains, in the document titled ‘Guidelines About Student Eligibility and Supporting Evidence’ located under VET Funding Contracts . Please note the Foundation Skills Approved Provider List is subject to change at any time. TOID RTO Trading Name Domain A Domain B Domain C 590 Adult Multicultural Education Services - AMES 4016 Advance Community College 3732 Albury Wodonga Community College 6389 Angliss Neighbourhood House Inc Australian Academy of Vocational Education and 21595 Trades Pty Ltd 3578 Australian Catholic University (St Patricks Campus) Australian Technical and Management College Pty Ltd 22158 as trustee for Australian Technical and Management College Trust 22594 Australian Vietnamese Women's Association Inc 20213 Avenue Neighbourhood House at Eley Inc 5064 Bacchus Marsh Community College Inc 3683 Ballarat Group Training (BGT) 3720 Bass Coast Adult Education Centre Inc 3077 Bendigo Kangan Institute (Bendigo TAFE) 21369 Berry Street Victoria Inc 4687 Box Hill Institute 3621 BRACE Education & Training 3834 Brite Institute 113 Brotherhood of St Laurence 3665 Campaspe College of Adult Education 21228 Carlton
    [Show full text]
  • 2018 Membership Book
    2018 MEMBERSHIP BOOK WORLD FEDERATION OF COLLEGES AND POLYTECHNICS This is the first publication of the members of the World Federation of Colleges in Polytechnics (WFCP) prepared for the Congress of the Federation being held in Melbourne, Australia in October 2018. The Federation is a family of associations, institutes and stakeholders engaged in the delivery across the globe of professional and technical education and training. As you will see from this publication the Federation is the largest network of this type in the world. Members come together to be a global influence for the future of professional and technical education and training, particularly so all citizens have the opportunity for advancement through world class training and education. The purpose of the Federation is to develop contemporary policy positions for consideration by governments and industry stakeholders across the globe for the development of deep technical knowledge and skills for work and entrepreneurship and innovation so that all citizens can contribute to economic activity and social cohesion. The WFCP also operates as a network so all members can share best practice. Whether we are from the developed world or the developing world each of us can learn off each other. The rapid rate of technology change supported by ever-increasing telecommunications speed brings all players from around the world into global supply chains. The theme of the 2018 Congress - Preparing for the Skills Future, Now is examining this issue. How we can make sure all citizens around the globe are prepared for the sweeping change triggered by technology can continue to be meaningfully engaged in economic and social activity is central to the WFCP.
    [Show full text]
  • Weekly Career News
    CAREER NEWSLETTER Week 8 - Term 1, 2017. FOCUS ON THE MELBOURNE CAREERS EXPO This Expo is the best attended and longest running careers event in Australia. The VCE and Careers Expo 2016 attracted over 32,000 visitors,180 exhibitors and 120 seminars. This year proves to be even better as Australia’s biggest careers expo celebrates 25 years. Exhibitors with: information and resources for senior students information about university, TAFE and training courses career advice study advice international exchange and gap year programs Seminars including: study strategies and tips tertiary courses careers selecting subjects gap year options Moama Anglican Grammar is offering this as a FREE event for students and families on Sunday 7 May. For more information about the expo see – www.vceandcareers.com.au/ Parents are encouraged to attend with students. A coach will be departing the School at 7:30am and returning at 5:00pm. The School has secured free tickets for entry into the expo and there is no charge for transport. Places on this trip are limited so get in early to avoid disappointment. Please email Mr Martin ([email protected]) so permission notes can be arranged. Mr. S Martin (Career Adviser) CONTENTS Vocational and Higher Education News Have you considered studying fashion and textiles? Interested in business and law? The Future of Jobs Love mathematics and science? Interested in audio engineering and sound production? Student success at RMIT Deakin University Sport Courses Interested in trades? Have you considered
    [Show full text]
  • Chisholm Annual Report 2020
    ANNUAL REPORT 2020 Our Our Our vision purpose values Leading the way in Chisholm Institute excels in Our drive for commercial education and training education and training and success is underpinned by to inspire success and is respected and valued our core values: transform lives. for enhancing the social > Opportunity and economic futures of individuals, industry and > Collaboration communities. > Integrity > Achievement. WOMIN DJEKA, WELCOME TO CHISHOLM Chisholm respectfully acknowledges the Traditional Custodians of this land. We pay respect to Elders past, present and future for they hold the memories, the traditions, the culture and hopes of our nation’s First Peoples. Chisholm is committed to supporting and empowering our Aboriginal and Torres Strait Islander staff, students and their communities by providing quality teaching and learning opportunities. Contents About this Report 1 Casey Tech School 32 About Chisholm 2 Apprenticeship Hub 33 Board Chair’s Message 3 Statistical Overview 34 CEO’s Message 4 Board and Committees 36 Rapidly Responding to Change 5 Board and Committees Chart and Membership 39 Strategic Direction 8 Controlled Entities 40 Awards and Achievements 10 Corporate Governance 41 Student Support and Engagement 12 Executive Directors Group 42 Caroline Chisholm Education Foundation 14 People, Culture and Safety 43 Delivery Initiatives and Innovation 15 Workforce Data 45 Skills and Jobs Centre 16 Financial Performance Summary 47 Chisholm Online 17 Attestation 48 Higher Education College 18 Consolidated Financial Statements 49 The Professional Educator College 19 Notes to the Financial Statements 57 Foundation College 21 Performance Statement 112 Family Violence prevention, awareness, response 23 Disclosure Index 113 Projects 24 Additional Compliance Reports 117 Commercial 25 Environmental Performance 123 International Projects 27 Acronyms 127 Campuses 30 1 About This Report This document reports on the 2020 operations of Chisholm Institute, TAFE Online (trading as Chisholm Online) and the Caroline Chisholm Education Foundation.
    [Show full text]
  • TAFE Back to Work – Case Studies Linking Job Seekers, Work Ready Skills and Employers
    TAFE Back to Work – Case Studies Linking job seekers, work ready skills and employers Back to Work programs delivered by public VET providers These case studies demonstrate how Victoria’s TAFE Institutes and dual sector universities deploy their expertise to respond to students’ aspirations, industry skill needs, community expectations and government policy goals. The five case studies describe relevant, localised responses to the aims of the Victorian Government’s TAFE Back to Work Fund (BTW). Aims of the TAFE Back to Work Fund BTW combines social and economic objectives. The Fund has invested in innovative approaches to vocational skills development so that work ready job seekers are well matched to job opportunities. With particular attention to equity outcomes for disadvantaged job seekers, BTW recognises that the personal benefits of vocational training are best realised by developing skills that make direct contributions to improved productivity in contemporary workplaces. 2 | Victorian TAFE Association Contents Box Hill Institute 5 Holmesglen and Chisholm Institute 8 Federation Training 12 Victoria Polytechnic 16 Wodonga TAFE 20 BTW has invested in public VET providers’ training infrastructure. Extracting value from existing resources supports high quality vocational learning for BTW participants and releases value for students enrolled in other qualifications. Maximising training outcomes through partnerships The case studies share much in common. There is consistent reliance on the business and social agency partnerships nurtured over many decades by Victoria’s public VET providers. Box Hill Institute’s BTW program has drawn on extensive IT industry networks to shape a new qualification in cyber security. Holmesglen and Chisholm Institute have drawn on relationships with schools, the Brotherhood of St Laurence and other agencies to research, implement and evaluate their joint BTW program – Career Pilot.
    [Show full text]
  • Associate Degree Or Advanced Diploma? a Case Study
    A NATIONAL CENTRE FOR VOCATIONAL EDUCATION RESEARCH OCCASIONAL PAPER Associate degree or advanced diploma? A case study Tom Karmel Tham Lu NATIONAL CENTRE FOR VOCATIONAL EDUCATION RESEARCH Associate degree or advanced diploma? A case study Tom Karmel Tham Lu NCVER NATIONAL CENTRE FOR VOCATIONAL EDUCATION RESEARCH OCCASIONAL PAPER The views and opinions expressed in this document are those of the authors/project team and do not necessarily reflect the views of the Australian Government, state and territory governments or NCVER. Publisher’s note To find other material of interest, search VOCED (the UNESCO/NCVER international database <http://www.voced.edu.au>) vocational education and training; higher education; tertiary education; training markets; higher-level qualifications; government; private providers; TAFE; articulation; labour market. Acknowledgment The authors would like to thank Francesca Beddie for her contribution and input to this paper. © National Centre for Vocational Education Research, 2012 With the exception of cover design, artwork, photographs, all logos, and any other material where copyright is owned by a third party, all material presented in this document is provided under a Creative Commons Attribution 3.0 Australia <http://creativecommons.org/licenses/by/3.0/au>. This document should be attributed as Karmel, T & Lu, T 2012, Associate degree or advanced diploma? A case study , NCVER, Adelaide . The National Centre for Vocational Education Research (NCVER) is an independent body responsible for collecting, managing and analysing, evaluating and communicating research and statistics about vocational education and training (VET). NCVER’s in-house research and evaluation program undertakes projects which are strategic to the VET sector. These projects are developed and conducted by NCVER’s research staff and are funded by NCVER.
    [Show full text]
  • Prerequisites for 2024 the Following PDF Provides an Overview of the Prerequisites for Courses in 2024
    Prerequisites for 2024 The following PDF provides an overview of the prerequisites for courses in 2024. While VTAC endeavours to keep this publication updated, for the latest list of courses and prerequisites please go to the VTAC Prerequisite and Course Explorer, available from the website. Contents Academia Australia 3 Academy of Information Technology 3 Academy of Interactive Entertainment 3 Australian Catholic University 4 Australian College of Applied Psychology 5 Australian Guild of Music Education 6 Australian Institute of Music (AIM) 6 Box Hill Institute 6 Charles Sturt University 7 Chisholm 7 Collarts (Australian College of the Arts) 8 CQUniversity 8 Deakin College 9 Deakin University 10 Elly Lukas Beauty Therapy College 13 Endeavour College of Natural Health 13 Federation University Australia 13 Gordon (The) 15 Holmesglen 16 JMC Academy 16 Kangan Institute 17 La Trobe College Australia 17 La Trobe University 18 LCI Melbourne 21 Longerenong College 21 Marcus Oldham College 21 Melbourne Institute of Technology 21 Melbourne Polytechnic 22 Monash College 22 Monash University 23 National Institute of Dramatic Art 32 Northern College of the Arts and Technology 33 Photography Studies College 33 RMIT University 33 SAE Creative Media Institute 39 Southern Cross University 39 Swinburne University of Technology 39 TAFE Gippsland 45 Torrens University Australia 46 University of Melbourne (The) 47 Victoria University 49 Victorian Institute of Technology 53 Whitehouse Institute of Design 53 William Angliss Institute 53 A note about mathematics prerequisites In 2023, the Victorian Curriculum and Assessment Authority (VCAA) will introduce a Unit 3 and 4 sequence in Maths: Foundation Mathematics, which was previously only offered at Unit 1 and 2 level.
    [Show full text]
  • Box Hill Institute 2011 Annual Report
    Elgar Campus 465 Elgar Road box hill institute Box Hill VIC 3128 2011 annual report Nelson Campus 853 Whitehorse Road Box Hill VIC 3128 Whitehorse Campus 1000 Whitehorse Road Box Hill VIC 3128 Ceylon Campus 30 – 32 Ceylon Street Nunawading VIC 3131 Automotive, Pre-vocational Studies 77A Lexton Road Box Hill VIC 3128 1300 BOX HILL (1300 269 445) www.boxhill.edu.au The information contained in this publication is correct at the time of print (April 2012). Box Hill Institute reserves the right to alter, amend or delete details of information published in this publication. Designed and printed by: BHI Digital Print Services ISSN: 1442-228X ©Box Hill Institute 2012 ABN: 76 268 630 462 CRICOS provider number: 02411J connecting partnership growth successful future contents Establishment 3 Partnerships 4 A Year of Awards 6 Chair’s Report 8 CEO’s Report 10 Connecting with Industry 12 Connecting with Community 14 Progress against the Institute’s Strategic Plan 17 Progress against the State and National Priorities 22 International Highlights 24 Domestic Highlights 26 Governance 28 Board Profiles 29 Executive Management Structure 35 Compliance 36 Financial and Operational Compliance Index 44 Index 48 Glossary 48 connected with our world Providing students with excellence in teaching, a positive learning environment and the opportunity to excel in the global employment market 2 connected with our values The institute prides itself on its ability to deliver a broad range of vocational education and training services vision, mission and values vision values commitments Box Hill Institute will be Australia’s Box Hill Institute adopts the Box Hill Institute is committed to No.
    [Show full text]
  • ACWA Previously Accredited Courses – VIC
    ACWA Previously accredited courses – VIC ACWA Previously accredited courses – VIC Institution Institution previously Campus Aprv From Aprv To Title of Qualification DE known as Diploma of Community Services Academies Australasia Maidstone 13/07/2015 30/09/2016 Work Polytechnic Diploma of Community Services Academies Australasia AMI Education Pty Ltd Melbourne 01/01/2010 21/05/2016 Work Polytechnic Academies Australasia Diploma of Community Welfare Work AMI Education Pty Ltd Melbourne 14/11/2009 31/12/2012 Polytechnic Bachelor of Business (Community Acknowledge Education Pty Services Management) – ACWA Melbourne 07/03/2017 07/03/2019 Ltd trading as Stott’s Colleges accredited diploma pathway only Amberley Institute of Diploma of Community Welfare Work Melbourne 5/08/2009 1/10/2011 Australia RTO Angad Australian Institute of Diploma of Community Welfare Work Melbourne 28/07/2009 30/06/2012 Technology Australasian Lawrence Aged Diploma of Community Welfare Work Preston 18/12/2008 10/09/2012 Care College RTO Bachelor of Applied Social Science Australian College of Applied DE Melbourne 2008 2010 (Counselling) Psychology RTO Australian Education Diploma of Community Welfare Work Ascot Vale 2008 2011 Academy RTO Diploma of Community Services Australian Institute of Melbourne 09/06/2011 28/02/2017 Work Technical Training Australian Institute of Diploma of Community Welfare Work Melbourne 2009 06/08/2012 Technical Training Australian Institute of RTO closed Diploma of Community Welfare Work Technology and Education Melbourne 2005 October 2011
    [Show full text]
  • Creative Industries Melbourne: Leading Innovating Connecting
    MELBOURNE RESEARCH, EDUCATION AND TRAINING CREATIVE INDUSTRIES MELBOURNE: LEADING INNOVATING CONNECTING AUSTRALIA Melbourne VICTORIA Melbourne and regional Victoria are a perfect blend of economic strength and dynamism, with a lifestyle that is envied around the world. Talented people, a world-class education system, supportive government and superior infrastructure make the state of Victoria a global leader in research, education and vocational training. Victoria’s research centres, universities and vocational training providers partner with industry, governments, non-government organisations (NGOs) and other educational institutions around the world. They offer extensive opportunities for partnerships and program collaborations, including joint research initiatives, research and development services, licensing of materials, tailored curriculum development, joint program delivery, staff/student exchange, consultancy services and customised employee development programs. For more information about Victoria’s research, higher education and vocational training capabilities, contact your region’s Victorian Government Business Office at: invest.vic.gov.au/offices. 3 MELBOURNE RESEARCH, EDUCATION AND TRAINING CREATIVE INDUSTRIES IN MELBOURNE Melbourne’s status as one of the world’s great Melbourne’s architecture industry is supported by the strong creative hubs is internationally recognised. architecture faculties of Victoria’s universities, which are internationally renowned for design excellence and are global From its skyline featuring some of the world’s most exciting leaders in architecture and building teaching. Their industry- contemporary architecture, to its signature laneways where designed and accredited programs are led by high-profile alumni fashion, graffiti art, design studios, galleries and impeccably who, as well as sharing their expertise with the next generation designed restaurants jostle for attention, the hum of innovation of architects, take advantage of the institutions’ robotics, additive is unmistakable.
    [Show full text]